Personalization Using a blended learning model in face-to-face primary classrooms

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Issue Date
2018
Authors
Farrell, Danica B.
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Abstract
My Critical Challenge Question presents the opportunity: “How can a blended learning model be applied to facilitate personalization of writing instruction for primary students?” I have endeavored to seek contextual research and practical applications of technology and have worked towards compiling this information and sharing it with other teachers so that they have a place to start their own technology journey. Specifically, I have researched how blending a Writing program will help teachers support all of the learners in a primary classroom. This project was a joint endeavor with colleagues Carla Takach and Gina Farrell. We have each taken an aspect of learning and have created a place for teachers to find information in order to start their own journey. Our project is split into three distinct learning areas—Numeracy, Reading and Writing. I have focused on Writing and have researched practical technology applications to support Writing in a primary classroom. According to the BC Education Plan (2015), “Educators will need greater access and supports to use technology that enriches the learning process, and to connect with each other, parents, and communities” (pg.8). I see this project as a tool for educators, and a place where educators can seek, share and synthesize some understandings around implementing technology in their own classrooms. The main challenge that I am endeavouring to support is personalization in education. Students are individuals and have differing needs from each other. In a face-to-face classroom, where you often have one teacher and 24 students, how can we best use the tools that we have in order to stretch and teach each one of our students?
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