VS Group Project-Calhoun, Cooley, Womack, Zamudio

Virtual Learning For Your City High School

Presented by: Briggette Calhoun, Kesha Cooley, LaCema Womack and  Rosio Zamudio

    Wayne State University- Instructional Technology, IT 6230

Week 14

My knowledge and experiences with Virtual learning for students in the K-12 setting is limited. All of my experiences surround distance education and online learning at the collegiate level with adult students. 

Based on this learning section and the scenarios presented in this section, online/virtual education at any learning level seem to face similar challenges, especially with resolving the best solution for student educational needs. Added, because the state has set up the requirement to include virtual learning in the K-12 setting, components with this learning style should be equipped to handle education changes for better outcomes. Adding virtually learning does not replace the traditional style of learning but should aid with enhancing and accommodating future learning structures and learning learning needs suitable for all students. Because of this type of virtual learning structure as a requirement, the need to design instruction and educational curriculum can not go unnoticed. The result would surely show in the educational outcomes of the students to meet the virtual school education requirements. The key is assessing how to address solving any problems that might occur with the educational objective and requirements that are not met by the students. Are teachers, (certified or not) able to meet the demands and assist the student within this structure to meet the needs of state and districts demands? Are our traditional teachers prepared to teach virtually with their past educational experiences in a face-to-face setting? To imagine a bigger picture, I would consider those concerns as areas for stronger virtual teaching success. 

Scenario 1

• You're a rural district with only a few hundred students total. A child wants to take courses like calculus, but they cannot feasibly be offered by your high school.

I would take into consideration the offering  availability of outside courses and potential online classes for calculus and what would be accepted with the current high school curriculum. If either is found, I would address and share the offering the district's governing body to follow the steps and procedures to add this type of course to the student's schedule and count towards the students credit or substitute for a relating class.

Scenario 2

• You're a principal of a school. An overbearing parent comes to you. Their first son had Mr. Siko for chemistry and hated him. He's the only chemistry teacher, and now their younger son has him. They want to pull him out and have him take it online. Can you prevent this? Should you prevent this?

The choice to pull the student from the current the school setting to an online class probably can't be prevented. I would consider  advising to the parent of options to assist with the problem to come a fitting resolution along with sharing the requirements for the student to fulfill learning requirements of the school and district. I would leave the decision to the parent after this is done.

• A child comes into your class, having transferred from a 'cyber school'. It is clear the quality was subpar. Any of this child's standardized test scores this year are tied to your performance evaluation under the new teacher evaluation guidelines.

I believe an analysis and further information is needed to understand what is needed to improve or understand the problems associated with the child performance  as compared to the new teacher evaluation guidelines.

Scenario 4

• I am a teacher whose district is embracing online learning. It is attracting many students from other districts, and this generates extra revenue (students = $$). I am asked to be a 'facilitator' for these students, who are not required to attend during the school day. I am not given extra release time for this. 

This would be something that could be added to the teachers personal development and interests. If this learning also adds to generate funding for the district, I would possibly approach  administration with adding or adjusting the teachers current status to an online component for their continuing education. If this fits with the development of the district's online learning plan, I would pursue a request for a job re-evaluation. 

Scenario 5

I am a 12th grade student who was diagnosed with leukemia the summer before my senior year. I am unable to attend a full day of school while receiving treatment. I want to graduate on time with my friends.

This is perfect scenario or an online learning environment with this type of situation. If an online classes(s) is available and can be part of the student's current curriculum to graduate, I would suggest this as a solution for to satisfy this students fulfillment  towards graduation .

Virtual View Part 2

Based on the reading what learning that surprised me was the presence of Virtual Schools that were international. I did not the the number of established online school that were in so many countries. I also did the know the establishment of Virtual Schooling as early as the beginning of the the Web. I did not have any thoughts of this are from my first post.

For the most part, the things that I did post about my familiarity with Virtually Schooling in the K-12 setting, (although limited) was pretty accurate. What stood out and was most interesting the with some Virtually Schooling be a state mandated. I believe with growth of the online learning, incorporating a mandate is not a bad thing. The growth of online learning is grown rapid especially with the reading mentioned of millennial learners. I can't do anything but grow from there.

I also believe that it is a total myth about online teaching being easy. I think that it is just the opposite and challenging for teachers to teach online. My major reason for mentioning this is because of the unknown type learning audience that you have more so to fit the  major learning objectives for achievable outcomes.