In order to create an innovation plan that can be implemented successfully, one needs to carefully plan, reflect, and re-evaluate. This process is essential to implementing a functional plan because it allows the plan to fully develop and adapt to it’s unique environment. That being said, it has been some time since I last reflected on my innovation plan, and through analyzing and evaluating several examples of blended learning implementations in local and global contexts I am ready to reflect on and re-evaluate my innovation plan to implement blended learning through course websites.
Teacher’s persistence in using blended learning is the most important factor for satisfactory opinions on using blended learning, more important than having 1:1 with the latest gadget, and more important than having the fastest, most reliable network (Haddad, 2007; Lapowski, 2015; UNESCO, 2009).
Blended learning encompasses a wide variety of strategies and tools. How you use blended learning matters; different blended learning strategies produce different results. Simply having blended learning resources does not ensure student achievement (Lapowski, 2015; Thomas, & Brown, 2011; Williams & Jacobs,2004; Arnett, 2016).
Blended learning has the potential to create inequity gaps among some student populations (Vinezky; Center for Education Reform, 2014).
The implementation plan aligns with the 5 Key Principles of Professional Development, especially through extended duration and support through the implementation process. These will help ensure staff are well trained and supported during the implementation process. It also calls for a pilot group, which has shown to be successful in working out initial issues and providing a framework for other teachers to follow in mass implementation
What Needs Improvement:
Several improvements stand to be made: added attention on motivating staff, emphasis on blended learning strategies and not just on course websites, and create content/grade level specific trainings to apply blended learning strategies more efficiently. Each of these changes are designed to increase staff persistence in using blended learning strategies, the number one determinate in schools’ effectiveness in implementing blended learning. Also, it is a main concern that we should incorporate blended learning strategies through course websites as early as possible in the implementation process. This will switch course websites from being a resource to a learning tool which will have several major effects on our school: teachers will likely use course websites and blended learning more often and teachers will engage students better and likely see student achievement rise, this will in turn further help teachers buy into blended learning through course websites.
Explore more: Call to Action Video, Literature Review for Blended Learning through Course Websites, and updated Innovation Plan.
Arnett, T. (2016). Blended learning can help students take ownership of their learning – Christensen Institute. Retrieved from http://www.christenseninstitute.org/blog/blended-learning-can-help-students-take-ownership-of-their-learning
Center for Educational Reform. (February, 2014). The facts about digital and blended learning. Edreform. Found at https://www.edreform.com/wp-content/uploads/2014/02/DigitalLearningToolkit2014.pdf
Haddad, Wadi. (2007). ICTs for education: a reference handbook. Found at http://www.ictinedtoolkit.org/usere/p_page.php?section_number=0.
Lapowski, I. (2015, May 8). What schools must learn from LA’s iPad debacle. Found athttps://www.wired.com/2015/05/los-angeles-edtech/
Thomas, Douglas,Brown, John Seely. (2011) A new culture of learning :cultivating the imagination for a world of constant change [Lexington, Ky. : CreateSpace?]
UNESCO. (2009). Eskwela: Community-based e-learning centers for out-of-school youth and adults, Philippines. Found at http://unesdoc.unesco.org/images/0018/001833/183307e.pdf.
Vinezky, R. ICT in innovative schools: Case studies of change and impacts. University of Delaware. Found at https://www.oecd.org/site/schoolingfortomorrowknowledgebase/themes/ict/41187025.pdf
Williams, J. B., & Jacobs, J. S. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian journal of educational technology, 20(2), 232-247. Found at http://eprints.qut.edu.au/13066/1/13066.pdf
Spencer, Ruby. (2016 May). 6 key blended learning benefits for corporate training. PulseLearning. Found at https://www.pulselearning.com/blog/6-key-blended-learning-benefits-corporate-training/.