ABSTRACT
Following on from the positioning and reform history of education as detailed in Chapters 1 and 2, this chapter examines why alternative approaches to teaching and learning are better able to respond to technological disruption. It also describes how the COVID-19 pandemic has caused many schools and school systems to move even more strongly to the use of online learning as a major focus for teaching and learning. In this respect Chapter 3 considers Blended Learning as an intentional response to technological disruption, specifically designed to harness its positive potential in a way that supports student learning. It then provides clear insights into Blended Learning as a modern pedagogical approach that is devised to encourage student-directed learning as an important pedagogical outcome.
