Distance Learning: The Good, the Bad, and the Ugly

Summary: 


The article I reviewed was a study done by the National Education Policy Center titled, "Online K-12 Schooling in the U.S.: Uncertain Private Ventures in Need of Public Regulation” In particular, there is very little accountability for school districts who use online school as a viable alternative to the traditional classroom, in terms of class sizes, spending per pupil, and student accountability for work. In 2011, there were over 40 state operated or approved online schools, and about 30% of high school students have taken an online class. Online schooling has now become one of the most popular forms of distance education.

The report comments mainly on the lack of real effectiveness reported by the little research that has been done on online schooling and distance education. It also brings up what it perceives as the danger of private business interest in the world of online schooling. The study concludes that total immersion in an online education environment is not effective in terms of improving test scores, but that hybrid or blended learning may have some benefit for students.

Response:


Having been a distance education student at community colleges across the State, I can whole-heartedly report that the experience of taking an online class in NO WAY compares to the experience of sitting and learning in an actual college classroom. Yes, information can be delivered online, but if we agree that learning takes place in a social community through interactions with others, than online school is a sad replacement for the real thing. I think this report should be examined closely by school districts looking to involve online education in their communities.

Source: 


Glass, G. V & Welner, K.G. (2011). Online K-12 Schooling in the U.S.: Uncertain Private Ventures
in Need of Public Regulation. Boulder, CO: National Education Policy Center. Retrieved [date]
from http://nepc.colorado.edu/publication/online-k-12-schooling.

Braille in the Techno Age

Summary:

The article, "New Technologies Engage Students With Disabilities," documents the incredible rise of assistive technology devices for students with disabilities. Fifty years ago, students with vision impairments went to special schools for the blind. These days, students like Kyle Beasley carry around an iPad hooked up by bluetooth to a special braille translator that allows him to access the internet, read textbooks, and do just about anything anybody else can do with a computer.

The availability of technology to change the lives of people with disabilities has risen enormously in the last ten years, according to the article. Now, school districts hire special people to keep track of technological advances and match them to students with disabilities. The second half of the article tells the story of Ms. White, whose job it is to identify technology and advocate for its use with students in her district. She has an amazing amount of success stories, and sees technology as empowering her students to succeed in school and in their lives.

Response:

The article is a very positive one that seems to emphasize the power of technology to make the world a better place, especially for students with disabilities. And, when I read about the braille device that pops up new braille on a pad to correspond with whatever is on the screen (and communicates via bluetooth), I am entirely convinced that certain technologies can change lives. Part of me does wonder how much every student needs an iPod, a laptop, and special software, or how cost-effective it is to deliver that to each student.

I would like to see some critical perspectives in the article. I would like to know what the opposition to these technology programs - especially the ones that buy laptops and iPods for studetns with mild learning disabilities - has to say. It seems like there is a line between life-changing and merely convenient, and I wonder where school districts draw it.

Citation:

Shultz, F. (2012). New technologies engage students with disabilities. Education Week.

The ISTE Classroom Observation Tool

Citation: Holzendorf, D. (2010, Octoboer 1). [Technology in Education]. Retrieved from http://www.edarticle.com/article.php?id=1071

Summary:

The short article by David Holzendorf "Technology in the Classroom," brings up an interesting component to our discussion on technology in education. We've been talking a lot about things to keep in mind when utilizing technology in the classroom and about how too much of a good thing can overload learning. It really is up to the teacher to balance technology instruction and manage students' access and interaction with these types of tools. 

The article discusses The ISTE Classroom Observation Tool, an observation protocol to help teachers better implement and  use technology in the classroom. It's a free tool to use and teachers and administrators can use it to document the type of technology education going on in the classroom.

According to Holzendorf, the ICOT can be used to "promote a dynamic, digital-age learning culture," to "document and retain the effective use of technology in the classroom," and to "better prepare and plan professional development for teachers."

Response:

While I do see a need for school's to evaluate their use of technology in the classroom, I am wary of using observation protocols in any sort of high-stakes way. I think the ICOT's lies in being able to identify areas of improvement and implement staff training and development along those lines. It definitely streamlines the process of integrating technology in schools and sets guidelines for how districts should use technology in the classroom. 

It really is not enough to put some laptops or iPads in a classroom, teachers need to be provided with ideas and training to help them utilize the technology to its full potential. The ICOT is just one tool districts can use to document and evaluate the effectiveness of technology in education. 

Teaching and Learning with iPads in Special Education

Citation: Staley, J. (2012, February 29). Touch screens may ease verbal barriers to learning. Education Week.

Digital Stories with English Language Learners

This is a podcast of a review of the article "Learner Digital Stories in a Web 2.0 Age," by Ghinwa Alameen. Go here to check out the actual digital stories created by Alameen's advanced ESL class.

Citation: Alameen, G. (2011). Learner digital stories in a web 2.0 age. TESOL Journal, 2(3), 355-369.