Our nation is engaged in a rather heated conversation about how to eliminate injuries and deaths from gun violence in U.S. schools. Formal and informal debates are occurring in the halls of Congress, within state Capitol buildings, at our workplaces and around kitchen tables in our homes. Social media has exploded with conversation, and everyone seems to have a strong opinion on this critical subject. In many cases, intelligent and reasonable people have taken opposite positions when proposing solutions to school gun violence.

Recently, however, I encountered a “solution” to this problem that surprised me.

Due to these tragedies, at least one set of parents in my area has begun to seriously consider full-time cyberschool as an option for their children. They no longer feel comfortable placing their loved ones in brick-and-mortar schools. I am afraid other parents in Michigan will also begin to consider this as a viable alternative to face-to-face instruction.

To some degree, this mentality has existed for a while. Since the beginning of the public education system, a small percentage of parents have elected to homeschool their children for one reason or another, sometimes out of fear of the violence or ideologies they could be exposed to in school. But what we see now is something different. We have parents who have put their faith in the public school system for years who are now are genuinely afraid for their children’s lives upon dropping them off at school.

As a parent, I fully understand the emotion behind this response; however, implemented as a large-scale solution to the problem of gun violence, it concerns me on multiple levels. There are many good reasons to promote the value of online learning, but gun violence should not be one of them.

The Place of Online Learning within the Education System

For the past 20 years, I have dedicated my professional career to promoting the value of online learning in the K-12 community. During this time, I have engaged in hundreds of policy discussions with school principals, curriculum directors, district superintendents, legislators, parents and other stakeholders. I’ve listened to a plethora of perceptions about online learning, including that it:

• differentiates instruction
• generates cost savings
• diminishes the role of the teacher
• eliminates teacher jobs
• provides equity regardless of zip code
• privatizes public education
• represents a major reform strategy
• personalizes learning
• is inferior to face-to-face instruction
• represents innovation

Not once in the past 20 years has someone told me that online education is a good substitute for face-to-face instruction because of gun violence in traditional schools.

My professional opinion is that few children benefit from full-time online learning. Those who do benefit from full-time cyberschool (or virtual charter school) typically have serious medical conditions, athletic obligations or other extenuating life circumstances. In these cases, online learning can provide students who do not have the option to attend a face-to-face school with a pathway to education.

As a leader in the K-12 online education space, I fully believe that all students should have opportunities to experience online learning in some capacity, as this has increasingly become a critical part of the 21st-century learning skills required of them by colleges and workplaces. It is for this reason that Michigan became the first state in the nation to adopt an online learning requirement as a condition of high school graduation.

By and large, however, I do not believe a mass exodus of students from brick-and-mortar establishments to virtual schools would be beneficial for our children or for our society. There are still countless social benefits that children receive from working with teachers and peers in a face-to-face setting that should not be overlooked.

Migrating students into online courses is not a real solution, but merely an avoidance of the problem of gun violence.

Room for Growth in Online Learning

There is room for growth in the realm of online learning. We ought to investigate ways to leverage the technology at our fingertips to deal with some of the underlying issues behind gun violence. Specifically, more can be done to harness online platforms and communication tools to help address the social and emotional health of teens as they struggle with adolescence.

Clearly, too many young people are bullied, teased and ostracized. For students who feel uncomfortable asking for help in face-to-face settings, digital spaces can provide students with safe places to explore critical topics that are not consistently discussed in traditional classrooms.

Why is this? In part, it stems from what I like to call “intimate anonymity.” Certain topics are more easily shared behind the buffer of a screen. It’s why the Internet frightens us parents so profoundly — we aren’t always entirely sure who our children are speaking to and what they are sharing with them.

But this intimate anonymity can also be leveraged to the benefit of our children, so long as we create the appropriate contexts for them to explore in private what they might not be comfortable expressing in face-to-face settings.

Our online instructors regularly report surprise at how willing their online students are to share information about themselves. This might seem counterintuitive, but imagine how the following scenario might happen differently in a face-to-face classroom compared to a private message between teacher and student.

A teacher asks a student, “What’s going on, Sarah? You haven’t turned in your homework for almost a week.”

