A new approach: Blended Learning

Blended learning “refers to a language course which combines a face-to-face classroom component with an appropriate use of technology. The term technology covers a wide range of recent technologies, such as the Internet, CD-ROMs and interactive whiteboards” (Tomlinson and Whittaker, 2013, p.12). In other words, it is a combination of traditional classroom lessons with digital media and computer technology.

The most important part of this method is that gives teachers the opportunity to combine the best of both, technology and classroom instruction. It is well known that face-to-face teaching has irreplaceable benefits like the immediate, direct and personalized interaction with students as well as guidance and emotional support. However, we cannot deny that technology is an intrinsic part of our students´ life and consequently, it provides motivation and contextualization. In this sense, an appropriate combination of both components will result in effective and positive teaching.

Moreover, Blended learning offers a variety of advantages. Osguthorpe and Graham (2003) suggests six reasons for using the blended learning approach: pedagogical richness; access to knowledge; social interaction; personal agency; cost effectiveness; and ease of revision. In our opinion, personal agency is maybe the most beneficial advantage of this method. This is because it allows students to gain autonomy since they are able to control and decide when and how to study.

Having said that, we can conclude that there are many reasons for incorporating this new approach in our lesson. As regards students, because it will allow them to be independent and motivated since they will be working in a familiar and comfortable way, but at the same time, supported by face to face lessons with their teachers. As regards teachers, because it will help to enrich our professional development. We will learn how to use new online tools and, in this way, improve the quality of our teaching.

For further information you can watch the following video:

References

Tomlinson, B. and Whittaker, C. (2013). "Blended Learning in English Language Teaching: Course Design and Implementation". London: British Council

Comments

Preparing our students with 21st Century skills

Nowadays there is a growing awareness of the importance of new media literacies in educative contexts. Many schools around the world are supplementing the traditional three Rs (reading, writing and 'rithmetic) with the implementation of media literacy skills. Hockly, N. (2013) "Digital Literacy". Before stating our point of view on this new phenomenon, we consider necessary to explain what digital literacies are. According to Hockly (2013), they refer to our ability to effectively make use of technologies at our disposal; not only technical skills but also the social practices that surround the use of new media. That is, for example, not just how to create a blog but also how to use it, and to whom it is directed. The author suggests that digital literacies can be divided into four main areas: Those with a focus on language: Despite the fact texting literacies are believed to have a negative effect on the students ‘development, they should be...

Integrating technology in our lessons : TPACK

In this post we would like to present the Technological Pedagogical Content Knowledge (or TPACK for short). The authors Koheler & Mishra (2009) explain that “ the TPACK framework emphasizes how the connections among teachers’ understanding of content, pedagogy, and technology interact with one another to produce effective teaching”. In other words, TPACK will help teachers to identify knowledge they might need to focus on in order to teach effectively using technology. As it is shown in the picture above, TPACK consists of three main knowledges: technological , pedagogical , and content . With the aim of using it effectively, teachers need firstly to decide on the content they want to teach; secondly, they have to think how they are going to do it; and finally, they choose the technological tool to do it successfully. These three individual concepts are embraced simultaneously in TPACK to create a deep understanding of how ...

Implementing SAMR model effectively

Selecting digital materials always results interesting and highly engaging for students. However, digital resour ces not always are well implemented when it comes to teaching. Therefore, in order to use technology as a real tool and with a meaningful purpose, a good idea would be to take the SAMR model as a guide. Dr. Ruben Puentedura created the SAMR model to let teachers notice the differences between using technology as a substitution of traditional material and the use of it as a real tool with a unique and particular function. The following picture will help us understand better what SAMR is about. As you can see, Puentedura (n.d) suggests that this model consists of four different levels: Substitution, Augmantation, Modification and Redefinition. John Spencer classifies them into two groups: “the first two layers focus on enhancing the learning task and the next two layers focus on actual transformation ” (2015). The first layer , called substitution...

Reloaded Design of EFL Teachers Materials

Search This Blog