Well, the last blog post for EADM 820. We have looked at ed tech from a global perspective and now to share some stories. The final blog post assignment is the following:
It’s time to end things on a positive note. We’ve provided you a longer-term look at a an edtech story (iPads in Los Angeles schools) that has a lot of lessons to be learned from what didn’t work. Now we want you to share some ed tech stories or products from around the world, specifically things that did work and that have lessons to learn about how to do things right. It could be about how a functionality of a technology works pedagogically. It could be a story about how someone somewhere implemented a technology. It could be about a leader who is inspiring others. It could be about making do with what you have and doing it well or intentionally not using technology and doing it well. Use the course blog to explore how one of these stories inspires you or interests you or leaves you with questions. Please make sure your post includes a link to the article/story/post.
I am choosing to share about Yay Math, a movement that I stumbled upon last year while looking for extra support videos for some of my grade 10 students to watch at home. For an idea of what Yay Math is about, check out his TEDx talk on math anxiety.
I completely understand what Robert Ahdoot (@yaymath) refers to when he states that people cringe when he shares that he teaches high school mathematics, I get it all the time. Robert Ahdoot decided that he was going to address these feelings towards mathematics and, in an effort to make math more fun, interactive, and engaging, he started recording his lessons, including the questions and interactions that he has with students in real time, and posting them online for anyone to view and learn from. They started simple, and now have some great costumes, characters, and graphics. He has over 126,000 followers on his Youtube channel and over 250 videos sharing various mathematics topics. Mr. Ahdoot has branched out to help others with a flipped classroom model, how to use his videos and other resources to create a blended classroom. He has also written a book, One-on-One 101, which addresses how to individualize instruction based on his experiences as a teacher and tutor.
It started with a simple idea: film the lesson while it is being taught. It has grown from there. His classes do not use a large amount of technology devices in the classroom but their lessons are available, 24/7, online for them to access and review. He uses as whiteboard and unique costumes to encourage the engagement of his students and has created a classroom environment of trust and desire to learn.
What made this approach successful? He started with the pedagogy. He started with “high quality content” and encouraged his students to have fun and contribute to the lesson. He broke down the walls of fear that often show up in the math classroom. He was quirky and not afraid to make the lesson funny in many different ways. This helps students relax and buy in to the lesson. They want to be in the classroom and they want to learn.
This is important when thinking about ed tech implementation and leadership. We have talked about this in our course: the pedagogy, GOOD pedagogy, must come first. In watching his lessons, you can see that his students are engaged and are participating, not afraid to make an error. This is a sign of good classroom management. It is clear his students are having fun and being successful in their learning. This is a sign of sound instructional design.
What do you think about the Yay Math movement? Do you feel that they have succeeded in integrating technologies into the classroom?
An example of one of Yay Math’s videos on statistics:
The second part of Unit 2: Leadership…? is having us disrupt our thinking about leadership and challenge what we believe about leadership.
Assignment #2: Find a quote from each article that resonates with you, along with a brief explanation of its impact on your leadership philosophy including ways that these readings disrupted any impressions formed by the leadership review excerpt from the previous assignment.
“The dominant writing on leadership and the hype around leadership development in contemporary organizations has an influence on how leadership identities are constructed, this being largely masculine, aggressive, and controlling self-reliant ‘perfect beings’. Managers are therefore encouraged to ‘become’ leaders and adopt an identity prescribed by the literature and by leadership development programmes.” (Edwards, Elliott, Iszatt-White, & Schedlitzki, 2013, p. 6)
This quote resonates with me as it deals with the stereotyped image of what a leader SHOULD be. This image is, as stated above, inundated with many of the “isms” that are listed in the Critical Theory glossary for our course: conformism, and sexism but also other terms such as ethnocentrism, western ideals, and colonialism. This results in employees conforming to the norms of this image and becoming compliant with the world around them. In reading the Critical Theory forum for our course, I noticed a theme that many of those in the group had found that they had fallen into conformity and it is images such as the one depicted in this quote that promote that conformity and fear of “rocking the boat”. I know that this is not the image of a leader that I subscribe to but this quote has me questioning what that image is and if there is even the need for such an image? What if we could develop a more universal decentralized leadership model as described in Bryant’s article below? Could that help us to destroy the systematic inequalities that exist in our society?
