Blended Learning

“Learning Matrix” Transformation Model Responding to Pandemic Losses, Career Needs, and Learning Technology Opportunities

Given the losses our students have sustained, the communications technology environment they live in– texting, gaming, making media– changes to the traditional lecture, worksheets, classes of 25-28 all doing the same thing may be out of date.

Project-based learning could relate learning to communities and careers, while still teaching and tracking student mastery of standards-based curriculum skills and knowledge. Students could learn in large or small groups, in flipped learning on their own. Each student could have their own personalized learning plan and their progress could be one-click visible to their parents, teachers, and school admin.

“Learning Matrix” is a concept to replace the traditional school schedule and physical constructs with more personalized, varied, learning activities, modes, and schedules – using current technologies and supporting the development of skills required for career participation in today’s economy.

This paper, by Learning Counsel’s Leilani Cauthen, presents the concept of the Learning Matrix discussed by district and ed tech leaders.

The Learning Counsel is an organization that brings K-12 district and school leaders together with learning technology leaders to envision changes in schools and learning.

2022 Students and Technology Report: Rebalancing the Student Experience | EDUCAUSE

student study, educause student study 2022, EDUCAUSE Technology Research in the Academic Community, educause student studies, student technology use studies, EDUCAUSE Faculty and Technology Study
— Read on

Future of School: Hybrid Learning Models are Here to Stay Post-Pandemicp — from ATT

Full Article:


9 in 10 Teachers are Open to Hybrid Learning with the Right Tools and Resources and More Than 70% of Parents Support the Idea

What’s the news? As schools across the country wrap up another unusual school year, most K-12 education is still being facilitated with remote learning. However, educators are beginning to see the long-term value in a hybrid approach to teaching, according to AT&T’s* 2021 Future of School Report released today.

  • 94% of teachers are open to the idea of hybrid learning with the proper resources, curriculum and support
  • 71% of teachers support virtual days for inclement weather
  • 78% of teachers are in favor of virtual tutoring sessions or enrichment programs
  • 60% of teachers are open to livestreaming their classrooms for students who are home sick

These sentiments are consistent across teachers of all grade levels and low- and high-income schools, as well as parents:

  • 83% of parents support virtual school days for inclement weather
  • 84% of parents support virtual tutoring or enrichment programs
  • 85% of parents want the option for their kids who are home sick to join class virtually  

Today, 66% of teachers and parents say that students are still learning either fully remote or in a hybrid format. While remote learning got off to a rocky start, with 43% of teachers noting their experience a year ago was challenging, many have adapted to this new environment and learned tips, tricks and best practices to navigate virtual classrooms. Additionally, 48% of teachers voice a need for curricula better suited for hybrid or online teaching. Assistance from administrators was widely acknowledged by teachers with 83% reporting they felt supported with new online teaching technologies and strategies.

Family Engagement Increases Tech-Enabled Learning Impact

The report summary, from the Center for Public Research and Leadership (CPRL) at Columbia University, used survey data from nine school districts and charter school organizations.
Click here for the full report.

CPRL is recommending that institutions expand the definition of “high-quality instructional materials” to incorporate the three added factors that had a demonstrable impact on student achievement. According to CPRL: “Researchers from CPRL found that high-quality instructional materials are strongest and most impactful when dimensions of “high-quality” are expanded from being aligned to standards to also include being:

1) tech enabled,
2) culturally responsive and sustaining, and
3) designed to enhance families’ ability to guide student learning and instruction.

Learning Elements of Our Digital World

Communication – multiple one way channels– district and school websites, newsletters, emails, texts, phone, social media delivering policy, processes and changes are potentially confusing and obscure to teachers, students, and families.

Instructional Model – Face to Face, Virtual, or Blended learning– Synchronous, Asynchronous, define the chosen models.

Instructional Content – District-defined, teacher- created content, external core and supplemental content offer a wide range of opportunities for diverse student needs.

Learning Management System –  A District level learning management system enables efficient delivery of learning and assessment, leverages content, delivers analysis. Classroom learning management offers teacher control but may not enable aggregated data or leveraging of resources.

Special Education System – Development of IEPs and learning tools to support special needs are supported in these systems.

Student Information System – District class scheduling, student demographics, cafeteria, bus, technology resource management are provided by the SIS.

Assessment Management – teacher-created, district, and external formative, interim, and summative tests may be managed in a separate system or a module of the SIS or LMS.

Compare School-Based, Distance, and Blended Learning

Face to Face, F2F, Onsite, or
School-Based Learning
Virtual, Online, Electronic, or
Distance Learning
Hybrid or
Blended Learning
Onsite – delivered in a school or other facility.Online – video, book, independent study  Instruction.Mixed Online and Onsite Instruction.
Synchronous live in-person instruction and  asynchronous Instruction  (homework, labs, study halls, independent study) andAsynchronous lessons and resource work and synchronous instruction and group work live via video or audio.Synchronous live in-person instruction and group work via video, and  asynchronous lessons and resource work.

