Find this Blended Learning diagram at
www.christenseninstitute.org/blended-learning-model-definitions. Image courtesy www.christenseninstitute.org
or do we step up and embrace the full
weight and impact of what this model
can mean for instruction? The technology definitely plays an integral role
in making this possible. However, the
most valuable element is the teacher,
who must understand the student,
prescribe appropriate learning options, and provide accountability by
monitoring the results.
There are new players in this mix:
the students. While they have always
been a part of the equation, now students are helping drive the direction
and pace of the experience. This fact
alone may cause tentative educators
to stay on the fence about the efficacy
of this model. For others, it represents
intellectual freedom that brings learning alive and makes it relevant.
Will blended learning be just
the latest in the evolutionary tale of
education? I propose that the answer
is no longer in our hands, but rather
in the hands of our students.
Don Hall is the deputy super-
intendent of operations for the
Manatee School District in
Florida, USA, where he super-
vises finance, human resourc-
es, information technology,
and administrative support
services. He is a veteran conference presenter,
author, and volunteer columnist for L&L.
greater detail when they return to
school the next day. Both of these rep-
resent facets of blended learning, but
there is so much more to it.
The best way to think about blend-
ed learning is building a portfolio of
teaching models that you select from
based on the desired learning out-
come, most appropriate learning
environment, and the needs and
interests of students. Yes, I said the
needs and interests of students,
because not all models of blended
learning work well for all kids, even
if there is a computer involved.
Here we face a conundrum: Do we
tinker around the edges of this concept as tentative social psychologists,
