Thursday, April 9
11:45 AM-12:00 PM
EDT
Room 6 - https://tinyurl.com/siteroom6

Experiences and Perspectives of Personalization as a Blended Teaching Pedagogy from Preservice Teachers in a K-12 Blended Teaching Course

Live / Synchronous ID: 56141
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    Cecil R Short
    Brigham Young University
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    Karen Arnesen
    Brigham Young University
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    Charles Graham
    Brigham Young University
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    Douglas Archibald
    Brigham Young University

Abstract: Our research explored the perspectives of undergraduate education majors learning about personalization pedagogies as part of a one-credit hour course intended to prepare them for teaching in K–12 blended contexts. The course focused on four domains of blended teaching: online integration, data practices, personalization, and online interactions. Throughout the semester, classes were held in a variety of modalities (online, in-person, and blended) in order model teaching in such environments. To prepare preservice teachers for personalized learning, they completed course readings; created an online module for blended teaching, which had to include some form of personalization; and experienced personalization for themselves. Utilizing quantitative and qualitative methods, we analyzed education majors’ scores on pre and post readiness surveys, activity data, and assignment/experience reflections to uncover how preservice teachers felt about using blended teaching to personalize learning. The course seemed to generally make preservice teachers feel more prepared to utilize personalization in their future classrooms, and improved their attitudes and beliefs toward personalization. Students who completed the course reported feeling as though they had the necessary skills and knowledge to use personalization in their future classrooms and to understand its benefits and value.

Presider: Cecil Short, Emporia State University

Topic

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