In this Learning and Leading with Technology article from February 2009, Julie Young, et. al., praise the learning being accomplished at the Florida Virtual School (FLVS). The FLVS have no set schedules and no classrooms. They are virtual schools. They claim the FLVS provide students with high-quality, technology rich educational experiences. The curriculum is delivered through the internet. Teachers "coach" the students in one on one or small group sessions. The authors say that their success stems from the learning environment being structured to take advantage of the things their students value most. The article did not provide more than a couple examples of how this school worked. The idea sounds interesting enough, but other than a mention of an online literacy fair and the development of an online newspaper, details of how the process worked were a little sketchy. The authors advocate dramatic changes in the way we deliver education and instruction.
Question 1.
How did the FLVS students perform?
According to the article FLVS students consistently earned higher grades, received better state assessment scores, and achieved higher marks on AP exams than students at traditional schools.
Question 2.
According to the authors, what matters most in an interaction between a teacher and student?
The authors suggest that whether face to face or virtual the interaction must be authentic. The teachers at this school focus their attention on the student's concerns and they value the interaction.
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Sometimes technology can have positive effects on student performance due to its novelty. Its long-term effects are yet to be seen.
ReplyDeleteTypically L&L articles are pro technology. Actually, a goal of ISTE is to promote technology use in classrooms. However, we need to keep a critical eye on both the affordances and limitations of technology.