One Teach-One Teach: An Emerging Co-Teaching Strategy

Alicia M. Drelick; Michelle L. Damiani; Brent C. Elder

doi:10.1177/01626434231177869

One Teach-One Teach: An Emerging Co-Teaching Strategy

Alicia M. Drelick, Michelle L. Damiani, Brent C. Elder

Interdisciplinary & Inclusive Ed

Rowan University

Research output: Contribution to journal › Article › peer-review

Abstract

Co-teaching allows educators to take on specific roles and responsibilities in the classroom leading to more effective instruction. With increased expectations to embrace technologies provided during virtual and hybrid instruction, co-teachers are taking on more technology-based responsibilities in face-to-face instruction. In this article, the authors pose a new co-teaching strategy, “One Teach-One Tech,” which intentionally delegates technology tasks during co-planning, instruction, and assessment. This strategy can be used with existing co-teaching models to support the effective implementation and innovative use of technology to support students in inclusive, co-taught classrooms. After defining this proposed strategy, the authors present and explore strategies for implementation, benefits, and challenges of this co-teaching strategy.

Original language	English (US)
Journal	Journal of Special Education Technology
DOIs	https://doi.org/10.1177/01626434231177869
State	Accepted/In press - 2023

All Science Journal Classification (ASJC) codes

Education
Computer Science Applications

Access to Document

10.1177/01626434231177869

Cite this

@article{218528865f09455a903de7d48c08df6a,

title = "One Teach-One Teach: An Emerging Co-Teaching Strategy",

abstract = "Co-teaching allows educators to take on specific roles and responsibilities in the classroom leading to more effective instruction. With increased expectations to embrace technologies provided during virtual and hybrid instruction, co-teachers are taking on more technology-based responsibilities in face-to-face instruction. In this article, the authors pose a new co-teaching strategy, “One Teach-One Tech,” which intentionally delegates technology tasks during co-planning, instruction, and assessment. This strategy can be used with existing co-teaching models to support the effective implementation and innovative use of technology to support students in inclusive, co-taught classrooms. After defining this proposed strategy, the authors present and explore strategies for implementation, benefits, and challenges of this co-teaching strategy.",

author = "Drelick, {Alicia M.} and Damiani, {Michelle L.} and Elder, {Brent C.}",

note = "Publisher Copyright: {\textcopyright} The Author(s) 2023.",

year = "2023",

doi = "10.1177/01626434231177869",

language = "English (US)",

journal = "Journal of Special Education Technology",

issn = "0162-6434",

publisher = "SAGE Publications Inc.",

}

TY - JOUR

T1 - One Teach-One Teach

T2 - An Emerging Co-Teaching Strategy

AU - Drelick, Alicia M.

AU - Damiani, Michelle L.

AU - Elder, Brent C.

PY - 2023

Y1 - 2023

N2 - Co-teaching allows educators to take on specific roles and responsibilities in the classroom leading to more effective instruction. With increased expectations to embrace technologies provided during virtual and hybrid instruction, co-teachers are taking on more technology-based responsibilities in face-to-face instruction. In this article, the authors pose a new co-teaching strategy, “One Teach-One Tech,” which intentionally delegates technology tasks during co-planning, instruction, and assessment. This strategy can be used with existing co-teaching models to support the effective implementation and innovative use of technology to support students in inclusive, co-taught classrooms. After defining this proposed strategy, the authors present and explore strategies for implementation, benefits, and challenges of this co-teaching strategy.

AB - Co-teaching allows educators to take on specific roles and responsibilities in the classroom leading to more effective instruction. With increased expectations to embrace technologies provided during virtual and hybrid instruction, co-teachers are taking on more technology-based responsibilities in face-to-face instruction. In this article, the authors pose a new co-teaching strategy, “One Teach-One Tech,” which intentionally delegates technology tasks during co-planning, instruction, and assessment. This strategy can be used with existing co-teaching models to support the effective implementation and innovative use of technology to support students in inclusive, co-taught classrooms. After defining this proposed strategy, the authors present and explore strategies for implementation, benefits, and challenges of this co-teaching strategy.

UR - http://www.scopus.com/inward/record.url?scp=85162998049&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85162998049&partnerID=8YFLogxK

U2 - 10.1177/01626434231177869

DO - 10.1177/01626434231177869

M3 - Article

SN - 0162-6434

JO - Journal of Special Education Technology

JF - Journal of Special Education Technology

ER -

One Teach-One Teach: An Emerging Co-Teaching Strategy

Abstract

All Science Journal Classification (ASJC) codes

Access to Document

Other files and links

Fingerprint

Cite this