Abstract: According to The International Association for K12 Online Learning (iNACOL) over 1,816,400 students were enrolled in online courses in K12 school districts during the 09/10 school year. iNACOL reports that many school districts rely on universities as the most common provider of online courses while other districts offer courses developed by costly software companies. With budgets and enrollment decreasing, it is imperative to find innovative ways to overcome these particular challenges. This workshop session will demonstrate how easy it is to create free online courses integrated with core content and Common Core Standards using Google Apps for Education. Once a Google account has been set up, participants will be shown how to create Gmail contact lists; private Google + social networking circles; Google calendar for assignments; Google Doc syllabi; and Google Site learning management system templates that can be duplicated and integrated with specific core content/standards.

Objectives

By attending this workshop, participants will: -Have a better understanding of the current state of K12 virtual schooling, -Have a better understanding of the various contexts and dimensions of virtual schooling, -Have a better understanding of the various models of virtual delivery systems, -Have a better understanding of the iNACOL K12 virtual standards, -Be able to explain how how teaching in a virtual environment differs from “traditional” or “brick-and-mortar” classrooms, -Be able to explain the advantages and disadvantages of Google Apps for Education, -Be able to demonstrate how to set up Google App accounts, -Be able to demonstrate how to setup Gmail contact lists, -Be able to demonstrate how to setup Google + social networking circles, -Be able to demonstrate how to setup Google assignment calendars, -Be able to demonstrate how to setup Google doc syllabi, and -Be able to demonstrate how to setup Google Site learning management system templates that can be duplicated and integrated with specific core content/standards to create virtual courses.

Topical Outline

I. Introductions A. Presenter B. Participants II. Workshop Goals - Invited questions III. Current State of K12 Virtual Schooling - Invited questions A. Contexts and dimensions B. Models of delivery systems IV. Compare/contrast virtual to traditional classroom - Invited questions IV. Pros/Cons of Google Apps for Education - Invited questions V. iNACOL National Standards for Quality Online Courses - Invited questions A. Content 1. Core 2. Common Core Standards B. Instructional Design C. Student Assessment D. Technology 1. Create gmail acct 2. Demo other relevant Google Apps as they apply to creating virtual course E. Course Evaluation and Support VI. Peer share of created courses VII. Conclusion A. Final comments B. Final questions C. Remaining challenges

Prerequisites

According to Fuller et al. ( 2000), before one decides to be an virtual teacher, one must be able to: -Sit in front of a machine for at least an hour or two every day, -Enjoy one-on-one interaction (as opposed to lecturing or group presentations), -Be flexible in teaching approach and willing to experiment, and -Be prepared to do a lot of writing/typing. According to Greg Kearsley & Robert Blomeyer (2004), virtual teachers must also have: -Convenient (home) access to computer/internet, not just at school, -Solid background knowledge of the tools/system to be used to teach online, and First hand experience as an online learner. This is the workshop for you if you you can answer yes to at least six of the seven questions above and you are a: -Teacher, -Computer technology coordinator, -K-12 administrator, -Teacher assistant, -Curriculum developer, and -All others interested in improving education through technology are also welcome to participate.

Experience Level

Intermediate

Qualifications

The presenter has been in education since 1991. His love of innovative technology started when he became an American Online subscriber in 1994. During this same time he was asked to teach introductory computer skill classes to 7th-9th graders. He had access to two computer labs: one PC and other Mac. He experimented in both environments until he became a PreK-12 principal in 1999. As principal he became an accomplished technology grant writer, E-rate coordinator, and technology director during a four year tenure. He wore the same hats as a superintendent for another three years, until accepting a position at his current university. August 2006, the presenter left K12 education to become a tenure-track assistant professor where he has developed and taught over ten different online courses. He currently serves on several technology-based committees and is his department's webmaster and college’s innovation expert, technology troubleshooter, and Google Apps for Education Certified resource advisor. He has written several refereed articles and presented papers regarding technology innovation at international/national, regional, and state conferences. He also serves on the academic advisory boards for McGraw-Hill that pertain to technology or computers in education. A colleague of his has said on occasion, “He is like Louis and Clark, Thomas Edison, Davey Crocket, Neil Armstrong, Bill Gates, or Steve Jobs, a man not afraid of new discoveries, but a discoverer of new things.” He is a man driven by the relentless pursuit of innovative methodologies and technologies that are free that will enhance communication with students and peers. He forgoes sleep once he has made a discovery, as he applies and practices the new technology within his courses. In the past six and half years, he has been recognized as an Outstanding Teacher (1x) and Outstanding Researcher (4x) within his college.