Department of Education
The University of Texas Rio Grande Valley
Increasing Biology Content Literacy and Digital Literacy with Minority Students Using Blended Learning
This autoethnographic paper exposes my experiences, both good and bad, using blended learning to teach biology in 9th grade biology courses in South Texas to increase content and digital literacy of my students and myself. The students in this school district close to Mexico are predominantly Hispanic. The frameworks are social justice and new literacy studies. I obtained the Data from 1) aggregate reports, 2) personal observations, and 3) anonymous feedback from former students. I observed increased digital literacy of my students and myself. Benefits of increasing digital literacy of high school students should have a positive impact on preparing them for higher education.