Running Head: BLENDED WRITING i
Personalization Using a Blended Learning Model in Face-to-Face Primary Classrooms.
by
Danica B. Farrell
Submitted in partial fulfillment of the
requirements for the degree of
MASTER OF EDUCATION IN EDUCATIONAL LEADERSHIP
VANCOUVER ISLAND UNIVERSITY
We accept the Process Paper as conforming to the
required standard.
Mary O’Neill, Major Project Faculty Supervisor Date:
Faculty of Education,
Vancouver Island University
Dr. David Paterson, Dean,
Date:
Faculty of Education,
Vancouver Island University
Copyright 2018
BLENDED WRITING ii
Abstract
My Critical Challenge Question presents the opportunity: “How can a blended learning
model be applied to facilitate personalization of writing instruction for primary students?”
I have endeavored to seek contextual research and practical applications of technology
and have worked towards compiling this information and sharing it with other teachers so that
they have a place to start their own technology journey. Specifically, I have researched how
blending a Writing program will help teachers support all of the learners in a primary classroom.
This project was a joint endeavor with colleagues Carla Takach and Gina Farrell. We
have each taken an aspect of learning and have created a place for teachers to find information in
order to start their own journey. Our project is split into three distinct learning areas—Numeracy,
Reading and Writing. I have focused on Writing and have researched practical technology
applications to support Writing in a primary classroom. According to the BC Education Plan
(2015), “Educators will need greater access and supports to use technology that enriches the
learning process, and to connect with each other, parents, and communities” (pg.8). I see this
project as a tool for educators, and a place where educators can seek, share and synthesize some
understandings around implementing technology in their own classrooms. The main challenge
that I am endeavouring to support is personalization in education.
Students are individuals and have differing needs from each other. In a face-to-face
classroom, where you often have one teacher and 24 students, how can we best use the tools that
we have in order to stretch and teach each one of our students?
Resource Website: https://primaryblended.weebly.com/
Keywords: Blended Learning. Primary blended classrooms. Station Rotation Model.
Writing. Education. Numeracy. Reading.
BLENDED WRITING iii
Acknowledgements
Most of all- thank you to my Dad. John Albert Radil. I wish I could share this accomplishment
with him. He was the one who saw my dream of being a teacher and told me to go for it with my
whole heart. He always wanted me to be the person I dreamed of and always made me believe
those dreams could be big. This has been an incredibly emotional and hard journey without him
and I couldn’t have finished this without his larger than life presence that I still feel. He still
guides me.
Mom, for telling me that I was going to finish this whether I liked it or not. Thank you for your
unwavering belief in my capability and for the many phone calls where you reassured me that
this was all worth it. Sean, for the countless meals you had to make without me. Thank you for
believing in me and making sure that I believed in myself. Thank you for doing the laundry and
giving me hugs when I was mentally exhausted and hungry. Amanda, Allie and Connor, for
pushing me to be the best version of myself. I see who you are, and I appreciate each one of your
spirits. Unks, for believing whole heartedly in the person that I am. Thank you for seeing my
passions and always guiding me towards them. Aunts, for being a calm place to land when things
get hectic. Thank you for being the soft edges to life’s rough times. Bella and Cash, for all of the
face washes and snuggles when I needed them.
Gina and Carla, I wouldn’t have been able to do this without you two. You have made these last
2 ½ years manageable. You inspire me to want the best for the kids in my class and in turn, you
have made me the best teacher I can be. Thank you for making sure I stick to timelines and fore
reading the fine print when I skim things.
