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in Grades 4–12
 For my Grandpa Ken—
Your wisdom, insight, and passion for learning inspire me.
Thank you for your endless support,
enthusiasm, and love on this journey.
 in Grades 4–12

Leveraging th
e
Power of Tech
nology
to Create
STUDENT-CE
NTERED
Classrooms

Catlin R. Tucker
For information: Copyright © 2012 by Corwin

Corwin All rights reserved. When forms and sample

documents are included, their use is authorized
A SAGE Company
only by educators, local school sites, and/or
2455 Teller Road
noncommercial or nonprofit entities that have
Thousand Oaks, California 91320 purchased the book. Except for that usage, no part
(800) 233-9936 of this book may be reproduced or utilized in any
www.corwin.com form or by any means, electronic or mechanical,
including photocopying, recording, or by any
SAGE Publications Ltd. information storage and retrieval system, without
1 Oliver’s Yard permission in writing from the publisher.
55 City Road
All trade names and trademarks recited, referenced,
London EC1Y 1SP
or reflected herein are the property of their
United Kingdom respective owners who retain all rights thereto.

SAGE Publications India Pvt. Ltd. Printed in the United States of America
B 1/I 1 Mohan Cooperative Industrial Area
Mathura Road, New Delhi 110 044 Library of Congress Cataloging-in-Publication Data
India
Tucker, Catlin R.
SAGE Publications Asia-Pacific Pte. Ltd.
Blended learning in grades 4-12: leveraging the
3 Church Street
power of technology to create student-centered
#10-04 Samsung Hub classrooms /Catlin R. Tucker.
Singapore 049483
p. cm.

Includes bibliographical references and index.

ISBN 978-1-4522-4086-2 (pbk. : alk. paper)

1. Student-centered learning. 2. Blended learning.
I. Title.

LB1027.23.T84 2012
371.3—dc23   2012016181

This book is printed on acid-free paper.

Acquisitions Editor: Debra Stollenwerk
Associate Editor: Desirée A. Bartlett
Editorial Assistant: Kimberly Greenberg
Production Editor: Amy Joy Schroller
Copy Editor: Sarah J. Duffy
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Bonnie Moore
Indexer: Sylvia Coates
Cover Designer: Scott Van Atta
Permissions Editor: Adele Hutchinson 12 13 14 15 16 10 9 8 7 6 5 4 3 2 1
 Contents

Web Tools Contents xiii

Preface xvii
Acknowledgments xxiii
About the Author xxv

1. The 21st Century Classroom 1

Crossing the Digital Divide 2
Developing 21st Century Skills Is Critical to
Future Success 3
What Does the 21st Century Classroom Look Like? 5
Student-Centered Classroom 6
Chapter Summary 7
Book Study Questions 8
References 9
2. Blended Learning 11
What Is Blended Learning? 11
Six Common Blended Learning Models Currently in Use 13
Emerging Blended Learning Model:
Teacher-Designed Blend 14
10 Benefits of a Blended Learning Model 16
1. Save Time 16
2. Save Money 16
3. Spend Less Time Grading 16
4. Spend More Time in Class Doing What You Love 17
5. Increase One-on-One Interactions With Students 17
6. Give Students Opportunities to Practice
Standardized Exams Online 17
 7. Facilitate Group Work That Works 18
8. Communicate More Effectively With All Students 18
9. Build Community and Relationships 18
10. Have Fun 18
Discussions Are Critical to a Successful
Blended Learning Model 18
Community-of-Inquiry Framework 22
Social Presence 22
Teaching Presence 22
Cognitive Presence 24
Chapter Summary 24
Book Study Questions 25
References 26
3. The Role of the Teacher in a Blended Learning Model 29
Choosing a Learning Platform or Learning
Management System 30
Blackboard 31
Moodle 32
Edmodo 32
Schoology 32
Collaborize Classroom 32
Defining Your Role as Facilitator 33
Silent Facilitator vs. Involved Facilitator 35
Silent Facilitator 35
Involved Facilitator 36
Effectively Differentiate Instruction With
Online Discussions 38
Weaving Online Work Back Into the Classroom 41
1. Online Discussions 41
2. Notes and Assignments Posted Online 41
3. Collaborative Group Work 42
4. Scientific Lab Groups 42
5. Debates 42
Chapter Summary 42
Book Study Questions 43
References 44
4. The Art of Asking Questions Online 45
Encourage Conversations With Well-Chosen Questions 46
Question Types That Foster Conversation 46
Subjective Questions 46
Evaluative Questions 46
 Problem-Solving Questions 47
Brainstorming Questions 47
Debate Questions 47
Consider These Sample Questions 47
English Question Grid 48
History Question Grid 50
Science Question Grid 52
Math Question Grid 53
Question Types That Kill Conversations 56
Factual Questions 56
Information-Retrieval Questions 56
Tips for Designing Strong Questions 56
Begin With an Eye-Catching Title 56
Embed Media 57
Layer Your Questions 57
Ask Controversial or Polarizing Questions 58
Encourage Students to Make Connections 58
Be Flexible 58
Focus on Topics of Interest to All Grade Levels 58
What Does a Good Online Question Look Like? 59
Chapter Summary 59
Book Study Questions 60
Reference 60

