Developing New Literacies through Blended Learning: Challenges and Lessons Learned in Ontario, Canada

Developing New Literacies through Blended Learning: Challenges and Lessons Learned in Ontario, Canada

Deborah Kitchener (York University, Canada), Janet Murphy (York University, Canada) and Robert Lebans (Castlewood Consultants, Canada)
Copyright: © 2011 |Volume: 2 |Issue: 3 |Article: 3 |Pages: 18
ISSN: 1947-8518|EISSN: 1947-8526|DOI: 10.4018/jvple.2011070103
Cite Article Cite Article

MLA

Kitchener, Deborah, Janet Murphy and Robert Lebans. "Developing New Literacies through Blended Learning: Challenges and Lessons Learned in Ontario, Canada." IJVPLE 2.3 (2011): 32-49. Web. 1 Jan. 2019. doi:10.4018/jvple.2011070103

APA

Kitchener, D., Murphy, J., & Lebans, R. (2011). Developing New Literacies through Blended Learning: Challenges and Lessons Learned in Ontario, Canada. International Journal of Virtual and Personal Learning Environments (IJVPLE), 2(3), 32-49. doi:10.4018/jvple.2011070103

Chicago

Kitchener, Deborah, Janet Murphy and Robert Lebans. "Developing New Literacies through Blended Learning: Challenges and Lessons Learned in Ontario, Canada," International Journal of Virtual and Personal Learning Environments (IJVPLE) 2 (2011): 3, accessed (January 01, 2019), doi:10.4018/jvple.2011070103

Export Reference

Mendeley
Favorite Full-Issue PDF

Abstract

This article reports on the implementation and impact of two blended models of teacher professional learning that promote innovative classroom practice and improved literacy and numeracy in six school districts in Ontario, Canada. The Advanced Broadband Enabled Learning Program (ABEL), situated at York University in Toronto, Ontario, Canada, transforms how teachers learn and teach through a strategic blend of face-to-face interaction, technological tools and resources, online interaction and support. Learning Connections (LC), its sister project, uses the same model to improve literacy and numeracy in school districts. Research into the impact of both programs reveals increased student engagement and achievement, enhanced teacher efficacy, and improved results in literacy and numeracy. This report presents the findings from two participant surveys conducted in one large suburban board just north of Toronto, and one large rural board in Northern Ontario, and demonstrates how the working definition of literacy that teachers use in the classroom is being transformed by their use of technology in the classroom.

References

Barber, M., & Fullan, M. (2005). Tri-level development it’s the system. Retrieved from http://www.michaelfullan.ca/
Bonk C. J. Graham C. R. (2006). The handbook of blended learning global perspectives local designs. Hoboken, NJ: John Wiley & Sons.
Commonwealth of Australia. (2009). Australia’s digital economy: future directions. Retrieved from http://www.dbcde.gov.au/digital_economy/final_report
Dzubian C. D. Hartman J. L. Moskal P. D. (2004). Blended learning.Educause Center for Applied Research, 7, 2–12.
Elmore R. (2004). School reform from the inside out. Cambridge, MA: Harvard University Press.
Federal Communications Commission. (2009). National broadband plan connecting America. Retrieved from www.broadband.gov
Fullan M. (2007). The road ahead.Journal of Staff Development, 28(3), 35–36.
Geijsel F. Meijers F. (2005). Identity learning: The core process of educational change.Educational Studies, 31(4), 419–430. 10.1080/03055690500237488
Gomez K. (2009). Living the literate life: How teachers make connections between the personal and professional literate selves.Reading Psychology, 30, 20–50. 10.1080/02702710802271990
Hague, C., & Williamson, B. (2009). Digital participation, digital literacy, and school subjects: A review of the policies, literature, and evidence. Retrieved from http://www.futurelab.org.uk
Hannafin M. Hannafin K. Gabbitas B. (2009). Re-examining cognition during student-centered, web-based learning.Educational Technology Research and Development, 57(6), 767–785. 10.1007/s11423-009-9117-x
Lemke, C., Coughlin, E., Thadani, V., & Martin, C. (2002). enGauge 21st century skills: Literacy in the digital age. Retrieved from http://www.metiri.com
Leu, D. J. Kinzer, Charles, K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (pp. 1570-1613). Newark, DE: International Reading Association.
Levin B. Glaze A. Fullan M. (2008). Results without rancor and ranking Ontario’s success story.Phi Delta Kappan, 90(4), 273–280.
Media Awareness Network. (2010). Digital literacy in Canada: From inclusion to transformation. Retrieved from http://www.mediaawareness.ca
Mishra P. Koehler M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge.Teachers College Record, 108(6), 1017–1054. 10.1111/j.1467-9620.2006.00684.x
Murphy J. Lebans R. (2008). Unexpected outcomes: Web 2.0 in the secondary school classroom.International Journal of Technology in Teaching and Learning, 4(2), 137–147.
Murphy J. Lebans R. (2009). Leveraging new technologies for professional learning in education: Digital literacies as culture shift in professional development.E-learning, 6(3), 275–280. 10.2304/elea.2009.6.3.275
Ontario Ministry of Education. (2004). Literacy for learning: The report of the expert panel on literacy in grades 4 to 6 in Ontario. Retrieved from http://www.edu.gov.on.ca/eng/publications/
Prensky M. (2005). Listen to the natives.Educational Leadership, 63(4), 8–13.
Saljo R. (2010). Digital tools and challenges to institutional traditions of learning: Technologies, social memory and the performative nature of learning.Journal of Computer Assisted Learning, 26, 53–64. 10.1111/j.1365-2729.2009.00341.x
Swan K. Van ‘t Hooft M. Kratcoski A. Schenker J. (2007). Ubiquitous computing and changing pedagogical possibilities: Representations, conceptualizations and uses of knowledge.Journal of Educational Computing Research, 36(4), 481–515. 10.2190/B577-7162-2X11-17N5
Teo T. Lee C. B. Chai C. S. (2008). Understanding pre-service teachers’ computer attitudes: Applying and extending the technology acceptance model.Journal of Computer Assisted Learning, 24, 128–143. 10.1111/j.1365-2729.2007.00247.x
Thomas M. (Ed.). (2011). Deconstructing digital natives: Young people, technology and the new literacies. London, UK: Routledge.
UK Department for Business Innovation and Skills. (2009). Digital Britain final report. Retrieved from http://www.official-documents.gov.uk
Wideman H. (2007). ABEL participant experience evaluation. Toronto, ON, Canada: Institute for Research on Learning Technologies.
Wideman H. (2009). Evaluation of the learning connections program 2008-2009: Summary report. Toronto, ON, Canada: Institute for Research on Learning Technologies.
Yuen A. H. K. Ma W. W. K. (2008). Exploring teacher acceptance of e-learning technology.Asia-Pacific Journal of Teacher Education, 36(3), 229–243. 10.1080/13598660802232779

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.