NEA Offers Guide to Teaching Online Courses

NEA's Guide to Teaching Online Courses  (PDF, 1.28 MB, 32 pages) was developed to help ensure the quality of online instruction to secondary students in the United States. It is meant to serve as a guide for policymakers, administrators, educators, and others engaged in selecting, hiring, training, and supporting teachers to provide quality online instruction to students, or in making policy choices affecting online education.

Barbara Stein, NEA's manager of 21st Century Initiatives, said, "This document demonstrates that fully involved teachers are the linchpin of quality online education, and provides detailed information on the support and preparation teachers need, and the role they play."

It is designed to provide an overview of the development of an effective online education system, focusing particularly on the skills teachers need to teach effectively online, the professional development necessary to acquire those skills, and the models schools need to evaluate and improve online teaching.

NEA and its partners in developing the Guide believe it's "critically important that school systems and school administrators contemplate such issues before launching online courses or enrolling significant numbers of their students in such courses. Crucial lessons from decades of offline instruction are applicable, and the body of new and instructive information about the unique nature of online education is growing every day."

This latest Guide complements an earlier publication, Guide to Online High School Courses, that sets forth criteria for quality online courses, seeking to empower students, parents, educators, administrators, and policymakers to assess the quality of online courses and to help them establish quality standards for courses of their own design.

By contrast, this publication is focused on ensuring that the teachers leading online courses are of the highest quality, well equipped, trained, and supported for the many challenges of educating today's students via online instructional delivery.

The organizations collaborating in the creation of the online teaching guide are:

• International Society for Technology in Education (ISTE)
• National Education Association
• North American Council for Online Learning
• National Commission for Teaching and America's Future
• Virtual High School, Inc.

Technology | Research | NEA Resources | Other Resources

What the Research Says

Poll: Students Need More than 'Basics' for Success in 21st Century

Just about everyone believes that success in the increasingly global economy depends on developing critical thinking and analytical skills in today's students, according to a national poll of registered voters.

NCES Study Shows Digital Divide Persists

"Computer and Internet Use by Students in 2003," a research study recently issued by the National for Education Statistics (NCES), shows that the public schools "help narrow the disparities between different types of students in terms of computer use," but also that there are still notably high disparities based on economics, and to a lesser, but noticeable extent, ethnicity. September 2006

Students View Technology as a Transformative Force in Education

NetDay (www.netday.org), the national education technology nonprofit, offers the student perspective on using technology for learning. Its report, "Visions 2020.2: Student Views on Transforming Education and Training Through Advanced Technologies,"   (PDF, 30 pages) was developed by the U.S. Departments of Education and Commerce and NetDay.

The Visions 2020.2 report grows out of NetDay's Speak Up Day for Students 2004, the 2^nd annual online event where students across the country expressed opinions about using technology and the Internet for learning and their futures. The survey included this open-ended question: “In the future, you will be the inventors of new technologies.  What would you like to see invented that you think will help kids learn in the future?” More than 55,000 K-12 students from all 50 states offered their opinions.

Teacher and Student Perceptions on Technology Differ

The Bellsouth Foundation's Power to Teach program (2000) found vast differences between student and teacher perceptions of how technology is being used in the classroom. In The Big Difference: The Growing Technology Gap Between Schools And Students    (PDF, 471k, 20 pg) teachers reported making huge gains in incorporating technology into the classroom, while students said they saw little change in instruction. Students made it clear, however, that they want more opportunities to use technology in meaningful and challenging ways in the classroom. 

How Much Time Do Young Children Spend Using Technology?

There’s been a recent explosion of electronic media directed at the youngest children in our society – including a booming market of videotapes and DVDs aimed at infants one to 18 months. Check out this 2003 Kaiser Family Foundation study, "Zero to Six: Electronic Media in the Lives of Infants, Toddlers and Preschoolers," to find out which technology kids use and how much time they spend.

Study Shows Some Gains, but 'Digital Divide' Persists

The availability of technology and Internet access in public schools is making a dent in the "digital divide" between students from different socioeconomic backgrounds, but a national study shows there are still notably high disparities based on economics, and to a lesser, but noticeable extent, ethnicity.

"Computer and Internet Use by Students in 2003," the report issued by the National for Education Statistics (NCES), says that Internet access at home by students from very low income homes ($20,000 and under) is over 50% lower than those from more affluent families.

NCES noted, "One of the more important findings presented in the report is that schools appear to help narrow the disparities between different types of students in terms of computer use. Differences in the rates of computer use are smaller at school than they are at home when considering such characteristics as race/ethnicity, family income, and parental education."

Barbara Stein, NEA manager for 21st century education, the study makes it clear that "low income students are far more likely to rely on schools for their only regular access to information technology. Thus, the Bush administration's consistent goal to end all federal funding for technology in schools does seem counter intuitive. The lack of any public policy to provide low income homes access to information technology doesn't provide much hope either."

She added, "The one hopeful note is that the disparity among schools is diminishing, though higher income schools still have more."

Read the full report at the NCES Web site.

September 2006

Online Learning

Over the last two decades, America's schools have embraced tools that allow students to learn without the limitations of time and place.

Satellite, microwave, cable, and broadcast TV first gave students access to courses not otherwise available in their home schools. More recently, multimedia Internet-based technologies have provided even more powerful options for teaching and learning at a distance. With virtually all schools now linked to the Internet, a growing number of states, districts, and individual schools are adopting online courses to expand their curricula.

Online courses make sense. Not only do they expand the range of offerings to all students but they also are a boon to special populations such as homebound, incarcerated, and other non-traditional students.  In addition, they provide an alternative method of instruction, one that adults too are using for their own professional and personal development.

How Many Students Participate in Online Courses?

The number of students participating in online courses is large and growing dramatically. Exact figures are hard to come by, because the most current government statistics are a few years old.

According to the National Center for Education Statistics, during the 2002-03 school year, some 328,000 public school students were enrolled in distance education courses (which include both Web-based courses and older technologies such as two-way interactive video hookups), and nearly a third of the nation's school districts were offering online courses. And we know that interest in online learning has been increasing with each passing year.

NEA Policy on Distance Education

NEA has recognized the enormous potential of online learning -- as well as some of the potential pitfalls. In 2002, the Association adopted a comprehensive policy for online learning. Some key points include:

• NEA enthusiastically supports the continued and expanded use of distance education because it believes that distance education has the potential to improve learning opportunities for students, the quality of instruction, and the effectiveness of education employees.
• Distance education can enrich and enhance the education provided to students, but distance education is not an alternative to traditional education that can in all respects and in all contexts fulfill the mission of traditional education.
• All eligible students must be able to participate in distance education on an equitable basis without regard to the economic or social status of their family.
• Students who take distance education courses should receive the preparation and support necessary to enable them to function effectively in an online environment

While NEA supports the use of online education, the Association is concerned about the growth of "cyber-charters." These are virtual schools that students attend full time, under existing state laws for charter schools. Some of the schools are run by for-profit businesses; many of the customers are home-schooled kids taught by their parents, rather than a certified instructor, notes Barbara Stein, a technology expert with NEA.

