Teacher mentoring & blended program titles launch at 2012 Virtual School Symposium
WASHINGTON, Oct. 22, 2012 /PRNewswire-USNewswire/ — The International Association for K-12 Online Learning (iNACOL) released two new books showcasing the latest research and trends in online school teacher mentoring and blended education programs.
The books, “Lessons Learned in Teacher Mentoring: Supporting Educators in K-12 Online Learning Environments” and “Lessons Learned from Blended Programs: Experiences and Recommendations from the Field,” were made available at iNACOL’s annual conference, the Virtual School Symposium (VSS) October 21-24 in New Orleans, La.
“This latest research covering online and blended learning methods highlights what is working and focuses on the central role of qualified, well-trained teachers in developing advanced methods in data-driven, technology-enabled, personalized instructional practices,” said Susan Patrick, President and CEO of iNACOL. “It’s our hope that the lessons learned and showcased in these books will encourage the growth of these high quality, new learning models and promote stronger teacher training for preparing educators’ seamless integration into emerging blended education programs.”
“Lessons Learned in Teacher Mentoring” shares several mentoring models currently implemented by K-12 online programs and demonstrates how online schools are increasing student and teacher motivation by building the expertise of teachers entering the waters of personalized digital learning with the support of specific mentoring practices, both for novice and experienced educators.
The book “Lessons Learned from Blended Programs” emphasizes advances in the design of blended teaching and learning experiences and environments. The book analyzes case studies of 10 successful blended learning programs in a variety of geographically and demographically diverse settings across the country serving students throughout primary and secondary grade levels.
Some of the major findings detailed in “Lessons Learned from Blended Programs” include:
- The use of blended programs resulted in increased – and often higher-quality – communication between school and home and in student-teacher interactions.
- The blended programs represented provide evidence that all students, regardless of socioeconomic status, age, race, gender, or ability level, can succeed in blended instruction.
- The implementation of blended learning has changed how schools work.
- Technology does not replace a holistic approach to education in blended learning.
- The shift to blended learning has highlighted the critical role of the teacher.
Both titles will be available for purchase at the 2012 Virtual School Symposium and online via the iNACOL Online Bookstore.
For more information about these and other iNACOL books, please visit http://inacol.org/research/bookstore/index.php.
For more information about online and blended learning, please visit http://inacol.org.
iNACOL is the International Association for K-12 Online Learning, a non-profit 501(c)(3) organization based in Washington, D.C. Representing more than 4,000 members, iNACOL’s mission is to ensure every student everywhere has access to a world class education, no matter their geographic or economic situation by advocating for student-centered educational policies to ensure equity and access, developing quality standards for emerging learning models using online, blended and competency-based education, providing research, and supporting the ongoing professional development of classroom, school and district leaders. iNACOL hosts the Virtual School Symposium, an annual conference on K-12 online and blended learning. Keep up with iNACOL on Facebook, Twitter or our blog. (www.inacol.org)
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Susan Patrick – http://www.profnetconnect.com/susanpatrick