Vision
An advocate of the virtual learning environment, I support efforts to increase learning outcomes inside and beyond the regular school day schedule. Familiarity with digital content is critical for online learning participation, and the needed training for students with limited computer skills and first languages other than English must not be overlooked. My hope is that with the growth of eLearning we will see growing academic benefits for the growing diverse student population of the United States.
The degree to which some learners are facing language barriers, homelessness, and limitations to technology access must be made known. How we as educators address our diverse student population (USED, 2010) and ensure academic participation reflects that of digital learning and not that of the digital divided is paramount. The academic advantages associated with online learning must be provided to an inclusive public school population. As members of the global community, our students must not be isolated in segregated virtual classrooms. Considering the expense to maintain the virtual sphere, such technology must serve to increase high school graduation rates and steer students to success.
Online learning and credit-recovery online programs are growing options for US students that have fallen behind in high school (Watson & Gemin, 2008). Online courses are viewed as advantageous for students with mobility issues and those who have to relocate from one school to another (Watson & Gemin, 2008). In July 2012, legislation was passed, Senate Bill 289, to provide online access to all students in the state of Georgia, How this legislation advocates change in the lives of all Georgia students will depend on pedagogy practices and the design of e-Learning academia. My future work will support efforts to:
Better define online content learning strategies for our diverse student population
Better define the online pathway for all learners to graduate high school
Advance science content learning gains
My vision for eLearning directs my desire and my work to increase classroom use of instructional technology, support collaborative pedagogy practices, and ensure student learning is authentic and student directed. The work implemented for this higher learning journey includes data collection, data analysis, and data learning initiatives that will enable all students to share their gifts with the world.
References
U.S. Department of Education (USED). (2010). Race to the Top Assessment Program Guidance and Frequently Asked Questions. Washington DC: Retrieved from:
http://www2.ed.gov/programs/racetothetopassessment/faqs.pdf.
Mozer, L. & Chan, T., (2012). A Comparison: Face-to-Face and Online Learning, Paper presented at 36th Annual Meeting of the Georgia Educational Research Association, Savannah, GA.
Watson, J. & Gemin, B., (2008). Promising Practices in online learning: Using online Learning for At-Risk Students and Credit Recovery. Retrieved from http://www.inacol.org/cms/wp-content/uploads/2012/09/NACOL_CreditRecovery_PromisingPractices.pdf
An advocate of the virtual learning environment, I support efforts to increase learning outcomes inside and beyond the regular school day schedule. Familiarity with digital content is critical for online learning participation, and the needed training for students with limited computer skills and first languages other than English must not be overlooked. My hope is that with the growth of eLearning we will see growing academic benefits for the growing diverse student population of the United States.
The degree to which some learners are facing language barriers, homelessness, and limitations to technology access must be made known. How we as educators address our diverse student population (USED, 2010) and ensure academic participation reflects that of digital learning and not that of the digital divided is paramount. The academic advantages associated with online learning must be provided to an inclusive public school population. As members of the global community, our students must not be isolated in segregated virtual classrooms. Considering the expense to maintain the virtual sphere, such technology must serve to increase high school graduation rates and steer students to success.
Online learning and credit-recovery online programs are growing options for US students that have fallen behind in high school (Watson & Gemin, 2008). Online courses are viewed as advantageous for students with mobility issues and those who have to relocate from one school to another (Watson & Gemin, 2008). In July 2012, legislation was passed, Senate Bill 289, to provide online access to all students in the state of Georgia, How this legislation advocates change in the lives of all Georgia students will depend on pedagogy practices and the design of e-Learning academia. My future work will support efforts to:
Better define online content learning strategies for our diverse student population
Better define the online pathway for all learners to graduate high school
Advance science content learning gains
My vision for eLearning directs my desire and my work to increase classroom use of instructional technology, support collaborative pedagogy practices, and ensure student learning is authentic and student directed. The work implemented for this higher learning journey includes data collection, data analysis, and data learning initiatives that will enable all students to share their gifts with the world.
References
U.S. Department of Education (USED). (2010). Race to the Top Assessment Program Guidance and Frequently Asked Questions. Washington DC: Retrieved from:
http://www2.ed.gov/programs/racetothetopassessment/faqs.pdf.
Mozer, L. & Chan, T., (2012). A Comparison: Face-to-Face and Online Learning, Paper presented at 36th Annual Meeting of the Georgia Educational Research Association, Savannah, GA.
Watson, J. & Gemin, B., (2008). Promising Practices in online learning: Using online Learning for At-Risk Students and Credit Recovery. Retrieved from http://www.inacol.org/cms/wp-content/uploads/2012/09/NACOL_CreditRecovery_PromisingPractices.pdf