5. Develop a Dynamic Learning Community Online 61

Creating and Maintaining a Safe Space Online 61
The Dos and Don’ts of Student Communication Online 62
Creating a Class Code of Conduct 66
Visually Display Your Expectations for
Participation on Your Site 69
Building an Online Community 70
Break the Ice Online 71
Five Student Icebreakers Adapted for an
Online Community 71
Five Parent-Student Icebreakers Adapted for an Online
Community 73
Start Simply to Cement Routines and Correct
First Missteps 75
Teach Students to Say Something Substantial 78
Chapter Summary 82
Book Study Questions 82
References 84
Introduction to Chapters 6 Through 9 85
Chapters 6 Through 9 Are Based on
the Following Assumptions 86
Teaching the Common Core State Standards
Using Blended Learning 87
Reference 68
6. English Language Arts 89
Common Core State Standards: Upper
Elementary English 90
Grades 4–5 Reading Literature Standards
Addressed 90
Grades 4–5 Writing Standards Addressed 91
Example Online Activity 6.1. What Does
Minli Learn About Greed in the Book
Where the Mountain Meets the Moon
by Grace Lin? 92
Example Online Activity 6.2. Do You Prefer
Reading “Casey at the Bat” or Listening to
a Dramatic Reading of the Poem? 95
Common Core State Standards: Middle School English 98
Grades 6–8 Reading Literature Standards Addressed 98
Grades 6–8 Writing Standards Addressed 99
Example Online Activity 6.3. Roll of Thunder,
Hear My Cry: Do You Think the Boycott of
the Wallace’s Store Was the Best Way for
the African American Community to
Fight Racism? 100
Example Online Activity 6.4. The Adventures of
Tom Sawyer: How Does Guilt Motivate Action
in the Novel? 103
Common Core State Standards: High School English 105
Grades 9–12 Reading Literature Standards Addressed 106
Grades 9–12 Writing Standards Addressed 106
Example Online Activity 6.5. A Raisin in the Sun:
What a Difference a Film Can Make! 107
Example Online Activity 6.6. Fahrenheit 451:
Transition From Reading to Burning . . . 110
Chapter Summary 112
Book Study Questions 113
References 114
7. History/Social Studies 115
Common Core State Standards: Upper Elementary
History/Social Studies 116
Grades 4–5 Reading Information
Standards Addressed 116
Grades 4–5 Writing Standards Addressed 117
Example Online Activity 7.1. Early United States
History: Research Pre-Columbian Settlements 118
Example Online Activity 7.2. Boston Massacre:
Should This Event Be Called a Massacre? 120
Common Core State Standards: Middle School
History/Social Studies 122
Grades 6–8 Literacy in History/Social Studies Standards
Addressed 122
Grades 6–8 Writing Standards Addressed 123
Example Online Activity 7.3. Read and Listen
to Martin Luther King’s “I Have a Dream”
Speech: Has King’s Dream Come True? 124
Example Online Activity 7.4. “Blood, Toil,
Tears, and Sweat: Address to Parliament
on May 13, 1940” by Winston Churchill 127
Common Core State Standards: High School
History/Social Studies 129
Grades 9–12 History/Social Studies Literacy
Standards Addressed 129
Grades 9–12 Writing Standards Addressed 130
Example Online Activity 7.5. George Washington’s
“Farewell Address” (1796): Analyzing the
Forces That Threaten the Nation’s Stability 131
Example Online Activity 7.6. Franklin D. Roosevelt’s
“State of the Union Address”: Should the
United States Have Entered World War II? 133
Chapter Summary 136
Book Study Questions 137
8. Science 139
Common Core State Standards: Upper
Elementary Science 139
Grades 4–5 Reading Information Standards
Addressed 140
Grades 4–5 Writing Standards Addressed 140
 Example Online Activity 8.1. After Reading
Discovering Mars: The Amazing Story of the Red
Planet, Do You Think the Government
Should Spend Money to Explore Mars? 141
Example Online Activity 8.2. What
Causes Hurricanes? 144
Common Core State Standards:
Middle School Science 147
Grades 6–8 Literacy in Science Standards Addressed 148
Grades 6–8 Writing Standards Addressed 148
Example Online Activity 8.3. Energy Flow in an
Ecosystem: Producers, Consumers,
and Decomposers 149
Example Online Activity 8.4. Density and
Buoyancy: Sink or Float? 151
Common Core State Standards: High School Science 153
Grades 9–12 Science Literacy Standards Addressed 154
Grades 9–12 Writing Standards Addressed 154
Example Online Activity 8.5. A. Cell Biology:
Prokaryotic Cell or Eukaryotic Cell? 155
Example Online Activity 8.6. Debate: Do
You Think Cloning Should Be Banned? 157
Chapter Summary 159
Book Study Questions 160
9. Math 163
Common Core State Standards: Upper
Elementary Math 164
Grades 4–5 Math Standards Addressed 164
Grades 4–5 Writing Standards Addressed 165
Example Online Activity 9.1. How Would
Graphing Points on a Coordinate Plane
Help Solve Real-World Problems? 165
Example Online Activity 9.2. Design a
Word Problem: Multiplying Fractions
to Solve Real-World Problems 168
Common Core State Standards: Middle School Math 171
Grades 6–8 Math Standards Addressed 171
Grades 6–8 Writing Standards Addressed 171
Example Online Activity 9.3. Design a
Survey, Take a Random Sampling,
and Make a Generalization 172
Example Online Activity 9.4. Real-Life Ratios 174
 Common Core State Standards: High School Math 176
Grades 9–12 Math Standards Addressed 176
Grades 9–12 Writing Standards Addressed 177
Example Online Activity 9.5. Which Is More
Dangerous—Men’s Rugby or
Women’s Cheerleading? 177
Example Online Activity 9.6. Algebra:
How Much Is College Going to Cost You? 180
Chapter Summary 182
Book Study Questions 183
Reference 184
10. Flip Your Instruction With Online Discussions 185
What Is the Flipped Classroom? 185
“Homework” in the Flipped Classroom Model 187
Strategies for Flipping Instruction 189
What Happens in the Flipped Classroom? 191
How Can I Lesson Plan for the Flipped Classroom Model? 192
What If Students Don’t Do Their Homework? 192
Tips for Successfully Flipping Your Classroom 194
“Don’t Reinvent the Wheel” 194
Break Up Online Lecture 195
Check for Understanding With a Variety of
Assessments in Class 195
Chapter Summary 198
Book Study Questions 199
Reference 200
11. Assessing Work Online 201
Managing Online Participation 203
Rubrics 206
Online Discussion Rubric 206
Group Work Rubric 207
Upper Elementary Rubrics 208
Middle School Rubrics 211
High School Rubrics 215
Preparing Students for High-Stakes Exams 219
Standardized Exam Preparation 220
Released Test Questions Online 221
Chapter Summary 224
Book Study Questions 225
Index 227
 Web Tools
Contents

A dditional materials and resources related to Blended Learning in

Grades 4–12 can be found at www.corwin.com/blended
learning4-12.

Web Tools

Chapter Tools
3. The Role of the Teacher in • Blackboard
a Blended Learning • Moodle
Model • Edmodo
• Schoology
• Collaborize Classroom
6. English Language Arts • Glogster
• Storybird
• Blabberize
• Animoto
• Wix
• Tiki-Toki
• Read, Write, Think
• Penzu
• Pixton
• Gliffy
7. History/Social Studies • Photovisi
• History.com
• History Wiz
• The Library of Congress

xiii
xiv Blended Learning in Grades 4–12

Chapter Tools
• American Rhetoric
• Wordle
• Lino
• Churchill Museum and Cabinet
War Rooms
• Pen.io
• My Fake Wall
• Study Blue
• PicMonkey
8. Science • Corkboard.me
• HurricaneKatrina.com
• Weebly
• UNISYS
• National Geographic
• Virtual Teacher Aid
• Mongabay
• Biology Junction
• Queeky
• Lucid Chart
• ProConLists.com
9. Math • Wall Wisher
• National Center for Education
Statistics Kids’ Zone
• Khan Academy
• Google Docs
• Educreations
• Survey Monkey
• Creately
11. Assessing Work Online • Rubistar
• Google Forms

Resources
Resource 5.1. Dos and Don’ts of Student Communication Online
Resource 5.2. Strong Sentence Starters
Resource 5.3. Example Online Student Code of Conduct Agreement
Resource 5.4. Example Safe Space Reflection Form
Resource 5.5. Avoid Mechanical Missteps in Online Communication
Resource 5.6. Say Something Substantial
Resource 5.7. 
Eight Intriguing Exit Strategies That Continue the
Conversation
 Web Tools Contents xv

Book Study Questions

Chapter 1. The 21st Century Classroom: Book Study Questions
Chapter 2. Blended Learning: Book Study Questions
Chapter 3. The Role of the Teacher in a Blended Learning Model:
Book Study Questions
Chapter 4. The Art of Asking Questions Online: Book Study Questions
Chapter 5.  Develop a Dynamic Learning Community Online:
Book Study Questions
Chapter 6. English Language Arts: Book Study Questions
Chapter 7. History/Social Studies: Book Study Questions
Chapter 8. Science: Book Study Questions
Chapter 9. Math: Book Study Questions
Chapter 10. Flip Your Instruction With Online Discussions: Book
Study Questions
Chapter 11. Assessing Work Online: Book Study Questions

Additional English Curriculum

Common Core State Standards: Upper Elementary English
Example Writing Task: Opinion. Do You Like the Secondary
Characters in Lewis Carroll’s Alice in Wonderland?
Example Writing Task: Informative. In the Book The Black Stallion
by Walter Farley, How Does Alec Ramsey Grow and Develop
as a Character?
Example Writing Task: Narrative. Home Sweet Home: Imagine
You Live in This House . . . Tell Your Story!

Common Core State Standards: Middle School English

Example Discussion Topic: Character Analysis. Little Women:
Characters Revealed
Example Discussion Topic: Literary Analysis. The Dark Is Rising:
Inspired by British Myth, History, Tradition, and Legends
About King Arthur
Example Writing Task: Narrative. Your Road Not Taken

Common Core State Standards: High School English

Example Writing Task: Argument. Of Mice and Men Essay: Do You
Think George Made the Right Decision When He Shot Lennie?
Example Writing Task: Informative/Explanatory. Grapes of Wrath
Essay: Family Is Necessary to Survival
Example Writing Task: Narrative. Getting Creative With F. Scott
Fitzgerald’s The Great Gatsby
Reference
 Preface

Why Did I Write This Book?

