Officials in the 24,100- student Academy School District 20 school system in Colorado Springs, Colo., came to this conclusion in the spring of 2011: If blended learning is one of the biggest trends in education, it should offer a way for teachers to practice the approach themselves.
Using federal Title II, Part A funds, the district offered a professional-development course that combined four online modules, including , which took teachers through a series of online tutorials and face-to-face activities over six months in 2011-12. It then expanded the blended learning model to many of its 2012 summer institute courses for teachers, and has begun offering a round of professional development to another batch of teachers鈥�31, roughly the size of the waiting list鈥攊n 2012-13.
鈥淭he training put us in touch with what our students go through,鈥� said Wanda Lepillez, a 4th grade teacher at the 568-student Academy International Elementary School, who took part in the inaugural training. 鈥淚t has changed my teaching forever.鈥�
The more she learned, added Ms. Lepillez, 鈥渢he more I began to see the possibilities.鈥�
Despite having to watch tutorial videos up to four times on occasion before she could understand certain concepts, she recalls last school year as one of the most powerful of her 11-year teaching career. She started with the goal of creating one blended course by the end of her training, and she wound up with four.
Whether such training comes from school districts, nonprofit education organizations, or for-profit businesses, the overarching message is consistent: Professional development for educational technology has to move away from its historical focus on technical training and toward a broader focus on what educational approaches work best.
鈥淚s it better to make a podcast? Or should it be a video? Teachers need to know how to help students make these decisions,鈥� said Barbara Treacy, the director of EdTech Leaders Online, a national program affiliated with the nonprofit Education Development Center based in Waltham, Mass.
In other words, teachers not only need to be proficient at integrating virtual experiences into the classroom, they must also be confident in why they鈥檙e doing so.
鈥淥ne of the biggest reasons why technology initiatives tend to fail is because they鈥檙e all about the tool and not about the learning,鈥� said Amy Michalowski, the director of academic affairs for the VHS Collaborative, a nonprofit organization in Maynard, Mass., that allows districts to share online courses and access to virtual teachers. 鈥淲ith many blended initiatives, the failure is not because of a lack of interest, but a lack of outcome-oriented training for teachers.鈥�
The 308,000-student Clark County district in Nevada, the nation鈥檚 fifth-largest school district, launched an online and blended certification program in March 2012 in part to make that shift in mindset among educators. The spur was the district鈥檚 goal of having 100,000 students learning in an online or blended environment by 2015.
鈥淲hat we found was that we had a lot of people deploying our curriculum, but they hadn鈥檛 changed their pedagogy,鈥� said Kimberly K. Loomis, the program鈥檚 executive leader. 鈥淭heir teaching had to change.鈥�
By design, the certification program is split into two tiers. The first includes foundational courses aimed at helping teachers understand various strategies for online and blended learning and make decisions about how to use them to create engaging, differentiated classrooms. The second tier provides instruction in the tools and techniques for turning those ideas into reality.
Fawn Canady, an English teacher at the 1,300-student West Career and Technical Academy in Las Vegas who helped create the program, said her priorities were making sure that teachers already pressed for time were being given relevant information, self-directed activities, and the chance for collaboration.
鈥淚t鈥檚 a learning process,鈥� she said. 鈥淚 began blending my classroom about five years ago, and I feel that I am only now starting to delve into the full potential of this model.鈥�
No longer solely a teacher, 鈥淚 am facilitator, fellow learner, and curator,鈥� added Ms. Canady. 鈥淚鈥檓 becoming more focused on giving my students more bang for their buck, more time. I don鈥檛 want them to do anything they don鈥檛 need in order to grow.鈥�
Realistic Expectations
Such an evolution doesn鈥檛 happen overnight, and professional-development trainers who specialize in blended learning warn teachers to be realistic.
鈥淩ome wasn鈥檛 built in a day, and neither will your blended classroom be,鈥� said Ms. Michalowski of the VHS Collaborative. 鈥淭his is a process, one that takes incremental successes to help fuel enthusiasm in the kids and confidence in the teacher.鈥�
That鈥檚 exactly why Education Elements, a for-profit developer of blended learning programs based in Palo Alto, Calif., starts out slow when working with schools on incorporating technology into the classroom.
