Dear Xavier Sans,
I am writing to tell you about Blended learning. In my point of view, I think they are old enough for blended learning, although it all depends on their willingness and seriousness.
I am sending you article as a pdf file. I hope that article help you.
Hi Xavier!
As in many other questions, it depends on what we mean by "blended"... Generally I think they are mature enough - they have ICT technology as rather natural - although there can be big differences in a group of the same age. Generally, it can rather be troublesome not to blend. You will see hidden ICT devices everywhere. So why not use them in the open instead?
I am also of the meaning that we must count all ICTs, even print, when we think of "blended". I have tried to illustrate that thought in an experimental text I attach below.
Research A back-to-basics thought experiment about blended learning
Dear Mark: our students will get mature as well as we give work to do on that issue. Yes: they can deal with a blended-learning! (more than we do, unfortunately!)
You need to explain at first and to walk with them, but you will no longer need it when they reach the first steps with secure!
I believe that they can deal with a blended-learning. But I reckon it would be easier on teachers if the students were set in a certain order of mature and needing help for that has actually helped me learn and improve.
It is hard to comment about maturity when the culture of schooling is so dysfunctional that disengagement obscures the maturity level. I think they may in general be mature enough but the system would need to be very different. There is also an issue of access. In regional Queensland, a moderate number of our children do not have quality access to hardware and bandwidth.
To clarify my use of the term dysfunctional, I mean that due to systemic factors including the reporting system that labels students as successes or failures at school, students turn off school more quickly than is necessary. When that happens it is hard to judge to effectiveness of any strategy because the effect of disengagement is much more profound than any strategy.
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