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

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

Martin R. Reardon
Copyright: © 2010 |Pages: 19
ISBN13: 9781605668802|ISBN10: 160566880X|ISBN13 Softcover: 9781616924270|EISBN13: 9781605668819
DOI: 10.4018/978-1-60566-880-2.ch003
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MLA

Reardon, Martin R. "Instructional Leadership and Blended Learning: Confronting the Knowledge Gap in Practice." Cases on Online and Blended Learning Technologies in Higher Education: Concepts and Practices, edited by Yukiko Inoue, IGI Global, 2010, pp. 44-62. https://doi.org/10.4018/978-1-60566-880-2.ch003

APA

Reardon, M. R. (2010). Instructional Leadership and Blended Learning: Confronting the Knowledge Gap in Practice. In Y. Inoue (Ed.), Cases on Online and Blended Learning Technologies in Higher Education: Concepts and Practices (pp. 44-62). IGI Global. https://doi.org/10.4018/978-1-60566-880-2.ch003

Chicago

Reardon, Martin R. "Instructional Leadership and Blended Learning: Confronting the Knowledge Gap in Practice." In Cases on Online and Blended Learning Technologies in Higher Education: Concepts and Practices, edited by Yukiko Inoue, 44-62. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-880-2.ch003

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Abstract

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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