Search

This report, based on a survey completed by testing directors in states that are members of the Southern Regional Education Board (SREB), describes the status of online testing in SREB states. Overall, SREB states are paying limited attention to online testing. Only Virginia is moving systematically to implement online testing. By spring 2004, all Virginia high schools must be able to use online testing. Several SREB states, including Delaware and Kentucky, are conducting pilot tests to study the potential of online testing, Texas has one online assessment, algebra. Mississippi uses some online testing for students who need to make up examinations, and Maryland and North Carolina are using computerized adaptive testing that is designed to meet the needs of disabled students. Some states outside the SREB region are addressing online testing, with Idaho, Indiana, and Oregon leading in this effort. The experience of Virginia shows steady progress toward the goal of having all students able to take the states Standards of Learning tests online by spring 2004. A summary of state responses to questions about online testing is included. (SLD)

All 16 Southern Regional Education Board (SREB) states have high school students receiving courses electronically, according to a recent SREB survey of state departments of education. Courses are delivered electronically to high school students in the SREB region primarily through three methods: satellite, compressed video, and the Web. Although only a small number of high school students now take Web-based courses, the Web shows great promise for instructional use and the number of students is increasing. The SREB Educational Technology Cooperative is working closely with SREB states to determine how states can share resources to provide Web-based courses for high school students. These efforts are designed to: coordinate and assist states in this new, rapidly evolving method of delivering instruction; meet students' academic needs through Web-based courses, especially in core academic subjects; minimize policy-related, instructional, financial and managerial barriers to student access to quality academic courses; and help districts and schools within a state avoid the initial costs and time associated with developing Web-based courses by enabling them immediately to offer online courses that are already available to students. As Web-based technology matures in the next several years, policy-makers and decision-makers will need to focus on several key areas: policy, regulation and legal issues related to developing, offering and receiving courses delivered over the Web; financial issues surrounding this new method of delivering instruction; and management issues at the school level. (AEF)

This document focuses on Web-based courses for high school students. First discussed is the use of technology as a potential solution to address two needs: the need to increase the number of Advanced Placement courses and core mathematics and sciences courses; and the need to improve instruction. Efforts by universities and private, for-profit companies to develop Web courses for high school students are then highlighted. Discussion then focuses on why there is not greater use of the Web in instruction, as well as issues related to policy, instruction, and management that must be resolved before states; schools and students can truly benefit from such courses. Issues relating to student access, staffing, quality, and costs are briefly discussed, with each issue listing several questions that should be asked. The document concludes with more questions that state policymakers and decisionmakers should answer before they begin Web technology to meet instructional needs. (AEF)

The Southern Regional Education Board (SREB) conducted two surveys to determine what superintendents and principals have available in training, information and technical support, and networks to give them the skills and knowledge they need to lead schools in keeping up with rapidly changing technology. The first survey focused on the amount and types of technology training in educational administration programs. The second survey was designed to gather information from practicing superintendents about how and to what extent they use and promote technology in their roles as school leaders. The findings indicate that there is little connection between the demands of educational technology in schools today and the capability of school leadership. The people who make decisions about policies and finances in schools have little or no training in educational technology and few resources to make informed decisions. School administrators do not appear to be prepared for their emerging role in technology, and their lack of understanding and resources sometimes creates barriers to change and improvement. There is no strong link between school leadership and educational technology. In an effort to begin to understand what administrators need to know and be able to do, the SREB's Educational Technology Cooperative developed "Technology Standards for School Administrators: A Proposed Model." This model is designed to illustrate what qualifications are needed and to promote discussions in those areas. The technology standards and corresponding topics are provided in a sidebar as examples. (AEF)

In the winter of 1999, the Southern Regional Education Board's (SREB's) Educational Technology Cooperative analyzed technology equipment standards and guidelines from state departments of education and higher education agencies in the SREB states. This report, which is based on a summary of these guidelines and standards, reflects the Educational Technology Cooperative's perspective on what constitutes good decision-making regarding technology equipment. It provides schools and campuses with reliable, up-to-date information about technology equipment from a regional perspective. The first section presents an overview of the type of computer technology required for a well-equipped school or campus in 1999-2000. The remaining sections discuss: work-station configurations; local area networking (LANs); network operating systems and servers; connecting LANs to wide area networks (WANs); electronic mail; other technical considerations; and associated planning activities. Several appendixes include the following: excerpted paragraphs from "Vision for Technology Infrastructure, Appendix B.1" from the "Louisiana State Plan for Educational Technology"; important operational considerations; preferred minimum PC (compatible with Microsoft Windows) and Apple Macintosh configurations; Ethernet technology and network management and configurations; state education agencies with equipment standards or guidelines; essential technical guidelines for within building networks; and a glossary of technical terms. (AEF)

As the 21st century's first decade draws to a close, America's public school students are participating in online academic classes in increasingly large numbers. More than one million K-12 public school students took online courses in the 2007-2008 school year, according to an estimate in a recent Sloan Consortium survey. This represents a 47 percent increase from 2005 to 2007 alone. With such rapid growth, many educators and state decision-makers have grown wary and want to know what the research says about online learning: They want to know if it works. Available research indicates that it does. This report outlines recent research that can help educators and state decision-makers understand the benefits of online learning. One clear measure of the benefits--and perhaps the most important--is increased "student learning". Another is increased "student access" to high-quality courses. [A combined directory of References, Research and Studies Related to Online Learning is provided.]

The Southern Regional Education Board (SREB) asked online students in SREB states for feedback about their experiences through a voluntary online questionnaire in spring 2008. This report summarizes more than 2,000 responses and provides insight into what students think about online learning and how courses might be improved. Specifically, the students were asked whether the course was well designed and instructional materials were available when needed; whether the teacher had set high academic expectations and facilitated student learning; and whether the student was prepared for the online course. These summary responses from online students should be helpful to SREB states as they strive to further improve the quality of their courses and work with online teachers. A table of questionnaire response percentages is appended. [This publication was produced by SREB's Educational Technology Cooperative.]

Whether new to teaching or an experienced veteran, every teacher needs up-to-date training. How can states provide effective, replicable and scalable professional development to over a million teachers in more than 3,400 school districts in Southern Regional Education Board (SREB) states? For many years, states attempted to meet this need with face-to-face professional development. More recently, many states added satellite roadcasts and video conferencing to bring together an instructor in one location with students in one or more classrooms elsewhere. Only in the last several years have some states and local schools begun using the Web to provide the critical training that teachers need. There is a wealth of information available about what is required to provide quality professional development. There are many knowledgeable professionals who can demonstrate and explain how to be successful in the classroom. Why then do far too many teachers report that their professional development experience is often of poor quality and does not meet their needs? Perhaps the answer is as simple as: States keep doing the same thing and expecting different (improved) results. While online professional development is still relatively new for schools and states, there is growing evidence that it can meet many teachers' needs as well as or better than face-to-face instruction. Research on this topic, while limited due to the newness of the use of online professional development, indicates that participant success is at least equal to and often better than participation in traditional professional development. Key benefits include bringing together participants who would otherwise not be in touch with one another and providing opportunities for quality follow-up after the course is completed.