Digital media lessons and resources including computer assisted learning in labs, at home, or in class– video, audio, text, coding, typing, AI.

Digital media lessons and resources including computer assisted learning at home- video, audio, text, coding, typing, AI.

Digital media lessons and resources including computer assisted learning in labs, at home, or in class– video, audio, text, coding, typing, AI.
Games – in class live games, CB video games. Interaction tools e.g. Top Hat, Kajeet, SeeSaw.Gamification, CB video games. Interaction tools e.g. Top Hat, Kajeet, SeeSaw.Gamification, CB video games. Interaction tools e.g. Top Hat, Kajeet, SeeSaw.
Teacher contact in person
No teacher contact if self contained.

If mediated, teacher contact through email, LMS, or video.
Teacher contact in person, through email, LMS, or video.

Onsite Assessment: teacher/district/or publisher created tests– linear computer based, adaptive, essay, authentic portfolio.

Online Assessment: teacher/district/or publisher created tests– linear computer based, adaptive, essay, authentic portfolio.

Online and Onsite Assessment: teacher/district/or publisher created tests– linear computer based, adaptive, essay, authentic portfolio.

Learning Technology Timeline

1436 – Johannes Gutenberg built the first printing press, opening knowledge beyond clerics.

1455 – The Bible is published.

1664 – Pierre Petit develops the “magic lantern”, precursor to slide projector, used in education into 1900’s. 1690 –  The New England Primer used to teach reading, 3m copies printed.

1728 – Shorthand correspondence courses were offered by a Boston 

1806 – Lancastrian system of master teachers, monitors, and sand boxes–eventually replaced with slates.

1841 – Horace Mann champions chalk boards in schools.

1888 – Thomas Edison made 341 films with a “kinetoscope” proclaiming the end of books in education.

1890 – Typewriters begin to be used in secondary schools.

1918 – Chicago public schools used 8,000 magic lantern slides.

1923 – Radio is used for instruction in schools starting at the Haaren High School in NYC.

1931 – Twenty five states had media or film departments

1938 – My mother wrote and performed radio plays to teach home economics for the Dept. of Agriculture.

1930-1957 – Radio, film, typewriters gains fail to cause growth due to cost and lack of teacher training.

1957 – The launch of Sputnik sparked a strong flow of investment in instructional television. 

1959 – PLATO computer based learning software is developed at the University of Illinois.

1960 – Development of the overhead projector using clear film.

1967 – Stanford’s Patrick Suppes learning research leads to Computer Curriculum Corporation (CCC) 

1969 – Taught animated filmmaking in a Philadelphia public high school while in college.

1971 – Ivan Illich develops the concept of “learning webs” as a model for people to network learning.

1972 – Seymour Papert develops Microworlds, children become mathematicians via programming.

1980 – Video conferencing systems begin to be developed.

1982 – SIS- First student information systems developed, NCS- SASI, Eagle, Aeries, etc.

1983 – Apple computer introduces Iie into schools achieving greater implementation due to ease of use.

1984 – First accredited distance learning University, National Technology University

1984 – Computer Adaptive Testing (CAT) shortens testing, individualizing learning in over 30,000 schools.

1987 – TERC innovated with elementary Inquiry-Based Learning networks, probeware and data collection.

1987 – Interactive whiteboards support computer and video integration into classroom instruction.

1988 – 3 million computers in schools are used by students for an average of 30 minutes each per day.

1989 – ChannelOne News satellite school network launched bringing TVs and connectivity to schools.

1990 – LMS- First learning management systems developed, EKKO in Norway, Softarc in the U.S.

1995 – Project- Based Learning initiatives begun by Autodesk.

1994 – Open educational resources (OER) freely accessible openly licensed text and media begin.

1999 – GalaxyClassroom STEM teacher-led, videos, hand-so-kits, online labs, and online communications. 

1999 – IMS Global supports integrate based on LTI (Learning Technologies Interoperability) standards.

2002 – Moodle free open-source LMS launches, now used by 220k in 241 countries

2002 – AssessOnline – Georgia statewide adaptive assessment of teacher technology integrations skills 

2009 – Common Core Standards launch.

2011 – PBS Learning Media, NBC Learn, and other OER and freemium media launch.

2011 – 160,000 students enroll in the first MOOC (Massively Open Online Course) at Stanford.

2011 – Chromebooks offer cloud-based inexpensive option for schools and families.

2014 – Google Classroom launches delivering classroom, teacher, managed lessons.

2015 – Smarter Balanced and PARCC assessment state consortia launch requiring more school computers. 2019 – Leading web-based SIS, Powerschool, acquires and integrates Schoology, rapidly growing LMS.

2020 – COVID-19 spurs the spread of online systems causes increase in virtual learning, shortage of chromebooks, likely to cause greater lasting integration into learning.