Keeping Pace with K-12 Digital Learning: An Annual Review of Policy and Practice. Twelfth Edition

Autor/inn/en	Gemin, Butch; Pape, Larry; Vashaw, Lauren; Watson, John
Institution	Evergreen Education Group
Titel	Keeping Pace with K-12 Digital Learning: An Annual Review of Policy and Practice. Twelfth Edition
Quelle	(2015), (122 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Electronic Learning; Educational Policy; Educational Practices; Computer Assisted Instruction; Profiles; State Policy; Blended Learning; Educational Finance; Online Courses; Accountability; State Legislation; Educational Legislation; Charter Schools; School Districts; Student Characteristics; Academic Achievement; Access to Education; Access to Computers; Asynchronous Communication; Distance Education; Dual Enrollment; Educational Resources; Educational Technology; Public Schools; Private Schools; State Agencies; Agency Role; Information Security; Virtual Classrooms; Statistical Data; Delivery Systems; California; Florida; Georgia; Idaho; Indiana; Maryland; Michigan; Minnesota; Missouri; Nebraska; Nevada; New Mexico; North Carolina; Ohio; Oregon; Pennsylvania; South Carolina; Texas; Virginia; Washington; Wisconsin + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungspraxis; Computer based training; Computerunterstützter Unterricht; Charakterisierung; Profilanalyse; Bildungsfonds; Online course; Online-Kurs; Verantwortung; Landesrecht; Bildungsrecht; Schulgesetz; Charter school; Charter-Schule; School district; Schulbezirk; Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Distance study; Distance learning; Fernunterricht; Doppelstudium; Bildungsmittel; Unterrichtsmedien; Public school; Öffentliche Schule; Private school; Privatschule; Öffentliche Einrichtung; Auslieferung; Kalifornien
Abstract	Online learning has steadily become a more integral strategy for schools and districts in their efforts to offer students greater access to the courses they need. Where in the past, much of the online learning activity happened at the state level or regional level, more and more schools are exercising greater control over their online and digital learning programs as affordable options are now more available, schools' expertise grows, curriculum and technology products improve, and teachers become more skilled at integrating online courses and techniques into their instruction. The 2015 edition of "Keeping Pace" reflects this change in the online and digital learning landscape, placing greater emphasis on the users and suppliers of online learning, and how these interrelationships help define the digital learning space, rather than a state-by-state chronicling of activity. In this edition of "Keeping Pace," the authors provide a greater number of snapshots of digital learning activity to illustrate the why and how behind school and district implementation, and in some cases the policies that shape them. Some snapshots show how suppliers partner with schools to deliver online products and services, and highlight the breadth and depth of activity at the state, district, and school level. "Keeping Pace" is also more streamlined than it has been in recent years. This year's edition aims to provide more visual representations of data and information, including greater use of tables and graphics to allow readers to more easily analyze, compare, and contrast findings. The methodology for this report is appended. [Research and writing assistance for this report was provided by Jackie Dobrovolny, Dave Edwards, Bruce Friend, and Christopher Harrington. A list of sponsors of "Keeping Pace with K-12 Digital Learning" can be found on page 2 of the attached document. For the eleventh edition, see ED558147.] (ERIC).
Anmerkungen	Evergreen Education Group. 700 Main Avenue Suite E, Durango, CO 81301. Tel: 970-375-3276; Web site: http://evergreenedgroup.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01