Online Learning at the Elementary Level

1. Online Learning at the Elementary Level Its Effectiveness Its Importance Its Implementation By: KourtneyMcMenamin

2. A Course Management System • “A Course Management system (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE) is an application that educators can use to create effective online learning sites” (Moodle, 2010) • access control where only enrolled students may view class work • easy publishing of course outline, weekly notes, etc. • Communication capabilities: announcements, threaded discussion, surveys, chat room, virtual whiteboard • online quizzes and grade portal • collaborative workgroups

3. Some examples of Course Management Systems • Blackboard Courseinfo • WebCT • eCollege (also outsources management and development) • Moodle • Prometheus (recently purchased by Blackboard) • WebLessons(content specific) • Oncourse (What we use!)

4. What an Online Course Management System Looks Like: www.moodle.com

5. Another Example of an Online Course Management System:

6. Access to Resources Anytime, Anywhere with Internet Connection Course documents Lecture or teacher notes Discussion Forum for Q/A, enhanced understanding of content Online quizzes Announcements Grade portal

7. What the Research States: The National Center for Educational Statistics (NCES, 2005) reports that more than 99% of publicschools are wired for some type of technology access but that less than 32% of educators reported regularly integrating educational technologies into their classroom practices (NCES, 2000). (Gillard & Bailey, 2007, p. 87) We need to be the change to integrate technologies especially due to the research for promoting 21st century learners.

8. Why we should be Utilizing Online Learning Opportunities within Our Own School: It is essential for students to establish a fundamental understanding of technology. At the elementary level, there is a natural learning curve where students need to first learn about computers and their function. This will promote 21st century learners. “Teachers should anticipate the student learning curve and plan at least two to three sessions with the computers, acquainting students with the use of the system itself” (Hargis & Schofield, 2007, p. 34) Some of these skills needed include keyboarding, use of mouse, understanding of hardware, use of search engines, typing of web addresses, etc. Tutorials are essential for these skills to be mastered (already occurring using Learning.com within the elementary curriculum)

9. Once the fundamentals are understood by students: “The teacher will be able to quickly get students into content learning” (Hargis & Schofield, 2007, p. 35) “A teacher-created Web site can serve as a curriculum page, containing links to prescreened Web sites for students to access while studying a specific content area” (Hargis & Schofield, 2007, p. 35) Some teachers within our school are already using their website as an online learning system for both parents and students alike to use as a means to access for learning-increasing student’s knowledge base in and out of the classroom.

10. Technology Integration Research on Student Performance Results show that online use can increase student performance (Follansbee, 1997). Palmieri (1997) notes that technology will continue to be important in education because it allows learners to access knowledge in their homes and workplaces, and at times that are convenient to them “By including the Internet in classrooms, teachers can assist students in becoming active participants in the construction of their own knowledge” (Hargis & Schofield, 2007, p. 36).

11. Research Continued Studies show that gaps are filled with how young children operate portable technology and the influence of these teaching tools on the way they learn, believe, and ultimately achieve. For all students in the primary grades, the overall effect of using laptops was improvement in their outlook on computer importance, computer enjoyment, study habits, and creativity, as well as how much they enjoyed school, which has been seen as a precursor to achievement in the past (Huang, 1997) Additionally, the availability of software programs allow for assignments and tasks to be easily modified to meet the needs of our diverse learners. “Laptop users also experienced additional success in achievement as measured by the FCAT instrument, in that math and reading outcomes were higher for both males and females in this group” (Hargis, 2007, p. 43) The FCAT was designed to measure achievement by Florida students on the Florida Sunshine State Standards. This test was also designed to represent the kinds of tasks and activities that research indicates to be a part of good instruction (for example- technology) The general differences between students who use laptops and those who do not were most apparent in the reading scores between these two groups of students, although elevated scores were observed in other areas.

12. Change AgentsTechnology is empowering 21st century students in four key ways Change agent 1, “the democratization of knowledge requires that schools include digital content, filtered appropriately, within the school curriculum” (Lemke & Coughlin, 2009, p. 55) Change agent 2- participatory learning is a very powerful learning tool that motivates and enhances students since students today “expect to interact with and have a voice in everything they do, including learning” (Lemke & Coughlin, 2009, p. 56). Change agent 3- “Authentic learning consists of engaging students in learning opportunities that focus on real-world issues using technology tools” (Lemke & Coughlin, 2009, p. 56). Change Agent 4, multimodal learning is also a very powerful one that drives instruction and helps students display knowledge and new learned information in a way that combines text and visuals (Lemke & Coughlin, 2009, p. 58) “Students expect to use computer-related technology in their coursework, and to gain the skills they will need to use the technological tools required of their careers” (Gillard & Bailey, 2007, p. 87)..

13. How to Support Our School Community in Making a Change to Incorporate Online Learning? Create Visions through shared decision making Build Action Team Break changes into achievable steps Anticipate changes along the way Seek to understand Ask questions Reveal broader context Stay committed Be a teacher leader and learner!

14. Tips for Success! “Continue to maintain healthy, respectful relationships amongst teachers and principal” (Hargis & Schofield, 2007, p. 44) “To integrate technology into the classroom, a sincere, meaningful connection must be built and sustained with the in-service teachers” (Hargis & Schofield, 2007, p. 44) Teachers need to understand why and want to do so rather than being forced into it! We can make a difference!

15. Some Favorite Online Learning Sites for Elementary Students to Promote a Positive Learning Experience that Fosters Students’ needs BrainPOP (www.brainpop.com ) offers short, animated video clips geared for kids. iKnowthat.com (www.iknowthat.com ) covers a full range of content areas. Jefferson Lab (http://education.jlab.org ) is a research facility committed to science education. Who Wants to Be a Millionaire? (http://education.jlab.org/million ) models the popular game, with both science and math content questions. Science Vocabulary Hangman (http://education.jlab.org/vocabhangman ) provides a free resource for students to practice science vocabulary by playing hangman online. Create a Graph (http://nces.ed.gov/nceskids/createagraph/ ) allows young students to create five different types of graphs.

16. Citations Follansbee, S. (1997). Can online communications improve student performance? Results of a controlled study. ERS Spectrum, 15(1), 15–26. Gillard, S., & Bailey, D. (2007). Technology in the classroom: Overcoming obstacles, reaping rewards. The International Journal of Learning, 14(1), 87–93. GNU Public License (August, 2011). Moodle. Retrieved from http://moodle.org/ Hargis, J., & Schofield, K. (2007). Integrating online learning into elementary classrooms. In R. Blomeyer, & C. Cavanaugh (Eds.), What works in K–12 online learning (pp. 33–47). Eugene, OR: International Society for Technology in Education. Huang, A. H. (1997). Challenges and opportunities of online education. Journal of Educational Technology Systems, 25(3), 229–247. Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59. Palmieri, P. (1997). Technology in education… Do we need it? ARIS Bulletin, 8(2), 1–5.