In a busy classroom, Sarah may blush and provide some off-handed excuse. But, through the privacy of an email, she may be willing to reveal more. Her instructor may discover, through this more personal form of communication, that she’s been struggling profoundly since her parents’ recent divorce and she needs help.

We already see some progress in this particular growth area. Some schools are using apps like “Say Something” or “Safe 2 Tell” to provide students with an anonymous forum to report events both at school and outside of school that cause them distress or discomfort. Some believe that the widespread use of apps like this could save lives by allowing school officials to intervene before tragedy occurs.

Other online services such as Evolution Labs’ digital character development and behavior intervention programs have emerged to help teach students to think critically about cyberbullying, mental health, anger management, substance abuse, social awareness, goal-setting and stress-management. For many students, it is easier to explore these critical topics at their own pace in a safe digital space, rather than being asked to speak about them in-person with 23 of their peers.

It is my hope that tools like these will build awareness and create new ways for children to learn and communicate with each other and promote civility. We are all discouraged that a growing number of children and parents view traditional schools as unsafe places. Regardless of your personal stance on possible solutions, I know all educators stand united in wanting to see an end to school violence. I hope local, state and federal leaders can put their differences aside and act with a sense of urgency to address this growing and complex societal challenge.

About the Author

Jamey Fitzpatrick, president and CEO of Michigan Virtual, serves as a catalyst for change and a champion of innovation in education. He provides strategic leadership for Michigan Virtual, a Michigan-based nonprofit organization focused on advancing K-12 digital learning and teaching. In addition to his previous leadership roles at the Michigan Department of Education and Saginaw ISD, Jamey also worked in the private sector for Pitney Bowes Corporation. He serves on the Board of Trustees for Olivet College.

Cooperative and collaborative learning are not new concepts in the field of education – they have been studied for decades and have been used as classroom practices for much longer than that. Although experts in the field might differentiate between the two, I’d suggest that the subtle differences are not all that important. What IS important is that the value proposition of each is similar: to create conditions where students gain interpersonal and cognitive skills necessary for work and life. Development of interpersonal and cognitive skills necessary to partner with others is a critical priority of education.

When specified, the major differences between cooperation and collaboration are with the role of the instructor in the process and the degree to which the community develops valued and shared vision. Cooperative activities are what many consider “typical” group- or partner-based activities: jigsaw, think-pair-share, peer-review, lab groups, or projects where students create a single, unique product that is shared with the class. Students work individually and together and are accountable to the group for the overall success of the activity. Work is structured, with clear expectations and tasks for students. A truly collaborative activity involves more open-ended assignments where students work together to solve a problem or make meaning together. There isn’t as much structure presented to the students during the beginning of the activity, leaving the students to work out the “how” of their project along with the “what.”

Cooperative activities are more often utilized in the secondary classroom because the teacher assists in organizing and supervising work, whereas truly collaborative activities require students own the process of learning more independently (Brufee 1999). It is a nuanced difference, which is why many use the term collaboration to describe both types of activities.

Regardless of terminology, we should all agree that as students progress through education they should be presented with frequent and meaningful opportunities to work with and learn from each other. There are many benefits to learning in groups – the Eberly Center for Teaching Excellence & Educational Innovation at Carnegie Mellon University outlines many benefits of group exercises on their website. The list includes development and reinforcement of skills that transcend individual and group exercises, such as: time management, project planning and task management, effective communication, and sharing or receiving feedback on performance. In addition, there are a variety of skills that are specific to collaboration, including: delegation of responsibilities, sharing and respecting diverse perspectives, leveraging knowledge and skills of others, risk-taking, establishing group identity, and developing a personal voice and perspective (“What are benefits of group work?”).

Let’s face it: working in groups can be hard. Group activities can be especially challenging in an online classroom where students may live in different states or countries. When roadblocks present themselves, teachers may be tempted to switch to an individualized version of an activity or move away from group activities in the future. When I was teaching in my online classroom in the early 2000s there were times I was tempted to do so myself.

Abandoning collaboration because it isn’t easy sends our students the wrong message. They learn that it might be better to go it alone rather than work together, and the opportunity to build those crucial life-skills might be lost. Partnership for 21^st Century Learning published a research brief entitled “What We Know about Collaboration” that contains valuable information and highlights examples of success. This report affirms the value of collaboration as a critical skill to develop in our students.

