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.
Online courses for college students can improve access, yet they also are challenging, especially for the least well-prepared students.
Here are a few reasons why blended learning may not live up to its time-saving potential.
In this video from Business Insider, former Google executive Max Ventilla talks about why he founded AltSchool.
Can a buzzword deliver on its promise?
Teachers tend to rely on their colleagues for advice. That’s understandable, but it means that teachers have little assurance of a product’s effectiveness.
Imagine an ideal world in which all student data flows seamlessly and securely between software applications:
It can be tempting for many to talk about equity as a byproduct of personalized and blended learning, but we need to push on that assumption.
What should schools look like in order to succeed with blended learning? Marty West talks with Larry Kearns about how he and his team designed two charter schools to support their blended learning models.
Innovative design supports blended learning
Teachers need resources like this to help them transition successfully to the student-centered learning practices that blended learning enables.
A new philanthropy’s competition to reinvent high school
Can micro-schools break out of an elite niche?
Platforms, projects, wraparound services and assessments will all be in the news.
We can’t expect teachers to reach every single student effectively at scale without somehow reconfiguring teachers’ existing workloads.
Mainstream adoption of blended learning will come not from policy reform but from persuading the people who work at the ground level in education.
While the overall picture regarding online higher education is mixed, some new papers present some cause for optimism, especially if we can figure out ways to successfully monitor and certify the quality of online education.
The areas of practice, demonstration, and feedback are where technology really supports learning.
Experts tend to forget just how much they’ve absorbed into long-term memory, so when they train novices, they tend to leave out a large amount of important information.
Open education is a crucial means to organize and transform the work of faculty, teachers, librarians, independent scholars and learners.
It is a mistake to demand that online credit-recovery courses require the same time and effort as regular courses.
Technologies today offer the promise of extending the impact of the instruction, tutoring, and mentoring of a terrific teacher so that she can coach, tutor, or instruct hundreds with the same energy she once expended reaching only five or twenty-five.
As the hype around virtual reality in education swells, new developments show that the movement may have some staying power this time around.
Maybe today’s technology can finally make a progressive teaching approach more doable for teachers and students in more classrooms.
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.