NEA and the 21st Century Partnership

NEA is a founding member of the Partnership for 21st Century Skills, a national advocacy organization that encourages schools, districts, and states to infuse technology into education -- and provides tools and resources to facilitate that effort.

This partnership, chaired by NEA Executive Director John Wilson, includes a range of business partners (Time Warner, Ford, Microsoft, Cisco Systems, Dell, Verizon, SAS, and more), various education-related organizations (American Association of School Librarians, American Federation of Teachers, Educational Testing Service, Pearson Education, and others), foundations (Intel Foundation and Oracle Education Foundation) and media groups (Corporation for Public Broadcasting, Cable in the Classroom, and more). Visit the 21st Century Partnership site  for a full list of partners.

NEA is also helping to forge relationships between the 21st Century Partnership and individual states. In April 2005, North Carolina announced it will develop the nation's first Center for 21st Century Skills.  This public-private venture will focus on redesigning PreK-14 curriculum, teacher training, and student assessments in North Carolina to better meet the demands of the global economy. And last November, West Virginia said it will develop a 21st Century Kids project     (PDF, 2 pgs) which will serve as a national model for 21st century learning.

Resources Developed by the Partnership

• Route 21: An Interactive Guide to 21st Century Learning is a Web-based tool that
  can help education stakeholders support and promote achievement of information literacy and 21st century skills. As a result, users can develop and implement a plan to support a successful 21st century learning environment.
• "The Road to 21st Century Learning: A Policy Makers’ Guide to 21st Century Skills"   (PDF, 1.8M, 29 pg) assists state education leaders in crafting visionary education policies and gives policy makers specific guidance to help create a 21st century learning environment.
• The "Milestones for Improving Learning and Education (MILE) Guide for 21st Century Skills" will help schools measure their progress in defining, teaching and assessing 21st Century Skills.

Resources

NEA Publishes Survey of Educational Technologies

Gains and Gaps Online: An NEA Survey of Educational Technologies in U.S. Schools  (PDF, 520k, 62 pg) finds that the majority of educators, including education support professionals, have access to a computer at school, and a growing number of them are involved in school technology decisions. But many educators still say the biggest obstacle to increasing their technology proficiency is a lack of time. Take a look at school technology from the educator's perspective. View the Executive Summary of this report. (October 2004)

Education Week Issues Annual Technology Report

"Technology Counts" is Education Week's annual 50-state report on educational technology. The report for 2005  tracks the economic and policy forces that are moving educational technology dollars in new directions.  The 2004 report explored the role that technology is playing in classrooms across the globe. It includes breakdowns by continent and U.S. state on access to, and use of, technology in education. (Registration required; limited access.)

Tool To Evaluate Science Curricula Available Online

Need help evaluating the range of science curricula available on CD and on the Internet? This free online guide allows educators to judge whether materials available electronically support the kinds of effective science teaching and learning recommended in the national science education standards. "Selecting Computer-Based High School Science Curricula: A Guide for Teachers " was developed by the Center for Science Education in 2004.

Visions for the Future of Education Using Technology

Distinguished educators and technology specialists describe learning experiences of the future in 2020 Visions: Transforming Education and Training Through Advanced Technologies   (PDF, 85 pg).

Among those adding to this collection is NEA Executive Director John I. Wilson. Check out his contribution: "A Visit to the Springdale School System in 2012." He writes, "Students will require both technological fluency and whole new levels of media literacy skills. Educational employees will have a vast array of tools to tap the potential of every child, but will also face the significant challenge of managing these new responsibilities." (September 2002)

Resources

NEA Publishes Survey of Educational Technologies

Gains and Gaps Online: An NEA Survey of Educational Technologies in U.S. Schools  (PDF, 520k, 62 pg) finds that the majority of educators, including education support professionals, have access to a computer at school, and a growing number of them are involved in school technology decisions. But many educators still say the biggest obstacle to increasing their technology proficiency is a lack of time. Take a look at school technology from the educator's perspective. View the Executive Summary of this report. (October 2004)

Education Week Issues Annual Technology Report

"Technology Counts" is Education Week's annual 50-state report on educational technology. The report for 2005 tracks the economic and policy forces that are converging to push those changes, which are happening at the federal, state, and local levels.  The 2004 report explored the role that technology is playing in classrooms across the globe. It includes breakdowns by continent and U.S. state on access to, and use of, technology in education. (Registration required and limited access.)

Tool to Evaluate Science Curricula Available Electronically

Need help evaluating the range of science curricula available on CD and on the Internet? This free online guide allows educators to judge whether materials available electronically support the kinds of effective science teaching and learning recommended in the national science education standards. "Selecting Computer-Based High School Science Curricula: A Guide for Teachers " was developed by the Center for Science Education in 2004.

Visions for the Future of Education Using Technology

Distinguished educators and technology specialists describe learning experiences of the future in 2020 Visions: Transforming Education and Training Through Advanced Technologies   (PDF, 85 pg).

Among those adding to this collection is NEA Executive Director John I. Wilson. Check out his contribution: "A Visit to the Springdale School System in 2012." He writes, "Students will require both technological fluency and whole new levels of media literacy skills. Educational employees will have a vast array of tools to tap the potential of every child, but will also face the significant challenge of managing these new responsibilities." (September 2002)

The E-Rate

Since its creation in 1996, the E-Rate -- which provides deep discounts to schools and libraries for telecommunications services, Internet access and internal connections -- has had overwhelming success in connecting our nation's schools and classrooms to the Internet. The program continues to be a vital source of assistance in maintaining connectivity and enhancing learning.

Before the E-Rate came into being, only 3 percent of the nation's classrooms were connected to the Internet. Today, 95 percent of classrooms are connected - and statistics show that classroom Internet access disparities between rural, urban, and suburban schools and high and low-poverty districts have been dramatically reduced.

NEA Executive Director John Wilson took part in a February 2007 Capitol Hill briefing that coincided with the release of "E-Rate: 10 Years of Connecting Kids and Community" (PDF, 1.1MB, 20 pages) that reported E-Rate granted the states discounts totaling nearly $19 billion over the first decade of the program's existence.

