Document Type
Article
Publication Date
3-20-2020
Publication Title
Journal of School Administration Research and Development
Volume
5
Issue
1
First page number:
44
Last page number:
51
Abstract
The current focus of education is on preparing diverse student populations for college and career readiness. One critical aspect of this preparation is the development of 21st-century learning skills that integrate technology to support students in becoming active members of a globalized society. According to theNational Assessment of Educational Progress, however, English learners (ELs) and students with disabilities(SWDs) are underprepared to use technology to enhance their learning. Therefore, it is important for schools to find ways to integrate critical technology skills with academic instruction in the education of cognitively and linguistically diverse learners. School leaders are essential to the establishment of this instruction. This paper provides lessons learned from a professional development project focused on training middle school English language arts teachers in the integration of blended learning activities to support these diverse learners. These lessons, with supporting data, are discussed along with implications and recommendations for school leaders focused on providing access to critical 21st-century learning skills.
Keywords
Blended learning; Professional development; English learners; Students with disabilities; Technology
Disciplines
Bilingual, Multilingual, and Multicultural Education
File Format
File Size
892 KB
Language
English
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Repository Citation
Morgan, J. J.,
Spies, T. G.
(2020).
Integrating Blended Learning in Middle School ELA Classrooms to Support Diverse Learners: Lessons Learned.
Journal of School Administration Research and Development, 5(1),
44-51.
https://digitalscholarship.unlv.edu/ecs_fac_articles/129