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Publications


FOR INFORMATION, CONTACT:
Mike Abbiatti
Director, Educational Technology Cooperative
404-875-9211


Online Learning


This report describes five trends that have emerged in state-run virtual schools in the SREB region in the past three years. SREB states have been leaders in establishing state-run virtual schools and now are taking the lead in ensuring that all students have access to online learning, that students experience online learning before graduating from high school, that course providers provide quality instruction, and that sufficient and stable funding is available.

  • Increasing Online Learning Options for K-12 Students: The Role of School Districts (2012)
  • Projections from the results of a 2011 survey conducted by SREB’s Educational Technology Cooperative suggest that as many as three-quarters of all public school districts in the 16 SREB states will offer online learning options by 2015. This report outlines the survey results, including the types of online learning options offered, and looks at the potential implications for SREB states and districts in the future.

  • 2010 Report on State Virtual Schools in SREB States (2010)
    This executive summary reports on the activities of 14 of the state-level virtual schools in SREB member states during the 2009-10 academic year,      based on an SREB survey. These activities include current issues facing virtual schools, as well trends in enrollments and funding.

  • An Expectation of Sharing (March 2010)
    To realize the educational impact from the substantial investments SREB states have made (and will continue to make) in digital content, SREB recommends that electronic educational resources created with public funding be licensed to provide as high a level of potential for sharing as possible, both within and outside the state. These guidelines can help state-level administrators and policy-makers (as funders of digital educational resource development) to establish policies, practices, statues and regulations, if needed, that increase the sharing of  — and maximize returns on — their state’s investment in digital education resources.

  • 2009 Report on State Virtual Schools in SREB States (2009)

  • Overcoming Doubts About Online Learning (November 2009)
    A recent survey estimates that more than one million U.S. public school students now take classes online — and that number is growing. This reports looks at common concerns about online learning and cites available research that shows online students often match — or even outperform — their peers in traditional classrooms.
     
  • Guidelines for Professional Development of Online Teachers (May 2009)
    Working with member states, SREB developed the nation's first Standards for Quality Online Teaching, which define the qualifications of a quality online teacher and the standards needed for academic preparation, content knowledge, online skills and delivery. Building on those standards, this report presents extensive guidelines that can assist state virtual schools as they hire, train, support and evaluate online teachers.
     
  • Do Online Courses Work for Middle Grades and High School Students? Online Students Have Their Say (December 2008)
    SREB asked online students in SREB states for feedback about their experiences through a voluntary online questionnaire in spring 2008. This report summarizes more than 2,000 responses and provides insight into what students think about online learning and how courses might be improved.
     
  • Online Teachers: What Can SREB States Do to Ensure Competence and Quality? (December 2008)
    Where will SREB states find increasing numbers of competent, high-quality online teachers? To what extent does traditional state teacher certification address what is required to be a high-quality online teacher? This report discusses several factors that affect requirements for online teaching and options for states to consider.
     
  • Making the Critical Transition to Stable Funding for State Virtual Schools (December 2008)  Enrollment in SREB state virtual schools has increased sevenfold since 2005, but few funding models exist that states can use to adequately support their growth. This report calls for state leaders to move beyond annual legislative allotment and provide sustainable, reliable funding that can help state virtual schools meet the increasing academic needs of students.
     
  • 2008 Report on State Virtual Schools (September 2008)
     
  • Evaluation Criteria for SREB-SCORE Assets   (April 2008)  This publication (and its companion document, Evaluation Criteria for SREB-SCORE Learning Objects) is designed to help participating state agencies review and confirm the quality of digital learning content, including assets. It includes more than 10 evaluation criteria, plus an appendix that describes four characteristics of digital learning resources.
     
  • Checklist for Evaluating SREB-SCORE Learning Objects  (October 2007)  This checklist is based on Evaluation Criteria for SREB-SCORE Learning Objects and is designed to help schools and colleges determine the quality and effectiveness of learning objects
     
  • Evaluation Criteria for SREB-SCORE Learning Objects (September 2007) This document is designed to help participating state agencies review and confirm the quality of digital learning content.
     
  • Five Academic Reasons: Why State Virtual Schools are Important to Your State  (October 2007)  This document looks at the academic reasons why states should take seriously the use of Web-based courses provided by state virtual schools to improve student access to quality teachers and quality courses.
     