I wish I could say my decision to adopt a blended learning model
stemmed from a desire to be innovative and progressive. To be hon-
est, it came from a place of desperation. I was drowning in work.
Larger class sizes, overwhelming stacks of grading, and more pres-
sure from administration to prepare students for “high-stakes” stan-
dardized exams were the true catalysts that led me to adopt a blended
learning model.
I was hesitant, even skeptical, at first. I worried about student
access to technology, the time required to facilitate online work,
and how I would create a virtual safe space to support respectful
dialogue.
I had eight years’ experience teaching high school English in the
classroom and three years’ experience teaching online college-level
writing courses. My goal was to blend the best of both worlds—the
face-to-face interaction of the classroom with the flexibility of online
discussions, collaboration, and group work—in order to enhance my
effectiveness and combat the growing number of pain points afflict-
ing the teaching profession.
I have learned a great deal about the web tools available to me
over the last few years. And I have explored the limitless potential of
online discussions as a foundation for myriad online assignments. I
evolved from asking analytical questions about literature to using my
learning platform to support collaborative group work, creative writ-
ing, peer editing, student-driven projects, and standardized test prac-
tice. As a result, I feel more empowered. I realize that technology
cannot replace me, but it can make me more effective, decrease my
grading load, and teach my students critical 21st century skills they
will use long after they have left my class.

xvii
xviii Blended Learning in Grades 4–12

What Is the Purpose of This Book?

Most teachers are so overworked it is daunting to imagine shifting to
a blended learning model. This book presents a clear path teachers
can take to adopt a blended learning model that works for them and
their students.
Many college-level texts on blended learning focus on the
pedagogy, theory, structural design, and budgetary issues at the
heart of a blended learning model. This book was written for
teachers in upper elementary through high school, so the focus of
this text is practical application of these theories in Grade 4–12
classrooms.
Why should a teacher buy this book?

1. It advocates for a teacher-designed blended learning model

with concrete strategies, ready-to-use resources, and examples
grounded in the Common Core State Standards.

2. It shows teachers how they can use an online environment to

give every student a voice, increase engagement, drive higher-
order thinking, and make homework an interactive experience
instead of a solitary practice.

3. Teachers will learn how to integrate technology into their exist-

ing curriculum in order to build community and create a stu-
dent-centered classroom that challenges students to be active
participants in the learning process.

This book will also provide professional development instructors,

instructional designers, curriculum specialists, administrators, and
credential programs with resources needed to support upper
elementary through high school teachers in effectively shifting to a
blended learning model.
The theme of the student-centered classroom is woven through-
out this book because the ultimate goal of using technology to com-
plement work done in class is to shift the focus in the classroom from
the teacher to the students. Technology can be used to introduce
information and engage students in discussions and collaborative
group work that have traditionally required large amounts of class
time. This frees up precious class time to focus on activities that uti-
lize the potential of the group.
 Preface xix

How Is This Book Organized?

Chapters 1 and 2 describe the changing landscape of education, iden-
tify 21st century skills that students today need to be successful, and
define what the term blended learning means. This introduction lays
the foundation for subsequent chapters, which provide strategies,
concrete resources, and examples.
Chapters 3 through 5 cover topics that will help teachers get
started with a blended learning model. Chapter 3 focuses on the
teacher’s role in a blended learning model, with a discussion of learn-
ing platforms, facilitation roles, and weaving the two mediums—
face-to-face and online—together. Chapter 4 is about the art of asking
questions that successfully drive dynamic discussions online. It
includes tips and strategies teachers can use to design engaging
online discussion questions and topics for students. This chapter cov-
ers question types that drive discussions as well as question types
that kill conversations. I have designed a variety of example ques-
tions for each of the four subjects covered in the Common Core State
Standards: English, history/social studies, science, and math. Chapter
5 describes a clear strategy for building relationships online and
teaching students how to contribute in a respectful, supportive, and
substantive way. This chapter walks teachers through the best prac-
tices for creating a virtual safe space, establishing expectations, and
fostering relationships online. I encourage teachers to begin with a
solid foundation to avoid problems online (e.g., cyberbullying) and
raise awareness about netiquette.
Chapters 6 through 9 are subject-specific chapters that focus on
the four subject areas covered in the Common Core State Standards:
English, history/social studies, science, and math. Each of these chap-
ters provides examples of online discussions and activities that
address the Standards for upper elementary school (Grades 4–5),
middle school (Grades 6–8), and high school (Grades 9–12). I have
clearly identified the Standards associated with each online task.
Each online example is followed by three lesson ideas for student-
centered in-class activities that build on the work done online. These
activities are not complete lesson plans; rather, they are designed to
inspire teachers who want to draw online work back into the class-
room to create student-centered learning opportunities. For those of
us with little technology in our classrooms, I suggest low-tech strate-
gies for extending online work done at home back into the physical
xx Blended Learning in Grades 4–12

classroom. For those with 1-to-1 programs, computer labs, or laptops,

I offer suggestions for incorporating technology into these student-
centered activities. Throughout Chapters 6 through 9, I include infor-
mation in the sidebars about the web tools I mention. You will find
the URL, a brief description of the tool, and information about costs
associated with using it. I have tried to focus on web tools that are
free or have a lower cost for educators.
Chapter 10 discusses the flipped classroom, which is an instruc-
tional model that falls under the umbrella of blended learning. In this
model the work traditionally done in the classroom and the work
done at home are flipped. Students view videos of lectures, demon-
strations, documentaries, and other forms of media at home, then
class time is used to apply that knowledge. The goal is to maximize
class time to facilitate hands-on practice in the classroom and shift the
focus from the teacher to the students. I encourage teachers who flip
their classrooms to wrap the content students view at home in a
dynamic discussion or debate, which improves retention and encour-
ages students to demonstrate higher-order thinking.
Finally, Chapter 11 ends the book with a discussion of how teach-
ers can assess the work done online, while making the points for
virtual work visible. Because many teachers are feeling pressure to
prepare students for standardized exams, there is a section dedicated
to using the online space to prepare students for these high-stakes
tests without sacrificing class time. I also designed and included a
collection of rubrics that are anchored in the Common Core State
Standards to aid teachers in assessing online work more efficiently.
These can be used as is or adapted for individual teachers’ needs.
Each chapter ends with a summary and a collection of study ques-
tions. Because I believe discussion is central to learning, I designed
questions to encourage further conversations about the topics cov-
ered in this book. They may serve as a helpful guide for school dis-
tricts, credential programs, and groups of educators completing a
book study of this text. These questions are intended to invite reflec-
tion and produce discussions about how educators might implement,
adapt, or build on the ideas presented.

Companion Website
In addition to this text, there is a companion website available at
www.corwin.com/blendedlearning4-12 with the following informa-
tion hosted online:
 Preface xxi

• Web Tools. Information, hyperlinks, and ideas for using them in

the classroom.
• Resources. A PDF of each resource in the book is available for
download.
• Chapter Questions. Each set of questions appears online.
• Additional English Curriculum. I have designed additional
online discussions and student-centered activities since this is
my area of expertise. These are provided online for language
arts teachers who are interested in more blended instruction
lesson ideas.

