Sarah+Resemius

=My Notes= http://www.newfoundations.com/PracEthics/Eppinger.html

Professor Study

[|For Openers How Technology Is Changing School-Kristina] Health emergencies in recent years have also caused educators to ponder the benefits of the Web. In 2003, during the SARS epidemic in China, government officials decided to loosen restrictions on **//online//** and blended learning (Huang & Zhou, 2006). More recently, as concerns about the H1N1 virus mounted, many U.S. schools piloted new educational delivery options, such as free **//online//** lessons from Curriki ([|www.curriki.org]) and Smithsonian Education ([|www.smithsonianeducation.org]). Microsoft has even offered its Microsoft Office Live free of charge to educators dealing with H1N1. The software enables teachers to share content, lesson plans, and other curriculum components, while students access the virtual classroom workspace, chat with one another on discussion topics, and attend virtual presentations. **[|High School — Online]** Tools like these enable great flexibility in learning. When I take a break from work and jog across my campus, smack in the middle of it I come to Owen Hall, home of the Indiana University High School ([|http://iuhighschool.iu.edu]). Indiana University High School (IUHS) students can take their **//courses//** **//online//** or through correspondence or some combination of the two. Students range from those who live in rural settings to those who are homebound, home-schooled, pregnant, or gifted. Some are Americans living in other countries; some are natives of other countries whose parents want them to have a U.S. education. Some are dropouts or students academically at risk. Still others are teenagers about to enter college who need advanced placement **//courses//** or adults who want to finish their high school degrees (Robbins, 2009). Across the board, many of the 4,000 students enrolled in IUHS simply did not fit in the traditional U.S. high school setting. **[|Reed-Time Mobility and Portability]** Mobile learning is the current mantra of educators. More than 60,000 people around the planet get mobile access to the Internet each hour (Iannucci, 2009), with 15 million people subscribing each month in India alone (Telecom Regulatory Authority of India, 2009). Also, if just one percent of the 85,000 applications for the iPhone (Marcus, 2009) are educational, thousands of possible learning adventures are at one's fingertips. It's possible to access grammar lessons, language applications, Shakespearean plays or quotes, physics experiments, musical performances, and math review problems with a mobile phone. [|High Schools at a CrossRoads-Kristina] Under this scenario, the supervisory role played by high schools today might take place in community learning centers where students are supervised by professional staff with low levels of responsibility for academics (and likely low salaries). In such centers, students would be able to access **//online//** learning resources of their choosing and gain some social benefits of the high school environment while they move through the curriculum at their own pace. As **//online//** learning technologies providing high levels of scaffolding and support continue to multiply, such centers could attract not only the most able learners but also those with less self-direction. These community learning centers would likely leave the traditional high school with two roles. The first would be to certify that students have mastered the academic content that the high schools previously taught. A model for this certification, one that 1 find unfortunate, is the current AP test. As Kevin's story so clearly demonstrates, once you rely on a test as the sole instrument for certification of learning, the methods and context of that learning become subordinate to the test. Schools could easily develop similar tests to measure mastery of today's regular high school curriculum. Even current high school exit exams might serve that purpose. A second function of future high schools might be remediation and support. According to surveys involving thousands of students that my colleagues and 1 have conducted in schools across the United States and in Canada (Metiri Group, 2009; Texas Center for Educational Research, 2009), approximately 30 percent of students may lack the self-discipline or learning acumen to take advantage of even highly supportive **//online//** tools and environments.[[|1]] These students may need a more traditional classroom. Many of them — although not necessarily all — would be low-achieving students in today's high schools. If the research on the harmful effects of tracking on low-performing students is any indicator, the outlook for these students would be fairly dismal. And the prospects of teaching in such a classroom, populated largely with the most disinterested and undisciplined students, would strike most teachers as dismal, too.
 * The emergence of super e-mentors and e-coaches.** Super e-mentors and e-coaches, working from computer workstations or from mobile devices, will provide free learning guidance. As with the gift culture that we have seen in the open source movement over the past two decades, some individuals will simply want to share their expertise and skills, whereas others may want practice teaching. Many will be highly educated individuals who have always wanted opportunities to teach, coach, or mentor but who work in jobs that do not enable them to do so. Those with the highest credibility and in the most demand will have human development or counseling skills (perhaps a masters degree in counseling); understand how to use the Web for learning; and have expertise in a particular domain, such as social work, nursing, accounting, and so forth.

//We’ve all seen the tragic headlines screaming of the death of a teenager who was killed for a pair of sneakers or jewelry or a designer jacket. In Detroit, a 15-year old boy was shot for his $86 basketball shoes. In Fort Lauderdale, a 15-year old student was robbed of his jewelry. Just this past December in Oxon Hill, Maryland, a 17-year old honor student was killed at a bus stop, caught in the cross fire during the robbery of another students designer jacket"// (Clinton, "Transcript," 1-2).

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