Wilson said the difference E-Rate has made in closing the technology gap between lower income and more affluent schools is compelling evidence of its success.

The report credits E-Rate with increasing the overall number of public school classrooms with Internet access from 14 percent in 1996 to 95 percent in 2005. The report said nearly 100 percent of public libraries now provide free Internet access to their communities, an achievement the E-RATE helped to make possible.

The Future of the E-Rate Program

Despite the program's remarkable success, schools and libraries still have considerable technology gaps and a continuing need for E-Rate assistance. Each year, applications for E-Rate funds far exceed the amount available for disbursement.

The Universal Service Administration Corporation (USAC), the entity that administers the E-Rate, estimates that 82 percent of public schools and 61 percent of public libraries receive E-Rate funds.

In 2004, the Federal Communications Commission began subjecting the E-Rate program to arcane accounting rules that effectively stopped the flow of funds to schools and libraries. NEA has secured a series of one-year exemptions from the rules, but a permanent solution is needed.

Help us assure adequate funding for this highly successful program. Urge your elected representatives in Washington to support a permanent solution for the the E-Rate Program.

Executive Summary

Gains and Gaps Online:
An NEA Survey of Educational Technologies in U.S. Schools

Education technology is a critical component of twenty-first century teaching and learning, and the National Education Association (NEA) is monitoring it closely. This report presents data derived from studies of technology issues conducted among members of the NEA, including classroom teachers, education support professionals (ESPs), administrators, and instructional specialists. (1) Like other studies, this one finds continuing progress in accessibility and usage of technology in public schools. However, by including the experiences of individual educators instead of studying schoolwide snapshots, as do other national studies, these data reveal a unique, more focused picture of both gains and gaps in the technologies inside public school classrooms across America. (2)

The study findings reveal that almost all educators now have access to a computer in and out of school and that they are making valiant attempts to use education technology as an instructional tool. Educators who responded to the surveys acknowledged seeing improvements in their job performance through their use of computers. Yet, closer examinations reveal that their access to education technology has been plagued with numerous problems, such as too few computers and Internet connections inside classrooms for students’ use, old or obsolete equipment, lack of technical support, and lack of staff training on integrating technology into instruction.

Also, the findings reveal that educators’ perceptions of technology have changed over time in both positive and negative ways. Of particular note are the disparities in educators’ access to, training in, and use of technology based on their demographic characteristics, such as career stage and school level, the region in which they work, and the income of their students’ families.

Major Findings

The results of the studies show improvements in certain areas of education technology but continuing challenges in others:

• Most public school educators had access to a computer in their school building and classroom, but students’ access inside the classroom remained inadequate. The majority of educators could access just one or two computers in their classrooms or primary work areas, (3)  and only a few had more than five computers for their students’ use.

• Educators were involved in their schools’ decisions about technology purchases but remained convinced that upgrades and technical support were inadequate. Most educators reported that they considered software available to teachers and students adequate, but nearly half said that old or obsolete equipment was still an obstacle. Nearly half also indicated that the lack of technical support (i.e., troubleshooting and upgrades) they received for maintaining the existing equipment was an obstacle. There was only a slight improvement in providing technical support for existing equipment during the period under study.

• Public school educators became more familiar with using education technology, but their training has not adequately prepared them to use technology for instruction. There was substantial progress in using technology for word processing of class materials and for e-mail, particularly in communicating with parents. Educators also improved in using the Internet to obtain new information. However, educators were less confident about their training on integrating technology into their instruction, and most considered the lack of time to learn about new technology as an obstacle to their job effectiveness.

• Training on using technology was not adequate to prepare most instructional staff (i.e., classroom teachers and paraeducators) to use technology for instruction. Educators increased their use of technology for sharing information with colleagues, but few educators found opportunities to engage their students in distance learning or to integrate technology into other instructional activities. Of the few who attempted to integrate technology into instruction, some used it to vary instructional delivery; these educators were more likely to be working in secondary or low-poverty schools. Others used technology to reinforce student skills through drill and practice; these educators were more likely to be working in elementary or high-poverty schools.

• Substantial gaps in technology access remained for particular demographic and geographic groups. The numbers of computers available in high-poverty and low-poverty classrooms were nearly equal, but computers in high-poverty schools were older and more obsolete and had less adequate software. Educators were less likely to have Internet access if they worked in high-poverty schools or in elementary schools, if they were newer in the profession, or if they resided in the eastern part of the country.

• Some educator attitudes on technology issues remained the same over time, but others changed significantly or became more complex. Among the comparatively stable attitudes were the strong associations teachers made between technology and use of e-mail and the Internet, as well as the belief that technology would help them work with greater numbers of students. In contrast, an attitude that evolved dramatically during this period was the value that teachers placed on technology as a tool for direct, individualized instruction. Initially, educators who valued technology most used it for word processing of class materials and in more routinized forms of learning, such as student drills. Later, educators who valued technology most used it to tailor instruction to individual student needs. These latter educators also felt that technology had helped their students attain achievement goals and standards. That association—between technology and student achievement—was not apparent in educators’ initial reports.

Recommendations

The recommendations proposed here are grounded in these findings, and they expand on recommendations proposed by the NEA more than a decade ago under the auspices of the Special Committee on Telecommunications (NEA 1992). These recommendations call for action and policy changes on technology at all levels of the public education system:

• Computers should be made available in classrooms at a ratio that allows students to gain regular, unencumbered access throughout the school day. Educational policy makers and school administrators should continue exploring avenues to bring more computers into public school classrooms, and they should seek to better understand how the investment in more classroom computers could strengthen teaching and learning.

• A more integrated and broad-scale approach to providing equipment upgrades and technical support should be devised through staff training and district planning. State and district technology plans should ensure adequate and ongoing technical support for school computers and other technology either by training school personnel or by securing the services of outside contractors. Moreover, efforts to tap public and private funding sources should be encouraged to allow schools to purchase, maintain, and upgrade technology.

• The inclusion of public school staff in decision-making about school technology should not merely involve decisions about technology purchases but should now also include decisions about training and professional development opportunities. Local affiliates and members should become active participants in this decision making through collective bargaining to ensure that educators receive the high-quality training needed to integrate technology into their instruction. Particular attention should be given to educators in high-poverty schools and to those in the western regions of the country (i.e., Midwest, West, and Pacific), because these groups have received less training than their counterparts in the eastern regions.

• Schools of education and state departments of education should adopt the National Educational Technology (NET) standards of the International Society for Technology in Education (ISTE), or similar ones, to ensure that all preservice and in-service teachers are adequately prepared to use technology as an integral part of their instruction. Also, educators need to recognize that professional development in technology is an ongoing process, one to which they must commit themselves, and they should further understand that the integration of technology into instruction will require fundamental changes in the way teachers and paraeducators do their jobs.

