Michael B. Horn
Combinations of private, blended, and at-home schooling meet needs of individual students
Unlocking opportunities or substandard learning?
States legislatures scramble to boost, or in some cases block, online learning
If 2012 was the year of MOOCs (massive open online courses) in higher education, then the flipped classroom was the innovation of the year for K–12 schools.
Education Next talks with Chester E. Finn, Jr., and Michael B. Horn
Part 2 of a forum on whether digital learning can transform education
Might it be “social learning”?
State planning is key to progress
Use technologies that compete against nothing
American schools don’t expect youth to be responsible for themselves or their learning. Finnish schools are different.
Julie Young’s new venture offers international students the opportunity to earn a dual diploma from their native country and from a U.S. accredited high school through virtual learning.
The fierce debate over the privacy of student data often risks preventing students from benefiting from the enormous breakthroughs that technology makes possible in 21st century schools.
As technology transforms society in the years ahead, it’s critical that our education system keeps pace.
The skills teachers need to be successful are changing and our current institutions that prepare and train teachers are woefully unprepared to support the shift.
To help school districts implement blended learning, we need to amplify the stories of places that are doing it right—and push districts to get more rigorous.
To call attention to some district schools that have adopted blended learning and boosted student outcomes, here are profiles of six schools.
There are plenty of district schools that have adopted blended learning and boosted student outcomes.
Match Beyond combines College for America, the disruptive, online university, with a relatively new college and jobs services division of Match Education, a charter management organization.
Technology can help us redesign schools to allow students to have far more meaningful face-to-face interactions with teachers and peers
No, this isn’t another piece about how online learning can allow students to continue to learn even when school is canceled because of snow.
The two innovators still have a significant amount of work ahead, but their moves are pointing in the right direction.
A few scattered predictions from around the world of education about what we might see.
A new report ranks which countries get the best bang, in terms of student outcomes, for the government buck.
The online training program’s diverse assessment system and its flexibility should help us move toward a competency-based learning system in which time is variable but learning is constant.
inBloom, a non-profit that offered a data warehouse solution designed to help public schools embrace the promise of personalized learning, collapsed and has ceased to exist, as privacy concerns from interested parties mounted over a period of many months
Is KIPP falling prey to the classic innovator’s dilemma by not deploying disruptive innovations?
What happens when reformers try to use blended learning in a disruptive way in the hardest-to-serve parts of Detroit?
A growing number of examples show that used well, blended learning—and hence education technology—can help boost student achievement in both charter and district school settings.
We need more opportunities for education leaders to help their peers with solutions to the problems and barriers they confront as they move toward blended learning.
Barbara helped create the K–12 online-learning movement, a powerful disruptive force that has the potential to create a more personalized and equitable education system that is student-centered so that all students can succeed.
Course Access is still a new policy, but for many students, no matter where they live or what school they attend, it will give them a significantly greater chance to fulfill their potential.
In Korea, where popular teachers become millionaires by broadcasting their lectures online, schools and families are only very slowly warming up to other kinds of online learning.
Disrupting our K–12 schools or our public school districts is impossible today because there is no nonconsumption of education in this country, but helping our schools use disruptive innovation to disrupt the classroom—the way they arrange teaching and learning—is possible.
The main reason personalized learning is needed is that each student learns at a different pace and each student’s pace tends to vary based on the subject or even concept one is learning.
“Course choice’ policies give K–12 students the option of taking courses from a range of providers, often but not always online, and public dollars follow students to the chosen course.
Moving to a student-centered, blended-learning environment is tricky. A new video “course” on blended learning shows how it can be done.
What is the NCAA objecting to that California, land of input-based regulation for schools, isn’t?
In my travels throughout Korea, in virtually every meeting I heard a variation of the same theme. “Why does President Obama think that Korean schools are good?”
Meister High Schools are converted vocational schools that partner with companies in specific industries to create educational experiences tailored to the needs of the workforce.
Can Korea maintain its educational edge if it does not change its public education system into a student-centered one that can personalize learning for each child’s different learning needs and be intrinsically motivating?
The most natural places for educational disruptive innovations to take root are in emerging markets and developing countries.
Julie Young’s guiding vision for the Florida Virtual School (FLVS) began in 1996 as she wrote the word “student” at the center of a piece of paper and then asked a series of questions of the team gathered around her. What could school look like if the student was at the center?
Critics often accuse school reformers of “privatizing” public education. When for-profits enter the conversation, those same critics level more serious charges and often accuse those companies of having one motive: making money off of the backs of kids.
Education Elements is one of the few entities helping schools do the most basic work of implementing blended learning into traditional classrooms.
Personalized-learning models powered by technology posted more promising gains in the 2012-13 school year, according to a recently released Columbia Teachers College study.
The move to blended learning matters because learning science has long told us that students learn at different paces, have different working memory capacities, and possess different background knowledge when they enter a learning experience.
Kung Fu offers an interesting example of a system of mastery-based learning: enabling students to learn at their own pace and advance as they master content, rather than moving forward based on time requirements.
Will digital learning fulfill its potential to create a student-centered education system? The actions of state legislatures will inevitably shape part of the answer.
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