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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, Janet Murphy, Robert Lebans
Copyright: © 2013 |Pages: 17
ISBN13: 9781466624672|ISBN10: 1466624671|EISBN13: 9781466624689
DOI: 10.4018/978-1-4666-2467-2.ch019
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MLA

Kitchener, Deborah, et al. "Developing New Literacies through Blended Learning: Challenges and Lessons Learned in Ontario, Canada." Technologies, Innovation, and Change in Personal and Virtual Learning Environments, edited by Michael Thomas, IGI Global, 2013, pp. 237-253. https://doi.org/10.4018/978-1-4666-2467-2.ch019

APA

Kitchener, D., Murphy, J., & Lebans, R. (2013). Developing New Literacies through Blended Learning: Challenges and Lessons Learned in Ontario, Canada. In M. Thomas (Ed.), Technologies, Innovation, and Change in Personal and Virtual Learning Environments (pp. 237-253). IGI Global. https://doi.org/10.4018/978-1-4666-2467-2.ch019

Chicago

Kitchener, Deborah, Janet Murphy, and Robert Lebans. "Developing New Literacies through Blended Learning: Challenges and Lessons Learned in Ontario, Canada." In Technologies, Innovation, and Change in Personal and Virtual Learning Environments, edited by Michael Thomas, 237-253. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2467-2.ch019

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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.

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