• Closing disparities between demographic groups should be a primary focus for increasing access to technology in schools. Access to the Internet and other technologies should be made available to educators in their early careers and to educators working in elementary schools to ensure that both new teachers and young students have opportunities to build on skills they may have already acquired outside of school. Moreover, affiliates in the eastern regions of the country need to be made aware of their lagging access to computers and the Internet, and the NEA should provide regional support by pooling resources to help ensure that access to technology becomes equalized throughout the country.

• The capacity of computers with Internet access in high-poverty schools should be upgraded and maintained in a manner similar to that of low-poverty schools to close the gap with low-poverty schools. The NEA and state affiliates should take full advantage of partnerships forged with other organizations, public agencies, and state governments to ensure that the digital divide continues to close at a steady pace and that other inequities are not created by the type of digital access found in high-poverty schools.

• The NEA strongly urges further research and development on effective technology programs to help inform the debate on the "value" of technology in education. Federal funding agencies, state education agencies, school districts, and NEA state affiliates need to inspire more research on broad-scale school technology programs — ones that are integrated into instruction and that lead to improved student outcomes. The NEA recommends placing further emphasis on research that explores "best practices" to help document direct links between school technology and student achievement. Research and documentation will pave the way for better planning and implementation of technology in the schools.

(1) The term ESP, as the NEA uses it, comprises workers in the following nine job groups: Custodial, Security, Food, Health/Student, Paraeducator, Clerical, Technical, Trades, and Transportation.

(2) This study included NEA members only, but for convenience, and because the NEA represents most public school educators, NEA members are referred to as public school educators.

(3) In this document, the phrase "in the classroom or primary work area" is typically shortened to "in the classroom" for convenience. Note that a primary work area does include libraries and media areas but does not include school computer labs, which many classes typically share as a secondary work area.

A Visit to the Springdale School System in 2012

By John I. Wilson
NEA Executive Director

The National Education Association (NEA) welcomes the opportunity to offer our vision of the future for education technology. We commend the Department of Commerce for initiating this thought-provoking exercise.

We are not here as technologists or futurists, but as educators. Our goal is not so much to define the intricacies of technological developments or their future evolutions, but to explore the potential outcomes and opportunities for our students.

In theory, technology offers endless possibilities to enhance the educational experience. Educational technology can offer students expanded academic opportunities as well as critical employment skills necessary for entering the workforce of the global economy. Technology may have the potential to transform from a goal to a reality the ideal that every child will succeed academically. In practice, however, what we do in the present will define our future. And, as in space travel and medicine, technological advances in education will require major national commitment and resources.

The Vision: A Visit to the Springdale School System in 2012

By the next decade, technology could bring students to exciting new worlds, enhance teaching and learning strategies, and facilitate effective parental involvement. Twenty-four hour access and pervasive technology will be the norm. Students will require both technological fluency, and whole new levels of media literacy skills. Educational employees will have a vast array of tools to tap the potential of every child, but will also face the significant challenge of managing these new responsibilities.

For example, on a typical day in the year 2012 in Springdale U.S.A…

Students find new ways to study content and develop analytical skills: Ms. Fuentes and Mr. Jackson are debriefing her students on their virtual participation in historical events. In Ms. Fuentes’ class Joshua and Alice have just finished participating in the founding fathers’ debate over the approach to states rights in the founding of the Constitution. The opportunity to question Jefferson and Hamilton has given them much to contemplate on how to develop national unity and which decisions are best made at the state versus the national level. In Mr. Jackson’s class Nathan and Jennifer are reflecting on their experiences on the virtual Underground Railroad. Jennifer, as a run-away slave, and Nathan, as a provider on the Underground Railroad, faced complex moral and practical dilemmas. Cynthia is sharing her perspective from a fascinating biography of Harriet Tubman she borrowed from the school library.

Educators use technology to inform and improve their approach to individual students: Mr. Jackson and the technical support staff are reviewing technology requirements for each first grade student to meet his/her needs and learning style. They fine-tune the technology for Lamar and Teresa to ensure their dyslexia doesn't slow their progress in reading. They also look at how the software they ordered has helped Timmy and Lee learn to better organize and synthesize their ideas. They note that Janey's articulation skills have improved significantly since technology has helped her better understand verbal communications. They also agree that she would benefit from a shift in her schedule allowing for more classroom discussion time and fewer hours working alone on her digital portfolio.

At the same time, across the hall, Ms. Alfonso is spending her daily two hours of planning time reviewing the regular digital diagnostic assessment from each of her student's work and crafting approaches to help each of them. Her feedback tools indicate that a new approach is helping Darren understand multiplication better, but exponents still seem to be a problem. Ms. Alfonso is working with colleagues to identify the best way to help Darren with this lingering problem. The feedback also shows that the program allowing students to virtually build and touch three-dimensional objects appears to be helping Jennifer’s understanding of geometry, and allowing her to study solid geometry at a relatively young age. Ms. Alfonso begins studying some new tools recommended by her technical support staff person that might work particularly well with Jennifer.

Students with disabilities find instruction fully accessible: Stephen is working in a small group searching the Internet for background about human cells. Although he is blind, voice description software allows him to participate fully alongside his sighted classmates. Another class down the hall is watching a video about Abraham Lincoln’s life. Even though Denise is severely hearing impaired, she easily follows the video through embedded captioning and sign language interpretation. Stephen and Denise’s teachers know their textbooks and instructional materials are fully accessible for all of their students – even those with significant disabilities.

Classes thousands of miles apart learn together: Ms. Ginsburg is co-teaching a bilingual course with Ms. Blanchi in Poitiers, France. Every morning the two groups learn together in a technology-connected bilingual classroom. Many of the students continue conversations after school with their transatlantic classmates. Because the students have participated in this program since the early grades, it is often difficult to distinguish between the French and American students.

Schools find new ways to ensure safety and discipline: Down the hall Tracey and her parents are meeting with Assistant Principal Grabowski. Tracey has had a series of discipline problems in school and had been caught through the school's ubiquitous, seamless screening mechanisms with a knife. As a result, Tracey has been attending school through an alternative virtual school program, which ensures she maintains her academic program while receiving counseling to return to the physical school setting. Tracey has been maintaining her grades, regularly meeting with her counselor, and performing her community service requirements. While she has kept up academically, she believes she would be happier now back in the physical school setting, and they are developing a plan for her return

Educators and students explore new strategies for learning: Mr. Parsons is having a conference with Melissa's parents, who had been concerned about her decision to take physics. Their own experiences with high school physics years ago had proved frustrating, as neither were terribly good at abstract spatial relations. When Mr. Parsons demonstrates the simulation software and virtual reality techniques he uses, they understand Melissa's success. Mr. Parsons also shows Melissa’s parents how 24-hour wireless access to the technology and materials lets Melissa revisit concepts at a time and pace that best suit her. Melissa's parents think about taking a physics class themselves, with the new tools now available.

