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Using blended learning to support whole-of-school improvement: The need for contextualisation

机译：使用混合学习来支持全校改进：需要上下文化

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摘要

This article reports on findings from the application of BL to a school improvement project involving two K-12 international schools in Japan. These findings relate to six research questions concerning how involvement with this project impacted teachers' ICT confidence, how change management was perceived for the project, how this project sought to repurpose teaching and learning arrangements, how the project was aligned with the mission and goals of the schools' improvement agenda, how it affected student achievement and how it was contextualised as a particular response to the imperatives of the Knowledge Economy. The implications of these findings are that successful BL implementation requires an involved and consistent leadership team, specific teacher training to build confidence, a means of directing the repurposing elements of teaching and learning, being able to evaluate alignment between the implementation of BL and school improvement, dedicated achievement measures for student learning and some way of being able to position the purpose and function of applied BL in relation to the Knowledge Economy. A key recommendation of the report is that schools need to intentionally contextualise BL in order to maximise its success. Suggestions concerning how to do this are provided.
机译：本文报告了涉及日本两所K-12国际学校的学校改善项目的研究结果。这些调查结果涉及六个研究问题有关如何参与这一项目影响教师的ICT信心，如何为该项目感染变化管理，如何试图将该项目如何与特派团和目标对齐学校的改善议程，它如何影响学生成就以及如何成为对知识经济的必要性的特殊反应。这些发现的含义是成功的BL实施需要涉及的和一致的领导团队，特定的教师培训来建立信心，指导批准教学和学习元素的手段，能够评估BL和学校改善的实施之间的对齐，学生学习的专用成就措施和能够定位应用BL与知识经济相关的目的和功能的方式。报告的一个关键建议是，学校需要故意上下语境，以最大限度地提高其成功。有关如何执行此操作的建议。

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