Abstract
This paper traces the work of a group of English teachers at an alternative school in the Southeastern United States. It follows their planning and implementation of blended instruction to impact differentiated instruction, student content growth, and improve instruction. Teachers used the Blendspace program to address administrative concerns to incorporate technology, while still maintaining their philosophical stance on teaching and learning. The challenges that these high school teachers faced were discussed, including mandated computer use, use of technology, and using technology to assist in working with students with attendance issues.
Recommended Citation
Horn, Suzanne
(2017)
"Creating blended instruction together: Working with English teachers at an alternative school,"
Teacher Education Journal of South Carolina: Vol. 11:
No.
1, Article 6.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol11/iss1/6