A disruption that has found its time Combining different
modes of delivery, models of teaching and styles of
learning, blended learning offers the possibility for educators to reinvent teaching and learning.
C 8 Leadership
lay Christensen said it best in his book, “Disrupting Class.” Education needs an immediate, abrupt infusion of technology
in public education that will do just that – disrupt the system (2008). Disruptive inno- vation is that which brings about non-tra- ditional changes to improve a system. And some may say that system improvements are needed in public education and in teaching and learning. In the pre-digital age, combinations of
differing learning contexts were used for teaching. In today’s classrooms, learning environments more frequently incorpo- rate “e-elements” into varied instructional contexts. We are immersed in a paradigm shift in learning whereby blended learning has emerged as a flexible, differentiated, up- dated approach to learning. Simply put, “blended learning” is learn-
ing facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and apply-
ing them in an interactively meaningful learning environment. Think of it like this:
Mobile learning + eLearning + classroom learning = blended learning
The Innosight Institute released a re-
port, “Classifying K-12 Blended Learning,” in 2012 that outlined the different models of blended learning. They define blended learning as, “Any time a student learns at least in part at a supervised brick-and-mor- tar location away from home and at least in part through online delivery with some element of student control over time, place, path and/or pace.” However, there are four standard modes
of blended learning that have proven to meet student academic needs and provide flexibility with instructional settings. The
By Lisa Gonzales and Devin Vodicka
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