BLENDED WRITING iv
TABLE OF CONTENTS
Abstract…………………………………………………………………………………..…..……ii
Acknowledgements………………………………………………….………………………..…..iii
Chapter 1- Introduction……………………………………………………………..……………1
Project Topic and Introduction…………………………………………….…………..…1
Purpose of the Major Project…..…………………………………………….……………1
Key Deliverables ..……………………………………………………….…………..……2
Website resources…………………………………………………….………..….4
Justification of the Major Project…………………………………………………………………………….4
Project Timeline……………………………………………………………………………………………………5
Definition of Terms……………………………………………………………………………………………….6
Conclusion……………………………………………………………………………………………………………7
Chapter 2- Literature Review……………………………………………………………………..8
Introduction………………………………………………………….……………………8
The Change Towards Blended Learning ……………………….……………….……….8
Elements of blended learning……………………………………………………………………….9
The Rotation Model………………………………………………………….…………10
Station Rotation model………………………………………………………….11
Digital Citizenship and Internet Safety in Primary Classrooms ……….………….……11
Personal Writing, Story Writing and Mobile Devices in Writing …..…………….……12
Access for Students with Special Needs – Assistive Technology………………………13
Technology As A Way To Extend Learning For Writers ………………………………15
BLENDED WRITING v
Assessment for and of learning …………………………………………………………16
Conclusions………………………………………………………………………………17
Literature Review – Numeracy…………………………………………………………..………19
Introduction………………………………………………………………………………19
What is Blended Learning and Which Model Works Best for Primary Students? ………..20
Challenges to Implementing a Station Rotation Model in a Primary Classroom………..21
What Considerations are Essential to Personalizing Numeracy in a Face-to-Face Blended
Classroom? …………………………………………………………………………………………………………22
Pedagogy to support primary Mathematics Instruction………………………………….22
Personalized learning……………………………………………………………..23
Mastery learning………………………………………………………………….24
What Devices Can be Used for Implementing Blended Learning? …………………………….25
What Apps and Websites are Best Suited for Primary Students? ……………………….26
Design principals………………………………………………………………….26
Evaluating apps and websites……………………………………………………27
Choosing Mathematics apps for primary instruction……………………………..27
Correlations Between Blended Learning Rotation Models and Achievement…….……28
Conclusions………………………………………………………………………………29
Literature Review – Reading ……………………………………………………………………31
Introduction………………………………………………………………………………31
Defining Blended Learning………………………………………………………………32
Rotation model……………………………………………………………………32
Flex model………………………………………………………………….…….33
BLENDED WRITING vi
A la carte model…………………………………………………………………33
Enriched virtual model…………………………………………………………..33
Why Blended Learning?……………………………………………………………………………………….34
Considerations to Blending the Primary Classroom …………………………………….35
Devices and screen time………………………………………………………….35
Station Rotation blended learning model…………………………………………36
The Pedagogical Benefits and Challenges to a Station Rotation Blended Learning Model
The benefits…………………………………………………………..…………..37
The challenges……………………………………………………….…….……..37
Personalizing Reading Instruction for Primary Students………………………….……..38
Barriers to Implementing a Blended Learning Program…………………………………39
Conclusions………………………………………………………………………………40
Chapter 3- Procedures and Methods………………………………………………………………42
Major Project Development ……………………………………….………………….…42
Major Project Design and Considerations ………………………………………………43
Individual content areas………………………………………………………….43
Design and navigation changes…………………………………………………..44
Major Project Implementation and Feedback Process …………………………….….…45
Project Timeline ……………………………………………………………….….……..46
Chapter 4- Field/Beta Testing and Findings………………………….…………………………..47
Field/Beta Testing and Findings………………………………….……….…………….47
Google feedback form.…………………………………………..…………………..47
Feedback sections…………………………………………………………………48
BLENDED WRITING vii
Feedback questions………………………………………………………………49
Field/ Beta Testing: Feedback and Findings……………………………………………..53
User Profile background information……………………………………………53
Website design and navigation…………………………………………………..54
Accessibility…………………………………………………………..…………54
Content — Numeracy……………………………………………………………54
Content — Reading………………………………………………………………54
Content — Writing………………………………………………………………55
Final thoughts……………………………………………………………………55
Summary and Thoughts on Feedback Process………………………………….…….…56
Chapter 5- Conclusions and Recommendations…………………….…………………………..58
Project Overview.………………………………………………….…………………….58
Conclusions as Applied to the Project Re-Design……………..……………….……….58
Outcome Evaluation…………………………………………………….……………….60
Results of Findings in Relation to the Literature Review….……………………………60
Limitations of the Project………………………………………………………………..61
Major Project Recommendations…………………………………………..……………62
Major Project deliverable………………………………………………………….…..…62
Next steps…………………………………………………………………………………63
Final Conclusions……………………………………………………………….………..63
References: Primary BlendED — Writing………………………………………………………65
References: Primary BlendED – Numeracy…………………………………………….……….67
References: Primary BlendED — Reading……………………………………………………….70
BLENDED WRITING 1
Chapter 1 – Introduction
Project Topic and Introduction
In working through my Online Learning and Teaching graduate diploma (OLTD) at
Vancouver Island University, my eyes have really been opened to the ways in which technology
can facilitate individualized and personalized learning for students of all ages. In particular
however, I felt that I did not learn enough about implementation of technology specifically in
primary classrooms. I feel the need to search for more information to learn how to effectively
apply a blended model to my face-to-face classroom delivery. I have learned the importance of
integrating technology into my classroom and am looking to explore practical ways in which I
will be successful in implementing a blended delivery model into my practice.
