Now I’m eager to take a stab at the broader, substantive question that Andrew posed in this post, he wrote:

How can schools use blended learning and technology to improve curricula and enhance pedagogy in meaningful ways? In other words, how can we use technology not to “fill the pail” but to “light the fire?” One of the primary concerns with some examples of blended learning is the learning theory that undergirds some models. Instead of transferring the inadequacies of outdated pedagogies and textbooks to computer based delivery-mechanisms, why not use blended learning to get rid of rote tasks like homework, lectures, and busy-work? …Certainly some technologies liberate the teacher from homework, grading, lectures, and worksheets: Should they be liberating the students from these burdens as well?

I would be eager to have Andrew unpack the possible concerns about “the learning theory that undergirds some models.” I would also like to understand more fully what role he envisions for practice, assessment, and mastery of conceptual and procedural knowledge (i.e. lower level bloom verbs – the ability to identify, explain, summarize, and apply procedures or concepts to novel situations). If we liberate students from assessments, practice and means of acquiring the building blocks of knowledge, are we really liberating all of them?

Constructivist pedegogies are great tools to have in a teacher’s tool belt, but can they effectively ensure that all children have adequate knowledge of the basics without a mix of other methods (like practice and assessment)? Do constructivist pedegogies – used exclusively – risk leaving some students behind or with major gaps in their learning? Do they adequately scaffold?

It is my understanding that basic chunks of knowledge (concepts, etc.) provide an important foundation for more complex and inter-related skills and competencies. For example, the complex skill of analysis requires the capacity to explain particular units and describe their relationships, which requires basic conceptual understanding. To analyze Plato’s treatment of “writing” in The Phaedrus, for example, one needs to have a broad vocabulary, be able to interpret a complex, non-narrative text, have some familiarity with logic and be able to follow complex, nuanced, reasoned arguments. There needs to be subtle attention to context and voice. In short, there are a number of discrete skills that need to be mastered and integrated to allow effective analysis of a text of this sophistication. Some students can pick this up in more organic, complex, and student-centered forms of learning, others may need more scaffolding to get to mastery. I’m all for complex, rich and rigorous content and questions that stretch students to go beyond basic conceptual skills. But if basic skills are lacking, rigorous and dynamic questions may be unrealistic for some students. There is a place for practice, repetition, and procedural and conceptual knowledge, if we intend to aid all students in reaching mastery. So that would be my first and main point, the basics aren’t bad teaching, it’s just bad of we never get beyond them. Ensuring that all have mastered the basics prevents us from leaving some children behind and with “Swiss cheese learning.”

Constructivist pedegogies are wonderful and valuable, great for motivation and fostering wonder, yet there is a place for smaller units of knowledge that can be delivered effectively, and practiced effectively, in a variety of forms. There is a place for drill work and recall! This is, after-all, the major criticism with writing in the Phaedrus! The Egyptian Pharoe claims it will kill memory, and there is some truth to his argument (think for a moment that epic Greek poems like the Iliad and Odessy were memorized and sung by an oral culture!

All this to say that I’m OK with blended learning with various pedagogical styles, ranging from project based learning, to solid reinforcement of the basics through more “drill” like methods.

It is the role of the teacher to ensure that the learning is rich and complex, that question rigor is high, and that learning tasks cultivate 21st century skills, the capacity to reason and ultimately, cultivate wisdom. That is why technology does not and cannot replace the teacher, that is why it is “blended.” Dialectic is still alive and well! Blended learning can help ensure that all have the needed foundation to participate effectively in the dialectic, and to allow the teacher to know the strengths and challenges of the student to engage them in a more personal and effective manner.

In many ways I think I can accept Andrew’s broader observation, that many blended learning technologies tend to address lower level skills, and if these are not taught elsewhere , if the technology-based curriculum is the only content provided, it would result in an impoverished form of education. But, I believe these emerging online curricula will increasingly improve their use of integrative and rich pedagogical styles. This seems to be what Andrew is hoping for. I would like to hear more about what he thinks this might look like.