How K-12 Teachers Use Technology to Facilitate Blended Learning: A Systematic Literature Review

Blended learning is a pedagogical model that combines in-person instruction with online learning and it is widely acknowledged for its positive impact on student learning. However, many K-12 teachers feel unsure about how to effectively integrate computer-mediated learning into their classroom teaching, possibly contributing to cases of blended learning being ineffective. To better understand how teachers use technology for blended learning, and what challenges they face, we conducted a systematic review of empirical studies focusing on K-12 teachers' current practices in implementing blended learning. Using the ERIC database and following PRISMA steps, we screened 1,372 papers and identified 21 papers to review. Thematic coding of the 21 papers showed that teachers leverage blended learning technologies to manage learning materials, gain insights from learning analytics, enhance peer learning, and increase access to physically constrained learning activities. We found that teachers face three practical dilemmas when implementing blended learning: (a) balancing online and face-to-face teaching, (b) balancing student autonomy and teacher intervention, and (c) balancing digital literacy and disciplinary learning. Our study highlights practical challenges with blended learning and the need to explore effective strategies for striking the delicate balance between harnessing the benefits of online learning and mitigating its potential risks.