Title:	REFORMING EDUCATION: CUSTOM-BLENDED LEARNING RESOURCES: MERGING TECHNOLOGY AND COLLABORATIVE LEARNING IN THE TWO-YEAR COLLEGE TEACHER EDUCATION CURRICULUM
Author(s):	Beryle I. Baker
ISBN:	978-989-8533-04-3
Editors:	Demetrios G Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías
Year:	2011
Edition:	Single
Keywords:	Educational technology, teaching aids and devices
Type:	Reflection Paper
First Page:	321
Last Page:	322
Language:	English
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Full Contents:	click to dowload
Paper Abstract:	The purpose of this presentation is to present alternative methods of incorporating “customized” learning resources into the process of teaching and learning to supplement face-to-face instruction in the teacher education (TE) curriculum. The reoccurring theme is that when teacher educators promote technology and custom-blended learning resources, it stands to reason that future teachers as well as K12 students will be empowered. To this end, this session will provide an overview and demonstration of the application of learning resource models including teaching techniques, and the use of combining hardware and software technology as an alternative means for sharing information. Additionally, this session will feature Camtasia and an online teacher education field experience component. Custom-Blended Learning Resources refers to video based learning objects that are developed in order to support a flexible student-centered approach to teaching and learning. Learning objects in the form of video lectures are used in various formats to help meet specific objectives -- often as a learning intervention for specific problems that have been uncovered during classroom instruction. The use of technology in instruction has become prevalent in the quest to create dynamic learning resources. Although the current economic climate has generated questions regarding the use and funding of technology, the reasons for the continued use of technology present a more convincing case with regard to student academic outcomes (Brandon, 2008; Norton and Wilburg, 2003). Nevertheless, technology improves the effectiveness of learning and teaching, changes how students learn, and increases student motivation and problem solving skills (Kauchak and Eggen, 2009). With regard to the realities of K12 classrooms and future teachers, and the role of teacher educators, custom-blended learning resources can be used to augment drill and practice, tutorials, wording processing, simulations, and the Internet as instructional tools. When teacher educators promote technology and custom-blended learning resources, it stands to reason that future teachers as well as K12 students will be empowered. In essence, the method used should dependent upon the needs of our students. For preservice teacher education students in the two year college, the immediate needs are to assist students in the orientation to early field experiences and ethical standards, the identification of field sites and the acquisition of liability insurance. Custom blended resources are used in traditional and online classes to achieve these objectives. These resources include PowerPoint (the foundation), audio/ voice recordings, video/screen capture techniques, and graphics.
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