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Integrating Computer-Based Curricula in the Classroom: Lessons from a Blended Learning Intervention by J. Cameron Anglum, Laura M. Desimone & Kirsten Lee Hill - 2020Context. This study analyzes the implementation of a blended learning middle school mathematics intervention in a large urban school district in the northeastern United States. Blended learning models integrate online instructional tools within traditional methods of classroom instruction.
Focus of Study. As their use increases in classrooms across the country, there remains much unknown about how teachers integrate blended learning strategies into their pedagogical practices and what factors, including school, teacher, and student attributes, facilitate or hinder these approaches. Our findings provide insight into how teachers integrate computer-based curricula in their classrooms, findings particularly instructive for under-resourced urban school districts.
Research Design. The study is designed as part of a within-teacher randomized controlled field trial, a design which enables direct comparisons of teacher practices between each of his or her two mathematics classrooms. To draw these comparisons, we utilize a range of detailed teacher survey data as well as rich teacher interview data.
Conclusions. We believe our findings about the choices teachers make in using software in the classroom and the barriers they face in doing so are applicable to the implementation of a wide variety of computer-based interventions in urban environments, whether they are part of curricular innovations, blended learning instructional strategies, or targeted academic interventions. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- J. Cameron Anglum
Saint Louis University
E-mail Author
J. CAMERON ANGLUM is an Assistant Professor at the Saint Louis University School of Education. His research examines government policies and interventions that affect the distribution of resources in K-12 public schools, particularly effects witnessed by urban schools and those schools serving the largest shares of disadvantaged students.
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Jargowsky, P., Wood, Z., Anglum, J.C., & Karp, D. (2016). Expanding educational opportunity in urban school districts. In S. Wachter & L. Ding (Eds.), Shared prosperity in America's communities. Philadelphia: University of Pennsylvania Press.
- Laura Desimone
University of Delaware
E-mail Author
LAURA M. DESIMONE is the Associate Dean for Research at the University of Delaware College of Education and Human Development. Her research focuses on the effects of education policy at the state, local, and classroom levels. She is especially interested in studying school and classroom implementation, and the effects of teacher learning interventions on teachers and students.
Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory into Practice, 56(1), 3–12.
Covay Minor, E., Desimone, L., Caines Lee, J., & Hochberg, E. D. (2016). Insights on how to shape teacher learning policy: The role of teacher content knowledge in explaining differential effects of professional development. Education Policy Analysis Archives, 24(61), n61.
- Kirsten Hill
Independent Scholar
E-mail Author
KIRSTEN LEE HILL is an education researcher and consultant. She advocates for cross-stakeholder collaboration and strives to make research relevant and accessible to, and informed by, all stakeholders in public education.
Desimone, L., & Hill, K. (2017). Inside the black box: Examining mediators and moderators of a middle school science intervention. Educational Evaluation and Policy Analysis, 39(3), 511–536.
Desimone, L. M., Wolford, T., & Hill, K. L. (2016). Research-practice: A practical conceptual framework. AERA Open, 2(4), 2332858416679599.
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