Citation

1. Dziuban, Chuck & Graham, Charles & Moskal, Patsy & Norberg, Anders & Sicilia, Nicole. (2018). Blended learning: the
new normal and emerging technologies. International Journal of Educational Technology in Higher Education. 15.
10.1186/s41239-017-0087-5.
This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher
education in a world where information communication technologies (ICTs) increasingly communicate with each other. In
considering effectiveness, the authors contend that BL coalesces around access, success, and students’ perception of their
learning environments. Success and withdrawal rates for face-to-face and online courses are compared to those for BL as
they interact with minority status. Investigation of student perception about course excellence revealed the existence of robust
if-then decision rules for determining how students evaluate their educational experiences. Those rules were independent of
course modality, perceived content relevance, and expected grade. The authors conclude that although blended learning
preceded modern instructional technologies, its evolution will be inextricably bound to contemporary information
communication technologies that are approximating some aspects of human thought processes.
Keywords: Blended learning, Higher education, Student success, Student perception of instruction, New normal

2. Bowles, M.. (2020). New Normal Part 3 Why non-traditional education is part of the new normal.
10.13140/RG.2.2.19190.22084. This discussion paper explores the following fundamental systemic issue: COVID-19 has
amplified future work trends to a point where business change now occurs at a pace that demonstrably exceeds the rate at
which tertiary educational providers are responding. It is therefore imperative to look beyond traditional curriculum and to
find new paths that re-establish the relevance and value of vocational education. Exploring this approach further we examine
how higher education curriculum can be designed in a non-traditional format to open employment opportunities for people
looking to enter fast-growth, emerging digital roles that span disciplines and ignore the Industrial Age boundary between the
blue collar worker and the white collar professional.

3. Hüthig, Stefanie. (2019). "New Normal". Bankmagazin. 68. 3-3. 10.1007/s35127-019-0065-4.

4. Carr, Ellen. (2020). New Normal Terminology. Clinical journal of oncology nursing. 24. 223. 10.1188/20.CJON.223. The
COVID-19 pandemic has required us to recognize a new normal and other additions to our general and clinical vocabulary.
Some were preexisting terms that now have been broadened or changed during these unprecedented times. Others have
helped to bring to light some of the issues or difficulties that healthcare professionals faced prior to this pandemic.
5. Maboloc, Christopher Ryan. (2020). Critical Pedagogy in the New Normal. Critical pedagogy is an educational approach that
challenges students to develop the ability to recognize and criticize dominating theories and evaluate them in their social
context. Teachers press students to recognize oppression and try to remedy oppression in their culture. Despite the lack of in-
person interaction between the teacher and the students, the effort to use innovative teaching techniques like critical
pedagogy should continue.
6. Gupta, Tarun & Chalmers, Sarah & McGonigal, Emma. (2020). COVID-19: General practice education in the ‘new normal'.
Australian Journal of General Practice. 49. 10.31128/AJGP-COVID-30. COVID-19 has provided learning opportunities for
medical students, supervisors and the public.
7. Webb, Rachel. (2020). Live versus virtual: The ‘new normal’. Journal of Wound Care. 29. 309-309.
10.12968/jowc.2020.29.6.309.
8. Washington, LaToya. (2020). Using Technology to Change Education : Blended Learning in the Science Classroom.
10.35542/osf.io/cyqs8. This paper intends to highlight the trends in technology over several years and contrast the differences
in adoption and implementation between the field of education and the rest of the world. Education has been slow to adopt
new practices and continues to remain less technologically advanced than the society it aims to educate. The focus of this
review is to call attention to the impact on science education using journal articles and reports in the fields of education,
educational technology, and learning and behavioral sciences. By being reluctant to incorporate technology, science
educators miss out on the opportunity to enhance the learning of their students using strategies such as blended learning.
Blended learning can be a tool that aids in the development and strengthening of the 21st century skills needed by students to
think critically, apply learning, and solve real-world problems in the classroom, in the workforce, in higher education, and
most importantly, in their daily lives. Blended learning is a strategy made possible by ICT implementation. Successful
implementation requires clear vision, detailed and intentional planning, training, monitoring, and adjustment. Leaders should
look to the experiences of others to plan for success and avoid pitfalls. Well-planned and poorly-planned technology projects
are documented in the literature that can be used as learning examples. Keywords: blended learning, educational technology,
science education, 21st century skills, ICT

9. Aladwan, Fatima & Al-Shboul, Muhannad & al awamrah, Abedelsalam. (2018). Distance Education, Blended Learning, and
e-Learning: Predictions and Possibilities. Modern Applied Science. 13. 192-206.