Instead of tossing in the towel, here are some ideas to reflect upon. This list is not exhaustive and certainly doesn’t guarantee a successful group exercise, but the items highlighted below are the result of feedback from our students, teachers, and curriculum staff that have worked in cohort-based online classrooms for the past 20 years. They are the benchmarks used by our curriculum team as we discuss online group experiences and are an excellent starting point for any educator interested in enhancing cooperative or collaborative activities.

• How important have I made community in my classroom?
  • Have we gotten to know each other?
  • Have we established classroom norms and/or a social contract?
  • Are meaningful, content-rich discussions regular occurrences?
  • Do students work with each other frequently, or is “group work” saved for rare occasions/big projects only?
• Is the activity created in a manner that will lead to success?
  • Do students understand what needs to be accomplished?
  • Are directions and outcomes accessible to all students?
  • Are roles and expectations outlined and/or assigned?
  • Do students have adequate time to get to establish closer working relationships and achieve the goals of the activities?
  • How am I available to support individuals and groups?
• Are students incentivized to fully participate in the group?
  • How is group activity assessed? Do students earn credit for quality participation?
  • Are elements of the project interdependent enough that a single group grade should be applied?
  • Is the work contextualized so that students understand the value of the learning?

References/Resources
Bruffee, K. A. (1999). Collaborative learning: Higher education, interdependence, and the authority of knowledge (2nd ed.). Baltimore: John Hopkins University Press.

“What are the benefits of group work?” Carnegie Melon University,
https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/benefits.html. Accessed 17 January 2018.

“What we Know about Collaboration” Partnership for 21 st Century Learning,
http://www.p21.org/storage/documents/docs/Research/P21_4Cs_Research_Brief_Series_-_Collaboration.pdf. Accessed 18 January 2018.

 

Idaho has always been classified as a rural state, 479 miles long and 305 miles wide. Idaho fits snugly between economic urban powerhouse states Washington and Oregon and more rural neighbors Montana and Wyoming. The geographic placement of Idaho creates a unique situation when providing equal education access and opportunity to all students throughout the state. Idaho’s population is comprised of 44 counties – seven urban and 37 rural – as classified by the Idaho Department of Labor. Idaho is anything but a ‘one size fits all’ state.

As time passes more people are leaving rural areas out of economic necessity such as seeking better job opportunities, education access and health care amenities. Migration out-flow data shows that rural counties have rates of out-migration – up to 17 percent annually. Though these changes mimic national trends, rural communities throughout Idaho are still active and pushing to thrive. One of the assets Idaho Rural Schools are able to access is the Idaho Digital Learning which currently is supporting 100% of the Idaho Public Schools by providing access and opportunity for students to take engaging and rigorous classes regardless of where they live or the schools that they go to. Approximately three quarters of districts in Idaho are considered rural as defined in Idaho statute. These districts, and the schools within them, struggle to retain teachers and address technology needs in order to deliver effective instruction. To support rural districts and schools, Idaho Digital Learning is able to offer solutions to the challenges rural districts face. During the 2016-2017 school year, Idaho Digital Learning served 27,717 student enrollments and offered 220 unique semester courses.

For many rural students, opportunities such as Advanced Placement (AP) and Dual Credit (Concurrent Credit) courses are not available at their local school. Through Idaho Digital Learning, students currently have access to 12 Advanced Placement courses and 40 dual credit courses, each of which have been aligned and approved for college credit through an in-state higher ed institution. By leveraging these course opportunities, students can accelerate their education and lower the cost of their college degrees.

Idaho Digital Learning is also a proud partner with Idaho Career and Technical Education to provide CTE Digital that leverages online learning to provide access to CTE programs for all students across the state.Students who complete a full CTE program can test for a technical certificate and exit high school ready to enter their chosen career field. Students can also enter a college or technical program and work toward the next level of certification in their career field.

 Rural school districts often are not able to hire local teachers in a particular content area either due to funding constraints or lack of available certified instructors in their region. A critical growth area for Idaho Digital Learning has been a custom solution designed to provide an instructor for classes to address this lack of rural capacity.The custom solution is a joint partnership between an individual school and Idaho Digital Learning where online classes are taken during the school day inside a proctored lab at the local school. For example, many of the small rural Idaho school districts are not able to find certified computer science and math instructors, therefore, Idaho Digital Learning is able to provide the online instructor, curriculum, and student support for their students. The content is also serving as classes taken in part, to the students experience in learning online and to prepare them for success in college and career.

