Digital Learning

This eighth edition of Keeping Pace—digital education’s
yearbook cum encyclopedia—offers
promising statistics for online-learning proponents: All fifty states
and D.C.
now offer at least some sort of online or blended learning opportunity,
with
digital course enrollment jumping 19 percent in the last year alone.
Good news.
But there’s more. At an average per-pupil expense of about $7,000,
full-time online
learning can cost thousands less than the average brick-and-mortar
experience.
Other trends are interesting. Notably, single-district programs have
grown the
fastest this past year—with consortia programs greatly expanding as
well. (Implementation
of the Common Core standards will likely spur states to adopt this
consortium
model as well, say the authors.) Yet other trends serve as reminders
that we
have yet to unlock the full potential of online learning: Digital
programs are
serving a disproportionately low percentage of minorities, free and
reduced-price lunch students, English language learners, and students
with disabilities.
For those looking to winkle out digital-learning statistics, get a lay
of the
digital-learning landscape, or see how their own states fare in this
...

Will the move toward virtual and “blended learning” schools in American education repeat the mistakes of the charter-school movement, or will it learn from them?

Try this thought experiment: How much more successful might U.S. charter schools look today if, at the beginning of the charter movement two decades ago, proponents had spent the time and effort to consider what policies and supports would be needed to ensure its quality, freedom, rules and resources over the long term? What mistakes might have been avoided? Damaging scandals forestalled? Missed opportunities seized?

We can’t go back in time for charters but we can be smarter about the next major phase of education reform and innovation: taking high-quality virtual and blended schools to scale—and to educational success. To this end, the Thomas B. Fordham Institute, with the support of the Charles and Helen Schwab Foundation, has commissioned five deep-thought papers that, together, address the thorniest policy issues surrounding digital learning. The goal is to boost the prospects for successful online learning (both substantively and politically) over the long run.

In "School Finance in the Digital-Learning Era", Paul T. Hill zeroes in on the policy area most in need of reform if digital...

Bill Tucker
Managing Director of Education Sector

Guest blogger Bill Tucker, managing director of Education Sector, examines the latest installments in Fordham’s Creating Sound Policy for Digital Learning series in this post, which originally appeared on The Quick and the Ed.

Teachers in the Age of Digital Instruction and School Finance in the Digital-Learning Era,
two new working papers in the Fordham Institute’s series on digital
learning, are welcome additions to the often narrow debates around
online learning.

“Teachers,” written by Public Impact’s Bryan and Emily Hassel, opens
with an important and refreshing perspective: “that digital education
needs excellent teachers and that the teaching profession needs digital
education.” Rather than replacing teachers, the authors see digital
learning as transforming teaching — both by offering tools for
traditional classroom teachers and by enabling entirely new ways of
teaching. Often missing from conversations around technology, the paper
outlines the varied roles that teachers play, including helping with
motivation, social and emotional support, and stretching critical
thinking and analytical skills. It concludes that the future is a much
more differentiated...

Tom Vander Ark
Founder of GettingSmart.com

In this post, guest blogger Tom Vander Ark analyzes the latest installments in Fordham’s Creating Sound Policy for Digital Learning series. It originally appeared on the Getting Smart blog.

Fordham released two important papers today as part of the Creating Sound Policy for Digital Learning series. The first, Teachers in the Age of Digital Instruction,
is by the co-directors of Public Impact. Bryan and Emily Hassel are the
Malcolm Gladwells of education—they point to profound truths hiding in
plain sight.  In short, this is the best current description of the
implications of digital learning on learning professionals.

The Hassel’s primary assertion is that in the age of digital
learning, “Teacher effectiveness may matter even more than it does
today.” I buy the argument that edtech will increasingly build basic
skill but they run the risk of being trapped in a Rocketship Education
rut—tech does easy stuff, teachers promote critical thinking. That’s one
currently useful pattern, but innovative delivery models are advancing
other alternatives.

Their conclusion that “The elements of excellent teaching that are
most...

Today Fordham is releasing the latest installments in our Creating Sound Policy for Digital Learning series,
offering a glimpse at what the digital future may hold for teachers and
school finance—and addressing potential pitfalls on the way to
realizing that promise. In one paper, “Teachers in the Age of Digital Instruction,”
Bryan and Emily Hassel argue that the growth of digital learning should
greatly alter the roles and compensation of educators—although not
necessarily at the expense of teachers—by “unbundling” their
responsibilities. In the other, “School Finance in the Digital-Learning Era,”
Paul T. Hill warns that the outdated way we fund schools threatens to
cripple innovation in online education. Taken together, today’s
publications present an appealing, 21st-century approach to education—a
future threatened by our existing approaches to teaching and school
funding. Be sure to check out Flypaper over the coming days as experts post their reactions to the release; for now, download and explore the papers yourself....

This soapbox has a great view

Mike and Janie bite off big topics in this
week’s podcast—from the repeal of SB5 to racial imbalances in gifted-ed
programs to online learning. Amber wants CRPE to name names and Chris starts
subbing for the pension benefits. You’re gonna want to sit down for this.

Over the past few months, crusading Idaho state
supe Tom Luna has shepherded a flock of forward-thinking and cost-saving
reforms—including adoption of merit pay and a rollback of tenure and
collective-bargaining rights. Yet amid Luna’s bold reforms hides one black
sheep. If legislators agree in January, Idaho will become the first state to
mandate that all high schoolers take at least two courses online. (Currently,
Michigan and Alabama require students to each take one online course.)



eat your vegetables photo

You will take your online class. And you'll like it.
Photo by Justus Hayes

Further,
one of these classes must be “asynchronous”—think more “correspondence course”
and less “virtual classroom.” Gadfly is a firm believer in the potential of digital
learning to expand the reach of fantastic teachers, to individualize
instruction, and to allow for more choice in public education. But the goal
should be to expand access to digital learning, not to require kids...

Guest Blogger

?The server ate my homework.'' *

? student excuse in Munster, IN

Out With Textbooks, in With Laptops for an Indiana School District New York Times

22 Percent

Percentage increase in the proportion of new, experienced teachers hired for hard-to-staff schools between 2007 and 2009.

Pay-for-performance program pays off for Denver Public Schools Denver Top News Examiner

* This quote does not necessarily represent the views of the Thomas B. Fordham Institute.

The Education Gadfly

Janie and Daniela go two-for-two. This week they unpack Duncan's teacher-prep plan, quality control in digital learning, and the parallels between football and education. Amber boots out ineffective teachers and Chris calls out of turn.

[powerpress]

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