Mariya Khan
Instructional Designer & Educator
Action Research - Blended
Learning & Peer Coaching in Action
Click on the image to the right to access the summarized PowerPoint presentation.
Research paper available upon request.
Objectives Met -
Principle #1 - Apply foundational knowledge and skills to the collaborative design and use of content, pedagogy and instructional technologies.
Principle #2 – Create conditions for learning by applying theories (eg. learning
theories, curriculum theory and communications theories) to authentic scenarios involving diverse populations.
Principle #3 - Use modern technologies, and techniques (eg. collaborative teamwork and rapid prototyping) to design and develop learning materials, media and environments that promote near and far transfer of content knowledge.
Principle #4 - Design and develop a strategic vision and plan for the implementation, management and evaluation of educational technologies, programs and systems.
Principle #5 - Use quantitative and qualitative methods of inquiry to make data-driven decisions that inform practice in the discipline.
Principle #6 - Initiate, lead, facilitate and advocate for positive change and innovation in the educational technology workplace as new technologies, techniques, and theories of learning, design and change emerge.
Principle #9 - Engage in ethical reasoning and decision-making by applying frameworks, policies and standards of ethical practice such as the AECT and ISTE-C professional standards and the JMU Ethical Reasoning in Action eight key questions framework for ethical decision-making.
Description -
This research project was selected due to the increased necessity for rigorous professional development experiences designed to increase technology implementation in the K-12 classroom. Since professional learning opportunities impact the teaching experience, peer coaching was selected as the method of professional learning to ensure supportive, sustainable, and authentic learning opportunities (Objective 3 & 6). As a result of this research, professional leaders, teachers, and administration will see the demonstrated impact of peer coaching methods on teacher attitude, comfort levels, and preparedness with technology and blended learning implementation.
The design of this study was constructed based on various adult learning theories and peer coaching research, demonstrating the importance of peer interactions embedded in professional learning (Objective 1 & 2). Since I was expected to select relevant research in Educational Technology, I used my current K-12 work environment which allowed me to more authentically and effectively design resources to accommodate for the participants (Objective 4 & 5). All learning materials were flexibly designed to enforce differentiated approaches to learning. Additionally, peer coaching and blended learning training materials were self-created and made available in an online format to allow increased accessibility of files inherently reinforcing learning content (Objective 2, 3, 4, & 9). Implementation methods were also selected using a variety of contexts to promote near and far transfer of learning (Objective 2 & 3).