There are many issues that school districts need to consider before they offer e-learning experiences. Districts need to set up rules concerning teacher certification as these vary from state to state. Decisions need to be made about granting credit for courses and how attendance will be measured. Funding is always an issue that needs to be addressed.
Most importantly, the quality of the education must be equal to or better than what the district can provide in the traditional setting if these courses are to be of any value. Solomon feels that some things to consider include whether the material meets state curriculum standards, what types of assessment are utilized, and what systems the e-learning course includes for �student mentoring, support and frequent communication�.
As virtual schools and courses expand, district administrators need to be aware of how this will affect the teachers within their districts. Teachers unions in different states are dealing with problems as they arise. In California, the Connections Academy is working with the California Teachers Association to create a master union contract for virtual schools. In Northern Ozaukee Wisconsin, the union is suing the district because of the use of virtual teachers. There are no set precedents to follow.
Controversy about the effectiveness of e-learning continues. In several studies students who were involved in cyber schools during 2002-2003 scored below state averages. A high attrition rate and the fact that there are a higher percentage of on-line students who need to repeat grades raise concerns. Conversely, �virtual Advanced Placement courses report a high degree of student success�. Solomon concludes that although there are problems, e-learning is already recognized as an �invaluable resource for student, educators and parents� and that educators need to move �beyond the traditional ways of teaching� into the �broadening realm of possibility� that new technology affords.
School districts are continuing to look for better ways to maximize the course content and variety for their students for many reasons, including poor test scores, class size, lack of finances, or lack of trained professionals. Districts can also utilize e-learning for the professional development of their teachers and administrators. Continuing to research the available alternatives to traditional education is one way that the Technology Facilitator can help shape the amount and quality of e-learning experiences that will support this learning. She can also set up systems that will enhance e-learning that could include e-mail, websites, blogs, or on-line discussions groups.
Solomon�s article is short and succinct, containing straightforward language. She utilizes hyperlinks throughout her article so readers can access the articles she quotes from for further study. The extensive list of e-learning resources and courses at the end of the article is hyperlinked so the reader may retrieve this information as well.
Solomon, G. (May 15, 2005). Shaping e-learning policy. Retrieved March 19, 2005, from http://www.techlearning.com
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