News Herald – Juliann Talkington
“You have probably heard the claim, “If you choose to educate your child online, he/she will be a social misfit.” To analyze this assertion, it is important to understand online education.
There are two basic types of online education: real-time and self-paced. In real-time online courses, students attend class on a computer. Classes are held at specified times and students participate in discussions during class periods. Each real-time online class is slightly different, because students participate in the instruction.
Self-paced courses are prepared in advance. Students progress through the material at their own pace. There is no real-time class interaction. Proficiency is sometimes tested with quizzes or tests that are integrated into the learning material. In this case, students must pass a quiz/test before they move on to future lessons. In other cases, students are required to go to proctored test centers to take exams.
In general, self-paced courses work well for material that requires little discussion. Real-time classes are more effective when most of the student learning occurs during classroom dialog.
Online education is appealing, because there is less wasted time. There is no need to drive to a physical location, worry about disruptions that occur in physical classrooms, or waste time dressing for school. In addition, students and parents have the ability to work school around other things in their lives.
Self-paced instruction is more cost effective than traditional classroom teaching, because lectures are prepared in advance and are used many times. In addition, this type of course delivery can be of higher quality than traditional classroom instruction, because the best teachers can present the content and there are no interruptions.
Some students find self-paced online instruction challenging, because they can procrastinate to the point that it is nearly impossible to learn the material. As a result, there is a reasonable argument that self-paced instruction is only appropriate for highly motivated and disciplined university and high school students.
Also, it is possible for students to succeed in an online environment without learning how to interact with others. As a result, it is imperative that online students have other avenues for developing social, leadership, and team skills.
Online education is not for everyone, but is an attractive alternative for motivated, self-disciplined students who have a strong social network and opportunities to build leadership skills and learn how to work on a team outside of school.
The U.S. News and World Report – Alexandra Pannoni
“Science, technology, engineering and math, better known as the STEM fields, need to be integrated throughout a child’s education to be most effective. That was the the key takeaway at the “Shattering Silos: Implementing Interdisciplinary Learning” breakout session at the U.S. News STEM Solutions Conference. Panelists included Doug Moore, vice president of digital education strategy and business development at the New York Hall of Science; Greg Pearson, scholar at the National Academy of Engineering; Amy Sabarre, PK-12 STEM coordinator at Harrisonburg City Public Schoools; and William Wolfe, chair of the engineering department at Baltimore Polytechnic Institute.”(more)
The Huffington Post – Jim Conwell
“As engineering and other STEM degrees become more fashionable due to the benefits they provide – good jobs and starting salaries – more colleges and universities find themselves developing programs to serve this need. The reason is simple economics – students want to leave college with jobs, and STEM majors—science, technology, engineering and mathematics—continue to be in demand. Colleges want to build pipelines of students. Students, however, shouldn’t be misled. Not all STEM is equal…There is a difference between a STEM curriculum and a college that “now offers an engineering degree.” So what tend to be the differences?”(more)
Education Post – Kayla Patrick
“…the growing college debt crisis is a critical issue that should be addressed through policy change, but I also know that the real barriers keeping students from being successful in college begin much earlier than their first day on campus. Schools across the country are inadequately serving many of their students long before they get to college. ACT recently reported that 76 percent of high school graduates were not adequately prepared for first-year college courses…What can be done to enable students to feel better prepared to accomplish their goals? Schools need more rigorous curriculum…”(more)
The Washington Post – Moriah Balingit
“At a busy, sprawling campus in Arlington, students are learning how to be car mechanics, physical therapists, emergency medical technicians, chefs, cybersecurity specialists and engineers — all while they are still in high school. The Arlington Career Center hosts a variety of programs aimed at getting students ready for the workforce immediately after high school and giving them a head start for careers they might train for in college…“It’s project-based learning, and the academics are anchored in career-technical education,” said Margaret Chung, principal of the career center. The program is designed to give students a taste of various career and technical education programs during their first year in high school…Students also would take all their core academic courses at the school, including English and history, but Chung is urging teachers to collaborate and formulate lessons that reach across all disciplines.”(more)
E-School News – Stephen Noonoo
“A new framework advocates for carefully curating what students learn. Is it time to rethink your curriculum? It’s not a stretch to say that today’s educational paradigm is preoccupied with the “how” of learning. Educators are grappling — either by choice or decree — with how to incorporate digital devices, new learning standards, and more collaboration and critical thinking into the already-packed school day. With so much to do, who has time to take a fine-toothed comb through the curriculum or debate whether students still need to know the date of the Battle of Hastings? But maybe it’s exactly the right time, according to Charles Fadel, the founder of of the Center for Curriculum Redesign and a visiting practitioner at Harvard’s Graduate School for Education. Fadel has previously written about 21st century skills and recently turned his attention to the “what” of learning as co-author of a new book, “Four-Dimensional Education,” which is less of a teach this, not that manual and more of a framework for exploring the modern competencies students will need in a world where job titles and career choices are changing faster than schools can keep up. Recently, Fadel spoke with us about his framework, the appeal of inter-disciplinary subjects, and whether it’s time to retire the old Capitals of the World quiz once and for all.”(more)