 Idaho Digital Learning also recently concluded a three year Rural Utility Services (RUS) grant through the U.S. Department of Agriculture. The focus of this grant was to provide technology carts to sixteen schools throughout the state to enhance technology integration and utilization. The carts are being leveraged to provide access to direct instruction in STEM-based courses. Schools and districts receiving the technology carts can also leverage the technology to help meet a variety of student and teacher needs.

In addition to the technology carts, Idaho Digital Learning has also purchased and installed a NetLab. This technology allows students remote access to a server to complete hands-on activities needed to complete CISCO Academy courses, Cybersecurity courses, and other networking courses. Access to this technology will again provide students with equity and access to opportunities, regardless of their zip code.

 

 

 

 

 

Georgia Virtual is embarking on establishing a new learning environment for teachers and staff to reflect the values of rigor, flexibility, and quality that have guided our student course offerings. This initiative will eventually include professional learning opportunities for educators and employees across the state. Building on our experiences with badging, digital credentials and teacher training, Georgia Virtual will begin offering learning pathways – tracks with multiple options for learning styles, professional interests, and the program’s strategic needs.

Several years ago, Georgia Virtual evaluated the professional development provided to new online teachers and found that the model was both extensive and effective, but expensive. Like many online programs, onboarding new teachers is a lengthy process where candidates learn the principles of quality online teaching, train in the nuts and bolts of systems, and have a mentored experience before finally instructing a class. This preparation often took two semesters. Some educators expect online learning to be a simple extension of the physical classroom. Too many would persevere through the complete, but costly, training and then resign after, or even during, their first semester. A cost analysis of training new online teachers led to the decision to develop a free, open course – Effective Online Teaching. This course provides the requisite basic knowledge and skills to be a successful online teacher. Candidates are required to complete the course before applying for a position with GaV.

Following research on microcredentialing, the Effective Online Teaching course was designed to provide two sets of badges signifying separate levels of achievement. Our dedication to Open Education Resources led to the notion of keeping the content open and available for anyone to complete and earn self-awarded badges. These badges are a viable marker for activity and are often sufficient, especially when the course is completed with a cohort. However, the hiring process dictated a verifiable credential to replace a section of the previous training. The verified badges for the Effective Online Training course have become a prerequisite credential, on par with a state teaching certificate. Over 400 educators have earned the verified badge issued through Credly, including all GaVS faculty.

Wanting to assure that any badge provided through our program was universally accepted on social media sites and easily integrated into teacher portfolios, program representatives attended the IMS Global Summit. Our attendees focused solely on a thread of presentations dedicated to digital credentials and standards for issuing badges. Besides the numerous specific takeaways, our general impression was that badging, digital transcripts, and competency-based learning are all coalescing into a viable ecosystem for professional learning.

For the Georgia Virtual program, 2017-2018 is a development year for the new learning pathways. In this design, every educator will be placed on one of three pathways: Professional, Accomplished, and Distinguished. Initially, teachers are assigned based on experience and achievement. The pathways will help determine support levels, including targeted mentoring, classroom observations, and suggested professional development options.

The Professional pathway assembles all the new online teacher induction process. The graphic below offers a mockup of the steps our instructors will take along the way.

Completing the Professional pathway allows teachers to share a collective base knowledge and set of skills. Teachers that progress to the Accomplished pathway will focus more advanced skills and offer more individual choice in honing their expertise. For instance, the FERPA course for Professional Teachers will focus on compliance, whereas the Accomplished FERPA course will focus on tools to comply with FERPA, but share information. The Accomplished level will also indicate opportunities for presenting skills and tools. This pathway will also open mentoring and certain leadership positions within the program. The notion of branching out is critical to the top two pathways. Teachers will share a collective base knowledge and set of skills, but they will decide on the specific credentials to acquire. Mirroring the differentiation we provide for our students, providing instructors with personalized professional learning options is critical to the top two pathways.

