The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners. Student progress in the online component of the blended learning program was a significant predictor of growth in reading performance on a standardized reading assessment (Group Reading Assessment and Diagnostic Evaluation, Pearson Assessment, Boulder, CO) when controlling for student grade level, initial student skill level, and English learner status; however, students in kindergarten through Grade 2 showed more substantial gains than students in later grades. These results suggest there is a benefit of a blended learning approach to literacy instruction for a diverse cross-section of students, particularly when beginning instruction in the early grades.

The number of K-12 classrooms adopting blended learning models is rapidly increasing and represents a cultural shift in teaching and learning; however, fidelity of implementation of these new blended learning programs varies widely. This study aimed to examine the role of teacher engagement in student motivation and achievement in a blended learning environment. Reading skill data were analyzed from 19,366 students across 624 schools led by teachers defined as engaged users of a blended learning reading program (Lexia Reading Core5 [Core5]). Results showed significant improvements in reading skills during the analyzed period for the students of the engaged teachers in comparison to neighboring classrooms (171,850 students in the same 624 schools) of less engaged teachers.

In the context of trying to improve reading proficiency in elementary school students, this study investigated the use of digital technology as part of a blended learning program, Core5, in kindergarten and first grade classes. A quasi‐experimental design compared 283 treatment students instructed in schools using Core5 with 237 control students in schools using traditional instruction in an urban school district. At the beginning of the school year, all students were pretested with Dynamic Indicators of Basic Early Literacy Skills (DIBELS), a commonly used reading assessment. During the school year, the treatment schools implemented Core5, which includes the online component and offline teacher‐led lessons. The English Language Arts curriculum was evaluated and found to be similar across treatment and control schools. At the end of the school year, all students were post‐tested with DIBELS. Results from propensity score analyses showed that treatment students outperformed control students and that the discrepancy between treatment and control groups on post‐test scores was more pronounced when students had lower pretest scores. These outcomes point to the value of using Core5 for reading instruction in early elementary grades.

This chapter provides theoretical and practical insights for integrating and improving motivation in the design of educational technologies and enhancement of student engagement. While the number of new products available to support differentiated learning is great news for students, the rapid development of products may mean quantity over quality. Schools may end up purchasing educational technology tools that may not necessarily be user-friendly, developmentally appropriate, or built with the student end-user in mind, especially for elementary school students. Ideas from popular and well research motivational theories—self-determination theory, attribution theory, and goal orientation theory/mindsets—are discussed in terms of their integration in the design of educational technologies. The blended learning literacy program, Lexia Reading Core5® (Core5), is used as an example of how to iteratively redesign educational technologies taking motivational theories into account. The specific theories and examples presented are then summarized as for practical application.

No abstract