Digital Learning

Be sure to check out the latest edition of Education Week, featuring a commentary by Paul T. Hill
on the need for school funding reform in order to unlock digital
learning’s full potential. The Center on Reinventing Public Education
director sums up many of his ideas from last month’s “School Finance in the Digital-Learning Era” paper, part of Fordham’s Creating Sound Policy for Digital Learning
series, which outlined the need for a streamlined funding model where
money follows students and encourages edtech innovation. If the EdWeek essay piques your interest, download the full paper and read more by Hill from last week’s Rethinking Education Governance conference.

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“Selling Schools Out: the Scam of Virtual Education Reform.” The headline gracing the cover of the Nation’s December 5 edition does a pretty good job conveying the nuance and objectivity to be found in its expose of the digital learning landscape,
a sprawling indictment of online schooling in general. Author Lee Fang
describes a corrupt alliance of think tanks, politicians, lobbyists, and
private companies intent on recklessly promoting an unproven education
model for corporate gain. Their coordinated efforts, to hear Fang tell
it, have resulted in a “legislative juggernaut” that loosened
restrictions on virtual schooling in thirteen states in 2011 alone,
triggering a “gold rush of investors clamoring to get a piece of the
K-12 education market.”

It’s certainly an entertaining read, complete with union busting,
multiple “infamous” operatives, online smear sites, and an
arch-villain—the “Man Behind the Virtual Curtain”—Jeb Bush. Yet for all
its supposedly incriminating audio files and closed-door meetings, the Nation piece is more about ideology than scandal. Education Sector’s Bill Tucker took Fang to task
for omitting and mischaracterizing public sector innovation in online
schooling to preserve a narrative of privatization, and rightfully so,
but it’s worth owning a part of that story.

The growth of digital learning promises to bring unprecedented
private sector investment to education. Major corporations are lining up
to pour money into research and development, while education technology
...

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Education technology is a hot sector for innovative entrepreneurs and ambitious investors. While interest and investment in digital education skyrocket, though, the inflexibility of the existing school funding system may stifle its potential—at least according to Paul T. Hill in “School Finance in the Digital-Learning Era,” the latest installment in Fordham’s  Creating Sound Policy for Digital Learning series. As Hill writes,

Our system doesn’t fund schools, and certainly doesn’t fund students. Yet to encourage development and improvement of technology-based methods, we must find ways for public dollars to do just that—and to follow kids to online providers chosen by their parents, teachers, or themselves.

The paper, released Wednesday, argues that unlocking the vast potential of digital learning requires streamlining funding into a “backpack” model where dollars follow individual students, allowing families to select from a robust and diverse range of digital and traditional educational options. Download the paper to find out more, and explore expertsreactions on Flypaper....

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Paul T. Hill
director of the Center on Reinventing Public Education

Guest blogger Paul T. Hill is the director of the Center on Reinventing Public Education and the author of a recent paper in Fordham’s Creating Sound Policy for Digital Learning series, “School Finance in the Digital-Learning Era.”

Futurists
have long regaled us with predictions about technology dramatically
improving education by giving millions more students access to the very
best teachers and deploying computer-based systems that allow them to
learn at their own pace at whatever time and place works best for them.
This vision is now becoming a reality, partly because tight budgets are
forcing K-12 schools to employ fewer teachers and boost the productivity
of those who remain.

Saving money is only part of technology’s educational potential,
however. More important is individualization and rapid adaptation to
what a student is learning, leading to the possibility of greater and
more consistent growth. Managing equipment, web links and vendor
contracts is also far nimbler than re-organizing people.

All this potential notwithstanding, however, plenty of policy and
structural barriers stand in the way of widespread adoption of
technology in K-12 education. Perhaps the toughest of these is our
traditional approach to school funding.

Simply put: Our current education finance system doesn’t actually
fund schools and certainly doesn’t fund students. Rather, it pays for
district-wide programs and staff positions. Much of it...

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Yesterday, the Fordham Institute released the latest papers in its Creating Sound Policy for Digital Learning series, including Bryan and Emily Hassel’s “Teachers in the Age of Digital Instruction.” 
Digital learning is often portrayed as a threat to the teaching
profession, swapping teachers for computers in order to cut budgets. 
The reality, the authors argue, will be both more complicated and
rewarding for educators:

We have little doubt that the digital future will
transform education.  But rather than an either-or decision between
technology and teachers, we propose that digital education needs
excellent teachers and that the teaching profession needs digital
education.

Download the paper to learn more, and keep an eye out for expert reactions on Flypaper over the next few days.

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Tom Vander Ark
Founder of GettingSmart.com

In this post, which originally appeared on the Getting Smart blog, guest blogger Tom Vander Ark analyzes Paul T. Hill’s paper, “School Finance in the Digital-Learning Era,” the latest installment in Fordham’s Creating Sound Policy for Digital Learning series. Click here for his analysis of “Teachers in the Age of Digital Instruction.”