鈥淭his is about teaching differently, so we start with a readiness assessment,鈥� said Jane Bryson, the director of Education Elements鈥� education team. 鈥淲e start by asking, 鈥榃hat are the outcomes you might get? How willing are you to think outside the box?鈥� We want them to think about how they鈥檇 implement this in the classroom before we even touch the landscape of digital content that鈥檚 out there.鈥�
The team generally kicks off the design process anywhere from six to 12 months before the first day of school. The process includes identifying instructional objectives, choosing a classroom model, selecting curriculum providers, preparing infrastructure, and setting up teacher professional development. Once school starts, the team provides ongoing support to help teachers transition to the new model.
While it鈥檚 possible for disciplined teachers to incorporate blended learning strategies into the classroom on their own, particularly given the wealth of free Web applications available, chances of success dramatically increase with support from colleagues with varying levels of technological expertise, instructional coaches who can offer consistent guidance and encouragement, and administrators who understand the value of taking a risk.
Nevada鈥檚 Clark County district is addressing that last piece, in fact, by expanding the fall version of its new certification program to include administrators and support staff.
Meanwhile, the 141,000-student Charlotte-Mecklenburg school system in North Carolina has outlined clear tactics for increasing the number of Web-based and blended professional development courses for teachers. It exceeded one of its goals, to increase the number of courses by 20 percent annually, in 2011-12 by adding 15 instead of the planned six, brining the total number that year to 43. In addition, by June 30, 2014, the district wants to train 60 percent of its course designers in online course development and delivery, as well as achieve an 85 percent satisfaction rate with online learning opportunities on annual teacher surveys.
鈥淲e鈥檙e going to see huge growth and real student success,鈥� said Hope Johnston, Charlotte-Mecklenburg鈥檚 specialist for online learning. 鈥淲e鈥檙e teaching teachers how to facilitate a classroom with a lot of different learning styles and modalities happening at the same time.鈥�
鈥榁aluable Information鈥�
Ms. Lepillez, the 4th grade teacher in Colorado, pointed out that a side benefit to knowing how to use blended learning in meaningful ways is that she can better assess her students.
鈥淪ome of our most shy children who don鈥檛 perform well in class just shine when contributing their ideas online,鈥� she said. 鈥淣ow we can track that. It鈥檚 such valuable information to have.鈥�
Professional-development courses for blended learning are evolving, and have a huge potential for growth in the coming years, experts predict.
CFY, a national education nonprofit with headquarters in New York City that emphasizes the use of digital tools to help children succeed in school, piloted a PD program in 2011-12 that placed a 鈥渄igital classroom coach鈥� inside the 274-student Bea Fuller Rodgers Intermediate School in Manhattan. Primarily on hand for math teachers multiple times a week, the coach helped them implement blended-learning models to differentiate instruction, extend learning beyond the classroom, and engage families in the learning process.
CFY has already expanded its reach for 2012-13. It鈥檚 assigned coaches to additional schools in New York City and to schools in the Atlanta metropolitan region, Los Angeles, and the San Francisco Bay Area.
Tristan Wright, a special education resource teacher at Bea Fuller Rodgers Intermediate, described herself as being 鈥渧ery inhibited by technology鈥� before being introduced to CFY. But between familiarizing herself on weekends with the organization鈥檚 online learning platform and receiving guidance from both the coach and her tech-savvy 9-year-old daughter, she felt comfortable using blended learning techniques 鈥渨ithin a month or two.鈥�
Now when Ms. Wright pushes into a classroom and sees a student with his head on the desk, she can pull up the same type of instruction his classmates are getting鈥攊n the form of a computerized game or video instead鈥攁nd within seconds the student is eagerly working quietly on his own.
鈥淲ithout blended learning, differentiation is just a buzzword,鈥� she said. 鈥淣ow I feel like I鈥檓 living up to my position. I鈥檓 finally doing what I was always supposed to be doing.鈥�
