Post Two: Module Two

Distance Education

George Siemans (Laurette 2008) discusses the principals of distance education and breaks down  how he envisions  current and future distance education in a K-12 setting by breaking it down into three distinct areas;  The Virtual school: a school without walls that teaches its students strictly on the Internet.  In the state of Idaho there is a state law that was recently passes that mandates students in high school to take at least one online course in order to graduate from high school.  A collaborative system; Siemmans  provides two examples the Iowa Communication Network and the South Dakota network both states have invested sizeable amounts of funds to provide fiber optic cabling to each school though out the state that provides the opportunities for collaborative sharing of content. This also makes it possible to share resources and be able to have one teacher teach content in two different locations   The last category that is discusses is the Mirrored schools.  This is the one that interests me most because it is used within the same school district, the curriculum is the same at both local and distance locations.  In the Lander County School District we have two high schools that are separated by over 90 miles.  The smaller school district can benefit from the larger high school streaming its class period via Skype or other electronic device over to Austin High School.

 Steve Wheeler: Exponential timeshttp://steve-wheeler.blogspot.com/#!/2012/09/exponential-times.html

In this website he describes how change is rapid and often takes us by surprise.  The most important message that is contained in the blog is this message:

·  A teacher teaches; an educator reaches.

·  A teacher typically focuses on curriculum and assessment. An educator focuses on development and evaluation.

·  In the curricular race, a teacher perspires. In the journey of lifelong learning, an educator inspires. (An educator goes the extra mile.)

·  A teacher works with content. An educator deals with people.

·  Teaching is a job. Educating is a calling.

·  Some teachers do this to earn. Educators do this to learn (about themselves, their learners, better ways to inspire, etc).

·  A teacher might network locally. An educator is connected globally (and thinks and acts that way too)

The Instructional Innovations Blog at Indiana University http://icoblog.wordpress.com/category/distance-education/

In this blog the author describes what cloud storage is by comparing it to money that a person deposits into a local bank.  The owner of the money does not need to constantly need to go to the bank to access his money but rather he can access his account by using the Internet, cell phone, or any computer device.  By using cloud storage devices it also makes it easier to work collaboratively on a given project.  There are even some cloud storage devices that also provide a medium where you can also edit your document such as Google Docs, and Microsoft Office Live.

 

 

 

 

Laureate Education, Inc. (2008). Siemens, George: The Future of Distance Education. Principles of distance education. Baltimore, MD: Author

Effective Integration of Computer Technology into the Classroom: Creating a District Wide Educational Technology Plan

In the United States today we are faced with difficult challenges within our school systems.  School districts throughout the U.S. are facing unique challenges such as declining budgets, outdated computer technology, increased class sizes, frozen wages for teachers, and increased online schools that are drawing students away from traditional classrooms.  While this is going on, schools are being asked to train students to be successful in the digital age. 

Kleiman ( 2001) suggests  for districts to maximize their technology investment requires a clear vision of the goals within the district.  There are three myths that all districts need to be aware of.  Myth 1 Placing computers into the classroom will enhance learning and student achievement will increase.  In order for computers to be successful in a classroom requires training teachers effectively to use the tool, don’t expect the computer to work magic. Myth 2. There are agreed upon goals and best practices that defines how computers should be used. These can include such items as increase student acquisition of  math skills, and motivating students. Myth 3, give teachers basic computer training and they are ready to put technology into use effectively.   

Reference:

Kleiman, Glen M. (2001) “Myths and Realities  About Technology in K-12 Schools” The Digital Classroom: How Technology is Changing the Way We Teach and Learn