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.
Hauschildt, Stacy, "Blended Learning in the Spanish Classroom" (2017). Master's Theses & Capstone Projects. 49.