Engage, Reflect, Update, Repeat
A Literature Review| Candace L. Moffitt
Prepared for EDLD course 5314 at Lamar University
Introduction
A new emergence has swept through the nation of education. I call it technology. Technology is everywhere. The airport, doctors’ office, grocery store, and in our schools. How we as educators use technology will be a major factor in the furtherance of our leaders. As educators we must learn and adapt before it evolves without us. Our students are ahead of the curve in an abundance of ways. Social media is teaching them everything from arithmetic to basic virtual interaction skills, and how to rebuild a car motor. Over the years the research on technology has grown supporting the notion that technology can help student learning yet it is often affected by different barriers. As educators it is our job to identify those barriers and disrupt the status quo of what cannot be done. As educators we should be at the helm of innovation that sparks the hearts of everyone we encounter and empower their minds to change the world.
Innovation that Disrupts
Disruptive innovation is the action or process of making changes in something established by introducing new methods, ideas, or products. It is causing a disturbance to the problem by presenting viable solutions that will effectively offer a lasting deterrence to relapse. Disruptive innovation should be a catalyst for giving those who would normally have limited access to technology a way in. Disruptive innovation was the economic force that brought computing power to the masses (Arnett). Disruption has become commonplace in today’s society and organizations including schools have moved from adaptation to evolution in order to not only survive, but most importantly to thrive. What may have worked in the past will not work today nor have the same impact they once did. It is safe to say that the seismic shifts we are witnessing as a result of technological advances will continue to reshape our world in ways that we could never have imagined.
Disruptive innovation is what compels educators to challenge the status quo, go against the grain, wage war on the resistance, and shift our thinking, forcible even, in a growth minded way. If we cling to the same method of thinking we have been we will continue to get the same results if not worse – no growth. In a time of rapid change disruptive innovation is necessary because it fosters practices that will improve the learning outcome(s) for our students. It comes from disruptive leaders who refuse to take no for an answer. The impetus for change comes from the instilled notion that everything can be made better in some way and evolution is inevitable so we may as well embrace it and be a part of it.
Blended Learning
How many things can we combine to ensure our students succeed? That is the question among many educators today. Unfortunately several fall short because they have never been exposed to the idea or shown the way. Blended learning is a fundamental change in the way teachers and students approach the learning experience (Horn & Staker). The basic components are in person classroom activities, online learning materials, and independent study time facilitated by the teacher. As educators we are expected, without being told the expectation exists, to redefine traditional learning roles and create engaging learning environments. Keeping the emphasis on learning through multiple activities in the classroom, blended learning allows students and educators alike to shift their focus from the delivery of content material to real world application. Differentiated instruction can be enhanced and more one on one time for lower level learners can be created. Blended learning is a great tool that pushes the evolution of education forward (Robinson).
“Yet”
Education and the “Power of Yet” is a process towards a hope for the future. One thing builds upon another. Small steps. Stumbling while learning to walk (Thierolf). When I first listened to the message of “yet” I immediately thought of two things. One was a scripture in 2 Timothy verse 15 in the CEB (Common English Bible) translation that says make an effort to present yourself as a tried-and-true worker, who doesn’t need to be ashamed but is one who interprets the message of truth correctly. The other was something I say to my students several times a day - fail faster. I encourage them not to be caught up in failing to master the task at hand, not giving the right answer, or sounding looking funny to the class but be committed to the trial-and-error process of living and learning. The message of “yet” could be excellent if more people, especially in education, adopted that methodology of thinking. It suggests to students that they can achieve their goals without worrying about repercussions from the teacher for not meeting the goal or lesson objective for the day and without being ostracized or left behind by classmates. This will be impactful when working to implement the innovation plan at YWSA. The Wonder Women are not only encouraged to fail faster and embrace each challenge as an opportunity to grow but also to understand that success hinges on the way they think and approach every situation (Dweck). The power of yet also applies to educators and administration. As the need for evolution in the education system becomes more realized students and educators alike will want to embrace the reward of the power of yet.
COVA
COVA is an active learning approach that gives students choice (C), ownership (O), and voice (V) through authentic (A) learning opportunities (Harapnuik). This method of learning allows students to be completely engaged in the learning process. It opens the door to creative design and responsibility for learning. Although referred to as learners by Harapnuik, I believe everyone is a student of life; for a lifetime.
Choice allows students to choose how they demonstrate their learning. For example in an ELAR classroom students may demonstrate their understanding of figurative language in the form of a poem, a short play, or song. They can use a hand drawn illustration or create a digital piece of work.
Ownership allows students to take control of the tools used to guide their learning within the structure of their instructors’ classroom setup. The more engaged students are the better they learn. This is demonstrated in the classrooms of distinguished educators everywhere.