During the 2018-2019 school year, I was fortunate to have applied for, and received, a
SET BC grant, in which my classroom received 10 iPads for use over the academic year. It was a
blessing, as well as a huge challenge and learning curve to try to implement technology in a
school where we have been so lacking in the integration of technology over the past years. I have
had to build my students’ knowledge of technology use from the ground up. I am now interested
in creating a base of knowledge and information for other teachers as they begin to seek ways to
incorporate technology and blended learning into their classrooms. As a result of some of my
questions and interests, my Critical Challenge Question presents the opportunity: “How can a
blended learning model be applied to facilitate personalization of writing instruction for primary
students?”
Purpose of the Major Project
BLENDED WRITING 2
My Major Project is important because I will be researching the best ways in which to
implement technology into a face-to-face primary classroom. I am endeavoring to seek
contextual research and practical applications of technology and have worked towards compiling
this information and sharing it with other teachers so that they have a place to start their own
technology journey. In elementary classrooms we are faced with the challenge of meeting the
needs of all of our learners. Each of our students has a different learning style as well as differing
learning needs. Specifically, I have researched how blending a Writing program will help
teachers support all of the learners in a primary classroom.
This project was a joint endeavor with colleagues Carla Takach and Gina Farrell. We
have each taken an aspect of learning and have created a place for teachers to find information in
order to start their own journey. Our project is split into three distinct learning areas—Numeracy,
Reading and Writing. I have focused on Writing and have researched practical technology
applications to support Writing in a primary classroom. According to the BC Education Plan
(2015), “Educators will need greater access and supports to use technology that enriches the
learning process, and to connect with each other, parents, and communities” (pg.8). I see this
project as a tool for educators, and a place where educators can seek, share and synthesize some
understandings around implementing technology in their own classrooms. The main challenge
that I am endeavouring to support is personalization in education.
Students are individuals and have differing needs from each other. In a face-to-face
classroom, where you often have one teacher and 24 students, how can we best use the tools that
we have in order to stretch and teach each one of our students?
Key Deliverables
BLENDED WRITING 3
For my MEdL Major Project, my plan was to collectively create a website toolkit that can
be used by other primary teachers who want to implement a personalized, blended program. I
have looked specifically at Writing within a primary, face-to-face classroom. This website was
co-designed with teaching colleagues Carla Takach and Gina Farrell, who developed the
resources needed to personalize the subjects of Reading and Numeracy within the primary,
blended mode.
I used this opportunity to research the specific skill of writing facilitated by a blended
delivery model, to share my own growth with other teachers in order to support them in also
using a blended model, when applicable, to their own practice. Using a blended model as the
base for my project provided tools and, an appropriate framework, with which to proceed.
Horne and Staker (20120 provide a helpful definition:
Blended learning is… a formal education program in which a student learns at least in
part through online delivery of content and instruction with some element of student
control over time, place, path, and/or pace and at least in part at a supervised brick-and-
mortar location away from home (p.3).
I have specifically used Horn and Staker’s (2015) Station Rotation model, combined with
whole-group instruction and individual work, in order to best meet the needs of my students. I
used a mobile set of iPads to support my students to write, edit and publish their writing. This
project is important as I see technology as a way to bridge some gaps that we currently have in
face-to-face learning. I see my students at both ends of the learning spectrum benefiting from the
opportunity to learn in a different, engaging way.
