Jan+Lopez

Jan Lopez  Student ID: A00152688   jan.lopez@waldenu.edu   Walden University

In partial fulfillment of the requirements for  EDUC-8841-2 Diffusion and Integration of Technology in Education

Dr. Cheri Toledo  December 18, 2011

Mobile Blended Classroom ===A blended classroom is one in which the traditional teaching methods are utilized in conjunction with more modern, online teaching techniques. Studies have indicated that in the blended classroom the students not only learn more, student interaction as well as satisfaction improves (DeLacey & Leonard, 2002).===

===There are different magnitudes of blending. The first type of blended classroom is one that is web-enhanced. In a web enhanced classroom, the majority of the instruction still takes place in the classroom and the internet is used to enhance and supplement traditional classroom instruction.===

===The second level of a blended classroom is a hybrid classroom. In a hybrid classroom, instruction occurs in the classroom and online. In a hybrid classroom the responsibility to master the information and become independent learners shifts from the teacher to the students (Pape, 2006).===

===The third level of a blended classroom is a combination course. In this classroom, the instruction is takes place online, yet the students physically attend the class during a regular class period during the school day. The students are also offered instructional support in their classes by teachers and/or tutors who are physically present in the classroom.===

===Mobile learning is an advancement above and beyond a blended classroom to include the use of mobile devices used for both the instruction and for feedback from students. Mobile learning combines the use of mobile, technological devices and the traditional classroom. Wang, Shen, Novak and Pan (2009) studied the effect of using mobile devices at the Shanghai Jiaotong University in China. While the concept of a blended classroom had already been instituted effectively at the university, it lacked an element of interactivity with the students, especially when applied in a large group or classroom. In this study, a new mobile learning system was developed which broadcasted live real time lessons to students on mobile devices. The students could then use their mobile devices to text comments, questions or compliments. Essentially, a cell phone became the interactive link between students and teachers via text messaging and video lessons. The instructor was also able to monitor all of the student’s mobile devices through a (GPRS) network. The results of the qualitative study revealed that students were more engaged and satisfied with their learning experiences than they had been prior to the usage of this mobile learning method. Working in public education today requires an attempt to meet the needs of an extremely diverse student demographic, yet still satisfy the state and meet national goals set forth by No Child Left Behind Act. While all three innovations I learned about would be helpful in the classroom, the blended classroom appears to offer the greatest teaching variety and possibility of success in its implementation.===

===All of the classrooms, at the school where I currently work as a teacher, are equipped with networked computers and the internet. The majority of the students have a computer and internet access at home. Using a blended teaching methodology would better engage the students and allow lesson customization to address them at their progress level. According to Bridgeland, DiIulio, and Morison (2006), 47 percent of students who drop out of high school said they were bored and did not feel as if school related to their own lives. Four out of five high school dropouts stated that one of the best ways to prevent other students from dropping out in the future would be to improve instruction and design curriculum to make connections with the real world. A blended classroom will offer students the opportunity to connect their learning to the real world as well as prepare them for their future.===

DeLacey, B. J., & Leonard, D. A. (2002). Case study on technology and distance in education at the Harvard Business School. Educational Technology and Society, 5(2), 13-28.
=== Pape, L. (2006). From Bricks to Clicks: Blurring Classroom/Cyber Lines. //School Administrator,// //63//(7), 18-21,23,25. Retrieved December 17, 2011, from ProQuest Education Journals. (Document ID: 1095153541). === ===Wang, M. Shen, R. Novak, D. & Pan, X. (2009). The impact of mobile learning on students’ learning behaviours and performance: Report from a large blended classroom. British Journal of Educational Technology, 40(4),673-695. Doi: 10.1111/j.1467-2008.00846.x===