10. García, Beatriz & Martinez, Maria. (2017). Technology and science education: New challenges. Journal of Technology and
Science Education. 7. 1. 10.3926/jotse.266. As usual in JOTSE, the first editorial of the year presents an analysis of our
Journal evolution. In this sense, we reflect on the changes undergone and the challenges we will face in the new year 2017.

11. Penick, John & Yager, Robert. (1986). Science education: New concerns and issues. Science Education. 70. 427 - 431.
10.1002/sce.3730700408.

12. Wolz, Ursula. (2011). K-12 Computer Science education news. SIGCSE Bulletin. 43. 3. 10.1145/2068756.2068758.
Integrating computer science into the K-12 curriculum is not news, so why put it into the SIGCSE Bulletin? Since the big
educational movements in the 1970s and 80s that promoted BASIC and Logo, computing educators have attempted to get the
kind of integration into pre-college that other disciplines, like Biology and Chemistry, have. This has been a struggle, and in
recent years computing, and programming in particular, are marginalized in K-12 for a variety of reasons including teacher
preparedness, politics and what Peter Denning described as the "eating the seed corn problem." While grassroots and
academic efforts such as CS Unplugged, CS4HS, the Alice and Scratch communities and the Principles of Computing AP
movement are becoming "old news", the news of the day is that politicians are coming on board.
13. Murray, John. (2015). A Vision for Science Education: New Evidence from a National Panel. Reflections: Manitoba ASCD
Journal. September. 23-31.

14. Colucci-Gray, Laura & Gray, Donald & Furman, Melina & Podesta, Maria. (2014). Creativity in Science Education: new
narratives for a sustainable future?.

15. Ed, Robinson,. (1981). Research in Science Education: New Questions, New Directions. Presented is a compilation of papers
focusing on new questions and new directions for research in science education. Papers are grouped into one of three related
fields of research: (1) analysis of curriculum materials, especially science textbooks; (2) investigations of science
understandings of students and experts; and (3) investigations of the contextual factors of science classrooms. A general
introduction precedes each of these three sections and summarizes and compares papers. Individual papers describe a
particular problem related to one of the general areas, the theoretical base underlying the research and how the problem is
being investigated, and selected research findings. Topics include: (1) textbook assessment; (2) analysis of science textbooks;
(3) structure, strategies, and comprehension in learning; (4) concept of change in scientific reasoning; (5) understanding and
problem-solving in physics; (6) implications of classroom research for science and math instruction; (7) mathematics
classroom inquiry; and (8) the case for the participant/observer in mathematics classrooms. (DS)

16. Anisimova, N.Y. & Zhakshylykov, Zhyldyzbek & Larionova, N.I. & Yalyalieva, T.V. & Murzina, E.A.. (2016). Science
education: New competences, development prospects and teaching methods. Research Journal of Pharmaceutical, Biological
and Chemical Sciences. 7. 617-620. Updating the Master's Degree programs, the basic ideas of updating the programs, the
structure of the mechanisms of the program updating, the principles and conditions of the program updating. The article
describes the main approaches of the mechanisms of updating the Master's Degree programs in science education in the
pedagogical higher education institution. We consider the organizational-pedagogical conditions for the program updating.
We suggest functional and procedural approaches to solving this problem.

17. Murray, John. (2015). TITLE: A Vision for Science Education: New Evidence from a National Panel. Educational
leadership: journal of the Department of Supervision and Curriculum Development, N.E.A. John Murray holds a PhD in
science education and has been an educator in Manitoba for more than 25 years. He recently led a national-level study
focusing on the future of science education in Canada, the results of which form the essence of this article. John has a keen
interest in the history of science and mathematics in antiquity and is currently working on a new book which focuses on the
manner in which early Greek mathematical astrology influenced – and may have been critical to - the development of
Renaissance astronomy under the watchful eyes of Galileo Galilei and Johannes Kepler.