Mr. Jhori is using a 3-D printer to instruct his earth science course. Students utilize special software that digitally slices a 3-D model into hundreds of cross-sections. Each section is printed using starch- or plaster-based powder and a binding chemical, piling the layers atop one another until the object takes shape. In two hours, the students create a full-color, 3-D model of the earth.

Home and school connect: Mr. Monopolis is finishing up a conversation with Jessica's mother. He has noticed that Jessica appears distracted in class and her work shows a lack of concentration. Jessica's grandmother is ill, and the family may have to travel to a neighboring state to see her. Jessica is worried about her grandmother, as well as about falling behind in schoolwork and not seeing her friends. Mr. Monopolis is outlining for Jessica's mom how she can attend school through wireless video conferencing while she is away, and even visit with her classmates during lunch break. The materials already online describe what the class is studying this semester, and Jessica's parents plan to review it in more depth so they can monitor Jessica's work while they are out of town. They also plan to communicate regularly with her teachers.

Students and educators explore new worlds: Guidance counselor Dawn Williams is going over Kim’s workstudy project. Kim plans to study biochemistry in college and wanted to work with a team at a pharmaceutical company as a workstudy project. Although there are no pharmaceutical companies based in Springdale, Ms. Williams was able to establish a virtual internship with a pharmaceutical company downstate. While Kim hopes to make a couple of actual trips to meet with her new colleagues, technology will allow them to work together "shoulder to shoulder" on a daily basis.

Mr. Jenkins' class has been doing research on the Basque independence movement. The technology they wear allows them to access new resources and information from around the world at any time, but some have become discouraged by the enormous amount of information available. Mr. Jenkins is helping them navigate through the materials they have found to identify the most reliable and insightful resources. He coaches them on their responsibilities regarding the use of materials created by others, and how to best publish and present their own findings. Among the best resources are forums allowing conversations with actual Basque citizens that allow the students to grasp the nature of the dispute and the issues to be resolved. Virtual tours of the region have also helped them understand how even the topography of the region affects the political situation.

Ms. DeMarco and Juan are reviewing opportunities for a specialized course on medieval architecture – a subject he became interested in last year when he joined a virtual construction project with a group of international students. While Springdale doesn't have a course on this exact topic, Juan is considering a course offered by his state, as well a course provided through European Economic Community Schools. Ms. DeMarco is helping him research which course would best serve his curricular needs and learning style.

New students have help integrating into the school: Ibrahim has just moved from across the country to Springdale and is getting settled in his new school. All of his records and the electronic portfolio of all his work have followed him to his new school. His new teachers are meeting to review his work, see the electronic comments and reports of his former teachers, and learn what approaches and technologies appear to best suit his learning style. They have had video meetings with some of his former teachers, and now they will begin to prepare his individual learning program. While teachers expect him to assimilate socially, he has opted to remain in his former school's technology club through virtual contact for the next few months.

Su Cho has just transferred to the school from Seoul, South Korea. Portable technology that instantly translates verbal and written communications between English and Korean is helping her keep pace in her courses while facilitating her learning of English. The software also translates materials from her former school for her teachers in Springdale. While time differences make conferencing difficult, the Springdale teachers and the Seoul instructors have been able to communicate asynchronously and, with the help of translating software, to facilitate Su Cho’s assimilation into her new school site.

Educators enhance their skills: Mr. Sandoval is using his weekly three hours of professional development to take an online course on new technologies to assist physically impaired students. While he has studied this area before, the constant technological breakthroughs necessitate regular updates of his knowledge and skills.

Ms. Chen is video-chatting with one of her mentors on the West Coast. They're reviewing videos of her classroom activities, and her peer mentor, Mr. Barry, is sharing some tips and advice with her. Ms. Chen has found her first year of teaching stressful, but the guidance of mentors, both in her school and in other locations, has proven invaluable. She has found Mr. Barry particularly helpful because he is an effective teacher whose instructional style is similar to hers. The extra time they are both allotted for this interaction and reflection improves both their capabilities as educators.

Making the Vision a Reality

Much of this exciting vision rests not on new technologies, but on applying existing technologies fully to improve the academic experience and performance of every student. Yet, even applying existing technology in this manner will require considerable commitment and resources.

For example, the Springdale experience outlined above assumes modern, well-equipped schools, well-trained teachers and support professionals, small class sizes, ample teacher planning and preparation time, and families with access to technology at home.

Unfortunately, the presence and use of technology in our schools is sporadic. While some schools are saturated with technology, others have a sparse, isolated technological presence. In some schools, teachers have technology mentors to explore the panoply of tools and resources and apply them to individual students. In others, teachers remain overwhelmed and unaided. In some schools, educators and support professionals have time to plan and collaborate to devise the best use of technology to impact student achievement. In others, such planning is done in isolation in the wee hours of the morning or on the commute into work.

In addition, some students go home to state-of-the art technology and have 24-hour access to technology via hand held devices, while others may not even have a phone at home. According to a 2001 report by this Department, students from the lowest income families are 10 times more likely to have their technology access limited to school than their highest income peers.  Unless students and  parents can access technology beyond the school day, their ability to benefit from the exciting technological advances imagined above will be severely limited.

In the Springdale example, Ms. Fuentes and Ms. Ginsburg’s students will have a very different experience in 2012 if Springdale schools lack extensive technology and the resources and library materials are decades out of date. Mr. Jackson and Ms. Alfonso will be unable to provide individualized strategies tailored to specific students if they have 30 students in a class and no preparation or planning time. Melissa and Jessica will be left behind if their families can’t afford a computer at home, or their parents don’t have the time or the skills to help them use the technology. Mr. Sandoval’s physically challenged students won’t have the benefit of the latest technological supports if he doesn’t have access to quality, ongoing professional development. Ms. Chen will have a difficult first year, and perhaps, will even consider leaving the teaching profession.

Finally, none of this vision will be possible if tomorrow’s teachers do not receive the training they need today. The most critical element in technology use is the preparedness and skill level of those who employ it. Therefore, we must focus resources and technological training on teacher education institutions, which today are among the last to receive state of the art technology. Too often, educators are being equipped to teach 21st century students with 19th century tools.

