Blended Learning and How Teachers Immigrate into Technology Rich Pedagogical Practices
Abstract: Technology is rapidly becoming a prominent mediating tool that permeates all aspects of personal and professional life. In accordance teachers are challenged to both develop skills for recognizing when and how technology can be successfully integrated into instruction. As digital immigrant not all teachers have sound practices for developing Blended Learning instructional pathways, and must work to develop the skills of integrating their Pedagogical, Technological and Content Knowledge, and theory known as TPACK. Applying this theory within the context of urban high schools, this paper examines a pilot Blended Learning program in four mathematics classrooms and the impact on both teacher practice and student performance.