Beyond the Factory Model: Oakland Teachers Learn How to Blend

Autor/in	Jacobs, Joanne
Titel	Beyond the Factory Model: Oakland Teachers Learn How to Blend
Quelle	In: Education Next, 14 (2014) 4, S.34-41 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Blended Learning; Educational Technology; Computer Uses in Education; Discussion (Teaching Technique); Teaching Methods; Cooperative Learning; Teacher Role; Administrator Role; Principals; Instructional Effectiveness; Learner Engagement; Pilot Projects; Teacher Attitudes; Poverty; Middle Schools; Middle School Students; At Risk Students; Academic Achievement; California + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Computernutzung; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Lehrerrolle; Principal; Schulleiter; Unterrichtserfolg; Pilot project; Modellversuch; Pilotprojekt; Lehrerverhalten; Armut; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Student; Students; Schüler; Schülerin; Schulleistung; Kalifornien
Abstract	This article describes an Oakland Unified schools program of "blended learning" that is designed to reach students who are academically all over the map. Blended learning combines brick-and-mortar schooling with online education "with some element of student control over time, place, path, and/or pace" of learning. The program was started with pilot teachers using the "station rotation model," where students move between computers, teacher-led discussions, and sometimes, group projects or independent desk work. Principals, and teachers within the schools that implemented blended learning are committed to spending extra time after school each week on collaboration and training. While they understand it will take some time to determine how well blended learning works in the Oakland schools, they wanted to try "something new." Even though most teachers reported that students were highly engaged when working with digital content and were better able to learn the material, only one-fifth of pilot teachers said their students did better on benchmark tests the first year. Now in its second year, teachers report growing numbers are truly innovating at their school sites and pushing their peers to both play and learn alongside their students. (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10