Learners and Their Environment
Telecommunications technologies can equalize the playing field for all learners regardless oftheir race, religion, ethnicity, gender, disability, age or place of residence. It can help provide them with access to instructional courses, staff development programs, information resources and subject experts by overcoming the barriers of time, distance and/or geography. No longer must learners who are geographically or socio-economically isolated settle for second best.
Interactive technologies (including the Internet and videoconferencing) can provide opportunities to individualize the educational experience to accommodate the needs, interests, current knowledge, and learning styles of each particular student.
Legislative mandates addressed under this dimension include providing environments that increase student achievement. The K–12 School Technology Initiative in partnership with the Bell South Foundation provided funds for the South Carolina Virtual School Pilot (SCVS). In addition to the SCVS, other programs such as DISCUS, StreamlineSC, and Knowitall.org enable districts to meet the requirements of the NCLB Act, EEDA, and South Carolina Education Oversight Committee goals. The K–12 School Technology Initiative provides financial and hardware support for the provision of online learning and the piloting of computer-based assessment programs.
A vitally important program that K–12 School Technology Initiative funding supports is the South Carolina Virtual School Program. Providing equal opportunities to all students in South Carolina regardless of wealth or location is essential to improving the learning environment and student achievement. According to Education Week (2005), twenty-two states have established virtual schools and more states, such as South Carolina, are following this trend. William Thomas, educational technology director of the Southern Regional Education Board, states that “An increasing number of policy makers are making the connection between virtual learning and school reform, economic development and equity of access. State virtual schooling is going to become an established, institutionalized way to meet a variety of student needs in all of our states.” (EDUCATION WEEK, 2005).
However, as state virtual schools are gaining prominence and support from lawmakers and school districts, the future for such schools is uncertain. Education Week (2005) points out that state revenue shortfalls and cuts in federal funding for educational technology have meant less money for virtual schools.
To South Carolina’s credit, funding made available through the K–12 School Technology Initiative helped to make possible a 2006 SCVS pilot. During this pilot, students throughout the state had the opportunity to enroll in 34 different virtual school courses, including Algebra, Geometry, English, Web Design, and Global Studies.
Here's what South Carolina students and educators have to say about technology and education.