Implementation of Online Education for K-12 School Children

Implementation of Online Education for K-12 School Children

Charlene Marie Jones
Copyright: © 2018 |Pages: 18
DOI: 10.4018/978-1-5225-5472-1.ch006
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Abstract

This chapter contains information found in literature surrounding online education in K-12 settings. It offers a description of the terminology, a brief history and evolution of online education, issues with the use of online education, and influences supporting online tool usage. Despite support for online tools in K-12 settings, empirical research shows discouraging results related to such usage. Considering this discrepancy, this chapter suggests that implementation of online tools be executed by an informed user. Thus, it is necessary to acquire a clear understanding of the terminology and characteristics of online tool delivery before implementation. Also, educators are to be aware of student's and teacher's learning and teaching experiences online to be able to offer an optimum educational setting. Being cognizant of participant's exposure to online programs can provide helpful suggestions, like the importance of parental involvement, the relevance of socialization for learning, and the influence of literacy in promoting a stable foundation for successful implementation.
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Introduction

This chapter is relevant for stakeholders in K-12 online educational settings. The growth of terminology surrounding online education is synonymous with its rapid technological advances. Thus, to be informed users, stakeholders are to be familiar with how the terms relate to each other for the purpose of choosing appropriate online tools, or researching and comparing online tools. As a result, terms will be defined using descriptions found in the literature that will in turn be used to convey an understanding of the history, growth, interests, issues and recommendations encompassing online education. Efficient and effective implementation requires that stakeholders be knowledgeable about all information pertaining to online education. Hence, knowledge of online tool usage in daily activities does not guarantee an effortless transition to teaching practices and learning modalities. The chapter focuses on this issue and others advocating for awareness of tools used in online education.

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