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New educational uses of cellphones are challenging the "turned off and out of sight" rules that many districts have adopted for student cellphones on campus.

A growing number of teachers, carefully navigating district policies and addressing their own concerns, are having students use their personal cellphones to make podcasts, take field notes, and organize their schedules and homework

"In our district, especially at high school, students have a cellphone on them at all times, just like a pencil—it's an underused too

Online classes may be a relatively young instructional practice for K-12 schools, but experts already generally agree on one point: Research shows that virtual schooling can be as good as, or better than, classes taught in person in brick-and-mortar schools.

Studies of state-run virtual schools show, for instance, that the courses tend to draw students at the extremes of the academic spectrum—advanced, highly motivated students looking for academic acceleration, and students who are struggling in regular classrooms

Not surprisingly, the students with the best academic records in online classes tend to be in that high-ability group, according to experts in the field. But some new research also finds that online courses are beginning to score more successes with the lowest achievers­—possibly because many are high school students who see the online courses as a last chance to earn enough credits to graduate.

Every year at this time we turn to the experts in our field to share their predictions on what lies ahead for the e-learning community. While our colleagues here unanimously agree the global economic downturn is the overwhelming factor coloring their forecasts, they do see a great array of opportunities and challenges in the coming 12 months. Their insights never fail to inspire further discussion and hope. Here's what our experts have to say this year:

2009 is the year when the cellphone—not the laptop—will emerge as the learning infrastructure for the developing world. Initially, those educational applications linked most closely to local economic development will predominate. Also parents will have high interest in ways these devices can foster their children's literacy. Countries will begin to see the value of subsidizing this type of e-learning, as opposed to more traditional schooling. The initial business strategy will be a disruptive technology competing with non-consumption, in keeping with Christensen's models. —Chris Dede, Harvard University, USA

During the coming slump the risk of relying on free tools and services in learning will become apparent as small start-ups offering such services fail, and as big suppliers switch off loss-making services or start charging for them. The Open Educational Resources (OER) movement will strengthen, and will face up to the "cultural" challenges of winning learning providers and teachers to use OER. Large learning providers and companies that host VLEs will make increasing and better use of the data they have about learner behavior, for example, which books they borrow, which online resources they access, how long they spend doing what. —Seb Schmoller, Chief Executive of the UK's Association for Learning Technology (ALT), UK

The weaknesses of using a tool like Gabcast are few.  First, the recording quality that you'll get from a cell phone or a landline doesn't match the recording quality that you'll get from a microphone and a program like Audacity.  What's more, while it is possible to edit a Gabcast recording----by downloading the file, working with it on your computer, and then uploading it back to Gabcast----it's not easy!  That means your recordings will lack the "bells and whistles" that more polished podcast programs have

The solution:  Begin your podcasting efforts using a free podcasting service like Gabcast.  What makes services like Gabcast so valuable is that student recording is done over the phone----whether that be a cellphone, landline or computer-based connection.  Users dial a 1-800 number, enter a specific code that identifies their podcast program and then begin recording.  It's as simple as that!   What's even better is that your recordings are automatically posted on a Gabcast webpage, where listeners can access new content and comment on the recordings that you've added.  Teachers who start with Gabcasting essentially get an all-in-one home for their podcasting efforts---no special tools or skills required (other than a telephone----and if you don't have one of those, ask your students.  I guarantee you that there's a cell phone or two in a locker on your hallway right now!)

But for me, the weaknesses are nothing when compared to the benefits of Gabcast.  With little trouble, my students can record on any topic from anywhere.  If we're on a field trip and they want to record their reflections, it's no sweat.  All they have to do is dial a 1-800 number from their cellphones.  If we're in the classroom and I want small groups of children to comment on a topic that we're studying in class, it's done.  "Kids, go get your cell phones and working with a partner...."    (Needless to say, that's one of their favorite parts of our day.)   What Gabcast offers is immediacy.  Students and teachers using Gabcast to record can begin podcasting today without having to take any continuing education classes or begging for resources to buy new digital tools.  That kind of flexibility is what literally defines the work of the 21st Century----and it is the kind of work that teachers should be emphasizing in their classrooms.    (If Gabcast is blocked by your school district's firewall, consider checking out Gcast or Podomatic.  Both are similar services that may be of value to you in your efforts to get plugged in.)