BLENDED WRITING 4
Website resources. The website build houses permission forms for privacy and
accessibility, subject-appropriate apps and instructions on how to use them, models of delivery
(which could include both the f-2-f computer lab and mobile “devices”), assessment for Math,
Reading and Writing as well as information on how to access grants for funding long-term
sustainability. Within our build, we will separate the website into three distinct parts: primary
Reading; Numeracy; and Writing. We also worked together to build examples for teachers on
how to scaffold students’ learning with technology and how to begin with limited technology
background. We built digital citizenship and internet safety for primary grades into our site, as
well as suggesting lessons and introductory units for teachers. We housed our toolkit through
education.weebly.com, a free website development tool.
Our design decisions were further informated by a comprehensive literature review
presented as Chapter 2 of this MEdL Process Paper. I used specific topics such as digital
citizenship in primary classrooms, mobile devices in Writing, access for students with special
needs—specifically assistive technology, as a way to extend learning for gifted writers and
technology integration as a way to expand learning for struggling writers.
Justification of the Major Project
Wohlwend (2009) emphasized that understanding technology has become an important
preparation for life. I pursued my project research and built this resource in the area of blended
learning in primary classrooms as I see that there have not been many instances where primary
classrooms have been included in the current research and development. My project provides a
culmination of research around how a primary face-to-face teacher can start to implement some
aspects of blended learning into their classroom.
BLENDED WRITING 5
I have shown how Writing can be supported by using a blended approach in support of
personalization of learning for students. Using a Rotation model, teachers with student-centered
beliefs can integrate technology in the classroom in more student-centered ways (Ertmer and
Ottenbreit-Leftwich, 2010).
Mobile learning is presented as a scaffold for my research and project build. Mobile
learning eliminates the need to have special, dedicated computer labs and offers teachers full
freedom to let students work with online applications whenever they need to (UNESCO, 2010).
This enables more teachers to access technology in their own classes and allows this learning to
happen at each student’s own pace— a specific mandate of the new BC Education Plan.
Project Timeline
June 15
Literature Review submitted for completion of OLTD 510
July 15
Final Literature Review Completed (Ch.2)
July 15
MEDL 680 Begins. Chapter 1 under development. Major Project website
v.1 build begins
September 8
Ch.1, Ch.2 and Ch.3 completed. Major Project website v.1 build is
complete
Sept 1
MEDL 690 begins
October 13
Google Form for Feedback Developed
October 19
Call for Reviewer Field Testing – Invitations sent
October 28
Reviewer Field Testing – collating begins (Ch.4). Major Project Website
v.2 build starts
November 15
Ch.4 Complete. Chapter 5 under development. Major Project Website v.2
build complete
December 1
Chapter 5 compete.
Completed Paper sent to Supervisor for Final Review
December 15
Dean signs off on completed paper
December 31
MEDL 690 ends
BLENDED WRITING 6
Definition of Terms
Term
Brief Description
URL
Assistive Technology
Any item, piece of equipment or
product system, whether acquired
commercially off the shelf, modified,
or customized, that is used to
increase, maintain, or improve the
functional capabilities of children
with disabilities.
http://www.gpat.org/georgia
-project-for-assistive-
technology/pages/assistive-
technology-definition.aspx
Blended Learning
A formal education program in which
a student learns at least in part
through online delivery of content
and instruction with some element of
student control over time, place, path,
and/or pace and at least in part at a
supervised brick-and-mortar location
away from home.
http://eric.ed.gov/?id=ED53
5180%5Cnhttp://files.eric.e
d.gov/fulltext/ED535180.pd
f
Digital Citizen
Someone who is skilled in using
the internet in order to communicate
with others, buy and sell things, and
take part in politics, and who
understands how to do this in
a safe and responsible way
https://dictionary.cambridge
.org/dictionary/english/digit
al-citizen
Face-to-Face Delivery
The traditional classroom or face-to-
face instruction is when the instructor
and the students of an educational
institution are in a place devoted to
instruction and the teaching and
learning take place at the same time.
uco/ForInstructors/face_to_f
ace.html
Mobile Devices
A portable, wireless computing
device that is small enough to
be used while held in the hand; a
handheld.
https://www.dictionary.com
/browse/mobile-device
Mobile Learning
Mobile learning is learning based on
mobility often through mobile
devices like Smartphones, iPads,
other tablets, and wearable
technology.
https://www.teachthought.c
om/the-future-of-learning/a-
definition-for-mobile-
learning/
Personalization
Learning that is tailored to the
preferences and interests of various
learners, as well as instruction that is
paced to a student’s unique needs.
https://www.iste.org/explore
/articleDetail?articleid=124
SET BC
Special Education Technology –
British Columbia (SET-BC) was
https://www.setbc.org/back
ground/
BLENDED WRITING 7
established in 1989 to provide
assistive technology services for
students with physical disabilities.
