For example, differences in reach are important because several states draw distinctions between online programs that serve students across multiple districts, the entire state, and beyond. The report declares that because funding for K-12 education in the U.S. has historically been structured around local control, education and policy leaders have never had to deal with issues such as who pays a teacher’s salary if he or she teaches from another district or even another state, or who gets the state’s per-pupil funding allotment–the district, the virtual learning provider, or some combination?”

It is extremely important these roadblocks are cleared in order for online learning to gain in the growth that is expected.  As the article notes, although 20 million students are taking some form of online learning program, another 10-20 million are left out who would like to take part as well.  We cannot as educators close the doors on these students, who might severely need the benefits of a flexible online learning program.  OdysseyWare for its part is committed to working with schools with funding complications who might need unique payment options.  Please contact us at info@odysseyware.com to see how we can help your students use our program.

In an interesting, perhaps groundbreaking study released by the North American Council on Online Learning (NACOL), researchers found that online learning not only is growing in enormous popularity but that demand is far outstripping the supply of opportunities for students who would like to learn online.  The study, “Policy and Funding Frameworks for Online Learning,” written by John Watson and Butch Gemin of Evergreen Consulting Associates, details some of the challenges schools and students face in accessing seat licenses and funding for online learning.  Chief among their concerns is a lack of a comprehensive framework for evaluating online learning’s efficacy.  Questions such as does it work, how well does it work, and what needs to be improved are not easily answered on a national scale.  Even more disconcerting is how online learning is funded.  Although many states have implemented funding programs for online learning, funding streams are harder to find, and experts on how to disburse those funds are few in number. ESchoolNews explains further:

For example, differences in reach are important because several states draw distinctions between online programs that serve students across multiple districts, the entire state, and beyond. The report declares that because funding for K-12 education in the U.S. has historically been structured around local control, education and policy leaders have never had to deal with issues such as who pays a teacher’s salary if he or she teaches from another district or even another state, or who gets the state’s per-pupil funding allotment–the district, the virtual learning provider, or some combination?”

It is extremely important these roadblocks are cleared in order for online learning to gain in the growth that is expected.  As the article notes, although 20 million students are taking some form of online learning program, another 10-20 million are left out who would like to take part as well.  We cannot as educators close the doors on these students, who might severely need the benefits of a flexible online learning program.  OdysseyWare for its part is committed to working with schools with funding complications who might need unique payment options.  Please contact us at info@odysseyware.com to see how we can help your students use our program.

In this chapter, Christensen gives an idea of how he would like to use computers in a disruptive way.

Online classes are proliferating at a rapid rate.  Christensen makes a persuasive argument that this rapid explosion cannot be denied and while important for recognizing online curriculum’s broad appeal, it also goes to show that online curriculum can be broadly implemented as well.

Public education enrollments in online classes like the one for which Maria signed up are exhibiting the classic signs of disruption as they ahve skyrocketed from 45,000 in 2000 to roughly 1 million today…some of the opportunities where the alternative is nothing at all include: Advanced Placement (AP) and other specialized courses; small, rural, and urban schools that are unable to offer breadth; “credit recovery” for students who must retake courses in order to graduate…

This is important, at least to Christensen, and to this author as well, because it shows the broad applicability technology and computers can have in a classroom and the multitude of avenues that it opens up as a result.  Not surprisingly, that also broadens the application of uses in and outside of the classroom.  Christensen examples numerous options including advanced placement, homebound, alternative education and summer school classes where online curriculum can be used.  All because of:

Online technology provides accessibility for those who previously would not have been able to take the course.  It provides convenience for a student to fit the course into his or her schedule at the time and place that is most desirable.

Amen.  As followers of this blog will recognize, this is an argument we have been making for some time and believe it will truly resonate with teachers who have difficulties making lesson plans for the broad swath of students whose learning styles vary as much as their individual personalities vary.