Digital Learning

 

Today, Fordham is releasing the fifth and final paper in its Creating Sound Policy for Digital Learning series, "Overcoming the Governance Challenge in K-12 Online Learning." Online
learning and our current system of local education governance are at odds with
one another, to say the least. In this paper, the Hoover Institute's John Chubb examines how local
school district control retards the widespread use of instructional
technologies. He argues that the surest way to break down the system’s inherent
resistance to technology is to shift control from the local district—and thus
the school board—and put it in the hands of states. He then outlines ten steps
to get us to this brave new governance system:

  • Set K-12 Online-Learning Policy at the State Level
  • Create a Public Market for K-12 Online Learning
  • Provide Students the Right to Choose Online Learning Full Time
  • Provide Students the Right to Choose Online Learning Part Time
  • Authorize Statewide Online Charter Schools, Overseen by Statewide
    Charter Authorizers
  • License Supplementary Online Providers
  • Fund All Learning Opportunities Equally Per Pupil
  • Exempt Online and Blended Teaching from Traditional Teacher Requirements
    Including Certification and Class Size
  • Establish Student Learning as the Foundation of Accountability for
    Online Schools and Providers
  • Address Market Imperfections by Providing Abundant Information
  • ...
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In this paper, John Chubb examines how local school district control retards the widespread use of instructional technologies. He argues that the surest way to break down the system’s inherent resistance to technology is to shift control from the local district—and thus the school board—and put it in the hands of states. Download the paper to read the ten steps Chubb argues will get us to this brave new governance system.
Lisa Duty

One could argue that 2011 was the
year of “digital learning” in Ohio and across the nation. In September, the
White House announced its “Digital Promise” campaign, while a number of states
have been embracing initiatives and campaigns in this realm, aided and
encouraged by national groups like the Digital Learning Council and the
Foundation for Excellence in Education. Ohio’s biennial budget launched the
Ohio Digital Learning Task Force and charged it with ensuring that the state’s
“legislative environment is conducive to and supportive of the educators and
digital innovators at the heart of this transformation.”

Our two organizations –
KnowledgeWorks and the Thomas B. Fordham Institute – are committed to seeing
Ohio become a leader in the implementation of digital learning opportunities
for the state’s 1.8 million students. Ohio now stands at an important
crossroads and 2012 could be a pivotal year on whether we move forward in the
digital learning environment.

Our state has been a path-breaker
when it comes to availability of full-time e-school options that leverage
technology in learning. In fact, if all 33,000 children currently enrolled in
Ohio e-schools were in one school district they would comprise the state’s third-largest
district, just behind Columbus and Cleveland. Despite such numbers, Ohio has
yet to harness fully the potential of digital learning for all students. And,
given that digital learning can yield improvements in student achievement...

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The
charter-school movement lost much of its first decade to faulty educational
designs. Will digital learning follow that precedent?

The
charter-school movement lost much of its first decade to faulty educational
designs. Will digital learning follow that precedent?

With
the passage of the first charter laws in the early nineties, hundreds of school
entrepreneurs rushed to open schools fashioned on the usual progressive
pedagogies. Many focused on creativity and collaboration, often to the
detriment of core subject knowledge. These new schools, their founders effused,
would be child-centric and engage the whole community. Students would learn
“authentically” and would “discover” the knowledge that “they need.” Teachers
would act as “facilitators.” Never mind that there was scant evidence that this
sort of thing worked, especially for
children in poverty
.

After
the doors of these new charters opened came a long and painful reckoning.
Mismanagement and poor execution were widespread, and the pedagogical choices,
so compelling on paper, often proved heartbreaking in practice. In too many
schools, classrooms were unruly, learning activities chaotic, and test scores
an embarrassment. At many, parents pulled their children; founders were pushed
out. To stay in business, boards of trustees drove a wrenching process of
remaking the schools around proven practices.