Station Rotation
Model
A Rotation-model implementation in
which within a given course or
subject (e.g., Math), students rotate
on a fixed schedule or at the teacher’s
discretion among classroom-based
learning modalities. The rotation
includes at least one station for online
learning.
http://eric.ed.gov/?id=ED53
5180%5Cnhttp://files.eric.e
d.gov/fulltext/ED535180.pd
f
Conclusion
In closing, some of the assumptions that I initially made as to what research may indicate
regarding applying a blended learning model to support student success with primary writing
included: technology increases access for all students; technology will assist students who are
struggling as an alternate way to represent their learning; students who use technology will
improve their writing content; students who have access to technology will choose to use it; and
assistive technolgy is expensive and can be challenging in terms of learning to use it. I also made
a general assumption that there is a lack of research and case study evidence regarding how
technolgy will support our primary students— specifically primary Writing.
My project provides a compilation of research around how a primary face-to-face teacher
can start to implement some aspects of blended learning into their classroom. Findings are
presented in Chapter 2 in support of the Major Project website build.
BLENDED WRITING 8
Chapter 2- Literature Review
Primary BlendED —Writing
Introduction
In my face-to-face primary grade 1 and 2 classroom, I have been interested in looking at
how mobile technology can support my beginning writers. In researching my Critical Challenge
Question, “How can a blended learning model be applied to facilitate personalization of writing
instruction for primary students?” I have found that there is some literature to specifically
support blended learning in a primary face to face classroom, but many gaps still exist. In this
literature review, I investigate how technology can support writing in a face-to-face classroom
which also engages a blended learning delivery model.
It seems as though blended delivery is still a topic that challenges the beliefs of many
educators. Education is changing. It is changing at a rapid pace, and not everyone is ready for the
changes that need to come. Today’s students are not the same students as in the past who were
dependent on teachers and parents to directly deliver information or knowledge. Students are
now using iPads, iPods, Smartphones, computers and software programs in every aspect of their
lives, (Alkhamis, 2015). To keep our students engaged, and to prepare them for their futures,
educators must be willing to embrace the changes in education and pedagogy. Technology is
evolving at such a rapid rate, and we need to evolve our teaching styles alongside this shift.
Technology and mobile devices can play a key role in our teaching and in our students learning.
These tools can be used to effectively support a blended delivery model.
The Change Towards Blended Learning
Change in education is coming, and not everyone is ready for it. Our culture of teaching
and learning is a deeply embedded ideal, often defined by how we were taught— it is all we
BLENDED WRITING 9
know, after all (McLeod et al, 2014). Technology in education is becoming a new reality, and
students in the 21st Century are benefiting from the positive change it brings. Blended learning
and the use of technology in primary classrooms, is still a very new concept. To have a blended
model work in a primary classroom it will be essential to understand what blended learning is.
Blended learning has a two-part definition. (Horn and Staker, 2012) explain that
blended learning is a formal education program in which a student learns at least
in part through online delivery of content and instruction with some element of
student control over time, place, path, and/or pace and, at least in part, at a
supervised brick-and-mortar location away from home (p.3).
Elements of blended learning. The two elements of blended learning that are essential
for any program are: student control over path and pace; as well as being present in a classroom
for part of the students’ learning. What students learn online must influence what they learn face-
to-face, and it is necessary for the teacher to be involved and be tracking (through the online
program’s teacher feedback feature) what students are doing at home so that they can support
and scaffold students learning at school. This could facilitate a teacher sharing a program with
students that they access at both home and school— where the teacher is provided formative
feedback as to how their students are progressing via questions within the program. (Horn and
Staker, 2012) state that someone associated with the brick-and-mortar setting provides the
supervision for online learning, rather than a parent or other adult. Teachers are still essential to a
successful online or blended learning program. Blended learning, as a whole, looks different in
many settings. Teachers can apply a blended model of learning to many face-to-face classrooms
given the appropriate amount of technology and structure is in place to support this delivery
option.
