Infrastructure

Summary The Infrastructure chapter of the NETP examines the people, processes, and technologies needed for learning and challenges us to provide to our students educators that work with families harmoniously and can deliver results. As it pertains to infrastructure, the authors of the NETP have embraced the idea of expanding learning beyond the classroom, but do not yet seem to have fully understood the potential of the virtual or blended school concept. They envision expanding learning beyond the school building and campus (much the way our iphones, Blackberry’s, etc. extend the workplace to everywhere), but a physical location is still the focus of where school ‘starts,’ if you will. Letting go of the idea of school as a physical place where people congregate to teach/learn is a huge step and the authors are almost, but not quite, there. As we know at Connections Academy, monies for the technological infrastructure are freed up when the need for full-scale, traditional school facilities is greatly diminished by a virtual or blended model. I think our National Connections Academy blended model is worth explaining more – full curriculum and most instruction delivered via technology, with a mentor (not teacher) overseeing students who are mostly located in a physical classroom but at any given time might work from anywhere they have Internet, and most or all teachers working remotely. Also, something as “simple” as a virtual rock kit that may be time- and resource-intensive to create but then is infinitely reusable, scalable, and portable is a prime example of how technology, correctly used, can reshape our whole notion of what is required for school infrastructure. Virtual labs, itexts, etc. One of the biggest infrastructure challenges really is finding or creating a platform that will seamlessly, reliably, and safely provide 24/7 access to teaching and learning resources. CA has made a substantial investment in both physical and human resources to make this happen, and has been highly successful, but it is a significant challenge and I think the authors have some interesting ideas on addressing this. Security of data and protected information is a huge concern, particularly when using a range of Internet access devices. In addition to the people, processes, and technologies, it is about creating a lasting model of education where collaboration is encouraged and accessible by a variety of individuals at any time and any location. At Connections Academy, not only are the operational requirements (i.e., bandwidth, computers, hardware, and other Internet devices) identified and discussed, but some specific regulations and training for those who are new to these systems are also presented as part of this section.

BD: The Infrastructure chapter of the NETP examines the people, processes, and technologies needed for learning. The scope of this section covers the concept of building an infrastructure that expands the learning environment beyond the traditional classrooms and allows for an enhanced learning model that is both interactive and appealing to students. Furthermore, the NETP challenges us to provide to our students educators that work with families harmoniously and can deliver results. At Connections Academy, our mission promotes a “high-quality, high-tech, high-touch school without walls.” This mission epitomizes many of the points addressed in the plan. Connections Academy provides a physical infrastructure for teachers and administrators in each state to ‘run the system.’ Our state-certified educators can congregate in a central location to share ideas that help promote innovative and engaging teaching practices. They utilize the virtual arena to deliver interactive, live lessons and are available to families via telephone, email, or online chat sessions. Furthermore, Connections Academy requires active participation by an in-home learning coach to help reinforce the learning process. These parents are offered training on coaching practices and are provided a number of tools and suggestions that help them add to their child’s experience. Connections Academy also brings an entire infrastructure of support personnel, including a help desk for both teachers and families and a curriculum development team dedicated to designing curriculum and tools that enhance the learning process and deliver the most current educational resources. Our virtual environment allows students to access text, learning tools, and technical support from anywhere, at anytime. Connections Academy provides computer hardware equipped with the necessary software to students, along with any physical tools required for learning. In addition, most of the course and activity specific software’s can be easily downloaded by our students, when needed. With Connections Academy, students thrive in a broadband environment that resembles many of their social forums, which brings a special comfort and familiarity to their learning process.

CD This may be a repeat of some of the information above, but we have some of the same insight from the selection.

In addition to the people, processes, and technologies, it is about creating a lasting model of education where collaboration is encouraged and accessible by a variety of individuals at any time and any location. Not only are the operational requirements (i.e., bandwidth, computers, hardware, and other Internet devices) identified and discussed, but some specific regulations and training for those who are new to these systems are also presented as part of this section. Connections Academy is paving the way and providing a solid example for the points that are outlined in the Infrastructure section. From providing a platform that is accessible by students, Learning Coaches, teachers, and administrators at any time and at any place demonstrates how the students can not only complete schoolwork on their schedule but also have access to valuable resources (textbooks, encyclopedias, multimedia activities, etc.) when they need it. Another aspect that needs to be taken into account when moving to more of an integrated, highly sophisticated learning environment such as Connections Academy is to provide the necessary support for all of the individuals involved. According to NTEP, studies have found that educators are more likely to incorporate technology when they have been coached or trained on it. Connections Academy recruits highly-qualified educators but realizes that training is must to provide quality education in an online environment. Therefore, Connections Academy provides several layers of training and support to students, Learning Coaches, teachers, and administrators. Continuous training and support is provided by several departments on new software, programs, or processes.

CB Good insights by my colleagues above...here's my addition. The authors have embraced the idea of expanding learning beyond the classroom but do not yet seem to have fully understood the potential of the virtual or blended school concept. They envision expanding learning beyond the school building and campus (much the way our Iphones, Blackberrys, etc. extend the workplace to everywhere), but a physical location is still the focus of where school ‘starts,’ if you will. Letting go of the idea of school as a physical place where people congregate to teach/learn is a huge step and the authors are almost, but not quite, there. As we know at Connections Academy, monies for the technological infrastructure are freed up when the need for full-scale, traditional school facilities is greatly diminished by a virtual or blended model. I think our National Connections Academy blended model is worth explaining more – full curriculum and most instruction delivered via technology, with a mentor (not teacher) overseeing students who are mostly located in a physical classroom but at any given time might work from anywhere they have Internet, and most or all teachers working remotely. Also, something as “simple” as a virtual rock kit that may be time- and resource-intensive to create but then is infinitely reusable, scalable, and portable is a prime example of how technology, correctly used, can reshape our whole notion of what is required for school infrastructure. Virtual labs, itexts, etc. One of the biggest infrastructure challenges really is finding or creating a platform that will seamlessly, reliably, and safely provide 24/7 access to teaching and learning resources. CA has made a substantial investment in both physical and human resources to make this happen, and has been highly successful, but it is a significant challenge and I think the authors have some interesting ideas on addressing this. Security of data and protected information is a huge concern, particularly when using a range of Internet access devices. Finally, the authors make an excellent point when they discuss the need to have close coordination among those responsible for instruction, personnel, and assessment with those in charge of information technology. Without effective collaboration and communication between the teaching/instruction and infrastructure/technology groups at all levels, there is potential for disaster with heavy investment on both sides in the “wrong” technology and/or the “wrong” teaching resources that do not integrate. Again, the rock kit example works for how do it right.