Make it a nice blend, not a technology smash up

2. It seems for some that there is no doubt that blended technology is working. 
3. U.S. Department of Education’s (2010) “Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies,” “Students in online conditions performed modestly better, on average, than those learning the same material through traditional face-to-face instruction” (p. xiv) and, notably, “Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction” (p. xv).
4. However in the Vocation and training sector in NSW, Australia this is by far the same case. In some cases as little as 7% of students complete online courses and there are few skilled teachers with experience to use blended technology well. Below is an except from a piece I wrote a few years ago addressing the complexities of online learning. 
5. I don’t know about you but I have come to realise that I take the internet for granted. I get all excited by new technology and gadgets and this might stem from a fascination in Star Trek over the last twenty years. Star Trek looked to a future when information, communication, education and life where all intertwined and lived in harmony with each other. Trends in educational developments can’t only been seen in the hardware or software that will be developed but in education theory that drives change and understanding about how and why we learn. 

   

   Pedagogy in a digital age

   
   

   There was a shift in the 1990s from the internet being a suppository of knowledge to a place where crowd wisdom could be harnessed and used for work, learning or pleasure. (Surowiecki, Canole, G., 2012.p.49) Once technology afforded new ways of accessing knowledge and information it was a game changer for education. 

   
   

   “We are now at a point where we must educate our children in what no one knew yesterday, and prepare our schools for what no one knows yet.” Margaret Mead(1980)

    There are many beliefs that currently underpin education pedagogy that predate the digital age, (Heppell,1999,p.20) so the challenge for education specialists is to consider how fixed knowledge can be included in a learning environment where new networks,collaborations, connections and innovation are driving learning experiences that are afforded to students in the new digital environment. (Brown ,S.,2012)When creating learning experiences pedagogy and assessment cannot remain fixed on information gathering and regurgitation of knowledge based on fixed predetermined tests but rather to the broader experience where learning is relevant and meaningful. Starkey suggests that we are moving from ‘knowledge based’ learning to ‘critical thinking’ based learning and this shift will allow for more connectedness when it comes to the learning environment. (2011, p.19)Students will seek to gain autonomy and the ability to be masters of their own learning through experimentation and meaningful dialogue. (Ravenscroft, 2011,p.46,Haesler, 2015)These learning experiences come about through networks, connections and collaboration.(Bereiter,2002, Gilbert 2005, Simens, 2004), p.21, Ford, 2008,p.77)
   

   
   Whilst these new learning opportunities may be useful Ken Robinson (2012) goes as far as suggesting that passion and desire to learn are fundamental when we are learning and Dillon adds that curiosity is key to engage in learning. (Dillon, 2012)

   Sir Ken Robinson: Bring on the learning revolution!

   
   

   Ford suggests three ways in which teachers can develop different pedagogy modes in order to engage with students in the learning environment. (2008, p.77)A cognitive view of learning considers that learners construct and build upon their own internal knowledge structures and representation to engage with new learning opportunities. In contrast he also suggests a humanistic view where the goal of learning is self-actualisation and fulfillment in the learning experience comes from both cognitive and affective levels. Lastly he considers a socially/situated perspective where learning becomes interactive and is between people and real world contexts. When the possibility of these theories are combined with positive learning experiences through structured experimental learning then these theories are useful in supporting the development of learners’ process capabilities. (Levy, 2003, p.303.)Knowledge gathering and use therefore becomes intrinsically woven into the students learning experience.

   
   

   
   

   
   

   Ford’s theories may align with modern pedagogies about the changing nature of knowledge gathering and interaction however Doring adds that the learning experiences afforded in the process speaks to one of the core values of teaching which have not changed , “Education is a fundamentally conversational business.”(1999, 18%) Once knowledge is acquired (in whatever mode it has originated) it then transcends into further application or concept understanding by the learner that may lead to a connection with others and engagement beyond the knowledge itself. (Doring, 1999).Whilst constructivist theory may align with modern approaches to learning it is not new and whilst the use of technology can be incorporated into this view it is by no means only dependent on the use of technology for this engagement to occur. (Imel, 2001,18%) Quality teaching engages knowledge and dialogue in such a way that the teacher and the learner feel safe in the learning environment and they curiously explore knowledge and critically evaluate and reflect on this information to achieve mastery of a skill or concept. (Mayes, 2000, 18%)