  • SREB-SCORE: Empowering Member States to Share Digital Course Content (October 2007) This brochure gives a general overview of the SREB-SCORE initiative and can be used for informational and marketing purposes by participating state agencies.
     
  • State Virtual Schools — Successes and Growing Pains (October 2007)  This summary report is based on information gathered from each SREB state virtual school and reported in the SREB State Virtual Schools 2007 Report. This report provides an overview of the status of SREB states' use of Web-based courses to meet student academic needs. It also provides comparative data on topics including enrollment, course types, online teachers and funding.
     
  • Report on State Virtual Schools (August 2007) Based on information gathered from each state virtual school representative, this report provides an update on the status of state virtual school efforts in SREB states.
  • What is SREB-SCORE? (June 2007) This document is a short introduction to the SREB-SCORE initiative. It defines digital learning content and explains the value and the goals of the initiative. 


  • Checklist for Evaluating Online Courses (November 2006)  Evaluation is key to ensuring that online courses provide students with access to quality instruction and resources. With sections on content, instructional design, student assessment and technology, this checklist is based on the SREB report Standards for Quality Online Courses and is designed to assist states and schools in determining the quality and effectiveness of online courses.
     
  • Standards for Quality Online Courses (October 2006) The rapid growth of online learning has deepened the understanding of how to design effective online courses. This publication, funded by the BellSouth Foundation, examines what constitutes a quality online course and outlines specific standards for course content, instructional design, student assessment, technology, and course evaluation and management.
     
  • Online Teaching Evaluation for State Virtual Schools (October 2006) This document is based on the SREB publication Standards for Quality Online Teaching and provides state virtual schools in SREB states with an instrument to evaluate the quality of online teachers of middle grades and high school students. Including a checklist and a year-end evaluation, it is designed to gauge whether an online teacher meets each standard, recognize achievements and enable the teacher to understand what needs to be accomplished to ensure high-quality teaching.
     
  • Cost Guidelines for State Virtual Schools (August 2006) An increasing number of states are creating state virtual schools to provide Web-based academic courses to middle grades and high school students. This publication, produced by SREB's Educational Technology Cooperative, identifies the costs associated with the creation of a state virtual school at three different levels of implementation. It is designed to help states consider the potential cost elements involved in planning and supporting a state virtual school as it is implemented initially and as it grows over time.
     
  • Standards for Quality Online Teaching (August 2006) This publication, funded by the BellSouth Foundation, examines what qualifications are needed to be a quality online teacher and outlines specific standards for academic preparation, content knowledge, online skills and delivery, and more.
     
  • Report on State Virtual Schools (August 2006) Based on information gathered from each state virtual school representative, this report provides an update on the status of state virtual school efforts in SREB states.
     
  • Report on State Virtual Schools (June 2005) Based on information gathered from each state virtual school representative, this report provides an update on the status of state virtual school efforts in SREB states.
     
  • Technical Guidelines for Digital Learning Content (July 2005) The guidelines in this publication identify the minimum technical requirements for digital learning content and encourage the development of all content to the same standards.
     
  • Principles of Effective Learning Objects (March 2005) Defines learning objects in the context of the SCORE (Sharable Content Objects Repository for Education) initiative of the Southern Regional Education Board, outlines guidelines for SCORE participants and provides evaluation criteria of learning objects.
     
  • Standards for Online Professional Development (September 2004) This publication outlines specific guidelines to help schools and states plan and evaluate online professional development programs.
     
  • What's an online course? Do middle and high school students take online courses? Should you care? (October 2004)  [PDF Format] Discusses how online courses work and why they are important for student success.
     
  • Online Professional Development: Why SREB States Should Use it (October 2004) This publication looks at why states have not used online professional development more extensively and what states should do to use it effectively to meet their important teacher training needs.
     
  • Why is Technology Access for Students With Disabilities Important? (April 2004) This report provides valuable information about laws, standards and organizations that help educators improve access to information technology for students with disabilities.
     
  • Accessible Information Technology Resources: A Quick Reference Guide for Educators (September 2003) This guide provides valuable information about products, services and guidelines to help educators improve access to information technology resources for students with disabilities.
     
