Personalized learning practices are increasingly being used in a variety of K-12 settings. These include public, private, and charter schools; at elementary, middle, and high school levels; in many content areas—including core subjects like reading, English language arts, math, and writing; and with students from various backgrounds. The current pace of growth in the implementation of personalized learning means that questions about its effectiveness are becoming relevant to an increasing number of classrooms, educators, students, and families across the nation.

Last month, The Learning Accelerator (TLA) released...read more at original post>

Whenever a new study comes out that says blended learning is effective, or blended learning isn’t effective, the first thing I do is take a close read of the methods to see what the authors really mean by “blended learning” and “effectiveness.”

Sometimes it’s very clear how these terms...read more at original post>

As the implementation of blended learning environments grows, educators and decision-makers are increasingly asking what works, or what will work for their students. Blended learning is defined here as the integration of in-person learning and technology.
The existing research base on blended learning...read more at original post>

Does blended learning work?
I’ll bet many of you have asked or been asked that question. Regardless of our role in implementing blended learning, whether we are considering it as an instructional model, implementing it directly with students, supporting its implementation in a state, region, district or school, or anywhere in between, we all want to know whether or not it is improving teaching and learning. Why measure? We all need to know what works.

Does blended learning work for my students, teachers, and community?
This is probably the more important version...read more at original post>