Blended Learning for Grade Schools

 Blended Learning for Grade Schools

As a teacher-in-training I tend to look at the topics I am learning about through a filter – one which lets through only those applications and procedures which could be applied to grade school education. Unfortunately, despite increases in the availability and even the acceptance of technology in the classroom, schools tend to be slow innovators (Cuban, 1993). I had hoped to find examples of a blended learning approach in public schools in my search of the literature, but true blended learning as defined by Graham (2004) appear rarely in a search of the literature.

In the K12 classroom, blended learning tends to take one of two forms. One form is that of computer-enhanced learning, where a traditional classroom approach is supplemented through the use of computer technology. A quick visit to Edutopia.org unveils dozens of blogs, articles, and videos demonstrating the use of computers in K12 education. These examples range from adaptive technology for students with physical or learning disabilities to the use of the computer for extended learning activities, drill and practice, presentations or projects, scenario- or problem-based learning, webquests, or other extensions of the traditional classroom.

Another way we see blended learning in the classroom is through the use of “virtual” programs; courses taught entirely online but used as supplements to offer additional options or makeup classes for missed, or failed courses. “Often, the virtual programs fill curriculum gaps, providing Advanced Placement and other courses that are not available, or courses that help students make up credits for missed or failed classes” (Tucker, 2007). 

Research indicates that a blended approach to education improves student performance both in the classroom and on standardized tests (Center for Technology in Learning, 2009;  Umbach, 1998). Successful implementation of virtual programs into traditional schools can “serve students ‘at both ends of the bell curve – not just AP students but also those needing remediation’ ” (Tucker, 2007).

Blended learning may provide answers to today’s educational challenges. Hopefully as schools become aware of the benefits of this approach we will see an increase toward a more truly blended learning environment.

References 

Center for Technology in Learning. (2009, May). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Retrieved March 26, 2012, from U.S. Department of Education: http://repository.alt.ac.uk/629/1/US_DepEdu_Final_report_2009.pdf

Cuban, L. (1993). Computers Meet Classroom: Classroom Wins. Retrieved March 26, 2012, from  http://www.tcrecord.org: http://sdexter.net/xyz/CompMeets%20Classroom.pdf

Graham, C. R. (2004). BLENDED LEARNING SYSTEMS: DEFINITION, CURRENT TRENDS, AND FUTURE DIRECTIONS. In C. J. Bonk, Handbook of blended learning: Global Perspectives, local designs. San Francisco: John Wiley & Sons, Inc.

The George Lucas Educational Foundation. (2012). K-12 Education & Learning Innovations with Proven Strategies that Work - Edutopia. Retrieved March 26, 2012, from Edutopia.org: http://www.edutopia.org/

Tucker, B. (2007, June). Laboratories of Reform: Virtual High Schools and Innovation in Public Education. Retrieved March 26, 2012, from www.educationsector.org: https://jasonhuett.wiki.westga.edu/file/view/Virtual_schools.pdf/173365961/Virtual_schools.pdf

Umbach, K. W. (1998, July). LEARNING-RELATED OUTCOMES OF COMPUTER TECHNOLOGY IN K-12 EDUCATION. Retrieved March 26, 2012, from California Research Bureau: http://www.library.ca.gov/crb/98/10/98010.pdf