Abstract
Although research has been conducted on the benefits and drawbacks of online courses, more is specifically needed in teacher-education to increase understanding of the transfer process from technology integration learning to the classroom. This study was designed to evaluate a model for blending technology with traditional classroom methods in preparing teachers to do the same. A combination of qualitative and quantitative methods was used to examine the collaborative and scaffolding approaches to the teacher-learners construction of meaning in the online discourse. Data has been collected from blended graduate-level courses taught in the area of educational technology for in-service and pre-service teachers from 2001 through 2006. These findings will be used to help identify best-practices for technology integration with teacher-education through informed applied research, and to create a new model for more comprehensive future blended course design.
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