Education technology offers vast new capacities to tap into every child's potential, but the planning and crafting for such endeavors is significant. Educators who use technology extensively are exhilarated by its potential, yet exhausted by its demands. We must commit the resources to ensure that technology becomes an effective tool to help all students excel.

Christa McAuliffe articulated the enthusiasm of all teachers when she explained: "We touch the future, we teach."  We now all have the opportunity to "touch the future” by committing our nation's technological expertise, limitless imagination, and energy to empowering America's teachers and students.
 

Guide to Online High School Courses

Guide to Online High School Courses is a product of the National Education Association, Virtual High School, Inc., and American Association of School Administrators, CNA Corporation, IBM Corporation, National Association of State Boards of Education, National School Boards Association, Verizon Communications.

Assessing Online High School Courses

Background

Information technology is promoting fundamental changes in how we teach and learn. Barriers of time and place are tumbling as technology offers new choices and opportunities for students and educators. Over the last 20 years or more, American schools have embraced distance learning tools to enhance students' educational opportunities. Satellite, microwave, cable, and broadcast television first gave students access to courses not otherwise available in their home schools. More recently, multimedia Internet-based technologies have provided even more powerful options for teaching and learning at a distance. With virtually all schools now linked to the Internet, states, districts, and individual schools are increasingly adopting online courses to expand their curricula.

The appeal of online courses is evident: they can increase the range of course offerings available to all students as well as provide educational access to special students (for example, homebound, incarcerated, and atypical students for whom regular classrooms are not effective). In addition, they provide an alternative method of instruction, one that adults are increasingly using for both professional and personal development. The number of students participating in online courses is large and growing dramatically. One estimate is that 30,000 high school students have taken an online course¹ and that another 25,000 students are enrolled in teacher-led online courses this academic year alone. When all kinds of online courses or online options are considered, the number enrolled may be closer to 50,000 or even 100,000. It is estimated that by 2006, a majority of high school students will have had an online course before graduating.²

Why focus on high school courses?

By addressing quality measures for online courses offered to high school (grades 9-12) students, this document fills a particular void. Higher education courses and programs have a longer track record and a different set of purposes, administrative practices, and audiences. The characteristics of effective online courses at the college level have recently been identified in such documents as the National Education Association's Quality on the Line³ and the American Federation of Teachers' Distance Education: Guidelines for Good Practice.⁴ While some of these characteristics also apply to online courses in a high school environment, to be effective there, online courses must address the unique social, educational, and emotional needs of high school students. Since additional limitations and concerns may arise when a significant portion of a high school student's coursework is completed online, we are only establishing criteria for individual courses and not examining online programs that serve as the bulk of a student's education.

Another area that raises a series of difficult questions is the appropriateness of online education for younger students. Again, while there are many technical and management issues that cross over and apply to online courses for all age levels, too many important differences exist to automatically apply our criteria in that setting. The research base for online courses and educational programs offered to preschool, elementary school, and middle school students is extremely limited. Our current understanding of the characteristics and needs of learners in earlier grades, however, would suggest we exercise great caution in the use of the online environment to deliver instruction to students prior to middle school.

Why are standards needed for online learning?

We know that technology can help remove geography and economics as barriers to high educational achievement for every child. Today's challenge is to ensure that information technology increases the quantity of educational opportunities while maintaining or enhancing the quality of those opportunities. Growing experience and analysis of online learning are revealing that new forms of delivery require new quality criteria. Most of our standards for the delivery of instruction never contemplated these new communications tools. Standards and methods that have been studiously crafted to instruct students in physical classrooms cannot simply be double-clicked into an online environment. Our aim in preparing these guidelines is to provide a practical tool to help students, parents, educators, and policymakers create, use, and assess online courses. Our knowledge and savvy in navigating the many online programs available must evolve as quickly as these offerings do. We must make wise decisions in determining when and how to use online education. Most school districts and states have adopted content standards for their students. While these can be applied to both conventional and online programs, they are insufficient guidelines for implementing online programs. Shoehorning content created for conventional classrooms into online delivery will diminish the overall quality of education.

It is also important that standards evolve with new goals and opportunities. New skill sets are needed for success in today's information age. These 21st century learning skills have been variously defined⁵ as:

• Basic, Scientific, and Technological Literacy
• Visual and Information Literacy
• Cultural Literacy and Global Awareness
• Adaptability/Managing Complexity
• Curiosity, Creativity, and Risk Taking
• Higher Order Thinking and Sound Reasoning
• Teaming, Collaboration, and Interpersonal Skills
• Personal and Social Responsibility
• Interactive Communication
• Prioritizing, Planning, and Managing for Results
• Effective Use of Real-World Tools
• Production of Relevant, High Quality Products

It is particularly important that educators use tools of the information age -- including online courses -- to build information age skills and understandings.

Goals for This Document

We believe the standards set forth in this document will facilitate and expand the use of online programs by equipping all those involved in education to make decisions regarding quality online courses. Specifically, we believe that:

• States must determine guidelines for the creation and use of online courses for students within their jurisdiction.
• Local school districts must identify their own goals in using online programs and must have tools to assess their appropriateness and effectiveness.
• Teachers must know what constitutes quality in online teaching and to what standards they will be held accountable.
• Parents must understand how online education functions and how to ascertain what is in the best interest of students.
• Students must become informed consumers, aware of how online courses can enhance their educational portfolios, and what is required for success in these courses.
• Developers and providers of online education must meet identified standards to ensure delivery of high quality, relevant, and effective resources in the education marketplace.

We expect these criteria may flex and develop as we learn more, and as information technology functions grow and change. Information technology in education is in its embryonic stages, and these criteria should be a supple, developing tool as we steer through these exhilarating but challenging times.

Checklists for Various Constituencies

Each constituent in the online education process (policymakers, administrators, teachers, parents, and students) must consider a number of important issues when contemplating creating, adopting, administering, or participating in online courses. The checklists that follow are designed to help each constituency ask the right questions.

Questions for Policymakers

Planning for and managing online courses

• Are a process and criteria in place for determining when to use online courses? For example, will online courses be used to address gaps in course offerings, to enrich the curriculum, to give students greater flexibility in scheduling, to assist underserved students, to replace existing face-to-face instruction, or some combination of the above? How do these differing goals affect planning for online education?
• Is online instruction aligned with the overall vision for student learning and achievement?
• Are there procedures for ensuring that online courses and other instructional resources are aligned with state/district academic standards, curriculum frameworks, and assessments?
• Is there a process to decide when to develop courses and when to purchase them? Is there a funding system in place for development and distribution of courses? How will fees be determined for making courses available to students out of the jurisdiction?
• If districts offer courses, will the state establish policies and procedures for overseeing implementation?
• If the courses are provided by the state, will funding for courses come from the state budget or from individual school districts via course tuition? Will students be able to enroll directly, or will they go through their local districts?
• Will home schoolers and private school students be permitted to enroll in online courses, and if so, will they enroll directly or through a school district? Who will assume the cost?
• Who is responsible for ensuring that students have convenient access to the necessary equipment, software, connections, and other resources needed to make best use of instructional technologies? Do these assurances and payments also cover costs associated with home schooling and private school participation?
• Do current seat time mandates support the use of online courses, or do they need to be revised?
• Are there procedures for reviewing, evaluating, and updating policies related to online education?

