We live in an era of learning convergence in which both the digital and the physical play critical roles (Leander & Hollett, 2013). In these hybrid spaces, boundaries are permeable and students are simultaneously involved in many settings; communications and other forms of digital and physical production alternate between the virtual and the physical rather than residing in one. This means that teaching and learning must address the issue of learning convergence. Meanwhile, research indicates that preparing prospective teachers to be proficient in digital technologies in order to use them to meet the needs of 21st-century learners continues to be a challenge in many teacher education programs (Bakir, 2015; Lei, 2009). A major factor is teacher educators’ lack of or limited technology use. Although many factors affect teacher educators’ technology use, the most significant hindrance is their attitudes and pedagogical beliefs (Bakir, 2015). If teacher educators do not model technology use, prospective teachers would not observe systematic authentic technology integration, which in turn will affect their classroom practice. One of the major ways to model technology use is through the blended course design.
Ikpeze, Chinwe H. (2016). "The blended course design: The role of agency in a pedagogical shift." Enacting self-study as methodology for professional inquiry 11, 463-469.
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