I hope this book will spread awareness about a teacher-designed

approach to blended learning that does not reduce student-teacher
face time, like many hybrid models being adopted by school districts
desperate to save money. The pedagogical approaches to teaching
described in this book, combined with the lessons and best practice
tips, can be applied to a variety of blended learning scenarios
regardless of the school you teach at or the learning platform you use.
 Acknowledgments

Corwin would like to thank the following individuals for taking the
time to provide their editorial feedback:

Melody Aldrich David Callaway

English Teacher/Department Seventh-Grade Social Studies
Chair Teacher
Poston Butte High School Rocky Heights Middle School
San Tan Valley, AZ Highlands Ranch, CO

Jim Anderson Cathy Bonneville Hix

Principal K–12 Social Studies Specialist
Andersen Junior High School Arlington County Public Schools
Chandler, AZ Arlington, VA

Judy Brunner
Clinical Faculty, Author, and
Consultant
Missouri State University and
Instructional Solutions Group
Springfield, MO

xxiii
 About the Author

Catlin R. Tucker teaches English language arts at

Sonoma County’s Windsor High School and
online college-level writing courses. She is a
Google Certified Teacher who complements her
in-class instruction with online discussions and
group collaboration using a variety of Web 2.0
tools in a unique teacher-designed blended learn-
ing curriculum. She writes an education blog
(catlintucker.com), leads professional development, designs curricu-
lum, and frequently speaks at education technology events. Catlin
earned her bachelor’s degree from the University of California, Los
Angeles, and English Teaching Credential and education master’s
from the University of California, Santa Barbara.

xxv
 1
The 21st Century
Classroom

T he addition of technology does not necessarily equate to a 21st

century classroom; however, technology can be the vehicle used
to hook student interest and develop relevant skills needed to be suc-
cessful beyond school. As the job market changes and the demand for
technologically savvy workers grows, providing students with the
ability to understand and use key technology tools in school is
becoming critical. Currently, 50% of today’s jobs require technology
skills and that number is expected to grow to 77% in the next 10 years
(Arnold Group, 2011). When students leave high school, they enter an
increasingly digital world. A growing number of jobs will require that
applicants know how to work remotely, dialogue online with cowork-
ers, work collaboratively using tools like Google Docs and wikis, and
communicate via e-mail, Skype, and Twitter. The globalization of the
workplace requires a skill set that many students are not taught in
school. In fact, the absence of technology in school creates a discon-
nect between the students’ lives outside of the classroom, which are
often saturated in technology, and the learning taking place inside the
classroom.
A survey conducted in May 2011 found that 94% of students
believe learning and mastering technology will improve their educa-
tional and career opportunities; however, just 39% say their high

1
2 Blended Learning in Grades 4–12

school is currently meeting their technology expectations (CDW,

2011). If students see the value in learning how to use technology
effectively, then teachers can create buy-in and gain student interest if
they teach these skills in parallel with their existing subject matter.

Crossing the Digital Divide

For those teachers and schools lucky enough to have the funding for
iPads, 1-to-1 computer programs, and video cameras, this new digital
frontier in education has been easier to explore. But for the vast
majority of teachers, myself included, the digital divide and inequities
in access require them to be innovative and resourceful if they want
to use technology.
That said, I do not think lack of access can be an excuse not to
incorporate technology into our teaching. If teachers are not provid-
ing students with opportunities to engage in conversations online,
work with media to enhance communication, and learn to express
themselves digitally, then we are not truly preparing them with the
skill set needed for life beyond high school.
Teachers always ask me, “What do you do if a kid doesn’t have
access to technology?” Ironically, this question is often asked at an
education technology conference where the goal is successful integra-
tion of technology. My answer: “Find them access.” Libraries, on
campus or in the community, are often a resource for computers and
Internet connections. Friends or family may have computers students
can use. A report by the Pew Internet and American Life Project
“reveals that 93% of teens ages 12–17 go online” either at home, at
school, or at the local library (Pew Research Center, 2012, para. 1).
Those students without computers and/or reliable Internet access at
home—a hurdle for many rural communities—are already disenfran-
chised. If we do not find a way to get them online and teach them to
use technology effectively, they will remain disenfranchised.
We are at a breaking point where students who do not have access
are not being served by the system. A press release from the Arnold
Group (2011) states,

In the U.S., approximately 9.5 million students are digitally

excluded outside of their schools. According to the Federal
Reserve, these students have a high school graduation rate six
to eight points lower than those who have home access to the
Internet. (para. 4)
 CHAPTER 1   The 21st Century Classroom 3

In my opinion, this is quickly developing into the next civil rights

issue. Those families without access to technology and/or the Internet
are not privy to huge amounts of information, basic services, and
countless opportunities. We have to find a way to empower students
with technology regardless of their socioeconomic status.
The number of students with access should significantly increase
as programs like the $4 billion public-private partnership announced
by the Federal Communications Commission (FCC) in November
2011 are implemented. The FCC plans to make “high-speed Internet
access and computers more affordable for more than 25 million
mainly low-income Americans” (Vaughn, 2011, para. 1). Low-income
families that qualify will be able to get Internet for $9.95 per month
and refurbished computers for $150, which has the potential to have
a huge impact on access to technology in lower socioeconomic areas.

Developing 21st Century Skills

Is Critical to Future Success
The skills and knowledge needed to be successful today are different
from those needed 50, 20, or even 10 years ago. As the global
marketplace rapidly evolves, the landscape of education must also
evolve to adequately prepare students for life beyond secondary
school. Companies want students who

• possess creativity,
• communicate effectively,
• think critically,
• solve problems and find creative solutions,
• work collaboratively,
• leverage technology successfully,
• demonstrate the ability to be innovative.

To learn, practice, and master these skills, students must be put at

the center of learning. This is why I emphasize the importance of a
student-centered classroom throughout this book. Students cannot be
passive observers if they are to learn 21st century skills; rather, they
must be active participants in the learning process. They must be
challenged with real-life situations and problems. They need to learn
to work with their peers collaboratively and communicate effectively
to find creative solutions. Today’s students will enter a rapidly
changing world that will require them to think fast and use their
4 Blended Learning in Grades 4–12

peers as resources. This will be much easier to do if they have been

enthusiastic participants in their education.
Technology provides the time and flexibility needed to shift from
the traditional model of instruction, where the teacher stands at the
front of the classroom disseminating information, to a more collab-
orative model, which values each voice in the classroom as an impor-
tant component in the collective learning process.
As Andrew Churches (2009) discusses in Bloom’s Digital Taxonomy,
“an increasing influence on learning is the impact of collaboration in
its various forms. These are often facilitated by digital media and are
increasingly a feature of our digital classrooms” (p. 3). This digital
media allows all ideas to be shared and voices heard, which is critical
for true collaboration. Effective communication is essential for stu-
dents to work successfully with others on an intellectual task to create
or produce something. The variety of barriers that impede discussion
in the classroom—discussion dominators, shy or anxious students, lack
of time needed to process, not enough time to hear all contributions—
are eliminated when discussions take place, in part, online. The value
of discussion as a critical component to learning is emphasized
throughout this book and discussed specifically in Chapter 2.
Teachers who incorporate collaborative tools into their teaching
by using learning platforms (discussed in Chapter 3), discussion
boards, wikis, or blogs provide students with critical exposure to new
technology and support the cultivation of collaboration and commu-
nication skills. Although collaboration is often mentioned as an
increasingly important skill, many students do not feel they are being
given academic opportunities to develop this ability. In a survey of
high school students, 59% of students said they use technology to
communicate with other students, but just 23% said they use it to col-
laborate with other students. Many students communicate informally
on social networking sites, but it is necessary to teach them how to
communicate respectfully, supportively, and substantively online to
collaborate effectively on academic tasks. Chapter 5 provides resources
to aid teachers in making their expectations for communication clear
and provides strategies for teaching students how to contribute to a
conversation in a meaningful way. Once students have learned how
to communicate online, then they can begin to collaborate effectively.
Technology can provide equity of voice and engage students in
more complex tasks that require time, communication, and collabora-
tion. As I began to plan my in-class lessons to complement the work
done online, I was able to prioritize these skills and design creative
activities that required students to think critically, problem solve,
 CHAPTER 1   The 21st Century Classroom 5

demonstrate intellectual agility, take initiative, communicate both

orally and in writing, and collaborate. The integration of online work
into my curriculum allowed me the time and flexibility to create a
more student-centered classroom.

