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Elite Universities, like Stanford University, are putting their brand and prestige behind online education and offering diplomas to 30 seniors from "Standford Online High School." Harold O. Levy, a former New York City schools chancellor and founder of Kaplan's online master's of education program, believes Stanford's involvement in this sector could be a watershed.

Though it is only 5 years old and Stanford officials are still unsure whether it really compares to a brick and mortar school, the cache of Stanford's name could certainly do a lot to elevate the reputation of online programs. I think it is especially interesting that most students are from remote areas where it is impossible to get a comparable education at a similar private school because of location.

Online education for high school students is not an option, it is mandatory. Idaho Education Board approved that at least two credits of online class is required to graduate from high school. Idaho is first in the nation to mandate online class. We have read articles and discussed in class pros and cons of online learning. However, should online learning be mandatory for high school students? Do you think it is a good idea?

Having online education for the sake of online education does not seem like a good idea to me. If it saves them enough money that they can improve classroom education, that might be worth it, but I'm not convinced that this is worth doing.

Agree with Ayelet. Idaho board of education went through this despite heavy criticism from public. Instead of making it an option, Idaho makes it mandatory. Online education may not work for some students. They may feel that it has been pushed down their throat.

One teacher claims that "The idea is to invert the normal rhythms of school, so that lectures are viewed on the kids' own time and homework is done at school." - Do you agree that this is a good solution? 

I too am intrigued by this "inverting" of time spent in the classroom and at home. My idealized model would be to introduce learners to new material at their own pace out of the classroom (allowing for pausing, note taking, reflecting and/or rewinding) and focus classroom time on face to face guiding and coaching of clusters of students or individual students engaged in applying or exploring the current material. To help facilitate this (and assist with accountability) some brief form of pre-assessment before class or at the start of class could illuminate for student and teacher alike what material has been mastered and what needs more attention. The research report from the TIE Foundations summer reading appears to support this type of hybrid approach. => Marsha Lovett, Oded Meyer, and Candace Thille (2008). The Open Learning Initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning.

An added benefit of tools such as Khan Academy is the option for reinforcement. In a traditional K-12 school environment students do not have the option to watch a video of their class or spend personalized time reviewing a concept they need more time with during class time due to the required pace of school curriculum. An online learning tool allows a student to watch a lesson as many times as needed and to learn from an expert. Often if a student needs help outside the classroom the only people they turn to is parents, who may or may not know about the content themselves.

High tech or no-tech - debate continues in Canadian schools. While schools introduce technology from Grades 3 ,4,or 5, Waldorf schools are growing too, 24 affiliated schools with students from K-12, and is growing.

An estimated 250,000 students are enrolled in full-time virtual schools where their instruction and interaction is completely online. There are many benefits to this model: lower overhead, anywhere/anytime learning, meeting students where they are...yet the students in these full-time online schools consistently fall short of their peers in traditional schools. Gives us pause to consider what is lost in the online learning environment and what are the essential parts of face to face learning that cannot be replicated online..

This article contradicts one of my favorite quotes from ISTE 2011 - "The Killer App for 2011? The Teacher" I agree Steve, while it seems to be more and more the norm, economics shouldn't be a major determinant in alternatives to good education. Would they do the same for health care? Perhaps Siri can diagnose and prescribe treatment based on patient symptom input into an app?

This article shows the dark underbelly of the educational policy world as it relates to technology. As schools are increasingly adopting online learning models in classes, companies are predictably lining up to get money from the movement. However, there are many companies who are taking it a step further and lobbying for policies that do not have children's best interests in mind and which operate under the simplistic and misguided assumption that "schools will not need teachers once computers become good enough." It should give us pause to consider what needs to be done in these early stages to prevent the edTech movement from falling into the wrong hands and killing our schools.

The role technology can play in expanding the time during which learning can take place.

Another article about "expanded learning time" both online and via community-based "brick and mortar" locations like libraries, YMCA, and Boys & Girls Clubs. "Out-of-school programs can be strong partners for schools who want to leverage expanded learning time to help their students achieve global competence. Youth-serving organizations share the broad mission to promote student success in work and life in the 21st century. Out-of-school program organization and management is often based on an asset model that values diversity. In order to attract and retain participants, out-of-school programs are centered around youth engagement through hands-on and experiential learning, often with a focus on 21st century skills, service learning, science, technology, engineering, and math (STEM) education, and others."

