RSA #2 - Blended Learning

"New Interests, Old Rhetoric, Limited Results"

This week's readings and assignments were focused on the rise of technology based innovations in the educational world, specifically regarding virtual classrooms and blended learning. Whereas virtual schools are entirely online, blended learning requires face to face interaction with students and teachers in addition to a significant portion of technology based learning. While both models have the potential to revolutionize education, enthusiasm must be tempered as not all virtual schools and blended learning are equal. 

Associate Professor Noel Enyedy analyzed the implementation and results of technology use in the classroom and found that "despite the advances in both hardware and software, recent studies show little evidence for the effectiveness of this form of Personalized Instruction." (Enyedy, 2014) Enyedy posits that "this is due ... to the incredible diversity of systems that are lumped together under the label of Personalized Instruction ... [and]there are several ways that these systems can be implemented in the classroom" which makes it "nearly impossible to make reasonable claims one way or the other." (Enyedy, 2014) But what is clear is that technology's effectiveness in instruction is directly tied to the quality of integration into classroom routines and structures. Enyedy suggests re-conceptualizing how technology in used in class which "do not assume the computer will provide direct instruction to students, but instead will serve to create new opportunities for both learning and teaching." (Enyedy, 2014) 

I could not agree more with Professor Enyedy, and believe that it is imperative that school districts invest heavily in professional development for teachers in technology implementation and utilization. In Ben Johnson's Edutopia article, "Why Quality Professional Development for Teachers Matters", he quotes a principal as saying, "If we want students to learn, the most critical element is the teacher. So professional development is the overall most important thing we can do to help students learn."  (Johnson, 2014) Unfortunately, I believe many districts are missing the mark, as allocating money for educating teachers on how to use technological tools does not have the public relations appeal that buying technology does, and thus is often not prioritized properly. Without proper training, virtual schools and blended learning will not fully realize their educational potential, and may come to be less effective than direct instruction. 

SOURCES:

Enyedy, N. (2014). Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning. Boulder, CO: National Education Policy Center. Retrieved from http://nepc.colorado.edu/publication/personalized-instruction. 

Johnson, B.  (2014) Why Quality Professional Development for Teachers Matters. Edutopia. Retrieved from http://www.edutopia.org/blog/why-quality-professional-development-teachers-matters-ben-johnson