to understand why they are assigning the reflection , and how it relates to and enhances student learning .
Digital storytelling is another form of reflection and has quickly emerged as a useful pedagogical tool in secondary classrooms . The video , photos , audio and other multimedia are an integral part of a teenagers ’ world . Thus students gravitate toward the use of digital storytelling where they can think about their own history and personal development . Using digital storytelling exemplifies the potential of technology to offer a participatory , active , networked , and personalized online learning experience ( Morris , 2014 ).
Teacher training
Blended learning isn ’ t just about finding the right mix of technologies , creating a few online interactions , or attaching a YouTube video . Delivering any type of online education rapidly exposes poor pedagogy , and to implement pedagogy that results in a successful blended learning environment requires
teacher training . In addition to recognizing and understanding the successful elements of blended learning , school leaders ’ support for teacher training will not only result in the effective use of technology but ensure instructional delivery that will prepare students for post-secondary success and beyond .
The strategies and experiences described above won ’ t astound educators , but it should remind us that in the 21st century , good teaching plays an integral role in blended learning . Clearly , technology is more than the latest instructional bells and whistles in a classroom , but it will be relegated as such if school leaders don ’ t recognize or understand that effective blended learning and other types of online instruction require sound pedagogy today , and in the future .
Resources
Christensen , C , Horn , M . B ., & Staker , H . ( 2013 ). Is K-12 blended learning disruptive ? An introduction of the theory of hybrids . Clayton Christensen Institute , May , 2013 .
Garrison , D . R ., & Kanuka , H . ( 2004 ).
Blended learning : Uncovering its transformative potential in higher education . Internet And Higher Education , 7 ( 2 ), 95-105 .
Killion , J ., & Todnem , G . ( 1991 ). A process for personal theory building . Educational Leadership , 48 ( 6 ), 14-16 .
Linn , M . ( 1996 ). Cognition and distance learning . Journal of the American Society for Information Science , 47 ( 11 ), 826-842 .
Morris , N . P . ( 2014 ). How digital technologies , blended learning and MOOCs will impact the future of higher education . International Association For Development Of The Information Society , January 1 , 2014 , 401-404 .
Schon , D . A . ( 1983 ). The reflective practitioner : How professionals think in action . New York : Basic Books .
Bobbie Plough , Ed . D . is the Associate Professor & Director , Center for Research , Equity & Collaborative Engagement , College of Education and Allied Studies at California State University-East Bay . Contact her at bobbie . plough @ csueastbay . edu .
ACSA
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