BGSU Classroom Technology E-Mag December 2014 | Page 7

these factors and begin creating strategic plans that will better sevrve the district needs and the needs of the individuals. In one Northern Ohio district, over 60 high school students enrolled in a 2-week Online course the summer before their junior

year. This was a one-year course normally taught at the high school and which is necessary for graduation. The following Fall, the disrict officials were forced to eliminate 3 courses that were normally taught by a highly qualified teacher. That teacher was given non-teaching duties and could have been reduced to part- time. These are the types of travesties we will see more of if public school stakeholders don't take action immediately. In an attempt to get the district jump started, a Digital Art course was offered Online using a Learning Management System. Students took the course in the high school computer lab in a safe

and controlled environment. In the future, this and other courses may be offered outside the school walls from the comfort of their homes.

Students received all project- based assignments in the LMS. Tutorials and instruction were retrieved from YouTube and other online Web 2.0 sources. Students communicated and collaborated through emails and discussion boards. Final projects were shared and graded on Web 2.0 free websites ePortfolios. But more importantly, the course was taught by the district's own highly qualified teacher.

Students were given a post attitudinal survey. The students indicated that they strongly agreed that the online courses content, assignments, tests, projects and grades were well organized and easily accessible at all times; The online course provided the students with the opportunity to design their own individualized; The teacher was easliy accessible

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