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

Innovative Online Tools for Educators

Now more than ever, teachers are looking for ways to make learning more authentic. We need to differentiate learning for students of all learning styles, and we need to appeal to our students’ interests. These tasks sound daunting, but the web has many tools available to help us accomplish these goals.

Students can become published authors with the website www.Lulu.com. Budding writers will find new reasons to write when their work is available for download via Lulu’s free eBook maker, or publish a printed copy of their works for just pennies a page. Imagine the delight of your students when you present them with a paperback copy of the story they wrote and illustrated? How about creating a classroom or school anthology that students have to compete to get into? How hard would reluctant writers work for the “honor” of being included in a hardcover anthology?

Whether you are a teacher of history, literature, or CAD, you’ll have to appreciate the free tool from Google called Google Sketchup. Download it free from http://sketchup.google.com/download. There are hundreds of free 3D models available for students to download and explore, or they can create their own models using this tool with little or no experience drawing. Imagine taking your students on a virtual tour of the Parthenon, or giving them the experience of walking the grounds of Emily Bronte’s Wuthering Heights. Allow your students to design and build the setting of the novel you are reading as a class project, or let your art students go wild designing their own fantastic structures or machines. Want to take it to the next level? A plugin available from InGlobe Technologies http://www.inglobetechnologies.com/en/new_products/arplugin_su/info.php allows students to experience what is known as Augmented Reality. With the help of this plug-in and a web camera, students can virtually hold their 3D models for presentation or further exploration. Be sure to check out the demo on InGlobe’s website.

Students love multimedia. Why not let them create their own presentations? What a great way for students to showcase what they are learning or reading! Some easy-to-use websites where students can create free multimedia presentations include www.Animoto.com and www.Stupeflix.com.

What about animations? There are many free tools out there to help students design and create their own animated “movies”. My favorite is www.Xtranormal.com, but students can also make animated movies at www.GoAnimate.com. Teachers can use this as an engaging replacement for a traditional lecture. Instead, consider dividing your students into teams and having them animate a lesson for the class.

Need more tools? Kevin Honeycutt lists hundreds in his teacher toolbox. Find them at http://web.me.com/khoneycuttessdack/kevinhoneycutt.org/Central.html.

Action Research posing problems

I just got off the phone with one of the administrators who expressed an interest in my action research project. I only had three express any interest at all, and of those three, only this one actually put me with a person who could research the data I need to get started. He was calling to tell me that they have encountered a problem generating the research.


My plan is about the impact of substitute teachers on student learning. I could not think of any way to research the impact a particular substitute made on learning. I had thought to compare TAKS scores with teacher absenteeism to determine if frequent teacher absenteeism affected student performance on standardized test scores. In trying to obtain this information the administrator has run into a problem. TAKS scores for last year are very easy to pull, and so are the rates of teacher absenteeism. However, the computer system has purged the records showing which students were assigned to which teachers last year. Because this information is unavailable, it would be impossible to determine whether the teachers with the highest rate of absenteeism also had students who performed statistically lower on the TAKS test.

I can't think of any other way to do this. Is there someone out there who can help me determine a better way to obtain this research, or am I doomed to scrap this project and come up with another?

Please comment.

EDLD 5301 End of Course Reflections

I felt like there were many great moments of discovery throughout this course. I had several “aha” moments occur during my reading. I got a different perspective on the point of action research when I read “Essentially research is nothing but a state of mind, … a friendly, welcoming attitude toward change, … going out to look for change instead of waiting for it to come” (Kettering (in Boyd), cited in Dana, 2009, p. 30). Another such moment for me occurred when Dana explained that qualitative data was equally as informative as quantitative data for the purpose of action research (Dana, 2009, p. 71). I was at the time beginning to wonder what kind of data I could use to do my project, and was enlightened by the prospect of using surveys, interviews, and my own reflections in a journal or weblog as a method of obtaining data.
When I first considered the action research project I am conducting, I was unsure what kind of literature might exist on the subject. To me, the idea of a correlation between substitutes in the classroom and reduced student achievement seemed like a given, but I had no idea how one would actually determine if that were the case. And while I knew something should be done to make better use of substitute teachers in the absence of the teacher, I did not know if anyone had thought about it and proposed any suggestions. My literature study was very helpful in this area. Even in the few documents I came across in the matter of a few hours’ of time, I found numerous studies others had done which linked teacher absence to student performance. That helped me determine that the way to study the impact of the substitute is to compare teacher absentee rates to TAKs data for each teacher. If those with higher absentee rates have lower TAKs scores, it would indicate that the substitute teachers have had a negative impact on student achievement. I also discovered through my literature review that several states are trying various methods to improve the quality of learning that takes place in the teachers’ absence.
The comments from other students through the discussion boards, on my blog, and especially during the weekly conferences were very helpful to me both as I learned more about action research and as I began developing my own plan. I received a lot of encouragement about the importance and viability of my topic, which I really needed given the feelings of inadequacy I was dealing with. Added to that were many helpful suggestions relating to ways to approach my topic, obtain the data I needed, and determine the actions that might need to be taken. Although I did not incorporate every suggestion I received into my plan, each one was beneficial because it opened me up to new ways of thinking and looking at my topic.
I feel I have grown quite a bit during this course and I am confident that action research will be a regular part of my career as a teacher now that I have gotten my feet wet and experienced the process first-hand. I am eager to see the progress of my fellow students as they move forward on this journey with me, and I am equally eager to share my own progress.

References

Dana, Nancy Fitchman (2009). Leading with Passion and Knowledge.

My project has generated some interest!

I am very happy to announce that today when I finally got an opportunity to contact school principals and district superintendents about my action research project, the initial response has been very positive and I will be meeting with at least one principal one district and the superintendent of another. I am feeling much more confident now as a result of these initial responses.

Week 4 Reflections for Action Research Course

I have sort of completed Week 4 of my course. I have been unable to meet with my site mentor this week; in fact the week was over before he even responded to my email requesting that we meet. He is attending TCEA (lucky!) and is out of touch right now, so my internship plan is going to have to be reviewed via email. Sigh.

I am not concerned that my mentor will not like my plan. I expect he will have some helpful criticism for me, but my concern still lies in getting some principals to agree, and thanks to all these stupid snow days every time I have a day off when I could make some phone calls and set up appointments to meet with the principals, there is no school. Maybe this week, I hope. At least the forecast looks clear!

I have thoroughly enjoyed everything I have learned about action research up to this point. I know a lot more about data gathering and self-reflection and sharing my research and developing ideas to take action upon than I did a few weeks ago. I am feeling more confident in my own ability to perform action research. I guess it is one more thing that frustrates me while waiting for my full-time teaching job. I would love to begin doing this sort of thing as a part of my job, and I can't wait for someone to hire me and give me that opportunity. If anyone out there knows about a job opening in the Texarkana area, please let me know!

This last week should be fun as we wrap everything up and look toward methods of sustaining improvement. I am a little unclear as to the new paperwork requirements at the tail end of the class, since they appear to be focused on Administration majors rather than Technology majors, but I've got a message into the IA and I'm sure it will all be sorted out and make sense in the end.

New Online Resource for Teachers and Administrators

I have just signed up for a new web service: eBackpack.com. This great resource provides teachers and administrators with secure cloud storage and file sharing in an environment especially designed for them. The website allows you to create sub-accounts under your own for your students, add classes and assign students to classes, upload files (handouts, notes, assignments) to share with students, provide a drop-box for students to submit work online, return graded submissions to students, create an online ePortfolio of student work, and more. This looks like it is going to be a great site with many possible uses. Be sure and check out the site and sign up for your free account today, and let me know what you think!