Defining personalized learning and blended learning: Is there a difference?
January 15, 2019 |Recently, more than a few education headlines have focused on the concerns surrounding the shaky meaning of personalized learning, oftentimes highlighting the anxieties posed by critics that personalized means the use of technology at the expense of student’s social-emotional development or that personalization is the agenda of Silicon Valley titans. To understand the nuances of personalized learning—and […]
3 subtle shifts to boost blended performance
October 31, 2018 |Implementing innovative ideas in an established, bureaucratic system of education is not always easy and almost never happens seamlessly. As someone who helps traditional schools implement blended models, I constantly see the tension between existing structures or norms and innovative concepts. Many schools see the benefits of combining online learning with face-to-face instruction and want […]
What does the future of teaching look like?
October 19, 2018 |Over the last few years, the Christensen Institute has written extensively on how innovation in K–12 education will impact teachers. We’ve tackled important questions such as “Will computers replace teachers?”, “How will technology change teaching?”, and “How do you develop teachers for next-gen classrooms?” Below are highlights of our key findings and insights. Technology will […]
Where digitization and blended learning meet: What can we learn from China’s journey into blended learning?
October 10, 2018 |Research over the last decade has shown how blended learning has gained a strong foothold in U.S. schools, but is a similar trend happening in schools abroad? How might uncovering international trends inform our efforts here in the states? In my studies on innovation in education, I have been particularly curious to learn whether or […]
Who are great blended-learning teachers?
September 6, 2018 |What does it take to be a great teacher in a blended program? To ask that same question in education parlance, what competencies—meaning motives, traits, self-concepts, values, knowledge, and skills—matter most for teachers who are substituting online learning for part of face-to-face instruction? Online and blended learning are relatively new. The precise list of competencies […]
The do’s and don’ts of blended teaching for remediation
August 29, 2018 |Blended learning started in many cases by serving students in nontraditional settings (as disruptive innovations do), but we know that blended approaches have since grown, expanded, and evolved to serve millions of students in a variety of settings. Blended learning is now employed to meet a wide range of needs across student populations, and no […]