Personnel questions

• Will online courses be led by local or within-state certified teachers, or by teachers certified outside the state? If courses come from outside vendors, will the courses be delivered by local or in-state faculty, or by instructors provided by outside vendors?
• Is there a process to ensure the preparedness of instructors to teach online?
• Are there a plan and budget in place to ensure consistent support and professional development for online educators?
• Who monitors and evaluates the online teacher? Do contractual or other personnel safeguards apply?
• Do employment policies provide sufficient flexibility to allow such practices as flextime and working from home?
• Do compensation and preparation time for educators adequately reflect the demands of developing and delivering online courses?
• Will on-site staff be provided to mentor students enrolled in off-site online courses and, if so, must they be teachers?
• Are intellectual property rights to online courses assigned?

Quality control questions

• Have adequate resources been allotted for comprehensive technical support to educators and students?
• Do regulations aimed at oversight of charter schools adequately ensure instructional quality when instruction is provided online?
• Are there procedures in place at the state/district levels to assess and rate online courses and other resources and ensure their sources are properly accredited?
• Should course evaluations be made public?
• Are there accountability measures in place to identify effective instructional practices and discourage ineffective ones, both among online course providers and on-site educators?

Student enrollment and credit questions

• Should notification and approval of parents/guardians be required before students are allowed to enroll in online courses?
• Will online courses be granted the same credit and value as face-to-face courses?
• Will there be limits on the number of online courses in which a student may enroll? Can a full diploma be earned online?
• Can students elect to take an online course when a comparable course is available at their school?
• Can a student be required to take an online course when other options are available (for example, taking the course at a later date or nearby school) or when discipline or other problems make participating in the face-to-face course problematic?
• Should there be minimum qualifications (age, teacher recommendations, grades) for student participation in an online course?

Questions for Online Teachers

Teachers of online courses are confronted with a wide range of considerations that affect their work. These cover the gamut of pedagogy, curriculum, assessment, personal style, hardware and software considerations, availability of resources, etc. Teachers should consider these issues as they decide whether they should instruct online, or as they prepare for work in the online environment. Those responsible for administering the implementation of online programs also need to consider these questions in order to design effective learning environments, provide necessary support to teachers, and establish reasonable workloads for the teacher.

• Am I ready to teach online? What do I need to know and how can I learn this prior to teaching online?
• Do I have access to computers, Internet connections, and other resources necessary for teaching a course online? Will the school provide me with necessary access and support?
• Will this change what I teach and how I teach? Can I participate in the development of the curriculum? What is "academic freedom" in the online world? Am I required to use lessons that are designed by others for the online environment? How will the online environment affect my style of communication with students?
• How will this change my assessment of student learning? What kind of authentic performance works online? How can I ensure that the student is doing his/her own work?
• What are the students' rights and responsibilities for online classes? Are there consequences for inappropriate behavior or academic impropriety? Is there an appeal process for students who believe they have been treated unfairly? Are there criteria (such as level of participation) that may affect grading regardless of how students perform on authentic assessments? Do students have access to counseling and other support services beyond what I can offer them?
• How will this change the way I interact with parents/ guardians? Will I be able to contact my students' parents/guardians when needed or on an ongoing basis?
• What kinds of support structures will be in place to assist me to:

• work with the technology?
• accommodate individual student needs (particularly students with special needs)?
• enhance my professional skills?
• collaborate with colleagues?

• How will teaching online change the way I am evaluated? Will administrators at other sites have access to my online class and interactions with my students and will they evaluate me? What standards will be used for my evaluation?
• What contractual rights and protections will I have?
• How will this affect my overall workload? Will adjustments be made in my other teaching assignments in order to accommodate the workload?
• receive a flat rate?
• Who owns the lesson materials and teaching ideas I use online? Will I be compensated if others use my designs and ideas or if they are marketed by the "provider"?

Questions for Managers and Administrators of Online Courses

Managers and administrators of online learning programs must consider many of the same issues confronting policymakers and teachers. Managers must ensure availability of adequate resources, reasonable workloads, and ongoing professional support for the practitioners. They must also implement teacher evaluation in a manner that fosters professional growth and supports decisions about teaching assignments. In addition to the practitioner issues, the following are some considerations for the administrator responsible for managing implementation of an online program:

• Do all students have convenient access to the necessary equipment software, connections, and other resources needed to make best use of instructional technologies? Does the school have consistent and adequate access to the Internet?
• Will students be provided computers to use at home, or provided computer time at school to participate in online courses?
• Is on-site teaching staff assigned to (1) mentor students taking courses online, and (2) act as school liaisons with the off-site provider?
• Can school schedules accommodate online courses?
• How do students with special needs (disability, language, or setting) gain access to the benefits of online courses and other instructional resources in ways equivalent to other students?
• Is training/orientation given to school administrators to prepare them for new management challenges related to administering online courses and helping students select and participate in them? Do parents of students taking online courses receive appropriate information? Do they know to whom they should address concerns about the online course? Can they "look over their child's shoulder" online to stay informed about the course, and contact the online teacher as needed?
• Does the grading process for the online course meet the needs of the school?
• Does the registration process for the online course meet the needs of the school?
• Do school administrators have a means of communicating concerns/issues to the online course provider?

Questions for Parents/Guardians

Parents and guardians may be uncomfortable or confused when first considering online courses for their children. The same principles should apply in terms of their oversight of their children's education as in a face-to-face teaching environment, but in online learning there are additional questions to ask the school, their child, and themselves. Parents and guardians should learn as much as possible about the course, teacher, requirements, and supports so they can ensure that the courses provide quality learning experiences for their children.

