Blended Learningin Elementary Reading

Instructional Context• PK• 4th and 5th Grade

Learning Community• 2 Year Curriculum• Mixed Grade Level• One-to-One

WonderingHow can I effectively

incorporate iPads into the reading

block?

“Technology has the ability to incorporate meaningful, social interactions into the learning

process” (Ally, 2004, n.p.).

Effectiveadj. - producing a result that is wanted: having an intended effect

• Engagement• Differentiated• Collaborative• Multiple avenues of assessment

The learning process requires students to receive multiple opportunities to practice and just as much targeted feedback (Weigel, 2009).

The PlanStudents• Access materials• PDF Notes and Diigo• ePortfolio• Online discussions

Pedagogical objectives and activities should drive the approaches that

faculty use in instruction (Picciano, 2009).

Teacher• Manage online

discussions• Anecdotal records • Student examples

In a blended model, teachers actually have the time and opportunity to work one-on-one with students and achieve

real differentiated instruction (Watson, n.d.).

Goal setting blendedMini-Lesson face-to-faceAutonomous Time

blendedReflection blendedShare face-to-face

When students provide feedback they are gaining effective critical thinking and

communication skills as well as becoming lifelong learners with increased

collaboration skills (Neilson, 2003).

In Practice

Instruction is not always about learning content or a skill but is also about supporting students socially and emotionally (Picciano, 2009).

Data Collection• Conference Videos• Student Surveys• Conference Notes• Student Reflections• Student Portfolios• Outside Observations

“Blended learning is a complex weaving of the face-to-face and online communities so that

participants move between them in a seamless manner” (Garrison & Vaughan, 2008).

Edmodo is our home base

Complex Weaving

Data Analysis1. Sometimes paper is

better

2. Student collaboration

is critical

3. Organization can be

easier

Effective?adj. - producing a

result that is wanted: having an intended effect

• Engagement• Differentiated• Collaborative• Multiple avenues

of assessment

85% of students responded using iPads in reading was “awesome”.

“I like using the edmodo groups for reading to help each other improve each others performance and

to help each other better think about our their rating.”

“We get to give helpful tips to each other which helps us grow as a reader.”

“I like how our partners give us feedback and help us know what we need to work on.”

When students provide feedback they are gaining effective critical thinking and communication skills

as well as becoming lifelong learners with increased collaboration skills (Neilson, 2003).

Next StepsWithin the current blended learning reading structure, how can I incorporate an e-portfolio in order to help my

students become self-regulated learners?

“Portfolios prompt students to look back, to digest and debrief, and to review what happened so that they can set new goals and determine next steps” (as

cited in Wade et al, 2005, n.p.)

ReferencesAlly, M. (2004.) Foundations of Educational Theory for

Online Learning. Theory and Practice of Online Learning. Athabasca University Press: CA.

Bartolomé, A., & Steffens, K. (2011). Self-regulated learning in technology enhanced learning environments. Technology Enhanced Learning, 6, 21-31.

Garrison, D.R. & Vaughan, N.D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco: Jossey-Bass.

Milne, A.J. (2006). Designing Blended Learning Spaces. In D. Oblinger (Ed.) Learning Spaces. Educause.

Neilson, L. B. (2003). Importance of student peer feedback. College Teaching. Retrieved from

Sheskey, B. (2010). Creating learning connections with today’s tech-savvy student. In Jacobs, H. H. (Ed.), Curriculum 21: Essential education for a changing world. Alexandria, VA: ASCD.

Watson (n.d.). Blended learning: The convergence of online and Fface-to-face learning. NACOL.

Weigel, M., James, C., & Gardner, H. (2009). Learning: Peering backward and looking forward in the digital era. International Journal of Learning and Media, 1(1), 1-18.

West, D. (2011). Using Technology to Personalize Learning and Assess Students in Real-Time. Retrieved from http://www.brookings.edu/research/papers/2011/10/06-personalize-learning-west.

http://tinyurl.com/odcz3ac

Picciano, A. (2009). Blending with Purpose: The Multimodal Model. Journal of Asynchronous Learning Networks, 13(1), 7-18.