What Does the 21st Century

Classroom Look Like?
The traditional classroom is usually set up with rows of desks facing
a board at the front of the room. Students have pen and paper ready
to take notes as the teacher lectures and projects information onto the
board. In this classroom the information flows from the teacher to the
students. The teacher stands at the front of the room with all students
facing him or her. Students are asked to sit quietly and refrain from
talking to one another for most of the period. Cell phones and other
wireless devices are turned off and stored in backpacks where they
will not distract from the learning.
In his article “Create! Communicate! Collaborate! The 21st-
Century Learner Is Here—Is Your Classroom Ready?” Mark Stevens
(2011) remarks,

The typical physical building where all learning takes place

has remained largely the same over the last 100 years. We live
with the reality that the same structures of brick, mortar, and
steal will continue to greet us each morning. The great news is
that 21st-century learning can take place in every school.
(para. 2)

He stresses that the learning environments are transformed into

21st century classrooms not by the addition of gadgets, but rather by
educators “employing today’s technologies to make material acces-
sible and engaging.”
In contrast to the traditional teacher-centered classrooms of the
past, the 21st century classroom is student centered, prioritizing stu-
dent interaction, communication, and collaboration. Students must
face each other to work effectively. Instead of the teacher projecting
information, students use wireless devices to conduct research and
discuss the information they find. Use of wireless devices is encour-
aged to ensure that students learn how to use the technology for
academic purposes. This classroom may appear more hectic as stu-
dents have conversations and move around to work together. The
6 Blended Learning in Grades 4–12

flow of information in this classroom bounces from student to

student, teacher to student, and student to teacher. The collective
potential of the group is valued and leveraged, making it possible to
create a student-centered learning experience.

Student-Centered Classroom
Student-centered learning

is broadly based on constructivism as a theory of learning,

which is built on the idea that learners must construct and
reconstruct knowledge in order to learn effectively, with
learning being most effective when, as part of an activity, the
learner experiences constructing a meaningful product.
(Attard, Di Iorio, Geven, & Santa, 2010, p. 2)

This approach to learning is grounded in the following principles:

• Students must play an active instead of a passive role in learning.

• “Deep learning and understanding” (p. 2) must be valued and
emphasized, thus quality must be paramount to quantity.
• Students must have an increased “responsibility and account-
ability” in the learning process.
• Learners should develop an “increased sense of autonomy”
(p. 2) and independence. “Choice is central to effective learn-
ing” (p. 3).
• Curriculum should be customized and differentiated to better
meet the needs of all students. The one-size-fits-all approach
does not work.
• Teachers must honor different learning styles and appeal to
student interests to effectively engage them.
• Teachers and students must rely on one another, and their rela-
tionship must be based on mutual respect.
• Teachers and students must take time to reflect on the teaching
and learning process.

Within this model, students enjoy more freedom and control over
the direction of their learning. As a result students feel their voices
and contributions are valued, they are motivated to play a more
active role in their education, and they feel empowered by their
learning.
As Dr. Richard Felder (n.d.), from North Carolina State University,
states, “Student-centered teaching methods shift the focus of activity
 CHAPTER 1   The 21st Century Classroom 7

from the teacher to the learners. These methods include active learn-
ing, in which students solve problems, answer questions, formulate
questions of their own, discuss, explain, debate, or brainstorm during
class” (para. 2).
Student-centered instruction in the physical classroom can build
naturally on the work done online if educators use the online space to
create a community of inquiry. The community-of-inquiry frame-
work, much like the student-centered approach, values active and
cooperative learning that requires students to engage with the
curriculum. They are encouraged to question, work together, and prob-
lem solve. To cultivate these skills educators must shift from a lecture-
based approach, which is teacher centered, to an inquiry model that is
student centered. A more in-depth explanation of the community of
inquiry as it relates to online communities is included in Chapter 2.
The student-centered classroom is one in which students regu-
larly engage with their peers in collaborative inquiry-based activities
and assignments. As Leo Jones (2007), from Cambridge University,
states, “In a student-centered class, students don’t depend on their
teacher all the time, waiting for instructions, words of approval, cor-
rection, advice, or praise”; instead they “value each other’s contribu-
tions; they cooperate, learn from each other, and help each other”
(p. 2). Students work in groups, in pairs, or alone in this type of class-
room, depending on the assignment and the learning outcomes.
Although teachers play a critical role in both the traditional and
the student-centered classroom, the skill sets required by each are dif-
ferent. The teacher in a student-centered classroom acts as a facilitator
who is “responsible for helping students work independently, moni-
toring them while they’re working together and giving them feed-
back afterward” (Jones, 2007, p. 25). Letting go and allowing students
to work together can be challenging. It requires patience as students
learn to see each other as resources, but it helps them build confi-
dence in their ability to tackle problems together. Students become
empowered when they are able to drive their own learning, and the
outcomes are much more meaningful.
This book focuses on highlighting the ways that integrating
technology into the traditional curriculum can create more opportu-
nities to engage students more actively, creating a student-centered
classroom.

Chapter Summary
The world is rapidly changing, and technology is quickly permeating
most facets of life. Students today must leave school with the 21st
8 Blended Learning in Grades 4–12

century skills needed to be successful beyond the classroom. These

skills are more easily taught when teachers integrate technology that
supports communication and collaboration. It can be challenging to
teach these skills in a classroom with 30 or more students. The lack of
equity in their contributions and limited amount of time are just two
impediments to engaging students in dynamic discussions and
collaborative group work. However, teachers who adopt collaborative
technology and use it to complement their existing curriculum can
provide the time and space to engage students in more meaningful
assignments.
Technology can make it possible for teachers to shift the flow of
information in a classroom to create a student-centered classroom
that requires students to take a more active role in their education.
The student-centered classroom is one characterized by increased
engagement, student responsibility, respectful communication, and
effective collaboration. In this classroom, teachers serve as facilitators.
The goal of this book is to help teachers effectively integrate col-
laborative online tools that support dynamic discussions and group
work, thus creating a student-centered experience both in the class-
room and online.

Book Study Questions

1. What role do you think technology should play in education?
How can technology add to and/or distract from learning? Do
you think schools today are effectively preparing students for
college and careers?
2. What technology do you or the teachers in your district cur-
rently use with students? What are the benefits of this technol-
ogy? What challenges have you encountered? What skills are
your students developing as a result of using this technology?
3. How do you define 21st century skills? What qualities or abili-
ties would you add to the list provided in this chapter? What
role should technology play in cultivating these skills?
4. What issues related to access do you face at your school or in
your district? How can you overcome these obstacles to ensure
students have access to technology? Are there computer labs
on campus or at local libraries that students can use?
5. How can lack of access disenfranchise students and their fami-
lies in your community? Will the public-private partnerships
 CHAPTER 1   The 21st Century Classroom 9

offering computers and Internet to low-income families help

your students? How can you raise awareness at your school or
in your community about these opportunities?
6. Why are communication and collaboration so important to
learning? How do you currently teach these skills? How can
you use technology to provide more opportunities to develop
these skills? In addition to work in the classroom, why is teach-
ing online communication and collaboration important?
7. How is your room set up? Is it easy to facilitate group work in
your physical space? What changes could you make in your
physical classroom to encourage more communication and col-
laboration? What is your policy on mobile devices?
8. Is your classroom teacher centered, student centered, or a com-
bination? What are the benefits and challenges of each model?
How can using technology create more opportunities for you
to shift away from the traditional paradigm to engage students
more actively in the learning process?

