Webinar

In this episode, we’re joined by not one but two guests: Keith Krueger of the Consortium for School Networking and Samantha Becker of New Media Consortium. They’re both here to talk about a joint project between their two organizations called the Horizon Report, an annual initiative focused on identifying the technological trends that are driving educational change, sponsored by Share Fair Nation via a grant from the Morgridge Family Foundation. During our conversation, we touch on the research process behind the report, some trends and other information called out in this year’s report and the companion toolkit that helps K-12 leaders steer conversations around harnessing emerging technologies identified in the report.

This session highlights the findings of a study measuring and exploring the factors influencing K-12 online teachers’ job satisfaction, organizational commitment and turnover intentions, including flexibility, meeting student needs, compensation and workload.

This session highlights findings from a qualitative analysis of challenges faced by teachers practicing blended learning, including concerns around curriculum orchestration, student self-management, and technology challenges, and explores ways that responsive online teacher professional development (ROPD) might be able to solicit useful feedback from blended teachers.

Using a dataset of 12,032 enrollment records from a state virtual school in the 2013-14 school year, this study examined the effect of class size and teacher load on students’ learning outcomes.

The quarterly Collaborative Meetings are designed for researchers in the field of K-12 online and blended learning to come together, get feedback on their work, and share any collaboration opportunities on grants, research, publications, etc.

The quarterly Collaborative Meetings are designed for researchers in the field of K-12 online and blended learning to come together, get feedback on their work and share any collaboration opportunities on grants, research, publications, etc.

In this episode, we get the opportunity to talk with Dr. Michelle Rodriguez, the Assistant Superintendent of K-12 Teaching and Learning at Santa Ana Unified School District in Santa Ana, California. Michelle’s district has made a commitment to innovating the educational process by focusing on personalized and competency-based learning, flexible and engaging learning environments, and effective technology integration. We talk with her about the strategies involved in deploying such an approach to personalized learning and learn what’s made them so successful. Learn more about the district by checking out their website and following them on Twitter @StanaAnaUSD.

In this episode, we’re talking with David Rose, the Deputy Chief of Educational Technology and Library Programs at Washington, D.C., public schools. David and I discuss how his district has been able to find success with its blended learning initiative, effectively bringing it to scale across a number of buildings in the district, and the comprehensive strategy behind continuing its success. Be sure to read more about their programs and experiences at their website, and follow @dcpublicschools and @DaveTechDC.

In this episode, we’re talking with Dr. Michael Barbour, the Director of Doctoral Studies at Sacred Heart University. Dr. Barbour has been involved in the field of online and blended learning research for over a decade and offers us plenty of insights on how he’s observed the field grow and evolve over that time. He also brings an international perspective, having lived and conducted research in Canada for quite some time. We also talk about how researchers, practitioners, and policymakers can tweak their processes in order to better reflect what’s been demonstrated through research. Be sure to check out his blog.

This session will highlight findings from an international survey of over 600 teachers in face-to-face, online and blended settings examining how teachers adapt rather than adopt open educational resources and the importance of changing teacher habits in the quest to mainstream OER.