For those concerned, I want to offer some words of solace: K–12 public schools are not getting disrupted.
When I observed classrooms and interviewed teachers and administrators, the thing that stood out was high-quality teaching practices, inspired and supported by effective school leadership.
Here are a few reasons why blended learning may not live up to its time-saving potential.
Imagine an ideal world in which all student data flows seamlessly and securely between software applications:
Teachers need resources like this to help them transition successfully to the student-centered learning practices that blended learning enables.
Mainstream adoption of blended learning will come not from policy reform but from persuading the people who work at the ground level in education.
Rather than seeing technology as either a threat to or poor substitute for teachers, we need to determine how best to use technology to enhance teachers’ capabilities.
Breakthrough innovations come from finding ways to use new technologies to rethink old processes.
An interview with Megan Toyama, a blended-learning teacher of AP US history and 10th-grade modern world history at Summit Tahoma
Is it possible to integrate human-graded assessments into online learning software?