Edwards, G., Elliott, C., Iszatt-White, M., & Schedlitzki, D. (2013). Critical and alternative approaches to leadership learning and development. Management Learning, 44(1), 3-10.
“The clear implication is that followers should be able to challenge, and perhaps even disobey, the commandments of their leaders.” (Tourish, 2014, p. 23)
What a novel idea! I know that many others in the course probably shuddered a little bit when they read this…to blatantly go against their leader? But why not?
I have seen followers lose their positions or not receive appropriate promotions and advancements by challenging their leader both in and outside of education. I think that, when looking at a situation where leadership needs to be challenged, you must look at leaders who lead through autocratic styles and determine whose interests are being served before judging the deviation of the follower. If the people of France had not risen up above their monarch (Louis XVI), the French Revolution would not have happened and our Canadian society would look very different. In my opinion, leaders should not only be able to mediate and make decisions but should also demonstrate humility and honesty about their skills and knowledge. Leaders are not always right and they need those in their teams that are willing to keep them and their power in check.
Tourish, D. (2014). Leadership, more or less? A processual, communication perspective on the role of agency in leadership theory. Leadership, 10(1), 79-98.
“[…] for every change initiative added, another one slows down or disappears […] people begin faking it, acting as if they are cooperating with a new initiative while secretly carrying on business as usual, a subtle form of sabotage.” (Abrahamson, 2004, para. 12)
I see this often in education, in the past three years, the title of our student support teacher has changed three times. The assessments that are forced on our students keep growing. All with the intent to “improve education for students”. It is hard to keep track of each new initiative that comes down the pipe in education, a world where best practice and the technologies that support it are constantly changing and evolving at breakneck speeds. There are teachers and schools that do their absolute best to implement every new idea that passes by, whether it be mandated or not, and are often left overwhelmed and fragmented in their goals of implementation. Some take the stance between the early and late majority and choose a few things to be good at before adding a new tool to their toolbox. Some, are straight-out resistors, so overwhelmed with the addition of new that they are determined to maintain the status quo and let everything roll off their back and flow around their stationary island. How do we as leaders help these teachers in adapting to best practices in a manageable manner and advocate for new initiatives to slow down when our team members are drowning in the constant flow? I am not a person who is afraid of change, but not all can handle the disruption as well as others. Leaders need to recognize and evaluate the rate and intensity of the initiatives that they bring to their team to ensure that their intentions maintain their integrity.
“Self-stupidifying starts to happen when we censor our own internal conversation.” (Alvesson & Spicer, 2016, part 5, para 2)
Our internal conversation, the conversation that tells us “that teacher” or “that student” can do it, they just need a little more support and guidance. The conversation that knows the assessments are not as beneficial as advertised and that the data is sometimes being used for the wrong reasons. We all have it. This internal conversation is evident in reading the Critical Theory forum in the stories we share. Keeping this conversation alive is what is keeping criticality in the classroom and helping us to develop our thinking around the social issues and injustices that occur in our schools every day. This quote really resonated with me as I found it a reminder to never stop questioning the reasons and consequences behind what goes on in the classroom and the school. When we stop questioning these things, we start to self-stupidify, and acquiesce to “the man” and the oppression around us.
Excerpts from: Alvesson, M., & Spicer, A. (2016). The stupidity paradox: The power and pitfalls of functional stupidity at work. Profile Books.
For this article, I could not just choose one quote, so I narrowed it down to two.
“In the language of this tribe the closest word for leader meant only ‘one who goes first’. This resembles the transient position of the leader in some contemporary images of decentralized systems.” (Bryant, 1998, p. 12)
The idea that there is no one leader and that all work together to lead their society in their own way is inspirational for me. It recognizes the strengths and weaknesses of all of the members of the community and asks each to make their contribution where they can, sharing their wisdom and supporting others as needed. I feel this decentralized leadership model is beneficial and evident in schools as we have a variety of staff members in our buildings that are the “resident expert” and to whom others go for support when they are dabbling in that area. This model demonstrates humility in that one person does not hold the ultimate power but all openly contribute and acknowledge the strengths and weaknesses of each member. What would it look like if we could accomplish moving more of our organizations to a decentralized model? Are there situations or sizes of organizations where this is not viable?
