Author Archive

    Will blended learning fulfill its disruptive potential?

    December 1, 2016 | by Thomas Arnett

    As I mentioned in my last post, the history of education in the United States includes a long list of ambitious programs, initiatives, and reforms that have floundered in producing their promised improvements in student outcomes. Veteran teachers and school leaders have seen wave after wave of pedagogical, curricular, and policy fads wash over the […]

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    Teaching may change, but students are at center

    July 27, 2016 | by Thomas Arnett

    In this post, I share an excerpt from a recent interview with Chris Walter, a blended-learning math and science teacher at Innovations Early College High School in the Salt Lake City School District in Utah. Innovations operates a Flex model of blended learning in which students access all the assignments and learning resources for most […]

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    OER will evolve to address the problems we hire it to solve

    June 3, 2016 | by Thomas Arnett

    Today, open educational resources (OER) are an increasingly common feature in the K–12 education ecosystem. As one example, consider the popularity of Khan Academy, whose library of practice activities and videos are accessed each month by over 10 million users around the world and in many schools across the United States. Similarly, as school systems […]

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    Blended learning enables meaningful personal interaction

    March 31, 2016 | by Thomas Arnett

    Although conversations around blended learning often focus on devices, software, and classroom layouts, some of the most powerful benefits of blended learning are the ways in which it allows teachers to have richer and more meaningful interactions with students, parents, and colleagues. Many blended-learning technologies and content platforms provide teachers with new communication tools to […]

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    Blended learning can enable teachers to focus on cognitive skills

    February 25, 2016 | by Thomas Arnett

    Blended learning can be a powerful tool; not only for helping teachers meet students’ individual learning needs but also helping them foster stronger relationships with students. In this post, I share excerpts from a recent interview with Megan Toyama, a blended-learning teacher who teaches AP US history and 10th-grade modern world history at Summit Tahoma, […]

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    Does blended learning allow teachers to use their time more effectively?

    February 11, 2016 | by Thomas Arnett

    Blended learning has the potential to transform how teachers use their time. As one blended-learning teacher recently said in a phone interview we conducted: “Blended learning … requires a lot of hard work, effort, and dedication during and outside of school hours. However, the reward is great. … I can accomplish more in one class […]

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