Diana L. Greer

The Scaled Arrival of K-12 Online Education: Emerging Realities and Implications for the Future of Education

Dramatic increases in K–12 online education for all students, including those in traditionally underserved populations, necessitate a reconceptualization in the way educators plan and implement instruction. In this article the authors examine the complex array of variables and implementation models that must be accounted for during the pivot from a purely brick-and-mortar educational system to one that makes use of both virtual and blended environments. The authors call for enhanced emphasis on instructional goals and design principles, rather than the capabilities of available technology. They conclude that educational leaders and researchers must play a role in three key areas: using technology to enhance the accessibility and usability of curricular materials to meet the needs of different types of learners, advancing the understanding and practices of in-service and pre-service teachers through preparation that focuses on online learning, and fostering collaboration between educational researchers and technology innovators and developers to build a research base that will inform K–12 online education.

From the Student Perspective: Experiences of Middle and High School Students in Online Learning

The authors conducted a study to examine experiences and preferences of middle and high school students in online learning environments. An online questionnaire was supplied to administrators of online schools, who then distributed the questionnaire to students enrolled in their schools. Topics addressed in the questionnaire included involvement in online and traditional school settings, use of special education services, participation in extracurricular activities, actual and preferred interactions with teachers and online peers, bullying, and overall opinions regarding online learning. The findings from this study are explained as well as limitations and implications for future research.

Critical Considerations for Teaching Students with Disabilities in Online Environments.

T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 46 , N o. 5 , pp . 79 –9 1. C op yr ig ht 2 01 4 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 45 28 10 5 The purpose of this article is to provide teachers and their supporting team (e.g., parents) with an understanding of the implications of blended and virtual learning for students with disabilities. To support these students, it is important to have an understanding of the manner in which a significant majority of blended and virtual learning is delivered for today’s K–12 student. Many blended and online programs include resources and tools teachers can use to adapt and extend student learning. This article offers tips, strategies, and resources to the novice as well as a veteran teacher moving to instruct in the blended or virtual learning environment.

Applying Technology to Enhance STEM Achievement for Students with Disabilities: The Blending Assessment with Instruction Program:

This article discusses the theoretical framework, instructional design, formative assessment results, capacity for national distribution, and generalization of the Blending Assessment with Instruction Program (BAIP) model to other content areas such as science. The BAIP, developed and validated at the University of Kansas, employs technology to align instruction in mathematics with National Council of Teachers in Mathematics Standards. BAIP consists of three sets of Web-based resources that are available 24/7 for students and teachers in grades three through high school. Resources include 276 self-contained mathematic lessons structured around five frameworks (i.e., contextual, teaching, lesson, application, and extension); 417 independent online tutorials that provide immediate feedback to students; and a data reporting system that provides teachers with immediate feedback on student performance to facilitate instructional decision making. The materials are suitable for all learners, with particular emphasis on students with disabilities. Two years of field testing have been completed.

Helping Students with Disabilities Comprehend Text in Online Coursework

T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 46 , N o. 5 , pp . 93 –1 01 . C op yr ig ht 2 01 4 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 45 28 32 8 Increases in technological capabilities are enabling more students to complete schoolwork in online learning environments in addition to and sometimes instead of traditional classrooms. Teachers, parents, and learning coaches who are working with students using these online environments need to know about the complexity of the text with which students with disabilities can be presented so that they can employ scaffolding strategies to help the students experience success in comprehending the sometimes textladen world of online learning environments. This article outlines those challenges and offers support materials for meeting them.