Simonson (2000) says that success in distance education is not found in which technologies educators use but in how those technologies are used and the information that is conveyed using those technologies. I would have to agree with Simonson. It does not matter which of the many technologies available if the way you use the technology does not benefit the students and their learning.
As a teacher in a school that uses a computer-based credit recovery program, I can identify with Huett, Moller, Foshay, and Coleman (2008) when they mention their fear that distance education will just become a way to deliver instruction that is totally focused on credit recovery. In my experience, the students who most often need content recovery are the students who are not as invested in their educational experience as their peers. I agree with the authors that if distance education is only used with students who are not interested in their education, then the technologies available are not being utilized in a way that will be most beneficial to students.
To best utilize distance education in the immediate and distant future, educators need to examine the types of technology available for use in delivering content. The examination of these technologies definitely needs to include actual practice on the part of the educator because if you have not used the technologies yourself, how can you accurately determine whether it will be beneficial to the students.
Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.
Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.
To best utilize distance education in the immediate and distant future, educators need to examine the types of technology available for use in delivering content. The examination of these technologies definitely needs to include actual practice on the part of the educator because if you have not used the technologies yourself, how can you accurately determine whether it will be beneficial to the students.
Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.
Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.
Hi Monica,
ReplyDeleteI agree that all the technology in the world won't matter if it is not used correctly for the purpose of increasing student learning. Huett, Moller, Forshay and Coleman (2008) stated that they fear distance education will become a "dumping ground" for credit recovery and for students who are unwilling or unable to function in traditional school rooms (p. 64). The authors further stated that the students that need remediation or credit recovery unfortunately are not the students that best thrive in the distance education environment. Go figure.
Neena
Reference:
Huett, J., Moller, L., Forshay, W., & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63-67.
(BTW, Love the Blog background! Nothing quite as beautiful as an ocean sunset.)
I ditto what both you think. I think distance education is a great way for adults to extend their learning but have reservations in letting high school students utilize it for credit recovery. Most of those students in my experience don't have an interest in school. I am a firm believer in finishing high school using seat time. It gives the students character lessons in responsibility and committment.
ReplyDeleteMonica,
ReplyDeleteI think that in some instances your comments and those of others may be on point, but I also believe that distance education is a great tool for those who possibly made mistakes due to poor judgment. For instance, young girls in high school who got pregnant. They don't necessarily have the support nor guidance in terms how to proceed with their education in traditional institutions. When I say guidance, perhaps they come from broken home, yet aspire to be great someday. Their decision to have sex at a early age is now a barrier to accomplishing their dreams. Distance education provides them with alternatives.
A couple of years back, I had a personal experience with a young man who got with the wrong crowd, went to juvenile facilities and ultimately got behind in school. Once he was released he wanted better for himself. He didn't want to go back to his old high school because of shame and humiliation. Although the school offered online classes on site, he still didn't want to be subjected to his peers. I offered to tutor him and allowed access to my computer to study for his GED. He has now gotten his GED, and going to a trade school. Although you state that Huett, Moller, Forshay and Coleman (2008) fear distance education will become a "dumping ground" for credit recovery and for students who are unwilling or unable to function in traditional school rooms (p. 64), perhaps that dumping ground can be grounds to allow for second chances??
Reference
Huett, J., Moller, L., Forshay, W., & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63-67.
Monica-
ReplyDeleteI agree, in my school it is mainly used for credit recovery, i wish we would begin to use it as an alternative to traditional settings and offer the choice to our students, I think alot of them would choose this method and probably do as well or better than they do in traditional settings.