BLENDED WRITING 10
Thibault et al., (2015) found that the connections among agents and tools in a blended
learning environment are rich and diverse, enhancing the process of distributed cognition across
its elements. Blended learning can be a beneficial practice for both the educator as well as the
learner as blended learning leads to personalization in education. To effectively blend a face-to-
face primary classroom, it could be beneficial to implement a Rotation model of education in a
face to face classroom.
The Rotation Model
A Rotation model is a model that best supports a blended face-to-face classroom. (Horn
and Staker, 2012) define a Rotation model – as, “a program in which within a given course or
subject (e.g., math), students rotate on a fixed schedule or at the teacher’s discretion between
learning modalities, at least one of which is online learning” (p.8). Teachers are able to
personalize learning for students and this will ensure that student centered learning is at the
forefront of all learning opportunities. Using a Rotation model, teachers with student-centered
beliefs can integrate technology in the classroom in more student-centered ways (Ertmer and
Ottenbreit-Leftwich, 2010). In a primary classroom, blended learning can be applied to have
students working in a Rotation model, where they are in a classroom every day, but where they
still have choice over time, place and pace of their learning in a specific subject area. This
control of time and place may have students choosing which days of the week they use
technology.
A Rotation model would support a primary classroom that is using mobile technology
such as iPads or a class set of Chromebooks. Mobile learning eliminates the need to have special
dedicated computer labs and offers teachers full freedom to let students work with online
applications whenever they need to (UNESCO, 2010).
BLENDED WRITING 11
Station Rotation model. Specifically, within the described Rotation model, a
Station Rotation approach is the most practical application of blended learning in a primary
classroom. A Station Rotation model is a Rotation model implementation where a given course
or subject (e.g., Math) has students rotate on a fixed schedule, or at the teacher’s discretion,
among classroom-based learning modalities. The rotation includes at least one station with
Internet access for online learning, (Horn and Staker, 2012). Using a Station Rotation model
would support the learning that is already taking place in most primary classrooms. Students are
accustomed to seeing the Station Rotation approach, so if teachers are utilizing that model and
implementing technology rotations, students would be gently scaffolded into using technology.
Before we can let students begin to delve into the technology and applications that we want them
to be using, students need to be informed about digital citizenship and internet safety.
Digital Citizenship and Internet Safety in Primary Classrooms
The Internet can be a large, formidable open resource. It can be a source of anxiety for
educators when they start to use a blended learning model. Wohlwend (2009) emphasized that
understanding technology has become an important preparation for life. When we, as educators,
choose what technology to bring into our classrooms, and also our students lives, we must be
mindful to choose programs that are safe and that support our students in being informed digital
citizens. All too often we hear of students who have used the Internet in a negative way, for
example, bullying other children using social media. It is important to instill early on, a set of
values and beliefs around being responsible digital stewards. As primary classrooms typically
form class sets of beliefs and values, we can build from the values and classroom guidelines that
we already have in place and apply them to online classrooms or content.
BLENDED WRITING 12
Children need to be taught that what they share online stays there. They need to be
informed that they are responsible for what they put out into the networked world. They also
need to know that the Internet is not always safe, and that there are things we can do to protect
ourselves amidst a technology-infused world. The current generation of students was born into a
society where technology is ubiquitous, and this generation is very familiar, and comfortable,
with technology (Alkhamis, 2015). This level of comfort can sometimes lead students into a false
sense of security. When using technology with students, it is important to be aware of what they
are doing with their mobile devices as well as constantly leading by example as to how they
should behave when they are using Internet-connected mobile devices. When teachers evaluate
and select the apps and programs that students use, they need to be aware of the specific purpose
and be making the best decisions that they can regarding suitability and appropriate use.
Educators should be testing the programs before implementing them with a class so that they can
see where some of the challenges may lie.
