Don’t assume that by adding blended learning, we must automatically be detracting from something else.
Examples from Florida and Pennsylvania
What we learned by teaching “Saving Schools: History, Politics and Policy in U. S. Education,” our first Massive Open Online Course
A few scattered predictions from around the world of education about what we might see.
Some of the pedagogical models we see emerging in computer science may be a harbinger of not just what we need to teach in the 21st century, but how we may come to teach it.
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 personalized learning looks like now, what it could be, and how technology can help.
Simply having a technology plan may not be a meaningful proxy for a clear blended learning strategy or support system.
The XPrize is funding its first edtech competition to handsomely reward the team that develops the best software to help children in developing countries teach themselves basic literacy and math.
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.
Course access is a powerful tool to make particular courses available to students who otherwise wouldn’t be able to take them.
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.
Florida high school students taking Algebra or English I online perform at least as well on state math and reading tests as do students taking the same courses in a traditional format.
We are witnessing a particularly exciting breed of edtech that focuses on relationships and networks as much as academic content and assessment.
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.
A 1-to-1 laptop or iPad roll out is not a new instructional model. Whether a student can or cannot carry a machine around all day tells us little to nothing about a school’s actual pedagogy, about the quality of interactions between students and teachers, or about the rigor of the software programs delivered through those devices.
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.
Course access programs allow students to enroll in a variety of online, blended, and face-to-face courses from a wide selection of accountable providers, in addition to the courses they take through their local schools
The power of educational technology does not come from replacing teachers, but from empowering teachers to provide better instruction.
Oakland teachers learn how to blend
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.
Most educational apps are nothing more than “chocolate-covered broccoli,” but there are some less structured (and more fun) ways for kids to learn.