Blended Learning in the Spanish Classroom

Since the inclusion of 21st century skills in education standards, technology inclusion in the classroom has moved to the forefront as numerous districts across the country have gone 1:1 in order to better prepare students for the future. While blended learning, a mix of face to face and instructional technology use, has been primarily used at the university setting for distance classes, there has been a growing call from administration to included more blended practices into the secondary classroom. This action research project, given in a Spanish II high school classroom, looked at including student choice in pace, path and task as a means to improve student achievement including with oral communication. This study used mixed methodology with both quantitative results from test and quiz scores as well as a qualitative survey given to students at four points within the intervention. Analysis of the data suggests that student overall achievement and oral communication specifically did not increase while surveys indicated a perception of increased workload and preference for the traditional classroom