Teaching with Technology Is Transforming Classroom Practice and Student Engagement
Educators’ Perspectives and Recommendations for Successful Blended Instructional Strategies
CASTLE ROCK, CO — As teachers increasingly integrate new technology and tools into their classroom practice, common benefits and challenges can be identified in the collective experience of educators throughout the country, according to Teaching with Technology, a new report from the Foundation for Blended and Online Learning (FBOL) and the Evergreen Education Group. A survey of teachers from 38 states finds that time; thoughtful planning and support at the school- and district-level; and ongoing, relevant professional development are key to the success or stagnation of their efforts. The report draws insight from educators teaching in traditional public schools, charter public schools, alternative education programs, and private schools, as well as in-depth interviews with teachers and administrators across the country, and school and classroom observations by its authors.
Key takeaways and recommendations include:
- Teachers value the ways that digital tools and resources allow them to differentiate instruction among students, and help students collaborate on content creation.
- Contrary to popular belief, today’s students are not necessarily comfortable using technology, and therefore they may not be as ready to use computers to learn in school and at home as assumed.
- Technology advances more quickly than human behaviors and systems, so choose a strategy to support, and stick with it.
- Teachers have different personalities and instructional strategies, and they should feel comfortable adjusting blended learning concepts to their own strengths and situations.
Amy Valentine, FBOL’s executive director, said, “Understanding both the obstacles to and promising practices of blended instructional practice is vital to developing personalized learning environments. This report is a contemporary snapshot of the evolving educator experience as policy, practice, and technology blend into a reimagined ‘classroom’ for our students.”
John Watson, founder of Evergreen Education Group, said, “Teachers are using technology to support their own instruction and to advance the achievement of their students. While their implementation can range from the very simple to the extremely complex, all involved in this transition have valuable insight into the risks and rewards to share. This report provides a view of the current shared educator experience, as well as recommendations for the next generation of teachers adopting technology into their practice.”
To learn more about The Foundation for Blended and Online Learning, please visit www.blendedandonlinelearning.org.
About the Foundation for Blended and Online Learning
The Foundation for Blended and Online Learning was created to advance and improve the availability and quality of blended and online educational opportunities for students and teachers and to strengthen the outcomes of those programs through active academic, instructional, and technology support for personalized learning. The Foundation works toward these goals through its Student Scholarship and Innovative Educator Grant programs, the development and distribution of original research exploring emerging policy and practice, and ongoing collaboration with diverse leaders across the fields of education, business, policy, and philanthropy. Learn more at www.blendedandonlinelearning.org.