“It was the wisdom of the leader, accumulated through some period of learning, that impressed others. Through that student’s own learning, others learned. That learning was voluntary. It was a never-ending process.” (Bryant, 1998, p. 16)
The role of the teacher is described in this quote and I think that it is beautiful … minus that second last sentence. Voluntary learning. I battle with this as, in our province, education is mandated until the age of 16. And the curriculum is also mandated by the government in order to attain that magical Grade 12 Diploma. The learning in our buildings is, unfortunately, not voluntary for all of our students. We have some that will eagerly eat up and explore any topic we present to them, a convenience when trying to cover curriculum but what about the other, more prevalent group, that would like to learn, but based on their interests? What about the teachers that have experienced and learned so much they would love to share with their students but are unable to share their passion for learning because it doesn’t fit in the box that is the curriculum? Or what about the schools who, under great leadership, are striving to help develop programs and support our students in their learning so they can take over and make changes to the oppression around them in their everyday lives? These are big, exciting questions to think about (I could already start the plans for a “dream school”) but this unfortunately will not happen in the near future due to our current economic situation and the oppression all around us. In what ways can our “guerrilla teaching” help us to develop spaces where teaching and learning can fit this image of learning and leadership?
Bryant, M. 1998. Cross-Cultural Understandings of Leadership. Educational Management and Administration, 26(1) 7-20.
The first blog of EADM 820…I’m feeling a little rusty but here goes!
In Unit 2: Leadership…? Stephen and Kirsten asked us to reflect on our current leadership style at the present time using the following questions:
1) Discuss your own core personality as a foundation of your leadership style.
I am a self-professed “easy-going” type of person. I try my absolute best to not let things that are not going well get to me and I approach issues from an open standpoint, willing to discuss and come to a mutual resolution. I wouldn’t say that I avoid conflict on purpose but my general demeanor usually leads to me shaking off the tension that I feel over the situation, realizing I cannot travel time to fix what happened, and work towards a solution. Knowing this, I appreciate input from different sources when making a decision and search out a variety of opinions and perspectives. I look to bounce ideas off of multiple people when I am decision-making, constantly looking for someone to play devil’s advocate for me. Overall, I am flexible in my thinking and enjoy being challenged in what I have set as my current status quo…a concept that is constantly growing from new readings, new people, and new experiences. I love leaving room for what I would call a person’s “flair” in life, that is what makes things interesting.
Thinking about this, I would say that I have a leadership style that falls under the Relationship/Transformational theory as I value the connections and conversations that I have with others and this is a critical factor for me when it comes to decision-making and leading. I do not wish to be the dictator, but rather someone who helps implement the ideas and address the concerns of those around me in a meaningful manner. I follow Participative theory in that I search out others opinions but I also believe that there is value in the Contingency Theories as there are certain people that, based on their “degree of fit” in terms of situation, style, or followers, will be the best leader.
I would describe my leadership style as Charismatic and Democratic/Participative. I include all team members in the decision-making process which helps them feel like an integral part of the process and, in doing so, motivate team members to move forward and feel connected to the outcomes of the task. I feel like I blend these two styles in a way that all team members feel like they are capable of taking over the leadership position if I leave, the negative side of charismatic leadership, and I retain enough autonomy to make quick decisions when needed, knowing that my team will follow and that I have the relationship with them which will allow me to anticipate major issues and opinions that they may bring forth.
2. Describe one or two key life experiences that have helped to shape your approach to leadership.
Mindset by Carol Dweck was a very influential book for me. It really made me sit down and think about how I phrase things in the classroom and when I talk with others and to look at what is making some more successful than others. When reading this review, the first thing that jumped out at me was the distinction between the concepts of leaders that are born in the “Great Man” and trait theories (fixed mindset) and leaders that are made through learning in behavioural, participative, and democratic theories (growth mindset). Dweck describes how a person’s view of the world can greatly shape their success (or lack thereof) and uses examples from business, sports, and education to show how some of the most successful people in these fields have been able to find their success. she advocates that leaders need to see the whole picture and not be afraid to explore all levels of an organization, including the issues in order to be able to lead in a meaningful way. Much of her theories and research rest in participative and relationship/transformational theories of leadership as described in the review.
Working at The Home Depot during my undergraduate degree, I completed training and worked in many departments, eventually settling at the Customer Service desk. In this position, I was required to make decisions regularly on how to fix a large variety of problems from no stock, damaged merchandise, and otherwise upset customers in a way that left the customer happy and was reasonable for the store’s well-being. This role of mediation helped me develop as a democratic leader as I needed to hear all sides of the story before I was able to make a recommendation or suggestion to fix the issue. As an employee who had the training in multiple departments, I was often in a good position to understand the various different perspectives of the situation (customer, store, associate), determine where the issue occurred and determine the appropriate action to have the issue resolved.
