Global Learning
Introduction
Technology has grown rapidly in the past century, but the way we teach our students has changed very little. I am proposing to implement blended learning in the middle school math classroom. There are many ways to incorporate blended learning, but the needs of the organizations should drive the implementation (Horn, Staker, & Christensen, 2017; Lautzenheiser & Hochleitner, 2014; Powell, Rabbitt & Kennedy, 2014). In my situation, I am proposing to flip the math classroom and use station rotations during class. Students will watch lesson videos at home. During class, students will rotate to different stations. Some of those stations will include online math programs to help individualize each student’s progress. The needs of our society have changed and our students need to be educated to meet those needs. Blended learning has the potential to meet student and society priorities by increasing student engagement, creating more mature learners, and providing personalized learning experiences for students (Horn, Staker, & Christensen, 2017). .
|
|
What Research Says
|
Research says that blended learning has the potential to help reach students needs so that they can work at their potential. Schools are using a mix and match approach to blended learning (Horn, Staker, & Christensen, 2017). A mix of different methods reach the needs to their students and campus. Blended learning has the potential to make lessons relevant to the students’ lives will make it more meaningful and increase the level of understanding and engagement (Hattie, Fisher, & Frey, 2017). The Office of Educational Technology suggests that the internet provides limitless possibilities to create lessons that will connect to the interest of students. Blended learning also reflects the real world where work and productivity happen in both physical and virtual settings (Horizon 2016 p. 17). Society expects individuals to be motivated, self-starters with initiative (Bartell, 2018). Blended learning creates a student-centered curriculum, which encourages students to be self-directed (Powell, Rabbitt & Kennedy, 2014, p. 16).
|
Global Lessons Learned-What Worked
With proper planning, blended learning can be successful. UNESCO reports the MoMath Project in South Africa reported great success providing math opportunities for many students that would not have otherwise had them. (UNESCO, 2012). California’s Milpitas Unified School District asked schools developed and carried out a vision of what schools should look like in the future (Lapowsky, 2017). The Seeds of Empowerment program at Stanford University is successfully providing basic learning opportunites around the world (UNESCO, 2012). These examples and many more show that online learning has the potential to improve educational productivity by accelerating the rate of learning, taking advantage of learning time outside of school hours, reducing the cost of instructional materials, and better utilizing teacher time (Use of Technology in Teaching and Learning).
Global Lessons Learned-What Could Have Been Done Better?
Many blended learning opportunities have failed because of unsuccessful implementation of technology, lack of support, or lack of funds. The Los Angeles School District tried a large- scale iPad initiative, which failed because technology issues could not be resolved (Lapowsky, 2017). In Asia and Europe, technology was available, but concerns about mobile phone misuse from parents and administrators held back implementation (UNESCO, 2012). In Latin America, Africa, and the Middle East many programs rely on outside funds that are limited and cause many plans to stall after funds run out (USESCO, 2012). There are many more examples of blended learning plans that failed. The most important factor in any plan is a strong vision or goal must be set for any program to be successful.
Applying These Lessons to My Innovation Plan
While blended learning has become a popular topic, if not implemented correctly, it is just a technology rich environment and not blended learning. Successful programs look at “why” and then develop a plan. What is the “why” behind the program? Is there community support? Is there teacher buy in? Without these components, the blended learning program has a shaky foundation and no clear path. Technology without other changes will not make any impact in learning (Inside Higher Ed., 2017). Development of a strong plan is essential before starting any blended learning implementation. The plan should include a support system, technology proposal, instructional models, platform proposal, time-line for implementation, professional development, student support system, teacher collaboration, and implementation support. Without a well-developed plan, community, administration, and fellow teachers’ support, implementation will not succeed (Inside Higher Ed., 2017; Recco, 2018). Replacing teachers with technology is also not an option. While developing my innovation plan, I need to insure that I have built in all necessary step to ensure the best possible outcome.
References
Hattie, J., Fisher, D., & Frey, N., (2017). Visible learning for mathematics: What works best to optimize student learning. Thousand Oaks, CA., Cowrin.
Horizon (2016). 2016 K-12 Edition. The NMC/oSN Horizon Report, 10. Retrieved from http://cdn.nmc.org/media/2016-nmc-cosn-horixon-report-k12-EN.pdf
Horn, M. B., Staker, H., & Christensen, C. M. (2017). Blended: Using disruptive innovation to improve schools. San Francisco, CA: Jossey-Bass.
