Article can be accessed here
This article by Jen Curtis describes how one diverse district has implemented a blended learning model to meet the wide range of students' needs. The New Jersey Morris District is diverse both racially, socioeconomically, and academically. While the student population makeup is 52% white, there is a significant number of Latino and African-American students, 32% and 11% respectively. More than one-third of their students are on free or reduced lunch. There is a significant number of ELL students, as well.
The district began transitioning to blended learning in 2015. They use a station rotation model where students have designated time with the teacher in small group and then spend time learning independently using technology that meets their specific needs. They do have 1:1 Chromebooks in grades 6-12 that go home with the students, and they support families without connectivity through a local philanthropic organization.
As a result of this blended learning model, they have seen impressive gains on the 2015-2016 PARCC scores in ELA and Math with minority groups' growth outpacing that of the white student population. At the middle and high school level, it has been more difficult to measure potential growth with many parents opting out of the PARCC test. However, when they looked at AP course enrollment, they have seen it at its highest ever. Ultimately, they are confident that they will continue to see the blended learning model continue to positively impact student achievement.
This article was interesting to me, because my district has a similar population of students, and many teachers in tech pilot classrooms use the station rotation model of blended learning. While we are only in our second year of the tech pilot, our data has shown that students in these classrooms have shown slightly more growth than students who are in non-pilot classrooms. I agree with the teachers in this article. Blended learning takes away the stigmas associated with race, socioeconomic status, and/or academic struggles. The students are less self-conscious about using the modifications and adaptions that technology offers, because it is seamless and goes undetected by their peers. It also allows them to be more independent, because they know how to use those tools (dictation when writing, reading of text, etc.) without assistance. Using blended learning increases student engagement and renews their interest in learning and school. I think as my district implements and grows the tech pilot, we will continue to see significant impact on student achievement, and I think the use of blended learning supports that.
Can Blended Learning Improve Equity in One of Nation’s Most Diverse Districts? (EdSurge News). EdSurge. Retrieved 11 March 2017, from https://www.edsurge.com/news/2017-02-14-can-blended-learning-improve-equity-in-one-of-nation-s-most-diverse-districts