3. Discuss at least three leadership approaches in the PDF that interest you.
Creative Leadership – This leadership style builds on the ideas and thoughts I have developed through reading Mindset. I like that it involves every team member in the decision-making is involved and that the leader works to motivate, inspire, and empower their team to achieve their goal or task. They work on TRUST, something that is hard to build but very critical in leadership roles, especially in education. The most appealing of this style of leadership: the creation of a health and empowering environment. This is the type of environment that I try to foster in my classroom for my students, my current “team”, and it leads to students feeling like anything is possible!
Sustainable Leadership – Sustainability is a hot topic these days. We see it in discussions around the environment, government, and education. Sustainability is important as education has a high burn-out rate of teachers and keeping good educators in the classroom can be an act of good leadership. In developing my personal leadership skills, I hope to develop skills that will help not only myself sustain my position but also help others in the education field “stick it out”, especially in these tumultuous times!
Laissez-Faire Leadership- This style intrigues me as, on the surface, it seems to be the non-leadership leadership style. With deeper consideration, I feel that, in many ways, school administration often takes a Laissez-Faire approach to different aspects of schools allowing for teacher autonomy in planning classroom activities, covering curricula, and managing their classrooms.
The above reflection is based on an excerpt from:
Amanchukwu, R.N., Stanley, G.J., & Ololube, N.P. (2015). A review of leadership theories, principles, and styles and their relevance to educational management. Management, 5(1), 6-14.
Well, it has been a process of losing my voice so not being able to record audio and losing some work because my computer decided it needed to restart but I have finished my summary of learning! I didn’t sing, and you don’t want me to, but here it is!!
Well, the end of the semester is upon us and this is my last official blog post for EC&I 834 and a final reflection on the development of my course prototype and I have to admit, I will enjoy having a bit more free time with the nice weather, but I will miss the conversations and topics of this course!
My course profile was originally posted as a blog post. After reading the feedback provided to me from my amazing EC&I 834 classmates, I have decided to migrate it to a Google Doc and integrate some of the content into my actual course prototype. I will be working on doing that over the next couple days as well as I will provide my students a link to the document as well. Although many of my students probably will not look too far into it, it was mentioned in my feedback that this course would also be beneficial to other instructors who would be more likely to benefit from access to the profile.
The following are links to my blog posts that discuss some of the aspects of planning and development of my course:
I must admit, when I received the email that contained the link to my feedback, I was a little nervous. It’s not that I didn’t think that I had made a good course, I just wasn’t sure what to expect and the courses I reviewed were so different than mine I hoped that I was on the right track! For those of you that reviewed my course, thank you! I appreciated the feedback and there was no need for me to be nervous at all!
Course Shell Feedback
In terms of my course shell, the feedback I received was very positive. The reviewers liked the format of the course and found it easy to navigate. They mentioned that the student syllabus was beneficial to help with pacing for students and that the simplicity of the platform nicely contrasted the colourful, busy templates of a Google Classroom. They mentioned that it would be a good scaffold to a post-secondary level course and liked the personal touches of the picture of my math shoes (some of my prized possessions!).
The critiques of my course shell included a concern that students would not interact on the platform other than to ask questions of their peers. I agree that this is likely to be what happens in the course but, as this is blended with a face to face component, I believe that the relationships will be developed in class. Another thing to consider that I had not previously mentioned is that many of the students that I have in this class hang out on weekends and participate on the same sports teams even though they are from different communities as we have a regional hockey team and a co-op football team based out of Broadview School. Also, given the smaller class sizes of a rural school (we have 22 graduates this year), many of my students know each other very well before they walk into my classroom. There was also a concern that the video cut off in the lesson, after going back to review the videos, they ended where they were intended and there was no cut of content. The reviewer who mentioned this stated that they do not know Calculus and was not sure if this would be an issue. After review, I feel that the video does not need to be altered based on the lesson.
