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September 9, 2015

Blended Learning

This past school year, my students and I entered a new realm of teaching and learning. We created a one-to-one blended learning environment. I use the word “we,” because it was a path my students and I traveled together. I must admit that I had my reservations last September. The idea of a Chromebook for every student in a first-grade classroom seemed unmanageable—yet I embraced the challenge.

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This past school year, my students and I entered a new realm of teaching and learning. We created a one-to-one blended learning environment. I use the word “we,” because it was a path my students and I traveled together. I must admit that I had my reservations last September. The idea of a Chromebook for every student in a first-grade classroom seemed unmanageable—yet I embraced the challenge. To document and share our Chromebook adventures, I created this blog using Google Blogger.

I consider myself an experienced educator having taught first grade for 16 years, but 2014-15 was the year of reimagining what teaching and learning would look like in my classroom. My first step was to make friends with my new Chromebook, while spending less time with my old MacBook pal. Early in the school year, I participated in professional development in my school district, where I witnessed demonstrations of Google apps and had many opportunities for guided practice with the tools. That experience sparked my interest and led to further Google app investigations. As I explored, I asked myself, “What will learning look like for my first-graders who haven’t yet mastered reading and lack keyboarding skills?” I soon discovered the Google Drawing application, allowing me to create “drag-and-drop” assignments for my students, which they found to be engaging and challenging. To share these assignments in a first-grade friendly way, I enlisted Google Classroom. The best feature of Classroom is the comment tool, allowing me to provide immediate online feedback to push students’ thinking. Once my students gained proficiency with their Google assignments, I looked for a forum to share their work. Chromecast allowed my students to project their Chromebook screens on our whiteboard, sharing their thoughts while allowing peers to provide feedback. This new way of learning was empowering my students.

A blended approach to learning looks different from instruction in past years. Previously, I used chart paper to activate knowledge. Now I use AnswerGarden, a real-time, audience-participation tool for brainstorming. Student wait time is minimal, and engagement is continuous throughout the activity. One-to-one learning also changed my reading centers. While I met with one reading group, some students worked independently using Raz-Kids, a series of animated texts that are programmed for individual reading levels. Others completed graphic organizers or organized word sorts using online documents that I had created using Google Drawing. Our one-to-one initiative also streamlined my grading process. I no longer had stacks of paper on my desk at the end of the day. Students submitted their work to me electronically and I, in turn, provided specific and timely feedback.

This journey has also been about freedom. I have learned to trust my students’ intuitive knowledge about technology, which has allowed them to teach each other and me. Last year, it was not uncommon to see one child supporting another while troubleshooting a technology issue. My students were also excited to communicate with me using their Chromebooks. Students frequently sent emails with sweet words like “You’re my favorite teacher.” When they sent me email messages during class, I quietly replied, then watched their faces light up as they read my responses.

Throughout this exciting journey, I have been able to collaborate with educators in my school, within my district, and from across the state. A professional development workgroup formed by the Rhode Island Federation of Teachers and Health Professionals is developing new training modules to support novice and veteran teachers as they embark on similar blended learning experiences. For all of us, the journey will be about building and strengthening our 21st-century skills—communicating, collaborating and creating content, whether it be teacher-to-student, student-to-teacher, student-to-student or teacher-to-teacher. Blended learning may be a new concept, but it does not take the place of good teaching. It is simply an integration of best practice with technology, and given the wonderful tools available to educators today, it only makes sense to jump on board. Enjoy your journey!

Sandy Cappelli

Sandy Cappelli is a first grade teacher at John F. Horgan Elementary School in West Warwick Rhode Island. She is a Rhode Island Federation of Teachers and Healthcare Professionals Thinking Mathematics K-2 trainer and Next Generation Science Standards Developer/Trainer.

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