Joskow, B., Borup, J., Chambers, C. B., & Sandrowicz, N. (2022). Elementary education: Online integration and management In C. R. Graham, J. Borup, M. Jensen, K. T. Arnesen, & C. R. Short (Eds.), K–12 blended teaching (Vol 2): A guide to practice within the disciplines: Elementary education edition. EdTech Books. hhttps://edtechbooks.org/k12blended_eled/eled_olim
Critique of the BookThe Flex Model is presented as one blended model that can be incorporated for use within the classroom. However, the Flex Model design presents a couple of challenges for implementation. In the Flex Model, instruction is mostly through online learning with teacher facilitation and support. This model may be difficult for K-3, as students may not be familiar with technology and within and outside of the classroom, students may struggle with needing technology assistance. If students are not to engage with the material outside of the classroom, learning objectives might not be met. Also, this model is perhaps not set-up for equitable access. Not all school districts have 1 computer for 1 student, and therefore may not have the technology required for this model of instruction.
Teacher TakeawaysWhen choosing a blended framework take into account accessibility of resources in the home and the classroom in order to make sure that classroom instruction is equitable for all learners. Classroom activities online or face-to-face can be evaluated using the PICKRAT model to determine instructional value of the use of technology within the lesson. Pedagogy is the most important, with technology providing support. Blended learning should leverage the strengths of both in-person and online learning experiences to best support student growth. Students should be instructed on use of hardware, software, classroom rules relating to technology, and social etiquette in virtual learning environments. Safety and security when utilizing technology in the classroom should be explicitly taught to students to protect student privacy and maintain safe environments.
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Overview of the BookThe Elementary Education of the K-12 Blended Teaching introduces blended learning models and their application within the classroom. The book examines reasons behind implementing a blended learning design in the classroom, as well as frameworks that can be used to evaluate whether specific blended learning activities support learning objectives for content knowledge. The book utilizes a problems of practice approach for addressing the benefits of incorporation of a blended model. Issues of digital equity in blended model design are addressed including suggestions for how to address accessibility. Throughout the book, educators that have incorporated blended teaching in their pedagogy explain how the blended model allows for student personalization, greater efficiency, flexibility, and accessibility to material. Blended instruction is incorporate online integration and online interaction, the use of savvy data practices, and student learning personalization. Practical examples of the use of blended activities in the classroom are presented within the book, as well as structural concerns for application.
Joskow, B., Borup, J., Chambers, C. B., & Sandrowicz, N. (2022). Elementary education: Online integration and management In C. R. Graham, J. Borup, M. Jensen, K. T. Arnesen, & C. R. Short (Eds.), K–12 blended teaching (Vol 2): A guide to practice within the disciplines: Elementary education edition. EdTech Books. hhttps://edtechbooks.org/k12blended_eled/eled_olim
HighLights/Important pointsOne major important point the book started with is to start out the blended teaching journey by determining how blended learning will assist in teaching learning objectives and support effective pedagogical methods. Blended learning for the sake of using technology can lead to substitution of activities without enhancement or extension of instruction. Secondly, it is important to connect online learning and face-to-face learning activities, so that the activities can be leveraged to create deeper thinking. Thirdly, it is important to evaluate the use of technology within instruction to determine the use of the technology in regard to the 4 E's (depicted below). Instruction should be designed with the student in mind, so in order for blended learning to meet the 4Es it should be based on student driven pedagogies. Blended teaching should include student-content interaction, student-student interaction, and teacher-student interaction.
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Professional Development Ideas |
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For a Professional Development, I would create a workshop using the book and have it over the course of three days at the school, during the summer. The workshop would start with a Padlet activity in which participants would provide a response about what they know about blended learning and its implementation in the classroom. Next, I would provide a brief overview of the components of blended learning as well as important terms to know before starting into blended learning. Next, I would have participants watch a few videos of different frameworks being utilized within classrooms, as well as videos out of the book with teachers explaining their reasons for choosing to utilize blended learning methods. In this way, the first day would be set-up in a whole class rotational model. For the last part of the first day, I would have participants reflect on one possible benefit that they see and one possible challenge for utilizing blended learning designs. For the second day, I would have a workshop model designed for the participants using online collaborative activities on a Nearpod lesson over online integration in the classroom, watching videos of how teachers use blended teaching for student learning personalization, and small group discussions on the use of data practices for efficiency and instructional decisions. On the last day, participants would experience a Flex Model as participants would be provided with a variety of resources and activities to be explored, based on individual choice. Then, each participant would create a Flip video response related to their findings and their reflection on blended teaching methods.
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![]() The PICRAT Model for Technology Integration is a way to evaluate whether activities are passive, interactive, and creative. This resource also measures whether the integration of the technology replaces, amplifies, or transforms the activity. It can be found at The PICRAT Model for Technology Integration in Teacher Preparation – CITE Journal. Edutopia has a playlist on YouTube with videos relating to Online and Blended in K-12 Education. The link to the first video in the playlist is https://youtu.be/XhzIYo2e5kY. Below on the left is a YouTube video through Edutopia showing a student-centered model of blended learning. Below on the right is the Dr. Ruben Puentedura, creator of the SAMR Model, describing how the model can be used when designing and evaluating the use of technology within instruction.
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