Voice allows room for students to share their opinions with others involved. They are able to setup and structure the ideas they have then decide how they will share with their peers and classmates.
Authentic learning experiences make room for the connection between the real world and the classroom to waltz. This happens when learners are involved in the construct of their environments and able to effectively impact the end results.
Room to Reflect
John Dewey stated, “We do not learn from experience - we learn from reflecting on experience.” Reflection in the classroom is essential to student growth and the learning process. It allows us to learn more about ourselves and how we learn, but it also aids us in improving academic skills. Teaching students to reflect on their work by noticing and correcting their own mistakes as well as which activities and behaviors allowed them to be successful is crucial to every students learning experience. The importance of reflection has been around for decades. Reflection can also be described as Input-Process-Output-Reflect. Educators deposit the information students need to learn and allow room for students to decide how the input that information. Students process what they have learned and choose how they show that in a measurable manner. As educators gather data to reflect, students are able to reflect on their understandings as well. Without reflection, it is very difficult to have genuine learning. The focus must always remain on the learning. It is the difference between learning and covering.
What We Know
Blended learning is more than sitting in front of a computer and having a way to electronically track productivity. Electronic text books and web based classrooms do not sum up the totality of its brilliance. Blended learning literally means that educators must create new methods of learning and invent new learning environments that benefit both learners; the student and the teacher, as well as demonstrate the effectiveness of giving students control over the way they absorb information (Baily, J., Ellis, S., Schneider, C., & Ard, T. V. (2013). Research has shown that providing students with a personalized path to their learning experience enhances their cognitive skills and helps prepare them for real world experiences.
What Worked
Richard Dufour said the fundamental purpose of school is learning, not teaching. I have seen this for myself and I believe it to be true. The rotation model aspect of blended learning; which is students working in a number of different activities or centers, including whole-group instruction, small group instruction, peer-to-peer activities, pencil and paper assignments, as well as individual work on a computer or tablet has been exceptionally well for my students. The number of times the class goal of 86% or higher has been reached has increased and student participation has skyrocketed. “The ability of learners to think independently, exercise appropriate judgment and skepticism, and collaborate with others to make sense of their changing environment is the only reasonable aim for education. Perhaps the most profound shift is from systems of teaching and supervision of learning to systems of learning and facilitation of learning” (Haddad, 2008b, p. 56). When rigor is increased and comprehension and understanding are solidified it changes the dynamic of the classroom and the aids in supporting the argument to revolutionize the educational system.
What Could Be Done Better
Gaps exist in everything that we do. It is a part of what makes learning necessary and what drives most decisions in the field of education. According to Majumdar, several issues exist with incorporating blended learning into the classroom. One such issue was too much information too soon. Many educators feel the need to use everything they wish to incorporate at once which causes a brain surge for all participants. To minimize this educators should avoid including all available technologies at once; rather utilize the simplest technology possible and make sure that technical support is available for any/all technology aided learning platforms. Inventorying your school or district’s current infrastructure to determine if there is a foundation for blended learning success is also something that according to research is beneficial during the planning stage. It is a great tool to consider and put to use (Katz).
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Applying the Lesson
The base knowledge of how students learn has shifted drastically over the last 5 years and well into the last decade (Sneideman). Students must be submerged in the middle of the learning process making connections and connecting the dots themselves. If we as educators identify potential gaps early we can be proactive in how we respond to adversity as well as create a plan of action for how to proceed. Personalized learning according to Brooke allows teachers to focus their class time on those students who have encountered an obstacle while learning to work individually or small group, and allows the teacher to spend less time with those students who are achieving mastery and are ready to move on as they have other avenues to demonstrate through blended learning. Educators who embrace the potential benefits of blended learning and are included in the decision-making process from the beginning, understand the benefits of new initiatives, and can have the skills and support necessary to accomplish what is being asked of them from their campus and district.
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Future Research
Blended learning can expand classroom options, extend access to authentic engagement, boost student achievement, and improve working conditions for teachers. An area not discussed is budget cuts and the effect that has on student learners. Many schools where blended learning can be beneficial do not have the monetary support needed to ensure students are operating on a one to one basis or even have the classroom space to effectively run stations. Blended learning is an exceptional tool and resource that can benefit both the teacher and the students yet the under-explored realm of achievements gaps is also an area of concern which could also benefit from additional research.
In a time where the education system as a whole is being pushed to do more with less, Blended Learning is one of the most essential ways to ensure students learn, use their creativity, take ownership, and explore at the same time. The research is there and is ever expanding. It is up to us to engage, reflect, update, and repeat – as many times as the learners mind requires.
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