A few months ago, I noticed an increased amount of discussion around the notion of blended learning. Many of these conversations started on a similar note: “We’re blended—all of our teachers use Google Classroom” (or Edmodo, Schoology, Canvas, Moodle, etc.). However, in probing further, I often discovered that these tools had merely digitized existing content and classroom procedures.
Instead of filling an inbox on the teacher’s desk with packets and worksheets, students now completed the exact same procedures online. Rather than write homework assignments on the board, teachers posted them to the students’ digital news feeds. While blended learning brings with it the promise of innovation, there is the peril that it will perpetuate and replicate existing practices with newer, more expensive tools.
The dissemination of digitized, teacher-driven content is not full blended learning. Though this can be viewed as a first step toward new models of learning, the peril lies in complacency. When blended learning is equated with digital workflow, students remain consumers of teacher-directed content instead of becoming creators of knowledge within a context that they can actively control.