Personal Writing, Story Writing and Mobile Devices in Writing
Mobile learning needs to be understood as an emerging repertoire of learning and
teaching practices rooted in the belief that interaction and collaboration within a traditional
classroom are often not as effective as they could be (UNESCO, 2010). Mobile devices will
enable students to collaborate and interact with one another in new ways. For example, students
can use devices to work collaboratively to create stories. Paul (2016) states that his general
guiding principle is “to use handwriting to process and digital tools to create and demonstrate”
(paragraph 8). Utilizing mobile devices to create edited books using applications such as Book
Creator or Pictello are great ways to showcase student’s writing in a non-traditional manner.
Mobile devices can be utilized for students within a pre-existing writing program. A Rotation
BLENDED WRITING 13
model can be employed, whereby students share a device with a partner, or they work on devices
during specific teacher-chosen days. Mobile devices will enable students to stretch themselves,
and express themselves in many new ways that are not accessible to them without technology
available in classrooms.
Bratitsis et al., (2012) reported that computers attracted students’ attention and provided
strong motivation for lengthened engagement in the story writing process. Traditional story
writing can be very challenging for primary students, but mobile technology can offer an
alternative to traditional paper and pencil writing. Students can illustrate, use pictures or videos
to animate and enhance the stories they have written. For primary students in particular, it can be
very difficult to record ideas on paper. Technology could be used to document students’
brainstorms as audio recordings to listen back when they need new ideas— like a digital
brainstorm. Young children often become frustrated with the difficulties they encounter as they
attempt to record their ideas on paper (Christensen, 2017). It is important to remember that
students of all abilities need access to learning tools that work for them. Mobile devices are one
way for students to access writing even when they find writing challenging.
Access for Students with Special Needs— Assistive Technology
The use of mobile devices in primary classrooms directly improves student agency,
engagement and motivation. Mobile devices support the accessibility of content for all learners.
Levy (2014) explained that iPad’s act as a translation, communication, and individualization tool
with unrivaled effectiveness. In so doing, these devices reduce frustration, build confidence, and,
well, just work in teaching students the skills they need to learn to thrive.
Students with disabilities will benefit from having alternate ways to learn, explore and
then demonstrate their understandings. Mobile devices support students working together, and
BLENDED WRITING 14
cooperatively. Students can work together as they dive into new content and apply what they’ve
learned in the classroom (Burns, 2018). The goal of the educator is to always reach our students
at both ends of the learning spectrum, and mobile devices and assistive technology make that
possible. One of the most important things that we gain from mobile devices and technology in
the classroom is that we now have the ability to ensure that all students receive the type of
educational experience they need, at the time they need it (McLeod et al, 2014). Being able to
personalize our student’s education and ensure that they are getting what they need, when they
need it is a huge challenge for teachers who already feel they are spread too thin. Teachers
cannot always be everywhere they are needed, and it is comforting to know that students can be
working at their own pace despite whatever else is happening in the classroom. Mobile devices
also support communication between learners, as well as with the teacher. By attending to the
needs of learners with disabilities, learning provision is also improved for those who have hidden
disabilities and those who learn more effectively when material is presented in alternative ways,
(UNESCO, 2010). In short, educators are able to reach all of our learners by engaging mobile
technologies.
Mobile devices make learning accessible to all learners and there are many practical ways
in which m-Learning supports diverse learners. UNESCO (2010), mentioned tools that can be
used, such as dictionaries downloaded to mobile phones or game consoles that are helpful as
reference tools for learners with dyslexia and other learning challenges. Text-to-speech
conversion and voice recognition are also helpful for students who may have written output
challenges. In having assistive technology available for our students who need it, we are ensuring
that students class time and learning experiences are meaningful for them. Universal design for
learning is also a concept that lends itself to meaningful learning for individual students. When a
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teacher can plan with the “the three principles of UDL: Provide multiple means of engagement,
provide multiple means of representation, provide multiple means of action and expression”
(CAST, 2014) pg. 59, they will be planning for the needs of all students. The guidelines would
be used to evaluate and plan goals, methods, materials, and assessments for the purpose of
creating a fully accessible learning environment for all. (CAST,2011). Technology can be used
to reach all of our learners, and it can also be used to engage our students who are needing an
extra challenge in their learning experiences.