Inside Higher Ed. (2017, July 26). Retrieved November 3, 2019, from https://www.insidehighered.com/digital-learning/article/2017/07/26/researchs-clues-what-works-blended-learning.
Lapowsky, I. (2017, June 3). What schools must learn from LA’s iPad debacle. Retrieved from https://www.wired.com/2015/05/los-angeles-edtech/.
Lautzenheiser, D. & Hochleitner, T. (2014, January). Blended learning in DC public schools: How One District is Reinventing its Classrooms. Retrieved from https://www.aei.org/wp-content/uploads/2014/01/-blended-learning-in-dc-public-schools_084713921628.pdf
Powell, A., Rabbitt, B. & Kennedy, K. (2014, October). iNACOL blended learning teacher competency framework. Retrieved from https://files.eric.ed.gov/fulltext/ED561318.pdf
Recco, R. (2018, December 27). What Separates a Good Blended Learning Program From a Bad One? - EdSurge News. Retrieved November 3, 2019, from https://www.edsurge.com/news/2018-02-20-what-separates-a-good-blended-learning-program-from-a-bad-one.
UNESCO. (2012). Turning on mobile learning in Africa and the Middle East; illustrative initiatives and policy implications. Paris, France: United Nations Educational, Scientific and Cultural Organizations.
UNESCO. (2012). Turning on mobile learning in Asia; illustrative initiatives and policy implications. Paris, France: United Nations Educational, Scientific and Cultural Organizations.
UNESCO. (2012). Turning on mobile learning in Europe; illustrative initiatives and policy implications. Paris, France: United Nations Educational, Scientific and Cultural Organizations.
UNESCO. (2012). Turning on mobile learning in Latin America; illustrative initiatives and policy implications. Paris, France: United Nations Educational, Scientific and Cultural Organizations.
Use of Technology in Teaching and Learning. (n.d.). Retrieved April 27, 2019, from https://www.ed.gov/oii-news/use-technology-teaching-and-learning
Horizon (2016). 2016 K-12 Edition. The NMC/oSN Horizon Report, 10. Retrieved from http://cdn.nmc.org/media/2016-nmc-cosn-horixon-report-k12-EN.pdf
Horn, M. B., Staker, H., & Christensen, C. M. (2017). Blended: Using disruptive innovation to improve schools. San Francisco, CA: Jossey-Bass.
Inside Higher Ed. (2017, July 26). Retrieved November 3, 2019, from https://www.insidehighered.com/digital-learning/article/2017/07/26/researchs-clues-what-works-blended-learning.
Lapowsky, I. (2017, June 3). What schools must learn from LA’s iPad debacle. Retrieved from https://www.wired.com/2015/05/los-angeles-edtech/.
Lautzenheiser, D. & Hochleitner, T. (2014, January). Blended learning in DC public schools: How One District is Reinventing its Classrooms. Retrieved from https://www.aei.org/wp-content/uploads/2014/01/-blended-learning-in-dc-public-schools_084713921628.pdf
Powell, A., Rabbitt, B. & Kennedy, K. (2014, October). iNACOL blended learning teacher competency framework. Retrieved from https://files.eric.ed.gov/fulltext/ED561318.pdf
Recco, R. (2018, December 27). What Separates a Good Blended Learning Program From a Bad One? - EdSurge News. Retrieved November 3, 2019, from https://www.edsurge.com/news/2018-02-20-what-separates-a-good-blended-learning-program-from-a-bad-one.
UNESCO. (2012). Turning on mobile learning in Africa and the Middle East; illustrative initiatives and policy implications. Paris, France: United Nations Educational, Scientific and Cultural Organizations.
UNESCO. (2012). Turning on mobile learning in Asia; illustrative initiatives and policy implications. Paris, France: United Nations Educational, Scientific and Cultural Organizations.
UNESCO. (2012). Turning on mobile learning in Europe; illustrative initiatives and policy implications. Paris, France: United Nations Educational, Scientific and Cultural Organizations.
UNESCO. (2012). Turning on mobile learning in Latin America; illustrative initiatives and policy implications. Paris, France: United Nations Educational, Scientific and Cultural Organizations.
Use of Technology in Teaching and Learning. (n.d.). Retrieved April 27, 2019, from https://www.ed.gov/oii-news/use-technology-teaching-and-learning