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Friday, December 09, 2016

Grants Support Teachers Pushing Blended and Online Learning | T.H.E. Journal

"One teacher is developing open physics curriculum; another is evolving a tutoring program in a blended format; and a third is working on competency-based math lessons." reports Dian Schaffhauser, writer who covers technology and business for a number of publications.  


All three of these instructors, alongside several others, have been the recipients of teacher grants from the Foundation for Blended and Online Learning intended to help them continue creating or expanding personalized learning programs that incorporate blended and online learning components.

The foundation is a charitable organization set up by K12, an education technology company that produces online curriculum for schools and families.

Educators from 33 states submitted proposals for grant amounts of up to $10,000, according to Amy Valentine, the organization's executive director. "Applications came from a variety of school types, including full-time district-based online, parochial, online charter and blended programs, as well as from traditional schools that do not currently have technology-rich programs in place," she said. 
"From this pool, seven grants were awarded to teachers transforming practice in their schools and districts using technology to personalize learning."

The grants are intended to support technology, tools, curriculum, platforms, planning and professional development.

Among those who received the grants was Peter Servidio, a fifth-grade teacher and coordinator of distance learning at Holy Savior School and Saint Dominic Academy in Maine, who is implementing a roadmap for delivering digital lessons to rural students and modeling a replicable program for Catholic schools in the state. Servideo received $10,000.

Steubing Elementary School's Vanessa Jimenez in San Antonio, TX received a grant to continue development of a blended dual-language kindergarten literacy program that uses online resources and allows students to compile digital portfolio for documentation of their work and their thoughts about it.

Micah Johnson, a seventh grade history teacher at Headland Middle School in Alabama, is developing project-based modules that use blended learning to help geography students living in a farming community connect to the land and their community.

Third-grade Teacher Julia Lyles at Heritage Elementary School in Kentucky is expanding an open, competency-based blended math model and curriculum for her students.

Joshua Miranda, a teacher at Massachusetts charter school City on a Hill, is working on a tutoring program for numeracy and literacy that uses OER content and personalized instruction in a blended learning environment.

Science educator Anthony Schmidt, who teaches at Schurz High School in Chicago, is using a flipped classroom model and open physics curriculum with his 11th graders.
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Source: T.H.E. Journal


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