Technology as a Way to Extend Learning for Writers
Mobile devices and m-Learning are ways to extend student’s learning and writing. Geist
(2011) noted that the iPad is a useful tool for elementary students because it “allows children to
manipulate objects in a natural way with little adult intervention” (p. 765). Students who struggle
with written output may succeed with little adult support when using an iPad. Students can use
multiple programs in order to extend or support their writing. Apple has iMovie, which can be
used to create movie trailers. Students can use this app to create a movie trailer for a book, or a
story that they have written.
Research shows that online programs used at school need to be ones that can also be
accessed at home. When students have access at home as well as at school, they are more likely
to continue to write at home— as well as stretch themselves as they can take risks at home when
they may have support from adults as well as privacy from peers. Recently, two studies that
separately followed fifth and eighth graders who used tablets for learning in class, and at home,
found that learning experiences— including writing— improved across the board (Lynch,
2017). This is important to note, as students who are able to access content at school and at
home saw improvements in their writing. When we can provide learners with apps and programs
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to use at both school and at home, they are able to independently practice needed skills without
direct instruction from the teacher.
Students need visual stimulation which could be facilitated by apps, as well as other
means, to creatively express themselves. Writing can be enhanced by visual depictions facilitated
by easy to use apps. Book Creator, Pictello, and Explain Everything are three iPad apps that are
very well rated in terms of accessibility and ease of use for primary students. These apps can be
used to brainstorm, plan, write, as well as showcase written work. These apps lead to student’s
increased engagement with their work, as well as giving students alternative ways to present
their learning.
Assessment for and of Learning
Students have opportunities to show their learning in alternative ways when they are able
to use mobile devices. Students are able to work from their own strengths, as well as having the
ability to show their learning in multiple ways. Alternate assessment tools can be employed to
present learning in a variety of ways. According to the BC Education Plan,
Students, teachers and families will benefit from more flexibility and choice with respect
to how, when and where learning takes place. This means schools must have flexibility to
design learning opportunities that really work for students and boards of education need
the latitude to organize programs that extend beyond the typical school and classroom
format (p.10).
This could have students using iMovie to show a video trailer that they have created for a story
they wrote, they could use Pictello to voice over pictures and scenes that they have made—
telling a narrative story instead of writing it. Students will become activated learners through
using iPad technology, while discovering their own skills, and feeling more successful and in
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control of their own learning. They may become more motivated to learn simply by choosing,
and playing, their own educational games (Geist, 2011). Hung, Hsu, & Rice (2012) suggest that
when using online programs, information stored in learning management server logs can provide
a very rich source of data for investigating actual learner behaviors— something that is typically
very difficult to do in face-to-face environments. Educators can then use this data to inform their
teaching. Mobile devices provide rich assessment for and assessment of learning. These
opportunities will support teachers in stretching their learners and providing rich and meaningful
learning opportunities for their students. Teachers using alternative means of assessment are able
to assess students from an asset-based model rather than a deficit-based model where each
student has to represent their learning in the same way.
Conclusions
My research into how to use blended learning to support writing has resulted in some key
learnings. These include the fact that the two elements of blended learning that are essential for
any program are: student control over path and pace; as well as being in a classroom for part of
their learning experience.
Students of all abilities will be supported by a blended classroom utilizing mobile
devices. It is important to remember that students of all abilities need access to learning tools that
work for them. Mobile devices are one way for students to access writing even when it could be
a learning opportunity that they find challenging. By having assistive technology available for
our students, we are ensuring that students class time and learning experiences are personalized
and meaningful for them.
Educators need to try and bridge the gap between what happens at home, and the learning
that happens at school. When students have technology access at home as well as at school, they
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are more likely to continue to write at home— as well as stretch themselves by taking risks
within a secure space. By using mobile devices to present their learning, students are able to
work from their own strengths, as well as having the ability to showcase their learning in
multiple ways. Teachers are therefore able to assess students from an asset-based model rather
than a deficit-based model where each student has to represent their learning in the same way.
The findings from this comprehensive Literature Review will be applied to my Major
Project design and development as presented in Chapter 3 of this Process Paper.