18. Heering, Peter & Winchester, Ian. (2015). History of Science and Science Education: New Conceptions, Old Instruments and
Developing Institutions. Interchange. 45. 10.1007/s10780-015-9245-7. This issue and the one that follows consist of a
number of selected papers that were initially presented at the International Conference for the History of Science in Science
Education (ICHSSE). This particular meeting, being the ninth in this series, took place in Flensburg (Germany) in 2012 and
was devoted to discuss questions on enabling scientific understanding through historical instruments and experiments in
formal and non-formal learning environments. The entire conference series originated from collaboration between Arthur
Stinner (University of Manitoba) and Jürgen Teichmann (Deutsches Museum Munich). They established a series of meetings
that aimed at familiarizing science teachers with topics from the history of science. This collection of papers in these two
volumes are dedicated to the memory of Arthur Stinner, who unexpectedly died in 2014, and honour his large contribution to
our common interests as science educators.The Flensburg conference brought together science educ ...

19. Meeks, Lisa. (2019). The new normal: Disability inclusion in health science education. Disability Compliance for Higher
Education. 24. 1-4. 10.1002/dhe.30614. Last year, we witnessed tremendous growth toward the inclusion of persons with
disabilities in health science programs. A major report from the Association of American Medical Colleges, in partnership
with the University of California, San Francisco School of Medicine examined the lived experiences of learners with
disabilities and offered considerations for improving policy and practice.

20. Maboloc, Christopher Ryan. (2020). Critical Pedagogy in the New Normal. Critical pedagogy is an educational approach that
challenges students to develop the ability to recognize and criticize dominating theories and evaluate them in their social
context. Teachers press students to recognize oppression and try to remedy oppression in their culture. Despite the lack of in-
person interaction between the teacher and the students, the effort to use innovative teaching techniques like critical
pedagogy should continue.

21. Fraser, Stewart & Hsu, Kuang-liang. (2020). Teaching and teacher education. 10.4324/9781003069676-8.

22. In. A. Borthwick, T. Foulger, & K. Graziano (Eds.) Championing Technology Infusion in Teacher Preparation: A Framework
for Supporting Future Educators, pp. 95-112. Portland, OR: International Society for Technology in Education. This chapter
introduces the Teacher Educator Technology Competencies (TETCs) (Foulger, Graziano, Schmidt-Crawford, & Slykhuis,
2017) in the context of technology infusion efforts and explains how teacher preparation programs and teacher educators can
provide a strategic effort to help all teacher educators prepare to teach with technology, teach about technology, and support
teacher candidates as they become proficient users of technology in their teaching. The TETCs represent the knowledge,
skills, and attitudes all teacher educators need. This chapter also explores approaches for how teacher educators can address
professional expectations and development related to teaching with
technology throughout the teacher preparation program. Chapter and book available at iste.org/InfuseTech. Slykhuis, David
& Schmidt-Crawford, Denise & Graziano, Kevin & Foulger, Teresa. (2020). Professional Expectations for Teacher
Educators: The Teacher Educator Technology Competencies (TETCs).. In. A. Borthwick, T. Foulger, & K. Graziano (Eds.)
Championing Technology Infusion in Teacher Preparation: A Framework for Supporting Future Educators, pp. 95-112.
Portland, OR: International Society for Technology in Education. This chapter introduces the Teacher Educator Technology
Competencies (TETCs) (Foulger, Graziano, Schmidt-Crawford, & Slykhuis, 2017) in the context of technology infusion
efforts and explains how teacher preparation programs and teacher educators can provide a strategic effort to help all teacher
educators prepare to teach with technology, teach about technology, and support teacher candidates as they become proficient
users of technology in their teaching. The TETCs represent the knowledge, skills, and attitudes all teacher educators need.
This chapter also explores approaches for how teacher educators can address professional expectations and development
related to teaching with
technology throughout the teacher preparation program. Chapter and book available at iste.org/InfuseTech