Why content doesn’t matter (yet) in blended schools
After visiting several blended learning schools, I now know why Anthony Kim says content doesn’t matter (and no, it’s not just because he’s building something else).
Content doesn’t matter because the gains in blended learning schools may have much more to do with enabling small group instruction, while the rest of the kiddos are “babysat” constructively by computers, than most folks realize. That might seem like a downer for edtech cultists, but the truth is that right now, some practitioners believe the gains they see in their blended schools have almost everything to do with the small-group teaching and almost nothing to do with the instructional efficacy of the content they use. The content simply isn’t good enough yet to rely on for core instruction. The best programs are engaging (that DOES matter), and constitute a healthy supplement that also keeps kids busy, but the content is NOT shouldering a substantial portion of the teaching load in some successful blended schools.
That’s not to say blended learning isn’t worth the hype. It IS worth it; it’s just that the value right now isn’t coming directly from content. That may change, however, as software and data-delivery to teachers improves in the next two years. This is one of the trends to watch during the 2011-2012 school year: Can content shift substantially from the “babysitter” end of the spectrum to “teacher” in more blended environments?
Note that this applies to younger grades, say k-5. High schools like Carpe Diem are a different story.
mattwbowman
June 17, 2011 at 5:42 pm