• Do I know as much about this course as I would know about the one offered in my child's school, for example, teacher's background, prerequisites, syllabus, workload, credit, and transferability options?
• Is there an evaluation of this course and teacher that I can review?
• Does my child have ready access to computers, Internet connections, and other resources necessary for taking a course online? Will the school provide adequate access and support?
• Does my child have the maturity, time, workload management, and technology skills required to take on an online course? Will I be able to give him/her the support needed to ensure success, for example, computer time at home or after school for work on online activities, oversight, encouragement, and support beyond that which is normally required?
• Do I know how to access the counseling, guidance, and technical support services my child may need as a participant in an online course?
• Do I know how to contact the online teacher with my concerns and questions?
• Is there a parental rights and responsibilities statement pertaining to online courses?

Questions for Students

Students should become informed consumers, learning as much as they can ahead of time regarding the online course and its requirements. Students will need to prepare themselves to take on the additional responsibilities required to be successful in the new environment of online coursework.

• Do I know as much about this course as I would know about the one offered in my school, for example, the teacher's background, prerequisites, syllabus, workload, credit, and transferability options?
• Is there an evaluation of this course and teacher that I can review?
• Do I have ready access to computers, Internet connections, and other resources necessary for taking a course online? Will the school provide me adequate access and support?
• Do I have the maturity, time, workload management slills, and other skills needed to take on an online course? Do I first need to be trained technologically? Is this part of the course? Will I be able to devote the extra effort needed to ensure my success. For example, will I have computer time at home or after school for work on online activities, even if this conflicts with sports or extracurricular activities?
• Do I know how to access the counseling, guidance, and technical support services I may need as a participant in an online course?
• Do I know how to contact the teacher with my concerns and questions?
• Is there a student rights and responsibilities statement pertaining to online courses?
• Do I have sufficient support, both in staff and resources, from my on-site school?

A User's Guide to Online Courses

Introduction

Clearly, online courses are much like face-to-face courses in that they must meet the highest standards of quality design and instruction. But because the online environment is a relatively new one for teaching and learning, it is important to recognize and explicitly describe key features that should be considered when this form of instruction is adopted. The quality of online course offerings should be considered in terms of the following areas:

1. Curriculum -- Online curricular offerings should be challenging, relevant, and aligned with appropriate national, state, and/or district standards for student learning.

2. Instructional Design -- Online courses should be informed by and reflect the most current research on learning theory. They should be designed to take advantage of the special circumstances, requirements, and opportunities of the online learning environment and support the development of 21st century learning skills.

3. Teacher Quality -- Teachers should be skilled in the subject matter, learning theory, technologies, and teaching pedagogies appropriate for the content area and the online environment.

4. Student Roles -- Students should be actively engaged in the learning process and interact on a regular basis with the teacher and online classmates in the course.

5. Assessment -- Assessment should be authentic, formative, and regular, providing opportunities for students to reflect on their own learning and work quality during the course. End-of-course assessments should give students the opportunity to demonstrate appropriate skills and understandings that reflect mastery of the course content.

6. Management and Support Systems -- The course should be managed to ensure effective student and school participation. Support systems should provide resources to teachers, students, and parents comparable to those provided by face-to-face courses, as well as special support necessitated by the unique circumstances of the online environment.

7. Technological Infrastructure -- Finally, the technical infrastructure supporting the online course should provide the necessary tools for instruction and interactivity. The technology behind the course should work reliably, simply, and economically. Technical assistance should be available whenever needed by students or teachers.

Endnotes

¹ Ball, M., "For an Online High School, the Future Draws Near," The Washington Post, August 23, 2001, p. H19.

² Rose, R., Director, Concord Consortium, presentation to "Linking Leadership to Learning: Putting PT3 Results to Work," Vanderbilt University, October 20-22, 2001.

³ Phipps, R., Merisotis, J. and Harvey, M. (2000). Quality On the Line: Benchmarks for Success in Internet-based Distance Learning. (PDF, 45 pg) Washington, D.C.: Institute for Higher Education Policy.

⁴ Higher Education Program and Policy Council. (2001). Distance Education: Guidelines for Good Practice. (PDF, 25 pg) Washington, D.C.: American Federation of Teachers.

⁵ CEO Forum on Education and Technology. (2001). Key Building Blocks for Student Achievement in the 21st Century, Washington, D.C.: CEO Forum; Lemke, C. (2000)  enGauge: 21st Century Skills. Oak Brook, IL; North Central Regional Educational Laboratory; Secretary's Commission on Achieving Necessary Skills, U.S. Department of Labor (1991). What Work Requires of Schools. A SCANS Report for America, 2000.

NEA Resources

NEA Publishes Survey of Educational Technologies

Gains and Gaps Online: An NEA Survey of Educational Technologies in U.S. Schools  (PDF, 520k, 62 pg) finds that the majority of educators, including education support professionals, have access to a computer at school, and a growing number of them are involved in school technology decisions. But many educators still say the biggest obstacle to increasing their technology proficiency is a lack of time. Take a look at school technology from the educator's perspective. View the Executive Summary  of this report. (October 2004)

NEA, Partners Offer Guidance for Online Courses

NEA, in partnership with key educational organizations and corporations, has published a Guide to Online High School Courses to help educators, students, parents, and policy makers create, use, and assess classes. (June 2002)

NEA Today Articles

• Cyber Cheating -- Learn how high-tech sleuthing and old fashioned teaching can help you catch a new generation of cyber cheaters who use modern methods to grab grades. (November 2004)
• Bye, Bye Blackboard -- Tired of screeching chalk and dust-covered clothes?
  Such hazards of the trade are becoming a thing of the past as schools send traditional classroom tools the way of fountain pens and dunce caps. (September 2004)
• Are You Ready? -- High-tech teaching--students latch on to it, the law will require it, and educators are taking it beyond the computer lab. (April 2003)

NEA Tomorrow Article

• High-Tech Teaching -- New teachers stay cutting edge by using technology as a tool instead of a teaching gimmick. (Tomorrow's Teachers, 2003)

Visions for the Future of Education Using Technology

Distinguished educators and technology specialists describe learning experiences of the future in 2020 Visions: Transforming Education and Training Through Advanced Technologies   (PDF, 85 pg).

Among those adding to this collection is NEA Executive Director John I. Wilson. Check out his contribution: "A Visit to the Springdale School System in 2012." He writes, "Students will require both technological fluency and whole new levels of media literacy skills. Educational employees will have a vast array of tools to tap the potential of every child, but will also face the significant challenge of managing these new responsibilities." (September 2002)

NEA's Foundation Offers Help 'Connecting the Bits'

This NEA Foundation document offers information for integrating technology into teaching and learning in K-12 schools.  Read Connecting The Bits  (2000)

Technology Integration Ideas That Work

Check out these lessons and activities that help educators make better use of technology tools for instruction, and help students improve their technology skills within the context of the regular curriculum. You'll find integration activities that use the Web, PowerPoint, Excel, digital photography, SMART Boards, and more.