The
second paper released yesterday deals with the digital learning
implications for school finance. Author Paul Hill leads the Center for
Reinventing Public Education. His work over the last two decades has
done more to shape my views about how to design delivery of public
education than any other scholar. Like the Hassels’ paper, the
recommendations presented in School Finance in the Digital-Learning Era are well aligned with the recommendations of Digital Learning Now.

Dr. Hill lays out in some detail all the ways that the current
haphazard system is “stacked against innovation.” Rather than tinkering,
Paul suggests that states should “start from scratch and create a new
school-funding system.” He suggests a central design principal, “Make
funding for education follow the child to any school or instructional
program in which he or she enroll.”

He recommends that a technology-friendly funding system would need to:

  • Fund education, not institutions
  • Move money as students move
  • Pay for unconventional forms of instruction, and
  • Withhold funding for ineffective programs without
  • ...
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At least the Occupiers have good fashion sense

With the closing of Zuccotti Park, Rick is back
with the podcast in full force—shorts, Birkenstocks, and all. He talks with
Mike about Fordham’s new digital-learning papers, union/school-board incest,
and our parenting problem. Amber reads from the digital-learning encyclopedia
and Chris gives corporate sponsorship an A-plus.

Bryan Hassel and Emily Ayscue Hassel

We don’t doubt that the digital future will transform
education—along with practically everything else. But rather than seeing it as
a painful (and politically volatile) trade-off between technology and teachers,
we propose that digital education needs excellent teachers and that a
first-rate teaching profession needs digital education. Schools will not require
as many conventional teachers as they did yesterday, but those they need will
be crucial—and will be able to tap top-notch technology and instructional
support teams to achieve excellence at scale. These teachers will get paid
more, too, potentially a lot more. And all this can be done within tight
budgets so long as education systems judiciously blend technology and people.

Digital learning has the potential to transform the teaching
profession in three major ways:

  • Extending
    the reach of excellent teachers to more students.
  • Attracting
    and retaining more excellent teachers.
  • Boosting
    effectiveness and job options for average teachers.

Extending the reach
of the best.
In the digital future, teacher effectiveness will matter even more than today. As digital learning
spreads, students worldwide will gain access to core knowledge and skills
instruction. What will increasingly differentiate outcomes for schools, states,
and nations is how well responsible adults carry out the more complex
instructional tasks: motivating students to go the extra mile, teaching them
time management, addressing social and emotional issues that affect their
learning, and diagnosing problems...

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Paul T. Hill

Futurists have long regaled us with predictions about technology
dramatically improving education by giving millions more students access to the
very best teachers and deploying computer-based systems that allow students to
learn at their own pace at whatever time and place works best for them. This
vision is now becoming a reality, partly because tight budgets are forcing K-12
schools to employ fewer teachers and boost the productivity of those who
remain.

Saving money is only part of technology’s educational
potential, however. More important is individualization and rapid adaptation to
what a student is learning, leading to the possibility of greater and more
consistent growth. Managing equipment, web links, and vendor contracts is also
far nimbler than reorganizing people.

Our current education-finance system doesn’t actually fund schools and certainly doesn’t fund students.

 
   
 

All this potential notwithstanding, however, plenty of
policy and structural barriers stand in the way of widespread adoption of
technology in K-12 education. Perhaps the toughest of these is our traditional
approach to school funding.

Simply put: Our current education-finance system doesn’t actually
fund schools and certainly doesn’t fund students. Rather, it pays for
district-wide programs and staff...

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bonsai tree photo

Get your scissors, we'll show you how it's done.
Photo by Antonio Gonzalez Tajuelo

Like a bonsai, digital education must be
cultivated—with policies that foster its growth and trim its unruly branches. Yet,
too few are ready or willing to tend—and bend—this growing plant. Instead,
divided camps have emerged. One group—balking at the potential loss of rigor,
loss of teachers, loss of interpersonal connections associated with online
schooling—stands ready to uproot the fledgling digital-learning initiative. It
even seems to have the Wall Street Journal
convinced: A WSJ piece from this week
starts off with a vignette of an unmotivated online student who sets aside only
three hours a day for schoolwork, offers critique of the level of
student-teacher communication at Florida Virtual School, and hints at the fear of
for-profit takeover
of the digital-ed realm. In the other camp are those blind
proponents of online ed, who extol its rigor, instructional prowess, and its
intrinsic quality-control mechanisms. Responding to the Journal’s piece, Tom Vander Ark personified this movement. In his
rebuttal he avers the rigor of online school (but he fails to address
credit-recovery programs, a habitual...

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