The Integration of Culturally Relevant Pedagogy and Project-Based Learning in a Blended Environment

The use of blended learning environments is rapidly expanding in education. This chapter examines a teacher's enactment of the New Tech Network educational model, which utilizes a blended learning environment, and the teaching strategies she used to engage students and gauge student achievement. Detailed teacher interviews, classroom observations, and analyses of student assignments were the sources of data for the study. The findings centered on the integration of culturally relevant pedagogy and authentic instruction within this learning environment and the implications of this integration. Recommendations for future research include a more expansive study of the use of blended learning in social studies and different means of integrating culturally relevant pedagogy and authentic instruction into blended learning.

3D Multi-User Virtual Environments in Science Education

The purpose of this chapter is to identify the potential and challenges in science education in the use of 3D MUVE science programs. These programs offer a number of instructional benefits in motivating and engaging students and in improving their science learning and scientific inquiry. 3D MUVE is a promising media in narrowing gender and racial achievement gaps and enabling an authentic and valid assessment of science education. Like all new instructional technologies, however, the wide use and implementation of 3D MUVE technology in mainstream science classroom is still facing a number of challenges, which are mainly related to technological complexity and cost, and design difficulty in incorporating some elements critical to inquiry-based learning into the 3D MUVE environment. To overcome these identified challenges and make optimal use of the opportunities, suggestions for integrating 3D MUVE into science curriculum and classroom are made and discussed, along with future research directions.

Unbounded Reading

Students' reading abilities and achievements are the focus of numerous national and international reports. At the same time, research on K-12 distance education offers a very limited description of the types of reading that students are asked to do or the students' abilities to accomplish this reading effectively. This chapter overviews the limited research about reading in online courses. The author then examines the potential of reading in online courses through bounded and unbounded contexts. The chapter concludes with instructional opportunities for teachers of online courses when designing reading assignments.

High School Teachers' Gender-Oriented Perceptions of Technology Integration

Within social studies, researchers note limited attention has been given to examining gender differences associated with technology integration, and have called for increased dialogue regarding gender-related technology issues (Crocco, 2006, 2008; Crocco, Cramer, & Meier, 2008; Friedman & Hicks, 2006; Marri, 2007; Mason, Manfra, & Siko, 2005; Sanders, 2006). In response, this chapter explores the gender divide in secondary teachers' perceptions of effective technology integration. Using a qualitative research design, this chapter provides insight into social studies teachers' perceptions of their pedagogical practices and technology integration. The purpose of this study is to develop an understanding of the differences in male and female teachers' use of technology to teach and support student learning. Consideration of how technology is associated with gender-sensitive pedagogical thinking and practice may address the aforementioned gap in technology usage in social studies. Patterns uncovered in data analysis suggest that gender plays a critical role in social studies technology integration. The results from this study can inform methods in which technology is integrated into future social studies classrooms, particularly in emerging areas such as online courses.

Best Pedagogical Practices for Acknowledging and Accommodating Diversity in Online Courses

This chapter examines the best practices for acknowledging and accommodating diversity in online courses, focused at the K-12 level. It presents the challenges of a culturally biased Internet and offers possibilities for educators to address this bias, not only for themselves as pedagogical and instructional designers but also for their students in both online and blended learning environments. While understanding cultural learning biases is important in any online education setting, teachers at the K-12 level need to be especially vigilant as they are working with students who are still developing their own identities as both people and learners. Strategies recommended include, but are not limited to, being aware of cultural differences through both information gathering and experience; providing opportunities for communication that honor student learning preferences; providing explicit course guidelines, expectations, and extended descriptions of course assignments; addressing the implementation of collaborative work with students of diverse backgrounds; and promoting student's cultural awareness through content and instruction.

Learning Theory and Online Learning in K-12 Education

Several questions need to be asked about how the applications of learning theories in online learning and how it impacts student learning. Online learning has the ability to promote rapid growth of student academic performance using instructional strategies such as differentiated instructions to meet the specific needs of students. However, less is known about the integration of learning theory and online learning in K-12 schools and its impact on student learning. This chapter seeks to demonstrate the integration of learning theories, online learning and its effects on student academic performance. In this chapter, researchers trace the trend of online learning in K-12 schools, discuss how instructional models are used to promote online learning in K-12 education, and provide discussion on the prospects and challenges facing online learning in the United States. Recommendation for future studies and conclusion are discussed.

Synchronous Text Chat (EduTexting) as an Online Learning Tool

The increasing popularity and accessibility of affordable computer-mediated communication is rapidly changing the way in which we, as a society, interact and conduct business. This phenomenon is pervasive in all market sectors, including virtual K-12 education. This chapter examines collective and individual use of synchronous text chat to explore learner and instructor social and cognitive presence as well as their attitudes toward online learning. This mode of communication unilaterally enriches the observational learning experience for all participants. Overall, four meaningful social and cognitive functions of synchronous text chat in online learning contexts emerge: a) enhancing enjoyment, b) engagement and noticing, c) achieving community and providing interactive immediacy, and d) bridging of theory to practice. In the spirit of 21st century technological development, the authors coin this use of SMS (synchronous texting) in academic settings EduTexting. They argue for its application and appropriateness in K-12 online courses.

Practical Guidelines for Creating Online Courses in K-12 Education

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Challenges, Opportunities, and Trends in Quality K-12 Online Environments

This chapter provides background information related to K-12 online education, ranging from definitions to benefits and challenges. An in-depth analysis of the virtual learning landscape reveals the multitude of dimensions by which it could be evaluated, including the range of programs, service provider types, approaches to blended learning, kinds of instruction delivery, as well as levels of interaction within cyberspace. A proposed theoretical framework identifies academic programs/curricula, student support services, and virtual program/school administration as categories that connect the relevant literature review to recommendations for future research intended to inform policy-setting efforts aimed at supporting the further development of high quality K-12 online environments.

Online Discussion Boards in the Constructivist Classroom

The purpose of this chapter is to provide pre-service and practicing teachers a constructivist lens for viewing how they use technology, specifically online discussion boards, in their classrooms. The chapter introduces the idea that online discussion boards present a unique opportunity for constructivist teachers in particular and then provides several specific and practical strategies for ways to use discussion boards in the classroom. Each of these strategies connects to the roots of constructivist beliefs. In particular, this chapter highlights the role that writing can play when using this technology.