Technology provides teachers with an influential way to engage students, inform and differentiate instruction, document assessment and empower students to own their learning. However, if we want technology to be a transformative force in our schools, you have to start with the “why?”

While technology has its place, we first and foremost want to make sure we’re prioritizing effective pedagogy and not simply masking bad practice” (Vargas, 2009)

Blended learning designs have steadily increased as a favoured course delivery model alongside fully online options. Previously defined by the proportions of face-to-face versus online coursework, blended learning is typified by the integration of those digital solutions most applicable for achieving the learning outcomes of the course. Media-rich digital learning platforms, personalized or adaptive courseware, and web conferencing tools capable of connecting students for synchronous distance activities are becoming common solutions for blended learning designs. Students report a preference for blended learning, citing flexibility, ease of access, and the integration of sophisticated multimedia. Although blended learning is becoming a common course design, the challenges of scaling this modality persist for some institutions. Supporting staff to design learning experiences that take full advantage of digital platforms and to expand their pedagogical repertoire to include collaboration and student-centered learning design will support the growth of blended learning.*

If you would like to submit a submission to present about Blended Learning in Brisbane or Melbourne, please complete our online form here.

To find out more about speaking at the National Education Summit click here.

* as per the Horizons Report Preview 2019