New Federal Study Shows Promise of Virtual Learning

A 2009 report released by the Department of Education in Washington DC shows that students clearly benefit from the learning opportunities provided through online learning. The meta-analysis of 1,000+ empirical studies on online learning found that students performed best in blended learning classes, which combine the best of online and face-to-face instruction within a virtual learning environment that both extends and enhances the instructional program of the school.

“This new report reinforces that effective teachers need to incorporate digital content into everyday classes and consider open-source learning management systems, which have proven cost effective in school districts and colleges nationwide,” said U.S. Secretary of Education Arne Duncan. “Technology presents a huge opportunity that can be leveraged in rural communities and inner-city urban settings, particularly in subjects where there is a shortage of highly qualified teachers. At the same time, good teachers can utilize new technology to accelerate learning and provide extended learning opportunities for students.”

The report suggests that online learning is gaining momentum for good reason. The blended (hybrid) learning model, promoted by programs like the Riverside Virtual School, is found to have the highest effect; producing results greater than both traditional face-to-face instruction and 100% online classes.

When Challenges Provide Opportunities

Over the past several weeks, the Riverside Virtual School has been meeting with county schools officials regarding how online learning might provide enhanced opportunities for students in residential facilities. The more we talk, the more interesting the discussions become and the more powerful the potential outcomes. I am excited that disadvantaged students might benefit from the learning environment at RVS, but more so that the flexibility provided by the virtual learning environment will allow students to engage in learning opportunities currently and historically beyond their reach. This is a fine example of how collaboration between two discrete school systems, partnering with community-based organizations, can be leveraged to meet individual student learning needs. We truly do our best work when we work together as a community.

Broadband Technology Use in California

Californians and Information Technology and Just the Facts - California's Digital Divide are summary reports of our 2009 survey, the second of five surveys conducted annually to track the progress of broadband deployment and adoption throughout California. Californians have increased adoption and access:

• 62% subscribe to broadband (55% in 2008)
• 76% use the internet (70% in 2008)
• 75% own a computer (72% in 2008)
• 37% use social networking (26% in 2008)
• 51% access government services (43% in 2008)
• 63% access news (55% in 2008)
• 58% shop (52% in 2008)
• 55% access health information (50% in 2008)
• 53% access Community Information (47% in 2008)
• 44% access housing information (44% in 2008)

Californians and Information Technology CETF In collaboration and partnership with the Public Policy Institute of California (PPIC) and ZeroDivide.

Will Federal Innovation Funds Lead to Smarter Schools?

There is an interesting article in Education Week today that poses an interesting question regarding the role that the current fiscal crisis might have in spurring innovation in the schools. The American Recovery and Reinvestment Act (ARRA) targets $5 billion new and innovative practices in schools. But will school reformers seek new practices or simply resort to extending past practice in terms of pace or content. It reminds me of the old adage "If you don't like what you are getting, change what you are doing." Innovation infers a shift in action, driven by a change in thinking. Applying new $ to existing ideas seems to be off the mark. It will be interesting to watch how the funding rolls out into the field.