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blended learning

Facing the twin specter of state and local budget cuts, Falcon School District 49 in Peyton, Colo., has done “some pretty radical things” with technology that have enabled the district to survive without drastic staff cuts, according to Kim McClelland, assistant superintendent and innovation leader for one of various regions in the district. The moves even allowed teachers to receive a 2 percent raise for the 2012-2013 school year.

Teachers need training, professional development, curriculum ideas, and avenues to brainstorm with peers—all at the right time to make an impact in their classroom. This DA Web seminar, originally presented on May 16, 2012, demonstrated how schools are using Blackboard Collaborate to set up synchronous PD sessions where teachers can learn and connect throughout the school year, without having to leave the classroom. The event featured case studies from Georgia’s Cobb County School District and the Pennsylvania Virtual Charter School.

Clintondale (Mich.) Community Schools’ high school has turned the traditional school day upside-down by asking teachers to assign short video lectures as homework and have students do activities, participate in discussions and complete assignments in class, with their teacher at hand to answer questions.

Blended learning, which incorporates the best elements of online and face-to-face instruction, allows educators to personalize learning for every student. Determining the best mix of online and face-to-face instruction is the key to building a successful program, but the same mix isn’t appropriate for all students. Panelists Gregg Levin, vice president of school solutions for K12, and Heather Hiebsch, principal/director, PSD Global Academy, Fort Collins, CO, offer ideas on how to use blended learning models to meet students’ needs.

SEAS

Enrolling in college was not part of the path for graduates of the San Antonio (Texas) Independent School District, where 93 percent of students are economically disadvantaged. Shortly after Superintendent Robert Duron, known for raising achievement in the Socorro ISD in El Paso, arrived in 2006, he began to raise the bar in this 55,000-student, predominantly Hispanic, urban district.

07/2011

Some technology experts, including Will Richardson, a well-known social media blogger, say that social media has some value right now, but it's just a first step. He believes that schools in America are still way behind the business world, including journalism, in terms of how social media is used for learning. "We're not yet at the point where it's really altering the landscape, and much of that is because the assessments just want to keep measuring information and knowledge, not learning and skills," says Richardson, who is also a columnist for District Administration.

At education conferences, as well as in professional association reports, as a target area of funding for nonprofit foundations and in the literature of industry vendors, the term, "personalized learning" has taken center stage in an arena already crowded with complex and long-standing issues and concerns.

Why personalized learning? And why now?

No textbooks are to be found in this honors biology class at Empire High School in Vail (Ariz.) School District.

During his presentation on “Effective Leadership in an Era of Disruptive Innovation” at the National Educational Computing Conference (NECC) in Washington, D.C., in June, Scott McLeod of Iowa State University (and blogger at dangerouslyirrelevant.org) made a statement that was quickly captured in Tweets by many of those in attendance. “We’re facing a disruptive innovation,” Scott said. “But it’s not online learning; it’s personalized learning.”

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