Hybrid Graduate Education Courses for Teachers: An Instructor’s Perspective on

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Daulton, M. (2012). Hybrid Graduate Education Courses for Teachers: An Instructor’s Perspective on. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 2270-2274). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39923.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2012
Austin, Texas, USA
March 5, 2012
ISBN 1-880094-92-4
  Paul Resta
AACE

More Information on SITE
Table of Contents

Author

Marietta Daulton, Walsh University, United States

Abstract

A professor of graduate education courses for practicing teachers shares her six years of experience in teaching and learning using hybrid courses. As a teacher who embraces new technologies and has been an early adopter of such, shares her good and not so good experiences in learning about and teaching hybrid courses. Her perceptions provide insight gained from her graduate students, how her own role as a teacher has changed, and her goals and expectations as she moves forward. Research reported by others supports many of her own conclusions about how hybrid teaching can help teachers embrace how to teach K-12 students 21st century learning experiences.

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