Call it what you want: Why we don’t need a common definition of ‘blended’ or ‘personalized’ learning to measure effectiveness

Last year’s enactment of the Every Student Succeeds Act, when viewed alongside other recent federally supported education initiatives such as the expansion of the national E-Rate program, the ConnectED initiative, and the Go Open campaign, was perceived by proponents of personalized learning as a clear victory. Their expectation is that under ESSA, educational innovations, especially ones that use technology to support effective instructional strategies, will become increasingly used in all classrooms, and more and more students will be supported in achieving their full potential.

Many of us conducting research...read more at original post>