Distance Learning

How often do students get the opportunity to take a class on a space station from real astronauts? When can students in isolated rural areas get the benefit of instruction from an entire world of teachers?

Such experiences wouldn't be possible without distance learning, technology-based programs that allow students to learn without borders. Distance learning promises to give rural students new educational opportunities by using technology to provide them with access to other teachers and learning events.

Take the program in the Southwest Region School District in Alaska. It partnered with NASA to link the Manokotak School with the crew of the International Space Station. Students posed questions about geography and space, among other topics, to the two American astronauts and Russian cosmonaut and watched as the crew answered their questions in real-time from 270 miles above the Earth.

Teachers across the country in rural and urban areas are finding ways to use distance learning technology, which includes videoconferencing; instructional support tools such as bulletin boards, course messaging, and shared posting spaces; application-sharing collaboration tools; and streaming audio and video.

Yet there is no single formula for success. Technology alone cannot transform a learning environment; educators, administrators and others must work to integrate distance learning with curricula and pedagogical standards. This article discusses how distance learning programs are working in Alaska, and what participants have learned.

The Alaska Program

Given the extreme distances between school districts in Alaska, teachers need a way to deliver specialized content, such as foreign languages and advanced math and science, to rural students despite geographic barriers. Working with six school districts in Alaska, General Communication Corp, Inc. ( GCI), a telecommunications company based in Anchorage, developed a distance learning service based on the specialized needs of school districts. The service, launched in fall 2002, created a way for school districts to collaborate.

Through this experience, the participants learned that a successful distance learning program should include the following:

• Professional development for teachers to increase their comfort level and understanding of the technology involved.
• Increased teacher collaboration and communication to share strategies for using distance learning in the classroom.
• Special events to get people excited about the possibilities of distance learning.

Professional Development

There are essentially two components of professional development for teachers: training teachers about the actual technology, and providing guidance on pedagogical issues and educational content.

Training teachers to use the equipment should be relatively straightforward and varies based on the system used. Ideally, teachers gather in-person for a half-day or full day session to learn the technology hands-on with an on-site instructor. The instructor should be well-versed in the technology. It might be helpful for the instructor to be a representative of the company that provides the system, or another entity that is facilitating the use of the technology. Ongoing technical support must be easily accessible, preferably through on-site support within the school district.

Once teachers are comfortable using distance learning technology, the next step is to begin thinking about how to integrate technology into the classroom. Consider these questions:

• What is missing from the current curricula based on state educational standards?
• What are students interested in learning more about?
• What percentage of class time will be devoted to using the technology?
• What is the long-term goal for including distance learning capabilities in the classroom?

Answering these questions will begin the process of tailoring the technology to the individual classroom.

The next step is to find appropriate support by taking advantage of workshops or training programs on how to use distance learning in the classroom; school districts or the state may offer such programs. If there are no professional development opportunities readily available, teachers can talk to colleagues who have made the transition or explore articles and resources available through trade magazines and educational technology Web sites. There are many Web sites that support teachers in implementing distance learning (see "Next Steps" at the end of this article for some places to start).

Teacher Collaboration and Communication

It can be difficult to get teachers talking about best practices and lessons learned, but it's definitely worth the effort. There are numerous low- Tech solutions for going about it -- through an e-mail listserv, Web site bulletin board,or simply by telephone. There are also high-tech solutions -- videoconferencing or Web casts from experienced teachers, for example.

Despite significant geographic barriers, networks of teachers and others can easily organize. In April 2003, the Alaska Distance Learning Partnership formed to help schools with distance learning technology collaborate with education partners to identify new teaching and learning opportunities. The Partnership was formed to give teachers the tools they need to implement distance learning -- from educational content to examples of how other teachers are using the technology in their own classrooms. By using simple e-mail communication through a listserv, participating in conference calls, and posting information on a Web site, the Partnership has established a community to share ideas and information.

The ideal network consists of teachers with varying levels of experience, and technology coordinators and administrators who have diverse perspectives regarding the use of distance learning technology. Once a group of teachers has been identified and the network is in place, collaboration will pave the way to sharing curricula ideas and developing strategies to increase student adoption.

Special Events

One of the greatest benefits of distance learning is that it breaks down traditional geographic barriers and helps students learn about topics that otherwise might not be accessible to them. For example, in a rural school with one teacher for seventh grade, it isn't likely that the teacher will specialize in multiple subjects such as algebra, geometry, calculus, and geography. In this instance, distance learning technologies can connect these rural students with teachers who specialize in these subjects and many others.

Special events are an excellent way to generate enthusiasm and expose rural students to the idea of distance learning. A special event could bring together multiple schools or school districts to participate in a real-time distance learning experience. For example, a school could invite a scientist, mathematician, or other professional via videoconferencing to discuss how they apply basic theories and principals so that students are exposed to real-life applications of their studies.

When planning a special event, it is important to consider first what topics interest students the most and then try to identify programs that already exist. Next, brainstorm additional activities that could help prepare students for the event by giving them adequate background information. Depending on the scale of the special event, consider inviting members of the community to attend. Perhaps most importantly, promote the success of your efforts through media outreach, personal letters, and the like to the school district, parents, teacher groups -- anyone who has an interest in distance learning.

In one example from Alaska, Baseball Hall-of-Famer Gaylord Perry visited the Boys and Girls Club in Anchorage to promote a social studies course on the racial integration of baseball. The course was delivered from Cooperstown to students via interactive distance learning technology.

Conclusion

To be sure, there are many ways to implement new technology in the classroom. Teachers and administrators must identify a process that works best for them, based on their unique circumstances and needs. Once a program is in place, students will benefit from new educational opportunities and teachers will benefit from expanded resources and support.