  • Essential Principles of High-Quality Online Teaching: Guidelines for Evaluating K-12 Online Teachers (March 2003) This publication looks at the unique skills required for online teachers and concludes with a checklist that can be used to help determine whether such teachers meet standards in several areas.
     
  • Virtual Learning and Charter Schools: Issues and Potential Impact (September 2002)There now are about 30 online charter schools in the nation, and no state has determined how its charter-school legislation should address emerging online charter schools, thus local school districts must deal with the situation on a case-by-case basis. In the absence of clear state policies, many states likely will experience conflict and confusion.
     
  • Funding Web-based Courses for K-12 Students to Meet State Educational Goals (July 2002) This publication provides solid examples and ideas to help states answer questions related to K-12 Web-based courses.
     
  • Considerations for Planning a State Virtual School (March 2002)   [PDF Format] This publication outlines the key issues for any state planning to start a virtual school.
     
  • Spotlight on Algebra (June 2001)  [PDF Format]  Spotlight on Algebra is a Web-based course to help teachers of middle and high school mathematics improve their algebra knowledge and teaching strategies. This document gives an overview of the new course and highlights some of its main features.
     
  • Essential Principles of Quality Checklist  (January 2001) [PDF Format] This checklist is designed to be used in conjunction with the Essential Principles of Quality: Guidelines for Web-based Courses for Middle and High Schools to measure the quality of the many Web-based courses available today.
     
  • Essential Principles of Quality: Guidelines for Web-based Courses for Middle and High Schools (August 2000) [PDF Format] During the last several years an increasing number of Web-based courses for high school students have been developed and offered. This guide is designed to help states assess the quality of these courses.
     
  • Web Courses for High School Students: Potential and Issues (March 2000)  [PDF Format] This report looks at policy, instruction and management issues and raises questions that state policy-makers and decision-makers need to address.
     
  • Electronic Delivery of High School Courses: Status, Trends and Issues (September 1999)  [PDF Format] This report examines the different ways electronic courses are delivered, points out some things to look for in such courses and looks at what the future may hold for electronically delivered courses in high school.
     
  • Essential Elements for Web-Based Courses for High School Students (May 1999)  [PDF Format] The Southern Regional Education Board's Educational Technology Cooperative has identified essential elements for Web-based courses for high school students. This set of basic assumptions provides a framework for consideration of essential instructional and managerial elements in the development and use of web-based courses.
     
  • Myths About Electronic Learning Resources (September 1997) Provides factual information to help discount some widely-held misconceptions about the Internet and libraries.
     
  • Copyright and Intellectual Property (April 1998) A selection of information sources addressing copyright and intellectual property.




Information Technology





Teaching and Learning


  • Status of Online Testing in SREB States (March 2003) Successful plans for online testing require states to coordinate testing, technical and school personnel and to fund the initial implementation adequately. This publication outlines some efforts under way in the SREB states.
     
  • Educational Web Portals: Guidelines for Selection and Use (August 2001)  [PDF Format] This publication is intended to help school leaders, school district administrators and other decision-makers assess the quality, usefulness and reliability of commercially provided educational Web portals designed for schools.
     
  • Technology Standards for Students (February 2001)  [PDF Format]   How should students be able to use technology? Should technology standards be described separately from core content or be incorporated into it? Is technology a separate subject or a tool to support other subjects? How can we assess students' proficiency in using technology? This publication addresses these and other issues.
     
  • New Directions - Teacher Technology Standards (October 2000)  [PDF Format] This report updates Technology Standards for Teachers and describes how several states have implemented standards to ensure that teachers are prepared to use technology in the classroom.
     
  • Educational Technology: Are School Administrators Ready for it? (July 1999) [PDF Format]  This report presents the results from 2 surveys in 1998 – one of universities offering graduate educational administration degrees, and one of public school superintendents. Respondents indicated that neither individuals in graduate programs nor practicing superintendents had received training adequate to prepare them for implementing today's technology in their schools and districts. 
     
  • Technology Standards for Teachers (September 1998) Reports on teacher technology standards or guidelines of twelve SREB states that address several levels of competency.
      
  • EvaluTech Brochure This brochure briefly describes EvaluTech and how to use it.
     
  • The EvaluTech Poster gives general information and URL for EvaluTech and can be posted in teachers' workrooms or offices.


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