Course Module Feedback
I had several suggestions in terms of my course modules. The first was to limit the amount of writing done in the videos. I agree that these have LOTS of writing and have been looking at how to ensure that we minimize the amount of writing while still providing students with enough worked examples to be address many of the different situations they may experience when presented with a Calculus problem. There was also the comment that the videos were a little dry and that maybe having a “pause and try yourself” would be beneficial. I agree with these observations and in the future would maybe use more EDPuzzle to make the videos more interactive and have the videos give feedback to how the students are doing like I would in class. I usually prompt students to work all problems in examples when I am teaching face to face and I feel that using something like EDPuzzle would help to integrate this into the online setting. There was also a comment that I had a heavy reliance on the videos. In order to address this, I will also post worked notes which may address additional learner preferences and help those with poor internet access.
I have added a suggested link to Flipgrid on the lesson and agree with the comment I received that it would be useful but would also have had students (hopefully) download the application to their devices and bookmark our class code.
Another concern was whether cheating would be an issue on the quiz. Although students may choose to cheat, I designed the quiz to be a formative assessment for the teacher AND the student to figure out if they are understanding the content. I have found in teaching Calculus 30 that they are motivated students and are determined to understand the concepts for themselves and have never had this issue. As it is not for formal grades, I do not think this would be an issue, it would only be the student selling themselves short of an opportunity for additional help.
It was suggested that maybe students would receive a participation mark for their work on the quiz and Flipgrid. I am not a fan of participation marks in senior level classes as it is not a reflection of a students’ understanding of the outcomes. I do take in homework for my grade 10s and give them a grade of 10 but this does not affect their mark at all (it is weighted as “zero” and is primarily used to help justify exam marks). From experience, I know that not every student needs to do the same amount of questions to achieve mastery of a topic, some will need less, some will need more, and assigning a grade that may lower a final mark based on participation does not seem fair to me if the student is demonstrating their competence in the course. This is a suggestion that I will pass on.
The last suggestion was to include the types of instructor feedback on the syllabus. This has been added to the syllabus page.
Course Profile Feedback
One of the suggestions was to integrate the course profile into the home page of my course. As described earlier in this post, I will be making this change in preparation for my final assignment submission.
Other concerns were that I did not have considerations for EAL or learning disabilities. One reviewer commented that the lack of EAL considerations would make sense due to the limited written language used in the math course but there are word problems like in other math courses. My current demographic that I designed the course for does not have many EAL students, and those that are EAL usually have stronger math skills than my non-EAL students. If I had a student was experiencing difficulty, I would work with them in the face to face sessions to help demonstrate the concepts and bridge any language gap. To be honest, my experiences with EAL is limited and we do not really have EAL supports in my division so this is definitely an area that I can work on improving with further reading in the area. In terms of learning disabilities, the most common ones I would see with a student enrolled in Calculus would be auditory or reading disabilities. I feel that the video lessons would aid students with auditory disabilities and, with limited written language as mentioned above, the reading disabilities can be addressed through the audio of the videos as well as the student is not required to read the question, only listen and perform the mathematics. As this is the highest mathematics course offered in the Saskatchewan curricula, I do not feel I would have a large number of students with learning disabilities in my class.
One reviewer mentioned limited access to technology and internet at home as an area that I need to address as well. I feel that I did address this within my address of access to devices by referencing that although students may not all be in my building, they all have access to computers during recess (yes we have recess right to grade 12) and noon hours for students to access the course. I believe that adding the worked notes as well will help benefit those with poor or no internet at home as they will be able to print the worked notes as well.
I did want to make a mention in my final reflection that my initial plan was to utilize Google+ in order to create a more interactive feel. As I was putting together the content of my course, I was finding that it was too much and repetitive as I was posting the same content to both Google+ and Canvas. For this reason, I decided to ditch the Google+ community and focus on Canvas and integrating the discussion forums and Flipgrids for each unit to encourage the interactions I had initially envisioned happening on Google+.
Overall, I have really enjoyed the process of creating, evaluating, and responding to feedback on my course prototype and feel that this has been a great experience to jump into the world of online and blended learning from a teacher/instructor perspective!
Now to finish work on my Summary of Learning and hope my voice returns to me so I can record my audio (I am really not impressed with having a head cold/sore throat right now!)
I can’t wait to see everyone face to face on Tuesday!
This week, our prompt is to blog about putting the final stages of the prototype together. When it came to finalizing the Course Profile, I found that it was actually easier than I was expecting as I could find most of the information within my various blog posts throughout the semester and could take what I had already written and summarize it into a more formal format. So that was nice, I was getting a little worried about coming up with all of the information.
