Instructional Leadership and Blended Learning: Confronting the Knowledge Gap in Practice

Martin R. Reardon (Virginia Commonwealth University, USA)
Copyright: © 2010 |Pages: 62
EISBN13: 9781616921323|DOI: 10.4018/978-1-60566-880-2.ch003
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Dewey’s concept of experience as an active engagement with a process of action, feedback, and reflection permeates the setting of the case reported in this chapter. The case involves an initiative to engage a group of experienced teachers and school administrators (in the context of a doctoral level course) with reading and reflecting on a vision of the future of education in a professional learning community permeated by the experience of blended learning. While the blended learning was heavily weighted towards face-to-face meetings, issues relating to the integration of technology with education became experienced realities for the group members. These issues included pre-service teacher education, equitable access to online resources, and the creation of an environment in which contemporary approaches to curriculum, teaching, and learning can flourish.
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