References
Arnold Group. (2011). Microsoft commits to bringing technology access to 1
million low-income youth. Retrieved from http://www.thearnoldgroup
.us/company/press-release.html
Attard, A., Di Iorio, E., Geven, K., & Santa, R. (2010). Student-centered learning
toolkit. Brussels, Belgium: Lifelong Learning Programme. Retrieved from
http://www.esu-online.org/pageassets/projects/projectarchive/
100814-SCL.pdf
CDW. (2011). 2011 CDW-G 21st-century classroom report. Available from
http://newsroom.cdw.com/features/feature-06-27-11.html
Churches, Andrew. “Bloom’s Taxonomy.” Edorigami. 4 Jan 2009. Web.
http://edorigami.wikispaces.com/file/view/bloom%27s+Digital+taxo
nomy+v3.01.pdf
Felder, R. M. (n.d.). Student-centered teaching and learning. Retrieved from
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-
Centered.html
Jones, L. (2007). The student-centered classroom. Cambridge, UK: Cambridge
University Press. Retrieved from http://www.cambridge.org/other_
files/downloads/esl/booklets/Jones-Student-Centered.pdf
Pew Research Center. (2012). Teen and young adult internet use. Retrieved from
http://pewresearch.org/millennials/teen-internet-use-graphic.php
Stevens, M. (2011, August). Create! Communicate! Collaborate! The
21st-century learner is here—Is your classroom ready? NEA Today.
Retrieved from http://www.nea.org/home/1814.htm
Vaughn, A. (2011, November 9). FCC launching $4-billion program to
narrow digital divide. Los Angeles Times. Retrieved from http://www
.latimes.com/
 2
Blended Learning

What Is Blended Learning?

The term blended learning is shrouded in mystery because it refers to a
relatively new approach to instruction that has been implemented in
a variety of ways in a myriad of educational settings.
Blended learning weaves various instructional mediums into a
cohesive whole. This broad, amorphous term refers to the spectrum
of teaching modes that combine traditional face-to-face instruction
with an online component. This integrated approach to teaching has
been borne of both necessity and increased access to technology.
The necessity for a better solution to the growing education crisis
in the United States is leading many educators and institutions to this
hybrid style of instruction. Growing class sizes, dwindling resources,
and increasing pressure to teach to high-stakes standardized exams
are causing many teachers to feel overwhelmed and disillusioned
with the teaching profession. The demand placed on teachers to
do more with less has led many to embrace this new model of
instruction.
Many school districts faced with drastic budget cuts have imple-
mented this hybrid model to service more students while saving
money on maintaining brick-and-mortar schools that are expensive to
run 5 days a week, 10 months a year.
In Florida, e-learning labs are emerging that rely on computers to
teach curriculum in a lab with only a facilitator or paraprofessional
11
12 Blended Learning in Grades 4–12

monitoring students’ progress. These facilitators are not trained in the

subject area and are present only to monitor behavior and deal with
computer issues. Currently, there are “7,000 students in Miami–Dade
County Public Schools enrolled in a program in which core subjects
are taken in classrooms with no teacher” (Herrera, 2011, para. 3).
These learning labs are one example of how school districts are using
technology to deal with class size mandates. However, many teachers
resist this move toward online learning because they feel it devalues
the role of the teacher as an integral part of the learning process.
Teachers can, however, play an active role in deciding how and to
what extent computers, technology, and online education platforms
integrate with their current curriculum. It is my belief that the teach-
ers who embrace rather than resist technology can have an influential
voice in deciding how it is blended into the educational setting as this
trend continues.
Blended learning provides teachers and students with flexibility.
Teachers can design lessons that weave the best of traditional instruc-
tion with the unique benefits of an online component to achieve opti-
mal learning outcomes for all students. This frees teachers from the
perpetual race against the bell. Instead of jamming huge amounts of
curriculum into one class period, teachers can complement their in-
class instruction with an online component to make work done at
home more meaningful. Lessons can begin in class and continue
online and vice versa. The trick for the instructor is to weave these
two instructional mediums together. The topic of weaving will be
discussed further in Chapter 3.
The blended learning model is malleable, allowing individual
instructors to shape how it complements their curriculum. Teachers
can tailor this model of instruction to best meet their students’
diverse needs. For example, students who often feel anxious or shy
about speaking in front of peers can benefit from asynchronous—
occurring at different times—online discussions, activities, and
group work. This provides time for students to consider a question
or topic, articulate a response, and read the responses posted by their
peers. For many students this gives them an equal voice in discus-
sions without feeling the pressure to speak in front of the entire class
in real time.
Many schools have found that providing students with informa-
tion online—especially now that digital texts and resources are more
readily available—and then using face-to-face interactions to discuss
that information and work in collaborative groups to apply the infor-
mation is a better use of class time.
 CHAPTER 2   Blended Learning 13

The online component of a blended learning model can support a

wide range of student-driven projects and assignments that are often
neglected in traditional classrooms due to time constraints and a gen-
eral lack of student focus. Involvement in a project can take place
asynchronously online, allowing students to participate in a time and
space that is convenient and comfortable for them.
The second factor leading to this trend in education is the prolif-
eration of technology in our society and the mastery of this technol-
ogy by students. Even teachers with limited technology in their
classrooms can harness and leverage the mobile technology brought
into the classroom by their students to create a blended learning
environment.
In the 2011 CDW-G 21st Century Classroom Report, a survey found
that 86% of students said they use technology more outside of the
classroom than in class and 94% of students said they use technology
to study or work on class assignments at home (CDW, 2011). These
numbers sharply contrast with the 46% of faculty who said they regu-
larly assign homework that requires the use of technology. According
to this survey conducted in May 2011, the vast majority of students
are using technology at home for academic purposes; however, stu-
dents are electing to use much of this technology on their own.
Students recognize the value of technology to succeed in school, and
the majority have access, which means teachers can use that access to
design homework that extends beyond traditional pen-and-paper
assignments to engage a growing number of technologically savvy
students.
As budgets shrink and workloads increase, blended learning
offers teachers the opportunity to break the traditional mold and cre-
ate a hybrid learning environment that fosters collaboration, provides
much-needed flexibility, and prioritizes student-centered instruction.

Six Common Blended Learning

Models Currently in Use
In The Rise of K–12 Blended Learning, Michael B. Horn and Heather
Staker (n.d.) discuss the six most common blended learning models
currently in use. Here is a brief description of them:

1. Face-to-Face Driver. The teacher still delivers the majority of cur-

riculum. The online learning element is used on a “case-by-
case basis to supplement or remediate, often in the back of the
14 Blended Learning in Grades 4–12

classroom or in a technology lab” (p. 4). This model is quickly

evolving beyond remediation to allow teachers to integrate
Web 2.0 technology to more fully engage students in online
discussions, activities, and projects beyond the physical
classroom.
2. Rotation. As the name suggests, this model rotates on a fixed
schedule between learning online and learning in the class-
room. This blends self-paced work online with face-to-face
instruction. In this model, the “face-to-face teacher usually
oversees the online work” (p. 4).
3. Flex. This model relies on “an online platform that delivers
most of the curricula” (p. 4). Tutorial sessions or small-group
instruction with teachers can be incorporated to allow time for
students to access instructors, but the majority of work is done
virtually. This model is used in “many dropout-recovery and
credit-recovery blended programs” (p. 4).
4. Online Lab. Learning takes place on a school campus in a com-
puter lab. Online teachers deliver curriculum via an online
learning platform. These computer labs are monitored by para-
professionals who are not trained in the subject area, but rather
are present to deal with discipline or technology issues. Many
students taking an online lab class will “also take traditional
courses and have typical block schedules” (p. 5).
5. Self-Blend. This model “encompasses any time students choose
to take one or more courses online to supplement their tradi-
tional school’s catalog” (p. 6). The online learning element is
always completely remote, not in an on-campus lab. Students
decide on the combination of traditional classes and online
classes in this model.
6. Online Driver. Both the online learning platform and the tradi-
tional teacher deliver content. The majority of work is done
remotely, but face-to-face meetings with an instructor are incor-
porated as either an optional or required element depending
on the program.

