This free course by Relay GSE explores what blended learning is, what mindsets are vital to effective implementation, and how you can leverage technology to address instructional challenges in a meaningful way through various models. This course included videos, resources, and multiple entry points for users to access and apply the content to their own classroom or school.
This Personalized Learning Coaching and Development Tool (PL Toolbox) from Dallas ISD maps out clear competency strands, identifies ways to show mastery in practice, and observational guides to drive meaningful reflection and discussions. This tool also includes a three phase progression to allow all educators a personalized entry point into the content.
Common Sense Education provides lesson plans, interactive games, professional development, and family education around digital citizenship.
This guide provides advice on how districts can move from selecting print content to identifying and obtaining high-quality digital content appropriately aligned with state-adopted standards.
Many educators are redesigning their physical spaces alongside their instructional approaches. New physical space designs should be driven, first and foremost, by visions for blended and personalized learning.
This guide intended to assist districts in rethinking traditional budgetary approaches in order to find possible ways to fund technology initiatives by repurposing existing funding sources. The paper offers step-by-step advice through investigation, planning, and implementation, as well as numerous district case studies.
Overview of the importance of creating a multi-year financial plan for scaling blended learning, average cost driver information from various examples, and exemplar funding levers districts are using to pay for this work.
Implementing evidence-based practices inevitably leads to new questions and needs which become the focus of new measurement work, such as a more nuanced focus on instructional practices that are enabled, scaled, or sustained by technology (instead of the presence or absence of technology itself).
Implementing evidence based practices inevitably leads to new questions and needs, such as requiring new measures or new uses for existing measures, which become the focus of new measurement work.
Implementing evidence-based practices inevitably leads to new questions (such as problems of practice that represent gaps in the existing evidence base) and needs (like wanting to measure new constructs), which become the focus of new measurement work.
