Schools continue to make investments in technology to engage students better, improve outcomes, and prepare all learners for the new world of work. We are beginning to see more and more innovative uses of technology not just to personalize, but also to make the learning process more personal. When a solid pedagogical foundation is in place, the stage is set to challenge students to demonstrate thinking and learning in ways that we could never have imagined a few short years ago. This, combined with relevance grounded in authentic contexts and applications, empowers students to own their learning.
As I continue to think through the use of technology in schools I am always drawn back to this guiding question – How can students use technology in ways that they couldn’t without it? To improve the learning experience for kids, we must continue to develop ways where technology becomes a ubiquitous component of our work, but also leads to a demonstrated improvement in practice. Here is where the tool supports or enhances the pedagogical technique to aid in conceptual mastery, construct new knowledge, or demonstrate learning through the creation of a learning artifact. One such method that is rapidly gaining traction is blended learning.
Blended learning is one of many strategies that can add a level of personalization while also making the experience a bit more personal with the right conditions. However, there seems to be a bit of confusion as to what blended learning is or the conditions that have to be established for it to improve feedback, differentiate instruction and empower learners. Based on what I have seen during my work in schools and through the sharing on social media, the majority of what educators are calling blended learning is blended instruction. Here is the difference:
The image below outlines some critical considerations when incorporating blended learning in the classroom or school.
I have been very impressed by how Kirk Elementary and Wells Elementary in the Cypress-Fairbanks Independent School District (CFISD) have been implementing blended learning on their campuses. In each case, the station rotation model has been the preferred strategy. I have observed students rotating through various stations that include teacher-directed, independent reading or practice using technology, formative assessment, flipped activity, and collaborative problem-solving. In some cases, students have individual learning playlists to work through. Students rotate through the various stations, and this is typically triggered by music. The use of mobile technology and flexible seating provides students choices as to where they will learn. In the example above technology is blended into their learning experience so that students have some control over path, pace, and place.
All in all, the significant shift that we should focus on is what the student is purposefully doing with the technology. Student agency is at the heart of effective blended learning. It is also important that it supports high-level learning, provides better means of assessment, and improves feedback. Blended instruction is a start, but blended learning is where our practice should move.
As I continue to think through the use of technology in schools I am always drawn back to this guiding question – How can students use technology in ways that they couldn’t without it? To improve the learning experience for kids, we must continue to develop ways where technology becomes a ubiquitous component of our work, but also leads to a demonstrated improvement in practice. Here is where the tool supports or enhances the pedagogical technique to aid in conceptual mastery, construct new knowledge, or demonstrate learning through the creation of a learning artifact. One such method that is rapidly gaining traction is blended learning.
Blended instruction is what the teacher does with technology. Blended learning is where students use tech to have control over path, place, and pace.For me at least, the distinction above brings a great deal of context to the discussion of how technology can improve learning for our students. Now I am not saying it is bad practice when educators integrate tools such as Kahoot, Plickers, Socrative, Mentimeter, Padlet, and much more into their instruction. As long as the level of questioning focuses on the higher levels of knowledge, technology and students can show what they understand that’s a good thing. However, this is not blended learning. To see some of the many-blended learning models available click HERE. If students genuinely own their learning, then they have to have some level of control over path, place, and pace while receiving more personalized feedback regarding standard and concept attainment.
The image below outlines some critical considerations when incorporating blended learning in the classroom or school.
All in all, the significant shift that we should focus on is what the student is purposefully doing with the technology. Student agency is at the heart of effective blended learning. It is also important that it supports high-level learning, provides better means of assessment, and improves feedback. Blended instruction is a start, but blended learning is where our practice should move.
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