The Distinguished Teacher pathway will acknowledge commitment, experience, and achievement. This pathway will also serve as an endorsement in leadership as well as offer independence to teachers that want to pursue outside opportunities. The focus for this pathway will be advanced skills and sharing expertise.

As the learning pathways develop and new professional learning opportunities are created, Georgia Virtual is incorporating the QM Higher Education rubric into the development to meet the needs of adult online learners. The Professional Pathway will encompass the necessary tools for new online teachers. The pathways beyond Professional will incorporate outside professional learning experiences into this ecosystem. The goal is to have dynamic interface for every teacher to recognize their progress and the opportunities available.

Building on the success of badges and digital credentials, Georgia Virtual is hoping to take a few steps forward by a creating a systematic ecosystem of professional learning. This initiative will continue to focus on the onboarding of new teachers, but expand to provide meaningful opportunities for instructors to grow and innovate in their online or blended classrooms.

Submitted by Richard Copeland, Supervisor of Teacher Quality, Georgia Virtual

What do online teachers need to succeed? To find this answer, Wisconsin Virtual School (WVS) collaborated with Regional Educational Laboratory (REL) Midwest’s former Virtual Education Research Alliance to conduct a study that resulted in the report titled Professional Experiences of Online Teachers in Wisconsin: Results From a Survey About Training and Challenges.

The experience collaborating with the researchers—from creating the survey questions through distributing the survey, analyzing the results, and determining next steps—was invaluable to informing the direction that WVS has chosen to support the professional learning of our online teachers and address what they need to succeed.

This work began with the Virtual Education Research Alliance (VERA) bringing together stakeholders from across the Midwest region, including WVS, to investigate research questions pertaining to effective high school virtual learning programs and student success in online courses. A previous study conducted by the alliance had found that lack of teacher training and concern about course quality were the biggest challenges for schools implementing online learning in Iowa and Wisconsin, respectively, regardless of the provider. In response to these findings, VERA developed a survey to investigate online teachers’ training and experiences. The alliance analyzed responses from WVS teachers about their training as it related to online instruction, the challenges they encountered while teaching online, and the type of training they thought would help them address those challenges.

Since WVS embeds its professional learning opportunities in the inTASC Model Core Teaching Standards and iNACOL National Standards for Quality Online Teaching, the alliance grounded the survey questions and evaluated the findings in connection to the crosswalk of these nationally recognized teaching standards.

The survey revealed three major findings (also illustrated in this infographic):

• All WVS teachers reported participating in training or professional development related to online instruction. More teachers participated in training that occurred while teaching online than prior to teaching online or during preservice education.
• Teachers most frequently reported challenges related to student perseverance and engagement.
• Teachers preferred unstructured (such as mentoring, online forums, or Internet search) to structured (such as a graduate course or workshop) professional development for addressing challenges related to student perseverance and engagement.

Additionally, the survey revealed and confirmed what we thought to be true about the professional learning that teachers need. As we anticipated, four focus areas surfaced for WVS professional learning: (1) assessment and data use, (2) online course development and customization, (3) classroom management and facilitation, and (4) special needs and assistive technology.

We saw these themes echoed in comments from WVS teachers:

• “Training for online changed what I do in [a] face-to-face classroom.”
• “Flexibility in [professional development] is needed.”
• “Online teacher [professional development] needs to include the importance of positive and constructive feedback and great communication!”

The results of the survey led to policy and practice changes. We found it imperative to connect our “teacher voice” from the survey to our current practices and collaborations. Current practice changes include the following examples. Teachers are now participating in the Quality Matters Applying the QM K-12 Secondary Rubric workshop, which focuses on connecting assessment and data use to online course development and customization. WVS teacher training must now connect all we do to the four focus areas mentioned above and include digital content that teachers can access anytime based on need. We also reflected on the best fit for structured (such as graduate course or workshop) versus unstructured formats (such as mentoring, online forums, or Internet search) to include “teacher voice.”

Lynn Sessler Neitzel, a WVS online world language teacher, told us: “What I really like is the freedom of ‘pace’ to work on items, explore, and ask questions. It is really allowing for ‘teacher choice’ like we offer ‘student choice’ in our learning—taking ownership of our own learning as educators.”