The course itself I found pretty easy to come up with and structure which scares me a little. I’m really hoping that it is just because I have thought about how to move this course to be more online to support my students who are out of town for a few years now and am comfortable with the course content and have spent time thinking over how to move it online. This course has made me much more comfortable with creating digital content, especially videos, (thank you screencasting tools!) and the ideas of how to integrate digital portions came without a ton of thought because I based my ideas on the areas I had experienced difficulties in the past and thought “how can I make this easier for my students?”.
Canvas was a no-brainer for me to use when setting up my course because it fit the structure of what I would like as a student and I found that it was easy to organize from a teacher or instructor point of view. In the future I would like to play more with platforms such as FreshGrade or Seesaw as I feel that they would have maybe integrated the video sharing that i am using Flipgrid for right through the platform more smoothly, based on listening, reading, and talking to classmates on how they use these applications in their classrooms.
I am excited to finally be able to see how everyone else’s prototypes have turned out and look at how they have adapted the online platform to their courses of choice!
Course: The course that I chose to create a prototype for was Calculus 30.I teach the Calculus 30 course for my magnet grouping (where students travel to another school to have access to additional courses) and have had to adapt an academic course into a 2-hour block where (not all) students are not able to stay for extra help if needed. I have had to come up with alternative ways of aiding students, typically this means they email me questions, I work them out, and email an image of the fully worked solution back. This is not the ideal way to receive additional support in mathematics and therefore, I would like to create a space where students are able to interact with each other and with myself to work through their challenges in the course. Calculus is often thought of as the study of change, and so I feel will be a great place for me to start my journey into online and blended learning.
Target student population and demographics: This course is the highest level of mathematics offered in the regular K-12 curricula in Saskatchewan. Students in this course are typically in Grade 12 and need several prerequisite courses in order to register for the course.
Course Format: This course is designed to be a blended course where students attend class on a regular basis and some of their assignments and tasks are located on an LMS. This course will have both synchronous and asynchronous aspects.
Synchronous: in-class sessions, activities housed in LMS that will be completed in class
Asynchronous: review videos, discussion forums, access to notes and other posted materials
Course Toolset: I have chosen to house my course in the Canvas LMS system. Within the module that will be evaluated, I have used EDPuzzle to create an activity that students are to complete and Flipgrid to provide a summary of an activity that was completed in class.
I chose Canvas because I liked the way that I could organize the modules (in this case chapters) and that I can publish each module separately so I can regulate the speed at which my students can have access to the content in the LMS. There are also discussion forums, assignments, and quizzes in Canvas. I intend to use the discussion forums as a platform for students to ask questions and support each other. My assignments and quizzes are formative assessments and are assigned in Canvas but are limited due to the course content and the specialized type that students would need to master in order to record their answers. Most assignments will be submitted either on paper or through Flipgrid.
I decided to include Flipgrid because it allows for students to video themselves which would allow them to describe the steps they have taken as they go over a worked solution.
EDPuzzle was chosen because I liked that I could use a pre-made video and insert the questions that helped guide my students’ thinking in the general direction that I was intending without requiring a set answer from them. It allows them to analyze as they observe.
Course Content and Learning Objectives:
The module that I will be submitting for evaluation for this prototype is Module 3 (Chapter 3: C30.3). This module covers content from the Calculus 30 Saskatchewan curriculum and the following outcome:
C30.3 Demonstrate understanding of limits and continuity.
Suitability to Students:
When thinking about whether I would like to be learn this way, if this works for me as a student, I believe I really do like the set-up which is a major reason why I chose to use Canvas. I was also able to ask my current students what they thought, and have asked several of my Sr. Math colleagues and we all seem to agree that this is a user-friendly set-up that is easy to understand and find information on. Because I teach this course to Grade 12 students, I was able to be more formal in the setup and I feel this will help my students as they transition to their post-secondary educations.
Considerations for common Concerns:
Access to devices: My school does not have ample access to devices but many of the activities can be completed on a cell phone (which very few do not have) or by utilizing the SMART Board in my classroom. All students in my class, including those from other schools, have access to computers throughout the day if they wish to catch up or review and do not have a device of their own.
Attendance concerns: I feel that this format for a course, being blended, will aide students who are missing as they are able to watch the video lesson and access the course content from home or anywhere they have an internet connection.