Education Week - Sizing Up: Blended Learning - (Page S4)
Every school in our district has its own
unique needs. And even if you have a
device and Internet for every student, it
doesn't necessarily mean that the blended
part of home learning will happen."
TIM GOREE
Director of technology support services,
Fairfield-Suisun Unified School District
HOME DISCONNECT
INEQUITIES HURT
BLENDED MODELS
By Amanda M. Fairbanks
Photos by Peter Hoffman
When leaders of VOISE Academy High
School couldn't find a reliable way to bring
technology to students in their homes, they
came up with a workaround-they brought
students to the technology.
Many students at the high school, located
in a poor neighborhood on Chicago's
West Side, lack reliable Internet in their
residences, and sending devices home with
them was not a realistic option. So officials
at the school opened the facility to students
on Saturdays, giving them access to a safe,
Web-connected hub where they could work
on lessons that required technology.
Blended learning is generally defined as
the effort to integrate technology-based lessons
alongside traditional, person-to-person
instruction. But some schools and districts
face daunting obstacles in trying to ensure
that blended learning takes place at home,
not just in the classroom. Those barriers include
concerns that the devices will be lost
or stolen, and worries that impoverished
students do not have access to the Web at
home, creating inequities.
The Chicago school's strategy is just one
example of the creative and unconventional
efforts being tried around the country
meant to extend the amount of time that
students can spend on blended learning.
Giving individual devices to students has
been "a huge safety concern," explained
Todd Yarch, VOISE Academy's principal. So
is unreliable Web access: "If they take the
laptop home and there's no Internet, what
good is it?"
Today, districts' efforts to bring blended
learning home include not only giving students
access to Internet-connected schools
after hours, but also providing them with
Wi-Fi connections on school buses and in
other out-of-school locations, and asking
educators to encourage students to engage
in tech-based study away from school.
The Fairfield-Suisun Unified school sys-
tem, a socioeconomically diverse district of
about 22,000 students halfway between Sac-
ramento and San Francisco, also weighed
security concerns as it prepared to launch a
1-to-1 computing program last fall.
District officials pilot-tested the idea of distributing
iPads in one of the school system's
most impoverished communities. Initially
fearing that the iPads would be stolen, the
district required that the devices be kept on
school grounds.
But later, they decided to let students take
them home-after concluding that worries
about security were overblown.
The focus of districts should be making
sure that blended learning can happen "all
the time," explained Tim Goree, the district's
director of technology support services.
"Every school in our district has its own
unique needs," he noted. "And even if you
have a device and Internet for every student,
it doesn't necessarily mean that the
blended part of home learning will happen."
Limited research exists on the extent to
which tech-based blended learning plays out
in home environments to the same degree it
does on school grounds.
But preliminary findings from a study un-
derway by the Center on Reinventing Public
Education, a Seattle-based policy-research
group run out of the University of Washington's
Bothell campus, suggests that many
schools are struggling to solidify the home
piece of the puzzle.
Lawrence J. Miller, a senior research fellow
at the center, is working on the study,
which will examine the effectiveness of
blended learning programs. Though final
results are not due to be released until this
spring, among 17 schools using blended
learning that were reviewed, 13 didn't require
students to devote any time to online,
off-campus work.
Among the four other schools, the numbers
varied widely-with students completing
an average of 30 to 80 minutes of online
study per night.
On the whole, Mr. Miller found that the
S4 | EDUCATION WEEK: SIZING UP BLENDED LEARNING > www.edweek.org/go/blended-learning JANUARY 29, 2014
Marcus Stallworth, 15,
came to VOISE Academy
for one of the school's
Saturday study sessions
earlier this year to
prepare for his finals.
The students who show
up at the Chicago public
school's weekend
sessions include those
who need to make up
missed work or pull up
low grades, and others,
like Marcus, who want
access to school
resources.
http://www.edweek.org/go/blended-learning
Education Week - Sizing Up: Blended Learning
Table of Contents for the Digital Edition of Education Week - Sizing Up: Blended Learning
Education Week - January 29, 2014
Ruling Raises Internet-Access Concerns
Cheating Case Implicates Phila. Educators
Graduation Disparities Loom Large
Business Groups Defend Common Standards
Contents
Report Roundup
News in Brief
Common Science Standards Are Slow to Catch On in States
Surge in Charter Schools Stirs Concerns in North Carolina
Blogs of the Week
Turnaround Program Receives Makeover In Budget Deal
Some Waiver States Feeling Common-Core Test Pinch
Needy Students, Tech Disparities at Issue
Blogs of the Week
Advocates Welcome New Federal Aid Aimed at Youngest
Collective-Bargaining Case Takes Spotlight at High Court
ANNA E. BARGAGLIOTTI: Statistics: The New ‘It’ Common-Core Subject
BEN ZIMMER & DANIELLA ROHR: Funding Students, Not Bureaucracies, For Early-Childhood Education
CLARKE L. RUBEL: Talking About a Reformation
Letters
TopSchoolJobs Recruitment Marketplace
LYNETTE TANNIS: Twice Punished: Education’s ‘Invisible’ Incarcerated Youths
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