We also used “teacher voice” to inform our collaborations such as an annual professional development event, the Wisconsin Digital Learning Collaborative Unconference, a Virtual Learning Leadership Alliance (VLLA) book study, and also to shape our Google Plus Professional Learning Communities and synchronous session opportunities. The survey results suggested that teachers should share best practices with other teachers to enhance their professional development, which lead a couple of WVS teachers to contribute their knowledge to the development of Michigan Virtual’s Teacher Guide to Online Learning.

So where did we go from here?

There is a need to continue to survey our online teachers in order to connect the teacher voice and choice to current practices and collaborations. We have chosen to repeat the survey in the 2017/18 school year. We anticipate seeing a shift in need based on professional development being offered as a result of the original survey, changing landscape in online learning, and changes of staff. Keeping tabs on what teachers need to be successful will drive student success.

The full report on online teachers’ training and challenges is available on the Institute of Education Sciences website. The survey is located in Appendix A and available for anyone to use. In addition to online programs, traditional brick-and-mortar schools that sign up their students for online courses could benefit, as we did, from using the survey to identify challenges and desired supports for their teachers.

Introductory note: Following last week’s blog on Idaho Digital Learning’s efforts to expand access to computer science education and coding, we thought it appropriate to reprint a previous blog from Carol Ribeiro, President and CEO of The Virtual High School.

The diversity gap in computer science education today means the field is almost certainly not generating the opportunities or technological innovations that our society needs or demands. Women and racial and ethnic minorities are underrepresented in learning computer science and obtaining CS degrees. Many — including tech companies and educational institutions — have taken steps to make CS more appealing and accessible to these groups, yet the diversity gap remains. Enjoy these personal insights from Carol.

Why Don’t More Girls Compute? VHS CEO Reflects on CSforAll Initiative

In 1986, fresh out of college, I joined a group of four other women – all computer majors – hired by a Fortune 500 company to be new programmer analysts. So much has changed in the last thirty years and the world of course is different now – no longer do we need to share computers, debug our code on dusty green-bar paper, or physically travel at 2AM to the home office to fix a system crash because we can’t work remotely. Technology is at our fingertips and accessible, in the best of cases, to everyone. We sometimes hear that women “don’t do computing”. That we don’t like STEM. That we can’t. That’s simply not true. We can, and we did, and we do. Grace Hopper popularized the term computer bug. Ada Lovelace wrote instructions for the first computer program. Adele Goldberg helped develop one of the first object-oriented computer languages. So why aren’t more girls into computing?

“The demand for computing skills far outstrips supply, plaguing U.S. employers with a talent shortage. In 2015, there were more than 500,000 open computing jobs to be filled in the U.S. but fewer than 40,000 new computer science graduates to fill them” according to research from Accenture and Girls Who Code (https://girlswhocode.com/).

Computerscience.org notes that “Even with projected growth of 15-20% between 2012 and 2022, the vast majority of computer science jobs will be pursued and filled by men. As STEM-related industries on a whole add over 1.7 million jobs in the coming years, there continues to be a notable absence of women in the field. This trend begins well before entering the job market: girls account for more than half of all Advanced Placement (AP) test-takers, yet boys outnumber girls 4:1 in computer science exams. In Mississippi, Montana and Wyoming, not a single girl took the AP Computer Science examination in 2014.”

Now, thirty years after I started in programming, I’m able to help these statistics change. Through the #CSforAll initiative and the non-profit CSforAll Consortium I’m privileged to work with a dedicated group of people and organizations who are helping ensure all students regardless of their geography, gender, or economic circumstance, have access to Computer Science education. My early days as a programmer helped me learn to problem solve and think critically. The skills I learned then, in large part help me in my position as President & CEO of The Virtual High School today. Our non-profit organization helps students at schools nationwide develop the skills they need to be successful in careers and life. I want all students, especially the girls out there, to know they have options. Many women have paved the way, from Linda Roberts, founding Director of the U.S. Department of Educational Technology who developed our nation’s first National Technology Plan, to Karen Billings, Ed Tech Digest Visionary (both members of The Virtual High School’s Board of Directors), to Megan Smith the 3rd Chief Technology Officer of the United States. There are many, many others, too numerous to mention. You can succeed, and we can help you. Let us show you that wonderful, exciting, career options are available to you with the push of a button – or maybe just a few keystrokes.

 

The U.S. Department of Labor predicts that computer science-related jobs will be among the fastest growing and highest paying over the next decade. A large majority of parents (84%), teachers (71%), principals (66%) and superintendents (65%) agree that offering Computer Science is more important or just as important as required core courses like math, science, history and English. A majority of educators feel that students should be required to take Computer Science in schools when it is available (60% of teachers, 62% of principals and 56% of superintendents agree).^[1] Yet a recent analysis of national data shows that 22 percent of 12th graders say they’ve never taken a computer science course and more than half of all high school seniors do not have access to computer science in their school.^[2]

Online learning programs, such as Idaho Digital Learning, are tackling the problem of providing access to computer science for all students in Idaho. In 2014 the Idaho State Board of Education and House Education Committee approved a rule change that allows students to take dual credit or AP computer science as core math or science credit versus as an elective credit – providing an incentive for students to explore the field of Computer Science. In addition, there are other innovative virtual school statewide online learning programs throughout the nation that are providing students with opportunities. For example, as part of a statewide initiative to make computer science available throughout every high school, the Arkansas Governor requested that Virtual Arkansas make online Computer Science available, free, to all schools throughout the state.

Idaho Digital Learning believes that every student in Idaho should have the opportunity to build foundational skills through computer science education. This includes skillsets from a basic level of understanding of computers to higher level computer science courses that will impart critical thinking and problem solving skills, learning persistence, and logic skills. Combined together, these skills prepare students for higher education and open doors for virtually every career, benefiting Idaho’s workforce, helping to address the need for a critical workforce throughout Idaho.

To accomplish the goal of building the pipeline between public education, post-secondary education, and industry, Idaho Digital Learning offers a comprehensive selection of STEM focused courses and continues developing partnerships to meet the growing demand for computer science education and qualified teachers. By partnering with Boise State University, University of Idaho, Code.org, Idaho Technology Council and STEM Action Center, Idaho Digital Learning has increased accessibility to computer science professional development throughout the state.

Idaho Digital Learning has worked with post-secondary partners, Idaho Career-Technical Education, the State Board, and industry partners to create roadmaps; an articulated sequence of courses that provide students the opportunity to earn a post-secondary degree or technical certificate. Through a roadmap, any student may complete courses that will help them work toward their college and career goals. Courses on the road map are appropriately articulated and will transfer to post-secondary opportunities. Current roadmaps for computer science include a CISCO Academy opportunity where students can earn their CCNA, and a Web Development opportunity where students can work toward an AAS or BAS in Web Design and Development.

Idaho Digital Learning has taken a leadership role throughout Idaho in supporting the Hour of Code, a national education event that takes place each December in conjunction with Computer Science Education Week. The Hour of Code is a one-hour introduction to computer science where anyone can learn the basics and begins to lay the foundation for computer science education for all students (http://hourofcode.org/). Research indicates that computing jobs are growing at a rate of three (3) times faster than the number of computer science graduates. More than 50 percent of all math and science jobs are in the field for computer science scientists. Computer science jobs can be are the highest-paying jobs for new graduates. Computational thinking is important across all subjects. Teachers and students start with an Hour of Code and from there the future possibilities are endless.

The partnership between Idaho Digital Learning and Code.org provides K-12 teachers throughout Idaho an opportunity to receive professional development in the area of Computer Science. Teachers are invited to participate in different opportunities depending on their grade level and certification areas. To date Idaho Digital Learning has trained over 400 elementary teachers, 64 middle school teachers, and 40 high school teachers. Additionally, we’ve been able to train Idaho teachers as official trainers for Idaho: three elementary, six middle school and four at the high school level.

Computer science is the art of blending human ideas and digital tools. Computer scientists work in many different areas: writing apps for phones, curing diseases, creating animated movies, working on social media, building robots that explore other planets and so much more. Idaho Digital Learning will continue to expand our computer science offerings to help build a stronger economic future for our state.

 

[1] Trends in the State of Computer Science in U.S. K-12 Schools (2016); https://services.google.com/fh/files/misc/trends-in-the-state-of-computer-science-report.pdf

[2] Change the Equation, 2016; http://changetheequation.org/blog/new-data-bridging-computer-science-access-gap-0