My Thoughts on Blended Learning

As a middle school teacher, I think that blended learning has a lot to offer for the K-12 classroom. I agree that when traditional classroom methods are blended with technology in order to supplement the curriculum and when more progressive approaches to teaching are used, that it is more beneficial and engaging for the students. With this being said, it seems as though there are multiple definitions of "blended learning" as is apparent from the definition Norma gave us at this week's lecture and the readings. On the one hand, it seems that blended learning means utilizing technology in such a way that nearly everything covered in class is made available online, or that content covered in the face-to-face class meetings will be discussed between classmates in an online forum. On the other hand, it seems that blended learning is a combination of utilizing technology while still using traditional and progressive teaching methods in order to meet the needs of the many different types of learners in the classroom. Personally, I see the latter definition as one to which I can relate.

Because I teach at a school where more than half the students are living in poverty, it is no doubt that not every student has access to technology outside of school. Many families do have a computer, yet not every family has Internet access. Also, our school only has so many technological resources. Now that I have been at the same school for four years, I have seen the developments and additions our district has made when it comes to technology. I must say, we are working our way up and I think we have come quite a long way since I first began teaching at Wilkins. We've always had pseudo-computer labs (in the science classrooms) and one computer lab (which is most always used for the computer classes), but just recently, we have obtained the following: four LCD projector/laptop carts (2 for each grade level [7th and 8th grade]; a small number of Smart Boards (which aren't able to be used just yet); an ELMO machine/projector; and now, two "mobile" labs with four laptops each. Although it isn't much, it is an improvement and is something, to say the least. I believe having some technological resources available is better than having none at all. With this being said, it is not always the easiest or most convenient to incorporate technology into the curriculum. It is often a hassle to get computer-lab time since it means switching rooms with the science teacher for the day. Also, the limited number of technological resources makes it somewhat difficult to plan because the equipment you want might already be checked out.

Despite the aforementioned challenges, I have used technology in various ways with the students throughout my teaching experience, and I believe that, to an extent, I have also used blended learning. I feel that I am more of a progressive teacher anyway, and that I try to avoid teaching in a strictly teacher-centered way. I like it when the students are actively involved and are able to learn in more of a hands-on, collaborative way. As such, I have incorporated learning centers into both my Spanish and language arts curriculum in order to nurture the various learning styles of the students. I have used dice and spinner games for kinesthetic learners as well as designing activities in which the students get to use dry-erase boards and manipulatives; Pictionary and analyses of artwork for the more visual learners; reading, writing, and journaling activities for students who are more linguistic learners and intrapersonal learners; and light research activities involving use of the Internet for a variety of learning types. At other times, I have used differentiation in various activities to meet the needs of students who were performing at different academic levels. I have also designed a couple of webquests for Spanish and language arts (though these were nowhere near as in-depth as the one I am currently working on will be) so that the students were put on a mission to discover the answers to different questions; I've used the ELMO to present a book and related class material to the class; I've had the students use the Internet for research and to type papers and produce products such as pamphlets and PowerPoint presentations; and finally, I've used the LCD projector to present PowerPoint presentations to the class.

I think it is fair to say that what I have done can be considered blended learning. Due to the circumstances of where I teach as well as the grade level and certain other restrictions, it would not be possible to put all class material online, or even supplemental material, and expect students to discuss readings or engage in online chats outside of school. That just wouldn't be right because some students would not have a way of completing the assignments, unless they went to the library or stayed after school or during lunch. Same thing if I were to assign an Internet or computer activity to be done at home...not every student would have the same chance at completing it. However, I actually have done this before. Even though we worked on these assignments in school, there were still only a limited number of computers (15 in the science rooms/computer labs) and not enough time to accommodate every student to such an extent that the work would be completed. I always let students who don't have computer access at home use the computers at school first during class, but some of these students happen to be seemingly unmotivated, unfortunately, who normally have trouble completing regular types of homework assignments. Anyway, my point is that blended learning can be incorporated to the extent that it will work in one's curriculum as long as the necessary resources are there. I have found this to be true of my own teaching.