distance learning colleges

Resource Box. Click on the phrases below to find more information about each topic
	distance education distance learning online degree

 understand how to use technology to enhance learning, while teachers 
in another district are left to themselves to figure it out?  Lastly, do all kinds of 
studentslow achievers and high achievers, minority and white children, girls 
and boys, well-to-do and poor youngstersbenefit equally from the technology 
available in schools?


Gould, Larry, and John Ross (1999, November/December). Something Old, Something
New:  The Virtual High School, On the Horizon.  7(6).

This article discusses the emerging movement of virtual high schools, which 
offer primarily high school-level coursework in a twenty-four hours a day, seven




32


days a week format made possible by information technology.  Virtual high 
schools enable students to jump-start their college careers in addition to 
enhancing access and adding value to traditional high school curricula. 
Moreover, this movement could add new impetus to the home schooling 
initiative.


Heaviside, Sheila, Toija Riggins, and Elizabeth Farris (1997, February).  Advanced
Telecommunications in U.S. Public Elementary and Secondary Schools, Fall 1996.  U.S. 
Department of Education, National Center for Education Statistics, NCES 97-944.

This survey requested information regarding the availability and use of advanced 
telecommunications in regular public schools and, in particular, access to the 
Internet, plans to obtain Internet access, use of advanced telecommunications by 
schools and teachers, and sources of support for advanced telecommunications in 
schools.  Among the key findings, 65 percent of U.S. public schools had access
to the Internet in fall 1996.  While 61 percent of all public elementary schools 
had Internet access, about three-fourths (77 percent) of secondary schools had 
Internet access.  Moreover, large schools are more likely to have Internet 
capabilities than their smaller counterparts.  Finally, public schools with high 
levels of students in poverty were less likely to be connected to the Internet.


Kennedy, Mike and Joe Agron (1999).  Bridging the Digital Divide, American School
and University,  72(2).


	

	
		
			
				
					
						




						
							
								41 of 49 pages.
							
						
					
					
						
							
								Go to page: