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There are many trends in technology-based learning. These trends include mobile-based learning, app learning, open content, massive open online courses (Mooch), virtual education, video conferencing, Web 2. 0, district based e-learning, personal learning environments, blended learning, proctored exams, bundled platforms, cloud computing, object-oriented content, Interactive whiteboards, documents cameras, wireless labs, and bring your own device. The first article Massive Open Online Courses: Should Educators Worry? By Gait Baja concentrates n Massive Open Online Courses (Mooch) and their impact.
The second article Spotlight on Accountability: As E-learning Moves Further into the K-12 Mainstream, it is Attracting Greater Scrutiny of its Effectiveness focuses on district based e-learning and the responsibility of virtual education. The third article, Illinois Schools’ New App: Virtual Learning by John Killeen concentrates on APS and online education. New trends in technology-based learning are good resources for struggling students and give elementary educators a chance to explore the virtual education in their classroom.
Annotated Bibliography Baja], G. (2013. Gag 19). Massive open online courses: Should educators worry? Financial Express. Retrieved from: http://search. Protest. Com/deceive,’1425725505? Accounted=28844 Author, Gait Baja focuses on Massive Open Online Courses (Mooch), free web- based educational online courses offering open enrollment, course content, and licensing. Mooch offer access to educational system. Baja], the chairperson (BGP) and professor at Management Development Institute (Surgeon), understands the importance of Mooch.
The author summarizes and reflects on the different views on Massive Open Online Courses, including skeptics, such as, Marina Gorges of the Institute for the Future (FIT and advocates, such as, Justine Marquis of Multimillionaire’s. Com. Marina Gorges feels that Mooch interrupt the current education model in negative way, while Justine Marquis considers opens education. MOOCH are part of a participant-centered learning approach, where the participants of courses are active, responsible participants In their own learning. This approach considers the student a motivated learner and the faculty a facilitator for learning. They challenge the ‘sage on stage’ and encourage the faculty to ‘be the guide on the side” (Baja]). Additionally, Massive Open Online Courses allow class preparation, discussions, and practical learning. While some educators feel Mooch are a threat to an educator, Gait Baja provides the examples of Wisped or the Khan Academy, where any professor could add a video courses. The author also developing lectures and offer courses online.
Although the article is set in New Delhi, India and discussed how Massive Open Online Courses (Mooch) can help college professors in India, Mooch can also help elementary educators in the classroom. As Baja] says, “If you are ‘guide by the side’ kind who is struggling to have the students read up more and be better prepared for discussions on application, then it’s time to switch to blended classrooms where you could add quality material or videos from the Mooch to the course pack and have a more enriched discussion in the classroom.
If you are the ‘writing kinds’, it’s time to ink your thoughts as more and more students and learners use online learning” (Baja]). In elementary classrooms, more and more classes are blended. Khan Academy and Dreamboat Learning are good resources for struggling students, and with larger classrooms, more students can get help. Bestseller, K. C. (2012). SPOTLIGHT ON ACCOUNTABILITY: AS e-learning moves further into the K-12 mainstream, it is attracting greater scrutiny of its effectiveness.
Education Week, 31(25), 10-11. Retrieved from: http:// web. Obscenest. Com. Explore. Trident. Due:2048/ghost/detail? Author, Kevin C. Bestseller, focuses on virtual education or online education. Virtual education helps personalize education and school districts are creating their won virtual learning programs. Bestseller notes that as e-learning moves into the mainstream, educators, policymakers, researchers, and the news media, it is being studied. Some people question e-learning effectiveness.
The author refer to the Technology Counts 2012 report, which “examines the growth of district-based programs designed with more local control in mind, and it tracks state legislative efforts to expand online education while also evaluating its effectiveness. It also covers the critical accountability questions facing virtual education providers, articulacy for-profit companies, and issues related to the financial sustainability of state-sponsored e-schools” (Bestseller). The Technology Counts 2012 report focuses on accountability and a review of e-learning effectiveness.
Moreover, the Evergreen Education Group, 2011 edition of “Keeping Pace With K-12 Online Learning,” called for greater accountability and a review of e-learning effectiveness. Additionally, Kevin C. Bestseller mentioned that Education Week conducted an online poll of district administrators on virtual education, who are Education Week readers; “93 percent said they think virtual education providers need to integrate more accountability measures into their programs to make sure they are working effectively… But] only 16 percent of respondents said their districts had done comparisons to see how well students taking online courses perform compared with students taking face-to-face courses covering similar material” (Bestseller). Education, virtual education can assist elementary educators in the classroom. Of course, virtual education must both be an effective tool for students and accountability must be addressed. Although, educators, policymakers, researchers, and the news media are examining e-learning, it facilitates personalize education.
With school districts creating their own virtual learning programs, elementary educators can explore the virtual education in their classroom. Killeen, J. (2011, Par 25). Illinois schools’ new app: Virtual learning. Chicago Tribune. Retrieved from http:// search. P As a writer for the Chicago Tribune, John Killeen, concentrates on the importance of virtual education by showing a student’s perspective on APS: Miriam Stacks was able to finish her high school classes faster by the app. In Illinois, the first virtual school began in 2001 for advanced students.
Today, online courses are becoming available in both middle school and high school. The author summarizes and reflects on the different views on online education. Evaluators believe that it is more about saving money than improving content, but other people, like Michael Horn of the Insight Institute, believe it personalizes learning. Laura Kurt believes it creates a stronger bond between student and teacher. Online instruction is not the same. Illinois Virtual School offers online courses, but there schools have contacted private companies or provided their own services.
In Illinois, cheating is also a concern. Most districts have created a proctored exam. “Indian Prairie generally requires online students to take their final exams in classrooms, where they are monitored by teachers, but other assignments are harder to supervise” (Killeen). More districts are calling for greater accountability in regards to online education. Although the article is set in Chicago, Illinois and discussed how online courses can help middle to high school instructors in Illinois, online courses can also help elementary educators in the classroom.
Illinois schools have found interesting results with online instruction. “The district tracks the achievement of its online students, and some of its findings might be surprising. For example, the 50 middle school students who took the summer math class last year cramming a year’s worth of learning into six weeks did about as well in their subsequent math course as those who had taken two semesters to cover the material (Killeen). Although, critics believe that online instruction is not superior to face-to-face learning, it has some promising results.