[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-150646-en":3,"doc-seo-150646-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},150646,5909887256941,"Mason","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",6,"Technology","The Quick Guide to Simultaneous, Hybrid, and Blended Learning - Introduction - Functions and Tools","Introduction to simultaneous, hybrid, and blended learning in preK–12 classrooms, explaining how teaching and learning boundaries expanded during distance learning and were reshaped by COVID. Covers practical context shifts for families, teachers, and instructional leaders, emphasizing continuous improvement as a hallmark of teaching expertise. Introduces “Functions and Tools” for educators and students, mapping information discovery, use, creation, and sharing to corresponding sample digital resources and engagement opportunities.","Please enjoy this complimentary excerpt of the Introduction. You’ll discover an overview of how to navigate simultaneous, hybrid, and blended learning.  \nIntroduction  \nThe boundaries of teaching and learning in the preK–12 classrooms have been expanded, stretched, and blurred as we develop different approaches and pathways for reaching and teaching students. Designing and implementing rigorous and engaging experiences that move learning forward has always been, and will continue to be, the impetus behind what we do in our schools and classrooms. What has changed, and continues to change, is the context in which these experiences occur. For many of us, calculus moved to the couch, language arts to the living room, and physical education to the patio. Distance learning was the new normal.  \nDistance learning is what prompted the sudden expanding, stretching, and blurring of the boundary between home, classroom, and school. Distance learning has existed fora while in some contexts within education. Perhaps you remember when your teacher rolled the television into the classroom, and you watched current events in real time, such as a space shuttle launch or the 9/11 terrorist attacks. Or you may remember a science teacher flipping through your catalog of laserdiscs to display the perfect interactive visual of a beating heart to your students. Or perhaps you can remember a time when an expert “visited” your classroom via teleconferencing to lend their expertise toa lecture. Did you know that Chicago schools educated over 315,000 students for several weeks in 1937 via the radio due to the polio outbreak? Students tuned into different stations based on their grade level and there was a call center staffed by teachers to provide additional help. These various contexts have used some form of technology innovation, a departure from face-to-face instruction in which students received information from the teacher alone and engaged students in a different medium of receiving instruction.  \nBut that changed as a result of COVID. As parents, guardians, and primary childcare providers, we found ourselves in the car loop picking up laptops, hotspots, books, and school meals. As teachers, we found ourselves attending ongoing professional learning, researching and leveraging available instructional technology to ensure continuity of learning, supporting our learners in finding, gathering, creating, and sharing information (see Figure I.1) .  \nFinally, instructional leaders tackled the challenge of liaising between teachers and families to ensure learners had access to school and “logged on” to class.  \nWhile there are a variety of perspectives, there are data that suggest, by and large, we did what families, instructional leaders, teachers, and our students have done many times before. We stepped up to the challenge and made the best of the current situation (see Kuhfeld et al., 2020b) . This same data points us in the direction of opportunities for growth and improvement. And that should be expected in any teaching and learning environment. After all, continuous improvement is the hallmark of expertise in teaching (Rickards, Hattie, & Fields, 2021) . But the point we are trying to make is that,  \nCONTINUOUS IMPROVEMENT IS THE HALLMARK OF EXPERTISE IN TEACHING.  \n2 The Quick Guide to Simultaneous, Hybrid, and Blended Learning  \nI.1 FUNCTIONS AND TOOLS  \n| Teacher wants students to | Student Engagement Opportunities | Sample Digital Resources |\n| --- | --- | --- |\n| Find Information | • Can locate information sources\u003Cbr>• Can organize and analyze information sources for accuracy and utility to the task\u003Cbr>• Locating information is driven by curiosity and topic | • Wakelet\u003Cbr>• Google/Google Scholar\u003Cbr>• Quizlet\u003Cbr>• Pear Deck\u003Cbr>• eBooks |\n| Use Information | • Can cite sources of information\u003Cbr>• Makes judgments about how best to use information\u003Cbr>• Asks questions the information provokes | • Evernote\u003Cbr>• OneNote\u003Cbr>• Flipgrid\u003Cbr>• Grammarly\u003Cb","cbCait5MN34Z6E2f","https://ap.wps.com/l/cbCait5MN34Z6E2f","pdf",1591685,1,13,"English","en",105,"# Introduction\n## Distance Learning and the Blurred Boundary\n## Continuous Improvement and Teaching Expertise\n## Functions and Tools","[{\"question\":\"What forces the shift toward simultaneous, hybrid, and blended learning?\",\"answer\":\"Distance learning and the COVID-era change in how families and teachers supported learning expanded and blurred the boundary between home, classroom, and school.\"},{\"question\":\"How does the document describe the role of continuous improvement in teaching?\",\"answer\":\"It frames continuous improvement as the hallmark of expertise in teaching, pointing to growth opportunities after adapting to new learning contexts.\"},{\"question\":\"What are the main functions and how are tools matched to them?\",\"answer\":\"The “Functions and Tools” section links four educator/student functions—finding, using, creating, and sharing information—to sample digital resources and engagement opportunities.\"}]","The Quick Guide to Simultaneous, Hybrid, and Blended Learning - 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