Innovation Proposal

 

 

 

 

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In recent years, the pre-existing global learning crisis has worsened. The need to develop urgent measures has been seen to recover lost learning and take advantage of this opportunity to rebuild and improve educational systems.

The pandemic has wholly changed the education of students. It has made it possible to change the classic pedagogical approaches and experiment with other modalities, which, well structured, can have excellent results. Blended learning is one of them. Combining online and traditional training leaves a deeper footprint and allows them to reinforce learned skills and knowledge.

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However, in the school environment, this change has yet to occur. Its implementation has been entirely improvised and uneven behind the practices. The school district has implemented many programs and has been successful. This attracted great difficulty because there was resistance to change at the institutional level. In addition, people are also afraid of the unknown and the risks that may arise.

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There is a risk that traditional methods will not work. But it is a risk that we are aware of. This also makes people stick to the conventional educational methodology. Finally, there is the pressure of government assessments and reports. Reports and traditional teaching methods fit very well. According to the authors, achieving these changes takes work and dedication. The existing literature shows several definitions for blended learning or b-learning. All of them combine, with different degrees of relevance, various notions such as theoretical approaches, technologies, modes of information delivery, complements to face-to-face activity, roles of agents, etc. (Coaten, 2003; Marsh et al., 2003; Graham, 2006; Hernández, Sánchez, Rodríguez, Caballero and Martínez, 2014), having in common the composition of face-to-face and distance modalities based on IT (Vaughan, 2010; Picciano, Dziuban and Graham, 2014).

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In recent years, the rapid development of technology has led to an increase in e-learning practices in multiple areas. Staker and Horn (2013) take the influence of K-122 technologies and observe the existence of six blended-learning models, all from the learning curriculum's point of view. Of the six models, two were eliminated because they duplicated other patterns. The four remaining models are the rotation, the flexible model (both within brick and mortar for combining traditional instruction and technology-rich instruction), the individual mix model, and the virtual enriched model.

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Graham (2006), in addition to Garrison and Kanuka (2004), synthesize b-learning as that type of learning in which two types of experience, face-to-face interaction and the use of computer-mediated information technologies, come together, where the student is at the center of the process. One drawback of Graham's model is to conceive of the online environment in blended learning as the delivery of information, leaving the interactional component to the face-to-face environment. For Garrison and Kanuka (2004), de Graham (2006), and de Stacey and Gerbic (2008), both types of experience combine and complement each other to influence students' perception of their environment to achieve learning results.

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My innovation proposal will integrate programs in two languages in the technological field so that children from pre-k to 5th grade can opt for dual blended learning in the station rotation model.