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As the 21st century evolves, so does our ability to utilize technology. As educators, sometimes we do not give students the credit they deserve when it comes to being tech-savvy, and providing a blended learning environment can begin to help with an educator’s lack of comfort with the use of technology in the classroom. Blended learning engages students with learning opportunities outside the classroom. It also requires learners to take responsibility for their own learning and encourages independence. With blended learning, less time is wasted on lectures, and more time is focused on student misconceptions and mistakes with the content (Horn & Staker, 2015). As teachers, we have a common complaint that there is not enough time in the day for us to present content and provide the adequate support students need once students move on to the next independent segment of their learning. So, blended learning will begin to remedy many of the challenges associated with this. Also, an important aspect is this environment will increase student engagement and enable groundbreaking collaboration with peers. This should help with their confidence in themselves, their ability academically, and how they interact with their peers. We can work together as we spearhead blended learning, becoming the future of education.
What is Blended Learning?
Blended learning is not limited to strictly implementing technology; the student-controlled element should be the prime focal point. This method engages students in virtual spaces they can create for themselves, such as at home or libraries, not only the brick-and-mortar experience of a traditional classroom. There is a special importance on allowing students to go at their own pace; with the variation in the rate at which students learn, some may move faster or slower than their peers. While some students may require more remediation, others may be ready to move on and be challenged further.
Personal Experience with Blended Learning
I introduced writing a summarizing book report to my students and was met with groans, aggravated faces, and many “oh no’s.” I did not want them to go into the assignment with low morale, so to get my students engaged in summarizing events of a story, I offered them the autonomy of finding an entertaining book from my bookshelf. Once they read their chapter book, they cultivated a Netflix book review on their book of choice. They were able to create this during independent reading time, or off-campus if they had a device. There was a set due date for this project, but the students were so invested in their book and creating this review that they were all turned in well before the set date. Once it was time to complete the assignment with a text from the curriculum, students were equally excited because they did not believe they were completing an assignment.
I have seen an improvement in student grades when we review with Quizizz and Nearpod. The students are engaged in the content, and the games bring out their competitive sides, so they want to get the answers correct.
Lessons Learned Through My Experience
Creating a blended learning environment is an ongoing process and adjustments should be made as needed. These adjustments should be based on the student's needs and priorities in the curriculum.
Educators must meet the students where they are. I teach third grade, so depending on the second-grade teacher, students may or may not be familiar with using technology in the capacity we are aiming for. There must be a training phase where students familiarize themselves with apps, websites, and any LMS system they will utilize in the classroom.
Always have physical resources available for students because at any moment there may be connectivity issues, whether on or off campus.
Students enjoy technology, so give them the space they need to be creative and innovative!
Utilizing blended learning is set in place for students to work at a pace they are comfortable with, whether slower or more advanced, allowing them to take responsibility for their own learning.
Document all successes and challenges because the results and data you yield by the end of your pilot year may provide a positive light on your classroom. Other educators and administrators will be impressed with the changes in your classroom culture, your students’ independence, and responsibility for their learning, and how much growth your students are making.
Digital Resources That Have Been My Best Friend
Quizizz (educators can curate lessons and interactive quizzes for students to engage in)
Nearpod (Teachers can create lessons that can include numerous activities, such as PowerPoint, quizzes, collaboration boards, short answer questions, matching games, fill-in-the-blank, etc.)
Google Classroom (A Learning Management System provided through school districts; this implements discussion boards, assignments, grading, and an array of resources that will aid in the success of students.)
ClassKick (Educators can insert documents that students can annotate on. Teachers will also be able to see what their students are doing in real-time and aid as students press “raise hand” or engage in a chat.)
No Red Ink (A system that engages students in learning how to have good grammar and become good writers)
Before you Go!
Often as educators, we are afraid of change or are unsure how to integrate technology or new methods in their classroom. I hope this article will give you the confidence to begin transitioning new methods into your classroom. Also, as I provide insight into the successes and challenges I have encountered throughout this process, hopefully, you can pilot a more smooth transition into the blended learning environment.
Blended learning is not just throwing a few things online and telling students “Here, get busy.” A blended learning environment is a well-crafted, detail-oriented, and student-centered environment that should be meticulously curated by the educator. Shedding the role of teacher and becoming a facilitator will prove to be difficult, but we must step aside and allow students to take responsibility for their own learning. Students are capable of otherworldly things, and we must give them the room to fly and spread their wings.
References:
Ayob, N. S., Halim, N. D. A., Zulkifli, N. N., Zaid, N. M., & Mokhtar, M. (2020). Overview of blended learning: The effect of station rotation model on students’ achievement. Journal of Critical Reviews, 7(6), 320-326
Horn, M. B., & Staker, H. (2011). The rise of K-12 blended learning. Innosight institute, 5(1), 1 17.
Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: Using disruptive innovation to
improve schools. Jossey-Bass.
Pardede, P. (2013, October). Enhancing students’ learning through blended learning. In Seminar Dies Natalis UKI ke-60” held on October (Vol. 12, p. 2013).
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