Resource Sharing Activity #1 - 9-7-14

RSA #1: Online Learning Works for Utah Student with Autism

The topic of digital schools presents many questions about the options parents have in finding the best learning environment for their children.  Digital schools are often described as an option that offers flexibility in terms of pacing, individualized learning plans, and location of learning space.  They are presented as effective solutions for homeschoolers, athletes, homebound, college bound, struggling and advanced students by K12 (2014).  An article in the Salt Lake Tribune (McCandless, 2012) describes an autistic boy’s success at a virtual school because of the opportunity to remove the stresses of social situations from his learning environment.  Because he is able to choose personal space and comfortable seating that meets his sensory needs, he has grasped concepts more easily.

          Having read about the many positive features of digital schools as they relate to the student and his/her family makes me wonder about the reality of a teacher’s job in a virtual classroom. An article written by Murphy and Rodriguez (2008) compares the teachers of physical classrooms versus digital classrooms and highlights the challenges and practices of each learning environment.  The challenges in each environment appear to be able to be managed through the development of strategies and activities.
          A common challenge in a physical classroom is in maintaining the attention of students. The authors mention that physical teachers can control students through the use of body language and eye contract.  E-teachers must use the tools available to them and consider the use of virtual hand raising and text messaging to check on student engagement. 
           Another helpful point is that new forms of activity are "literally learned as they are being created,” (Murphy and Rodriguez, 2008, 1070).  This statement applies to teachers in both virtual and physical classrooms.  Teachers are frequently given new curriculum, devices, and materials with suggestions for implementation.  The creation and presentation of materials is the first step toward the emergence of new practices.  Having the opportunity to teach in a virtual classroom would offer many new tools and activities that a teacher can create.

References

McCandless, J. (2012, November 23). Online learning works for Utah student with autism. The Salt Lake Tribune. Retrieved from http://www.sltrib.com/sltrib/news/55149762-78/david-students-says-harms.html.csp?utm_source=hootsuite&utm_medium=socialmedia

Murphy, E. and Rodriguez, M. A. (2008). Contradictions between the virtual and physical high school classroom: a third-generation activity theory perspective. British Journal of Educational Technology, 39, 6, 1061-1072. doi:10.1111/j.1467-8535.2007.00776.x

K12. (2014). Retrieved from http://www.k12.com