A
decade into the charter movement, as states and the federal government ramped
up their results-based accountability policies across public...

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ipad

Textbooks won't go extinct anytime soon.
Photo by meedanphotos

Last week, Apple launched two programs
for the iPad that it hopes will transform the textbook industry in the same way
the iPod transformed the music industry. The first, iBooks 2, will make
media-rich electronic textbooks available for purchase on the iPad at a
fraction of the cost of a hard-copy text. (Currently, all titles are available
for $14.99 or less.) The second, iBooks Author, allows anyone to create
textbooks for free using an iMac, and to publish them to iBooks immediately.

There were many skeptics who, when the
iPod was launched a decade ago, believed it would have only a negligible impact
on the way people listened to music. Helping those folks eat their words has
become something of a cottage industry on the web. Just yesterday, tech blogger
and Apple enthusiast John Gruber gleefully
documented
all of the people who underestimated the appeal of the iPhone
and iPad and contrasted them with Apple’s just-announced record-breaking sales
for both products.

And so, I’m loathe to doubt the
transformative power of the iPad in the world of education. After all, if
anyone can transform the textbook industry, it’s Apple. As someone who spent
...

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Adam Emerson

Americans
have generally embraced the premise that choice is good in education, but we
are engaged in a long-lasting war over how to deliver it. This war has many
fronts: We fight over the expansion of charter schools and talk past each other
on questions of their freedom and funding; we enhance the growth of online
education while doing little to change a model of public school governance that
remains rooted in the 19th century; we linger over the political
divide that insists on drawing lines separating “public” and “private,” even as
those words have become less relevant in evolving education systems that defy
traditional labels.

How do we
categorize, or properly finance, the smorgasbord of options available to
today’s student?

How do we
categorize, or properly finance, the smorgasbord of options available to
today’s student? And how do we enhance the debate to rethink how we administer
a public education? The resistance to customized forms of schooling is not new.
Many a well-meaning principal and superintendent fought back-to-basics schools
and International Baccalaureate programs and gifted education for fear they
would dilute other public schools. But too many of today’s well-meaning school
leaders and policymakers remain stuck in those old conversations.

Furthermore,
our dialogue remains muddy with assumptions that keep us entangled in old fears
about vouchers, charter schools, virtual education or, more particularly,
homeschooling. And that...

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In this post, guest blogger Bill Tucker, managing director of Education Sector, responds to "The Costs of Online Learning," a paper released today as part of Fordham's Creating Sound Policy for Digital Learning series.

The latest in Fordham’s digital learning policy series
tackles the tricky question of cost. And while the paper cannot offer
definitive answers for policymakers and school leaders, it does provide a
helpful primer on the overall economics of online and blended learning.

The top-line findings, that blended learning models cost an
estimated $8,900 per pupil (+/- 15%) and fully online schools cost $6,400 (+/-
20%), will surely be repeated in statehouse policy battles throughout the
country. But, those who actually read the short brief will quickly realize that
the authors have bent over backwards to caveat their findings in multiple ways.
The most important of these caveats? The author’s cost figures reflect
estimates of what online and blended schools are currently spending, rather
than what they should be spending. In other words, since we have little
understanding of how spending relates to student outcomes, the authors cannot
say much about either the effectiveness or productivity of this spending. Is it
the right amount? We just don’t know.

Still, readers of the paper will better understand the
various components of costs in blended...

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The latest installment of Fordham's Creating Sound Policy for Digital Learning series investigates one of the more controversial aspects of digital learning: How much does it cost? In this paper, the Parthenon Group uses interviews with more than fifty vendors and online-schooling experts to estimate today's average per-pupil cost for a variety of schooling models, traditional and online, and presents a nuanced analysis of the important variance in cost between different school designs.
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? 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 this first of six papers on digital learning commissioned by the Thomas B. Fordham Institute, Frederick M. Hess explores the challenges of quality control.
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? 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.

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