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K 12 distance learning
1.
2. K-12 Students with Disabilities Barbara Serianni & Eleazar
Vasquez
University of Central Florida
3. Barbara Serianni
Doctoral Student
Current Project:
Understanding if and
why online instruction
for Algebra I is working
for students with
learning disabilities
Eleazar Vasquez
Assistant Professor,
BCBA-D, UCF
Current Project:
Social interactions for
students with autism
across two innovative
technologies
(Teach Live & PVA)
4. • Strained budgets
• Inadequate resources
• Underserved groups of students
• Lack of highly qualified teachers
5.
6.
7.
8.
9. “Media are mere
vehicles that deliver
instruction but do not
influence student
achievement any more
than the truck that delivers our
groceries causes changes in our
nutrition.”
10. PHENOMENON between traditional
and technology delivered instruction.
I did not use any scientific sampling method
but instead listed every study found that
showed no significant difference. . . .”
T.L. Russell (1999)
11.
12.
13. 25% of programs reported 75%
21% of programs reported 51-75%
17% of programs reported 11-25%
(Archambault et al., 2010) .
14. • NO STATE mandates additional
certification
• Georgia, Idaho, Louisiana, Michigan,
& South Carolina have OPTIONAL
certification
• NO state standards
• iNACOL has published national standards
for quality online teaching (guidelines)
15.
16.
17.
18. Identify characteristics of successful
online learners
Establish best practices
Requirements for online teacher
certification
Examine quality of online learning
experiences – especially for low
performing
19. Identify characteristics of successful
online learners
Establish best practices
Requirements for online teacher
certification
Improve interaction between brick-
and-mortar and online learners
21. University of Central Florida
barbara.serianni@ucf.edu
https://sites.google.com/site/seriannionline/
eleazar.vasquez@ucf.edu
http://vasquezvillage.com/
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Notes de l'éditeur
----- Meeting Notes (3/7/13 07:22) -----Using a definition of at-risk that included students at risk of dropping out, students with special needs, minority racial/ethnic students, low socio-economic groups, and English learners, the programs were asked what percentage of their students were considered at-risk.
----- Meeting Notes (3/7/13 07:22) -----Using a definition of at-risk that included students at risk of dropping out, students with special needs, minority racial/ethnic students, low socio-economic groups, and English learners, the programs were asked what percentage of their students were considered at-risk.
Using a definition of at-risk that included students at risk of dropping out, students with special needs, minority racial/ethnic students, low socio-economic groups, and English learners, the programs were asked what percentage of their students were considered at-risk.
