Virtual Schooling in South Dakota

By Amy Tvedt

As the demand for choice and flexibility in public educations grows, so does the idea of virtual education. South Dakota is doing a good job of meeting these demands but appears to be hesitant when it comes to virtual education. Thanks to former Governor Janklow, all South Dakota schools are wired and have Internet access; they also have a VTEL system and use of the DDN (Dakota Digital Network). South Dakota also has a contract with APEX Learning, which is a provider of online Advanced Placement courses. These are all excellent ways of using technology and opening options for students in South Dakota. Due to these and other programs, when you visit the South Dakota DECA web site you will read, “it is an exciting time to be an educator in South Dakota.”(1) If South Dakota wants the exciting time for educators to continue, they need to take another step forward and develop a state virtual school. In 2002, “twelve states had virtual high schools for their students, with five more states developing them.”

The APEX Learning organization previously mentioned is along the lines of my thinking, but there are two problems that I can see with it. First, it only offers advanced courses and second, they are based in Bellevue, Washington. South Dakota needs to have their own virtual school that is located in the state and offers classes at all levels for students who need them.

Clarifying Virtual Schools

There are many different models of virtual schools. Even though all the models require Internet access, each is unique and Russell has classified them into three broad categories; independent, collaborative, and broadcast. His descriptions of each are as follows (2):

Independent – Learning is unscheduled. Students can access and interact with materials whenever they wish. There are no chat or videoconferencing facilities, but e-mail may be used. This model can also be referred to as “asynchronous”, because it does not rely on real-time, direct communication between students and teachers.

Synchronous – There are scheduled on-line meetings with other students, teachers and tutors, which can include live chats and videoconferencing. This requires collaboration, and communication at agreed times. With this method, there are greater opportunities for socialization, but reduced flexibility because 24-hour access is rarely possible.

Broadcast – Students access lectures or broadcasts, usually on the World Wide Web. The opportunity for interaction is often restricted.

The type that I am referring to in this paper is identified above as the Independent virtual school, although I feel that some scheduled meetings may be necessary.

As with any innovation, virtual education faces both advantages and disadvantages. We cannot let these drawbacks stand in the way of the future, because with time, they will be worked out. I think in South Dakota’s situation it is safe to say that the advantages far outweigh the disadvantages.

Advantages

I believe the biggest advantage of virtual schooling could help with the South Dakota’s teacher shortage. Every year teaching positions are filled with unqualified individuals or not filled at all. If South Dakota were to develop a state virtual school, they could hire qualified teachers to teach classes. Because the class would be taught over the Internet these teachers could be located anywhere. They could include retired or part time teachers. The fact that the teacher would not have to be at a physical building every morning from 8:00 am to 4:00 pm could also be an incentive. Teacher’s who quit teaching to take care of their kids, might be interested in teaching one or two classes if they could still be at home with family. Teachers that may have moved because their spouse received a promotion or relocated because of their work may be interested in teaching because where they live would not be a factor. These are just two examples of why a teacher may be intrigued to teach in a virtual school. The classes that would then be offered by the virtual school could then be accessed by students in schools that could not find a teacher for that position.

South Dakota is filled with small school districts that don’t offer much outside of the required courses. A state virtual school would increase the opportunities for students in these small, rural districts. Where as some South Dakota school districts cannot take advantage of the DDN because of scheduling conflicts, that would no longer be an excuse with a state virtual school.

Benefits for parents who wish to home school their children. Not a home school but a public school with a parent being the primary instructor. Involves parents. Parents know that a good education is important and that their children cannot succeed without one, but may be frustrated with the education their children receive in a public school

Reach students who cannot be in school (medical problems, incarcerated, expelled, drop outs)

Students who move around (migrant workers, professional athletes, parent’s job) Every time a student transfers schools they lose 6 months worth of material.

Concerns about school violence and unsafe buildings. According to Paul Harvey since the terrorist attacks and the talk of war there is concern that public places will become targets (schools, hospitals, churches, etc.)

Speak up and ask questions that may otherwise be embarrassing.

Students don’t get forced to go ahead when they don’t understand material like they would in the traditional classroom. They can go back until they get it.

Conclusion

I think most of us know, “The (education) system which we have used for more than a hundred years is not going to vanish overnight, or even in a few years.” But do we understand it is “likely that virtual schools will become a small but permanent part of the educational landscape, and that they will gradually become real competitors” (Russell 5). South Dakota has done an excellent job in keeping up with the use of technology in education, even leading the way at times. We need to realize that virtual schooling is just the next step for South Dakota to stay in the game and keep the excitement alive.

References

DDN4Learning. Retrieved Feb. 17, 2003, from State of South Dakota: http://www.state.sd.us/deca/DDN4Learning/index.htm

Haddad, Wadi. (April-June 2002). Virtual Education: Between Virtuality and Reality. TechKnowLogia, 4 (2). Retrieved December 11 2002, from http://www.techknowlogia.org

Russell, Glenn. (March 2001). Is Virtual Schooling a Virtual Reality?. From Now On - The Educational Technology Journal, 10 (6). Retrieved December 14 2002, from http://www.fno.org/mar01/virtualschool.html

Smith, Burck. (No Date). High School Goes the Distance. Converge Magazine. Retrieved December 14 2002, from http://www.convergemag.com

Toppo, Greg. (2002, July 31). Virtual Schools are Offer Glimpse of Education's Future. Chicago Sun Times. Retrieved February 3, 2003, from http://www.suntimes.com/special_sections/skul/virtual.html

Vail, Kathleen. (September 2002). A New Kind of School. American School Board Journal, , .

Warsmith, Stephanie. (2002). Akron District's Digital School Part of Growing Trend in Nation. The Beacon Journal. Retrieved February 3 2003, from http://www.ohio.com/mld/beaconjournal/news/local/4799268.htm?template=contentModules/printstory.jsp

(2001) Virtual Schooling 'Pays Off'. Retrieved January 31, 2003, from BBC News: http://news.bbc.co.uk/1/hi/education/1198247.stm

(2001) Virtual Schools and Programs Online. Retrieved February 3, 2003, from Wisconsin Department of Public Instruction: http://www.dpi.state.wi.us/dpi/dlsis/vibenfits.html

(2002) Distance Education: An Overview. Retrieved Dec. 11, 2002, from University of Idaho: http://www.uidaho.edu/eo