   
   

   Blended Learning
   With new developments in pedagogy come new opportunities for delivery, engagement, assessment and skill development. Understanding the digital environment is vital to understanding learning in a digital age. There is an expectation by digital natives that technology will be woven into all aspects of their lives and that includes learning and education. (Bauman, 2005, p.30)

   
   
   

   Digital in 2016 from Kepios

   
   

   Therefore in the face to face learning environment there is an expectation that blended learning will be part of the learning experience. (van de Ven, 2014) Blended learning might simply supplement course work and reading of online articles however it can also include simulations and collaborative experiences that may occur in more than one place. (Bonk, Kim andZeng. 2006, p.92) Technology enabled learning is only as good as the learning principles that underpin it so planning and preparation are key before implementation.(GlobalEducation Leader’s Program, 2013,29%) With the opportunity for learners to access the internet learning becomes an everywhere and anytime activity and global connectivity soon draws learners from a know-how and know-what activity to one that is supplemented by know-where. (Siemens, 2004.)Learner engagement is at the forefront of curriculum development and including blended learning opportunities will be essentially important to building confidence in learners who are living in a digital age. These opportunities will allow learners to be more creative and innovative than ever before and Craft concludes that learners can “extend ideas or hypothesise using imagination in order to achieve alternative and innovative outcomes.”(2003,p. 115) 

   
   “Blended learning is both simple and complex. At its simplest blended learning is the thoughtful integration of classroom face to face learning experiences with online learning experiences.”(Kanuta, Heater og Garrison, Randy, D. 2004.) Without teachers who are skilled in blended environments classrooms will continue to use technology as an information repository. Failing to give students collaborative tools and confidence using technology will not equip them to live in an information society of the future and much needs to be done in the area of critical thinking in relation to how students are engaging with technology for learning. 
   References:

   
   ACARA. (2012) TheShape of the Australian Curriculum: Technologies. Retrieved from http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_-_Technologies_-_August_2012.pdf
   
   Banks, K. (2014) In De Waele, R. (2014). Shift 2020 How TechnologyWill Impact Our Future[Kindle DX version]. Retrieved from http://www.amazon.com/dp/B00HQ5U53E/ref=wl_it_dp_v_nS_ttl?_encoding=UTF8&colid=37FSRQBVI5C5W&coliid=I3TVX8OTAODSWB
   
   Bauman. 2005. In Selwyn, N. 2011. Schools and Schooling in theDigital Age. Routledge: New York
   
   

   Becker,K. (2010). Distinctionsbetween games and learning: A review of current literature on games in education.In R. Van Eck (Ed.), Gaming and cognition: Theories and practice from the learning sciences (pp. 22-54). Hershey, PA: .doi:10.4018/978-1-61520-717-6.ch002
   
   

   Bentley, (2000). In Selwyn, N. 2011. Schools and Schooling in theDigital Age. Routledge: New York
   
   

   Bereiter 2002, Gilbert, 2005 and Siemens, 2004. In Starkey,L (2011) Evaluating learning in the 21st century: a digital age learningmatrix, Technology, Pedagogy and Education, 20:1, 19-39, DOI: 10.1080/1475939X.2011.554021
   
   

   Bonk, Kim and Zeng, (2006) In N. Ford (Ed.), Web-Based Learning throughEducational Informatics: Information Science Meets Educational Computing (pp. 75-109). Hershey, PA: .doi:10.4018/978-1-59904-741-6.ch003
   
   

   Brown, S.(2012) The Global One Room Schoolhouse: John Seely Brown(Highlights from JSB's Keynote at DML2012) [Video file] Retrieved from https://www.youtube.com/watch?v=fiGabUBQEnM&list=FLFm4UviNRnYIGksLNvidwNw&index=8

   
   
   

   Craft,A. (2003). The limits to creativity in education: Dilemmas for the educator. British Journal of Educational Studies, 51(2), 113-127.Retrieved from http://web.nsboro.k12.ma.us/algonquin/faculty/socialstudiesteachers/smith/documents/thelimitsofcreativityineducationarticle.pdf
   
   Conole,G. (2012). Open, social and participatory media, Chapter 4. Designing forlearning in an open world. New York, NY: Springer. 

   Doring,(1999). In Selwyn, N., Gorard, S. and Furlong, J, 2006. Adult learning in a digital age. Routledge: New York (KindleEdition)
   
   

   Ford, N. (2008). Education. In N. Ford (Ed.), Web-Based Learning throughEducational Informatics: Information Science Meets Educational Computing (pp. 75-109). Hershey, PA: .doi:10.4018/978-1-59904-741-6.ch003
   
   

   Fahlvik, M, (2014). Teacherrole in the blended classroom. Retrieved from http://www.slideshare.net/fahlvik/teacher-role-in-the-blended-classroom-itslearning-user-conference-the-netherlands?from_action=save
   
   GlobalLeader’s Education Program.(2013) RedesigningEducation: Shaping Learning Systems Around the Globe. [Kindle DX Version]Retrieved from http://www.amazon.com/gp/product/1118022246/ref=as_li_qf_sp_asin_tl?ie=UTF8&tag=freetechforte-20&linkCode=as2&camp=217145&creative=399373&creativeASIN=1118022246
   
   Google,(2007) Google Docs in Plain English.[Video file] Retrieved from https://www.youtube.com/watch?v=eRqUE6IHTEA

   Haesler, D., (2015) TM Central Coast 15. [Video file] Retreived from https://youtu.be/ixaRpqIHEc0?list=FLFm4UviNRnYIGksLNvidwNw 
   
   Heppel,1999. In Starkey, L (2011) Evaluating learning in the 21st century: adigital age learning matrix, Technology, Pedagogy and Education, 20:1, 19-39,DOI: 10.1080/1475939X.2011.554021
   
   

   Highfill, L., (2015). Edu on Air:Extreme pedagogy makeover using Multimedia Text Sets & HyperDocs. [Video file]Retrieved from https://www.youtube.com/watch?v=IWu6h1a-N_w&list=PLlAjDBz2XjkPdBgh1c4wtYoALpZcn28pk&index=2

   
   

   IGN, (2013). Project Spark Demo - E3 2013 Microsoft Conference. [Videofile]Retrieved from https://www.youtube.com/watch?v=m37sVEgJrOA

   
   

   IGN, (2015). Microsoft HoloLensDemonstration Shows off Holographic Minecraft, Apps, and More. [Video file]Retreived from https://www.youtube.com/watch?v=QRQv74J7oSk

   
   

   Imel, 2001. In Selwyn, N., Gorard, S. and Furlong, J, 2006. Adult learning in a digital age. Routledge: New York (KindleEdition)

   Jenkins, (2006) In Conole, G. (2012). Open, social and participatory media, Chapter 4. Designing forlearning in an open world. New York, NY: Springer.
   
   

   Kafai,(2006). In Becker, K. (2010). Distinctionsbetween games and learning: A review of current literature on games in education.In R. Van Eck (Ed.), Gaming and cognition: Theories and practice from the learning sciences (pp. 22-54). Hershey, PA: .doi:10.4018/978-1-61520-717-6.ch002
   
   

   Kanuta, Heater og Garrison, Randy, D. (2004)In Fahlvik, M, (2014). Teacherrole in the blended classroom. Retrieved from http://www.slideshare.net/fahlvik/teacher-role-in-the-blended-classroom-itslearning-user-conference-the-netherlands?from_action=save
   
   Kramer, M.(2014) In De Waele, R. (2014). Shift 2020 How Technology Will Impact Our Future [Kindle DX version].Retrieved from http://www.amazon.com/dp/B00HQ5U53E/ref=wl_it_dp_v_nS_ttl?_encoding=UTF8&colid=37FSRQBVI5C5W&coliid=I3TVX8OTAODSWB

   
   
   

   Levy,P., Ford, N., Foster, J., Madden, A., Miller, D., Nunes, M. B., McPherson, M,& Webber, S. (2003). Educational informatics: An emerging research agenda. Journal of Information Science,29(4), 298-310. Retrieved from http://jis.sagepub.com.ezproxy.csu.edu.au/content/29/4/298.full.pdf+html
   
   Mayes, 2000. In Selwyn, N., Gorard, S. and Furlong, J, 2006. Adult learning in a digital age. Routledge: New York (KindleEdition)

   McGonigal,J. (2010). Gaming can make a better world.[Video file]Retrieved from https://www.youtube.com/watch?v=dE1DuBesGYM
   
