Blended Learning

            Integrating technology is something that is growing vastly in today’s education. According to Bonk & Graham (2006) blended learning is defined as “combining instructional modalities, instructional methods, online and face-to-face instruction.” In the past we have seen learning take place in two separate ways, online or face-to-face. However, as technology has grown learning is now taking place by blending the two. Blended learning has a positive effect on pedagogy by improving peer-to-peer, active learning, and learning centered strategies.
 

            Horn and Staker (2011) explain that blended learning is a way of personalizing the learning experience for students. The blended learning model used at Carpe Diem learning center alerts teachers when students are struggling with a problem within 3 minutes. This can be extremely beneficial not only for students, but teachers. Teachers are capable of identifying right away which students need the most support before testing. Blended learning also allows students to work at their own pace on skills they need most.
 

            I love that blended learning gives students the opportunity to mold their learning experience. Utilizing technology in the classroom for blended learning gives teachers more time in the classroom to differentiate instruction. Students are capable of working on their own using technology that accommodates to their needs, while the teacher has extra time to differentiate his/her face-to-face instruction.
 

I think it’s important that teachers find the balance between the models of blended learning. It’s important that we don’t see blended learning as having all students work on the computers using the same program at the same time. It’s imperative that each student is also receiving that individualized one-on-one time with the teacher, as well as programs that are targeted towards each student’s needs.
 

In my classroom, I have a few students work on the computer on programs that fit their subject area needs. I then pull small groups according to learning levels and give instruction small group. It’s important that the programs selected for blended learning are programs that students can utilize on their own, this will ensure the teacher’s time is devoted to small group. The remaining students work on activities or games that could be paper based. When I vision blended learning I see all students working on task and engaged.

References

            Bonk, C. & Graham, C. (2006). The handbook of blended learning. San Francisco, CA: Pfieffer.

Horn, M. & Staker, H. (2011). The rise of k-12 blended learning. Retrieved from http://leadcommission.org/sites/default/files/The%20Rise%20of%20K-12%20Blended%20Learning_0.pdf