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

, , York University, Canada ; , Castlewood Consultants, Canada

IJVPLE Volume 2, Number 3, ISSN 1947-8518 Publisher: IGI Global

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.

Citation

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, 2(3), 32-49. IGI Global. Retrieved June 15, 2019 from .

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