   Mead,M. (1980) In Global Leader’s Education Program.(2013) Redesigning Education: Shaping Learning Systems Around the Globe. [KindleDX Version] Retrieved from http://www.amazon.com/gp/product/1118022246/ref=as_li_qf_sp_asin_tl?ie=UTF8&tag=freetechforte-20&linkCode=as2&camp=217145&creative=399373&creativeASIN=1118022246
   
   Merrill. 2002. Ford, N. (2008). Education. Ford, N. (2008).Education. In N. Ford (Ed.), Web-BasedLearning through Educational Informatics: Information Science Meets EducationalComputing (pp. 75-109).Hershey, PA: . doi:10.4018/978-1-59904-741-6.ch003
   
   

   NVELS Australia, (2013). Virtuallyhyper-connected. [Video file] Retrieved from https://www.youtube.com/watch?v=-3JbMKw3QU8
   
   Neidhardt, H. (2014) In De Waele, R. (2014). Shift 2020 How Technology Will Impact OurFuture [Kindle DX version]. Retrieved from http://www.amazon.com/dp/B00HQ5U53E/ref=wl_it_dp_v_nS_ttl?_encoding=UTF8&colid=37FSRQBVI5C5W&coliid=I3TVX8OTAODSWB
   
   Newman,et.al. (2011) In Conole, G. (2012). Open, social and participatory media, Chapter 4. Designing forlearning in an open world. New York, NY: Springer.
   
   

   O’Connell,J. (2012). So you think they can learn? Scan, Vol 31.May, 5-11.Retrieved from https://heyjude.files.wordpress.com/2006/06/joc_scan_may-2012.pdf
   
   Presnsky,M. (2001.) In Selwyn, N. (2013) Global Perspectives on Education andTechnology. New York: Routledge
   
   

   Ravenscroft, A., Wegerif, R., & Hartley, R. (2007). Reclaiming thinking: dialectic, dialogic and learning in thedigital age. Retrieved from https://www.dropbox.com/s/qauprstbwtf5ce0/Reclaiming%20thinking%20Dialectic%2C%20dialogic%20and%20learning%20in%20a%20digital%20age.pdf?dl=0BJEP MonographSeries II, Number 5-Learning through Digital Technologies, 1(1),39-57
   
   

   Selwyn, N. (2011) Schoolsand Schooling in the Digital Age. New York: Routledge
   
   

   Selwyn, N. (2013) GlobalPerspectives on Education and Technology. New York: Routledge
   
   

   Siemens, G. (2004) In Downes, S. (2012) Connectivism: a learning theory for the digital age. Retrieved fromhttp://www.elearnspace.org/Articles/connectivism.htm
   
   

   Starkey, L (2011) Evaluating learning in the 21st century: adigital age learning matrix, Technology, Pedagogy and Education, 20:1, 19-39,DOI: 10.1080/1475939X.2011.554021
   
   

   Surowiecki (2004) In Conole, G. (2012). Open, social and participatory media, Chapter 4. Designing forlearning in an open world. New York, NY: Springer.
   
   

   Trigwell, Oliver, (2008) In N. Ford (Ed.), Web-Based Learning throughEducational Informatics: Information Science Meets Educational Computing (pp. 75-109). Hershey, PA: .doi:10.4018/978-1-59904-741-6.ch003
   
   

   Van den Ven, A., (2014). In De Waele, R. (2014). Shift 2020 How Technology Will Impact Our Future [Kindle DX version].Retrieved from http://www.amazon.com/dp/B00HQ5U53E/ref=wl_it_dp_v_nS_ttl?_encoding=UTF8&colid=37FSRQBVI5C5W&coliid=I3TVX8OTAODSWB

   
   

   Wenmoth, D. 2010. Globalised Learning. [Video file]Retrievedfrom https://www.youtube.com/watch?t=20&v=porLT0xIkR4
   
   Wesch, M. (2010) TEDxNYED. [Video file] Retrieved from https://www.youtube.com/watch?t=618&v=DwyCAtyNYHw

   Futch, L.,  and Chen, B., (2017) Understanding Blended Learning. Retrieved from  https://blended.online.ucf.edu/blendkit-course-blendkit-reader-chapter-1/ 
6. 
   
7. 
   
8. 
   
9. 
   
10. 
    
11.