Emerging Blended Learning Model:

Teacher-Designed Blend
This book focuses on an emerging variation of the Face-to-Face
model that I call the Teacher-Designed Blend, which still values the
 CHAPTER 2   Blended Learning 15

teacher as the primary deliverer of content and designer of curricu-

lum. However, in this spin on Model 1, online work expands beyond
remediation or credit makeup to better serve all students. An online
learning platform is integrated into the traditional curriculum to
complement in-class work. The online learning platform can be used
to support discussions related to curriculum, introduce multimedia,
and facilitate student-driven projects.
The Teacher-Designed Blend offers teachers control over their
curriculum and delivery, while still providing students with an online
component that is more flexible and offers true opportunities for
dynamic discussion and collaboration with peers. The ultimate goal
of a blended learning class should be twofold: (1) allow the teacher to
continue working directly with students and (2) use an online compo-
nent to develop a learning community that works together to dis-
cover knowledge.
Growing online courses and virtual classrooms contribute to an
atmosphere of skepticism and fear among seasoned educators who
have spent years perfecting their craft. They fear that the use of tech-
nology diminishes their role and devalues the actual presence of the
teacher.
The effectiveness of online courses and distance learning has been
questioned, but research suggests that they can be successful for inde-
pendent, motivated, and self-disciplined students. The flexibility of
these courses make them attractive, but they do require students to
push themselves to make the most of the experience. It does not nec-
essarily work as well for students who are less mature, motivated,
and disciplined. For them, we still need teachers to provide the neces-
sary inspiration and structure.
The Teacher-Designed Blend is a logical alternative to online and
distance courses only, or to in-class instruction only. It supplements
traditional classroom instruction but does not replace it, giving both
teachers and students the best of both worlds.
Ask students why they love a particular class. Chances are they
will mention a teacher they connected with, who inspired them, or a
teacher who explained the subject so they “got it,” or understood
what the teacher was trying to communicate. Teachers add experi-
ence, expertise, personality, compassion, and variety to a class in a
way that a computer alone never could. Unlike online courses, the
blended learning model values the teacher’s face-to-face interactions
with students as crucial to the success of the course.
Teaching is evolving, and technology is an important part of that
evolution. Students deserve to learn using the technology they will
inevitably encounter when they enter college and/or the workforce.
16 Blended Learning in Grades 4–12

It is important today that teachers teach digital literacy, digital writ-

ing, and virtual citizenship in conjunction with traditional subject
matter.
Although the ideas and strategies presented in this book can be
applied to a variety of blended learning scenarios, this book focuses
on the Teacher-Designed Blend. The goal is to empower teachers with
the knowledge and resources needed to integrate technology and
online tools to be more effective and engage more students to improve
learning.

10 Benefits of a Blended Learning Model

1. Save Time
Teachers spend hours each week creating, copying, collating,
stapling, and hole-punching handouts, assignments, and activity
sheets for students. Much of this time is eliminated when a teacher
transitions to an online education platform where handouts can
be uploaded and attached to questions, topics, and assignment
descriptions.

2. Save Money
Copy machines, ink, paper, and repairs cost school districts thou-
sands of dollars annually (monthly for some larger districts). Most
school sites spend five to nine cents per copy. My school district cur-
rently spends seven cents a copy, which means one handout for each
of my 164 students costs $11.50.
In less fortunate districts, teachers are forced to spend hundreds—
if not thousands—of dollars of their own money to supplement class-
room resources.
Teachers can save money and paper by posting assignments,
directions, notes, and reading materials online. This also helps “orga-
nizationally challenged” students who tend to lose or misplace every-
thing handed to them. All information is in one easily accessed place.

3. Spend Less Time Grading

Online work frees teachers from their role as the only source of
information and feedback. When students engage in dynamic online
discussions and collaborative group work, they become valued
resources in the class. They ask each other clarifying questions,
 CHAPTER 2   Blended Learning 17

compliment strong ideas, provide suggestions for improvement, and

offer alternative perspectives. This also allows for improved student
engagement and immediate peer feedback.
It is easy to eliminate worksheets that have limited potential to
inspire, when students are actively participating in dynamic online
discussions related to the curriculum.

4. Spend More Time in Class

Doing What You Love
With less time spent in copy centers and grading paperwork,
teachers can focus on designing innovative learning opportunities
that employ the nearly limitless resources available on the Internet.
The classroom can become a more student-centered environment
because there is less pressure to cover all the content in the physical
classroom. The online space can be used to introduce information and
give students a place to have conversations about that information.
This allows more flexibility in the classroom because students can
spend more time working in collaborative groups to do creative tasks
related to the subject matter.

5. Increase One-on-One
Interactions With Students
Teachers can use online tools to engage in conversations with stu-
dents that they may not normally have. Some students are shy or
anxious about speaking with a teacher in class; online discussions
give students easy access to one another and the teacher. They can
post questions and get answers outside the confines of a normal
school day, in a setting familiar to them.

6. Give Students Opportunities to

Practice Standardized Exams Online
Most teachers do not want to spend valuable in-class time drilling
students on standardized exam questions. Teachers recognize test
preparation as necessary in this era of high-stakes standardized
exams, but most can’t afford to spend precious class time on test
preparation activities. Instead, they can use collaborative online
learning platforms to facilitate test practice for students. Doing so
provides a space for them to work together to develop stronger test-
taking strategies and skills.
18 Blended Learning in Grades 4–12

7. Facilitate Group Work That Works

Any teacher who has facilitated a group work assignment in class
knows the frustration of time wasted. Online collaborative group
work gives students the flexibility to participate asynchronously
when they have time, and it eliminates wasted time in class.
Technology also creates transparency because it is easier to see who
has done what, making the work online more equitable.

8. Communicate More Effectively With All Students

Many learning platforms have built-in message systems that
make it possible for teachers to communicate with individual stu-
dents or groups of students easily. Teachers can make announce-
ments, amend assignments, change due dates, and address questions
using the message option—without having to wait until the next
school day.
Teachers who are inclined can also arrange virtual office hours
using Skype, Google+ Hangout, or other real-time chat tools to sup-
port students outside the classroom.

9. Build Community and Relationships

Teachers can use the online space to build student relationships.
Online icebreakers are a great way to get students talking, using each
other’s names and practicing online etiquette. These fun informal con-
versations translate into a stronger in-class community. This is one of
the blended learning benefits that I personally have experienced,
much to my satisfaction and delight. Chapter 5 introduces a variety of
online icebreakers that are compatible with online learning platforms.

10. Have Fun

The Internet gives teachers access to more information than ever
before. Most learning platforms allow teachers to embed pictures,
videos, PDFs, and other documents, making it easy to take the best
online resources and present them in the safe space of your online
learning platform.