I wonder what Helen Haste would think of this organization . . .

While a seventh grader improves her score using online school, led by a teacher few miles away, online schools debate continues.

In the US, 250000 students are enrolled in full-time public virtual schools in 30 states, according to Susan Patrick of the International Association for K-12 Online Learning, a trade association. Although that's just a fraction of the country's 50 million students, it has grown 30% each year. Some schools in Michigan already shown the advantage of digital learning.

This is an interesting article. I am just concerned that it is not unbiased or driven by an agenda other than improving education. I found this information about the Mackinac Center online: http://www.rightwingwatch.org/content/mackinac-center-public-policy I am starting to realize that a lot of the technology in schools rhetoric is driven by corporate and political interests, and as the industry becomes ever more profitable, I'm worried that companies are going to jump in and try to influence policy, rushing through the movement toward the wrong kind of technology in schools- i.e. sacking half of the teaching staff and replacing them with cheap computers. I think one of our most important jobs as Harvard TIE students is to education the public about the right ways to adapt technology in the classroom, and the important role that teachers will continue to play in this movement.

NY City touting 5 public schools' adoption of School of One curricula in Race to Top application, but the schools' assessment scores show mixed results so far.

Author makes predictions for 2012, including increase in blended learning. A video of PBS Newshour speaks of school choices in Indiana - public school in other areas, private school, or public charter school with military rituals.

"When and where does it make sense to institute a longer school day, and how should it be designed?"

I think a case can be made for structuring school hours flexibly, to accommodate those who engage in sports and other extra currlicular activities and also those who desire or need additional academic learning time.

From my own experience, using technology was an effective way to maintain student engagement during a longer day. As a sped teacher, I offered students the opportunity to do an extra online-based reading intervention if they came to school early. I had a surprising number of students come - almost every single day. Additionally, using technology during afternoon tutoring sessions helped my students stay on-task. I think if the standard school day was to be extended, putting a substantial focus on technology would be both an effective learning tool and a good way to help prevent students from burning out by the last bell.

In US alone, 4 million K-12 students are enrolled online. Annual conference on online (and blended) learning in Indianapolis on November 9-11, by the International Association for K-12 Online Learning (iNACOL). Online learning is seen as the solution to allowing greater access to diverse resources curriculum, especially when many schools face serious financial crisis. Expect to hear from experts and educators, such as, such as Gene Wilhoit, Executive Director of the Council of Chief State School Officers; Paul Peterson of Harvard University; Michael Horn, author of Disrupting Class; Steve Midgley of the U.S. Department of Education; and iNACOL president Susan Patrick. Full program details are available at www.virtualschoolsymposium.org.

In Virginia and Pennsylvania, companies opened online, i.e., virstual schools. The schools get Kids don't have to ride yellow bus anymore - learning is solitary, lessons delivered online, and children progress at their own pace. However, while virtual schools continue to expand, their effectiveness is unclear

When a teacher writes a lesson plan, does the intellectual property (IP) belong to the teacher, the school, or both? This article discussing the online lesson plan marketplace and the debate over who (teacher, school) gets the proceeds. What do you think?

When a teacher writes a lesson plan, does the intellectual property (IP) belong to the teacher, the school, or both? This article discussing the online lesson plan marketplace and the debate over who (teacher, school) gets the proceeds. What do you think?

issues of evaluating online schools - moving beyond fads

Online schools benefit who? children or taxpayers, or a company that thrives by squeezing profits from public schools by raising enrollment , increasing teacher load, and lowering standards?

As I chew through the Visions 2020 readings, I can't help my skepticism...and not due to the seamless integration of emerging ed technology. Alas, PEOPLE and the existing power structure of schools (reform) are not guided by a mission to reinvent, but to move the goal posts on ed standards around so as to insulate and protect the paradigm. Read on...

Industry top firms, including Google, News Corp, Disney, and NBC Universal, are showing interest in online education. "Demand for online education is exploding. The global market for online learning at schools and businesses is expected to grow from $32.1 billion in 2010 to approximately $50 billion by 2015, according to research firm Ambient Insight."