Discussions Are Critical to a

Successful Blended Learning Model
My belief that discussions play a vital role in the learning process
is well grounded and shared by leading experts in the academic
 CHAPTER 2   Blended Learning 19

community. Discussion becomes even more important when students

are working remotely for any portion of their learning. Students who
complete work at home via computer can be extremely isolated; how-
ever, the online space provides many opportunities for students to
connect and talk. Learning to capitalize on the social nature of stu-
dents using social media and online discussion tools is critical to
maximizing the effectiveness of a blended learning model. To be
superior or comparable to the traditional teaching model, blended
learning must engage students and provide interactions that exceed
those possible in the physical classroom.
In The Importance of Conversation in Learning and the Value of Web-
Based Discussion Tools, Heidi Elmendorf and John Ottenhoff (2009)
stress the importance of discussion as an essential part of the learning
process:

We know, usually on an intuitive level, how social dialogue

can allow students to explore the shape of knowledge and its
construction, ask questions and experiment with answers,
and build complexity from a broadened foundation of per-
spectives contributed by their peers. (para. 4)

The act of telling or explaining what they know cements students’

understanding of concepts. Conversely, students who are struggling
benefit from hearing their peers’ ideas, opinions, and explanations.
Even the opportunity to ask questions can help students begin to
deconstruct challenging ideas or concepts.
The old adage that “there is no such thing as a dumb question”
applies absolutely. Hammering home the idea that all questions are
welcomed and encouraged will make students less reticent about ask-
ing for clarification on points they do not understand. Doing so in a
safe Internet space, where they don’t have to worry about negative
nonverbal cues or fear feeling foolish in front of a whole class, makes
it even easier.
I wholeheartedly believe that the potential of the group far
exceeds the intellect of any one individual in the classroom—myself
included. Despite my passionate belief that discussions are an inte-
gral part of the learning process, I repeatedly failed at generating
successful discussions in class. The same four or five students domi-
nated discussions, while the rest of the class sunk low in their chairs,
avoiding eye contact.
Even though most teachers believe in the value of discussion, it is
often neglected in the classroom. There are a variety of impediments
to real-time discussions that exclude the majority of students from
participating. This lack of equity in face-to-face discussions creates
an imbalance that can be corrected when discussions take place
20 Blended Learning in Grades 4–12

asynchronously online. This asynchronous environment provides

something in-class discussion can’t: time.
Most students need time to process information before respond-
ing to a question. Yet in traditional classrooms, time is a luxury most
teachers do not have. With pressure to close the achievement gap,
differentiate instruction, raise test scores, and prepare kids for college,
discussions seem extravagant and time consuming.
In “Effective Classroom Discussions,” Selma Wassermann (2010)
describes the common teacher experience:

So much to be done! So little time! The pressure on teachers to

get everything done by the end of the school day is formida-
ble. That race with the clock often forces teachers to speed up
lessons and makes them lose patience with students who need
more time to say what’s on their minds. (para. 9)

Wassermann identifies a key conflict in the classroom: the race

against the clock to cover curriculum versus the desire to give
students a voice in class discussions. She accurately depicts the
frustration, impatience, and fear that many teachers face when
attempting to incorporate dynamic discussions into their classrooms.
When teachers introduce an online avenue where students are
able to express their thoughts outside the time crunch of a normal
school day, all students are given the equal opportunity to have a
voice in the class. This equity of voice fosters relationship building,
increases participation, and encourages deeper engagement with the
subject area content.
Many students do not feel confident in their understanding of the
curricula and hesitate to contribute to a conversation about the sub-
ject matter. Students tend to “perceive their role in the course as lim-
ited to obtaining (memorizing) information, rather than also using
this information,” Elmendorf and Ottenhoff (2009, para. 7) note.
Transitioning students into the role of discussion leaders, facilitators,
or, at the very least, active contributors begins to shift this antiquated
perception of the student’s role in the classroom.
When students begin redefining their role in a class from passive
observer to active participant, they also begin to recognize each other
as valuable resources and understand that teachers are not the only
source of wisdom and “correct answers.”
The quick pace of a real-time discussion, usually dominated by
the vocal few, makes engaging in the conversation challenging.
Students who are shy or anxious recede into the background under
 CHAPTER 2   Blended Learning 21

the stress of in-class conversations. Online discussion boards encour-

age “independent learning and critical thinking skills, and provide a
comfortable environment for students who are reluctant to speak in
class. Shy and timid students are more likely to participate and ask
questions online than they might be in class” (Lyons, 2004, para. 9).
This creates equity of voice that makes it possible for every member
of the class to be involved. The intellectual benefits combined with
the relationship building that blossoms with the use of online discus-
sions translate into more successful in-class conversations and stron-
ger classroom community.
Another barrier to participation in real-time conversations in the
classroom is the desire to record important information and ideas
shared during a discussion. As Wassermann (2010) states, in-class
discussions are typically rapid and ephemeral—to the point that stu-
dents have two choices: either participate and have the conversation
quickly fade from memory or abstain to take notes and capture the
conversation for future reference. During an online discussion, stu-
dents can actively participate without worrying about taking notes
because there is an electronic transcript of the conversation that can
be easily accessed for future reference after the discussion is over.
The benefits of engaging all students in the class dialogue, provid-
ing time needed to process and respond, while creating an online
transcript of the work done make online discussions an attractive
addition to the work done in class. In addition to these practical ben-
efits, discussion skills are essential to life. In particular, online com-
munication and collaboration skills are rapidly becoming essential
21st century skills.
In The Use of Discussion and Questioning in the Classroom, Brandi
Davidson (2007) states,

Students need to know how to participate in meaningful dis-

cussion. This is an invaluable skill that will be used through-
out their academic career, as well as in the work force. When
students are involved in meaningful discussions, they learn
from each other and are encouraged to think critically about
and explore thoroughly what they are learning. (para. 2)

Learning to communicate via a variety of mediums will allow

students to be successful in the years that follow high school. As
teachers we must incorporate this technology into our teaching
methodology to adequately prepare our students for a smooth
transition into higher education and the workforce.
22 Blended Learning in Grades 4–12

Community-of-Inquiry Framework
Community of inquiry literally refers to a group of individuals who
share a common interest or physical space and engage in a question-
driven search for truth or knowledge. An educational community of
inquiry is defined as “a group of individuals who collaboratively
engage in purposeful critical discourse and reflection to construct
personal meaning and confirm mutual understanding” (COI Model,
n.d., para. 1). This search for understanding via “purposeful critical
discourse” can be challenging to achieve in the physical classroom
given the variety of barriers that impede student participation.
Researchers such as D. R. Garrison have explored the way an
online environment can be used to facilitate discussions and collab-
orative work to create a community of inquiry and engage students
in deep and meaningful learning.
There are three interrelated components of the community-of-
inquiry framework: social presence, teaching presence, and cognitive
presence.

Social Presence
Social presence is the student’s ability to “establish personal and
purposeful relationships” (Garrison, 2007, p. 63) through open and
effective communication. The development of an individual’s social
presence in an online environment makes it possible for him or her to
form meaningful relationships with other members of the online
community. These relationships are fundamental to the long-term
success of students’ interactions and the quality of their learning. This
is why it is so important for teachers to begin online work by clearly
establishing their expectations for participation and fostering the
development of respectful and supportive relationships. Chapter 5
presents strategies and provides resources to support the develop-
ment of students’ social presence online.

Teaching Presence
Teaching presence is the combination of direct instruction, curricu-
lum design, and online facilitation, all of which are discussed through-
out this text. Direct instruction in the Teacher-Designed Blend is the
time spent in the physical classroom directing and supporting learning.
The student-centered in-class activities described in Chapters 6–9 pro-
vide a variety of lesson ideas for teachers who want to use their direct
instruction to place students at the center of the learning process.
 CHAPTER 2   Blended Learning 23

Traditionally, teachers stand at the front of the room disseminat-

ing information while students are the receivers of that information.
The goal of this book is to support teachers in using technology to
create more opportunities for students to be active participants in
their learning.
The image below reflects the flow of information in the traditional
teaching paradigm. Information flows from teacher to student and, at
times, from student to teacher.

However, in a community of inquiry the flow of ideas and infor-

mation must also move from student to student, as seen in the visual
below.
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