J. D'Amico 1999, p.3 Learning with Technology: Integrating New Technologies into Classroom Instruction. Naperville, IL: North Central Regional Laboratory.  

In 1999, CAPSS brought together a select group of educational leaders to identify a vision for education in Connecticut. The group's discussion confirmed that economic, social and technological forces continue to change the global economy and revolutionize our way of life in organizations, in communities, and in schools (CAPSS Technology Position Paper, 2001). These dramatic changes are causing a need for a fundamental shift in the way we think about teaching and learning in schools. Education can no longer be focused on the memorization of sometimes inconsequential facts, but rather must provide learners with the knowledge, understanding, and ability to ascertain information from an almost limitless supply of data.

In response to the changing landscape, educators must redefine the processes that underlie the design, development, delivery and assessment of instruction. The incorporation of technological advances into the delivery and assessment of instruction is essential to respond effectively to new demands. E-learning is one technological advance that can meet the demand for a more performance-driven learning environment.

We believe that e-learning provides a platform that can transform teaching and learning in schools. The current rules concerning the roles of teacher and student in the classroom will have to be reconsidered to fully capitalize on the potential of e-learning. Ultimately, e-learning will help prepare our students for participation in life-long learning activities that produce a skilled and ready workforce capable of adapting to rapid changes driven by innovation.

E-learning presents an opportunity for the teacher to be one of many primary sources of information, allowing the differentiation and enrichment of learning experiences in a student-centered way. However, the shift to student-centered learning will require new processes to monitor how information is gathered and how student performance is assessed.

The benefits of e-learning are not limited to outcomes for students. E-learning has proven to be an effective tool for the professional development of teachers, allowing them to learn with colleagues from other districts, to share best practices, and to solve problems collaboratively. E-learning has the potential to network teachers statewide, nationwide, and even worldwide to share knowledge about teaching and learning in both traditional and e-learning classrooms.

As CAPSS moves forward with the planning for and implementation of e-learning in Connecticut public schools, we must develop the policies and procedures to guide educators and students to effectively utilize this technological advance. Just as important, we must institute procedures to evaluate the usage and value of e-learning. The purpose of this paper is to begin the dialogue that will provide some direction for the educational leaders in Connecticut as the advances in technology open more options for e-learning. Above all, this is the first of what may be several studies to operationalize the original CAPSS position paper on technology.

According to the National Governors Association Center for Best Practices report, The State of E-Learning in the States, "E-Learning is instructional content or learning experiences delivered or enabled by electronic technology." It includes computer-based instruction, the use of web-based materials, and distance learning. Student progress and achievement can be assessed with custom feedback and evaluation in an e-learning environment (Adapted from: Ron Kurtus, School for Champions).

E-learning can be an alternative means to differentiate student instruction. It can include synchronous, asynchronous, and blended learning opportunities.

Synchronous e-learning can be defined as teaching and learning taking place at the same time while teachers and students are physically separated from each other. Examples of synchronous e-learning include web conferencing, online lectures, and distance learning via an interactive satellite. Asynchronous e-learning can be defined as teaching and learning independent of any schedule and may not require the presence of a teacher. Examples include self-paced courses taken via the Internet, web-based courses, or CD-ROM or stored audio-video presentations or lectures. Blended learning, currently the predominant format of e-learning, is the strategic integration of e-learning into teacher-directed instruction. The thoughtful integration of e-learning in the classroom helps differentiate learning and provides a motivating factor for students.

What are the real benefits of e-learning?

• Motivation for students who are or want to be technology savvy ( our students are "digital natives" and are motivated and expect to use technology as a learning tool)
• Differentiation of instruction
• Broadened access to teaching expertise outside the classroom and district (e.g. virtual high school)
• Adds dimensions to teacher-centric learning to support student centered learning
• Varies the intensity of the content for different children
• Allows for live demonstrations of conceptual material and cost effective means of demonstrations and experiments
• Appeals to a certain population
• Provides equity of access to educational experiences any school can take a virtual field trip
• Extraordinary access to a level of expertise that they would never be able to access otherwise (a la Bob Ballard)
• Social implications of e-learning include networking with other students worldwide, development of communication skills, and perspective sharing
• Parent access to course materials, course work, and even class discussions

Leadership- Educational leaders must establish a vision for this transformed view of teaching and learning, and they must model this transformation in their own learning and work experiences. (from CAPPS Technology Position Paper, 2001, Leadership)

For educational leaders, the issues to be considered:

• We must break down isolation and form professional learning communities to study engaged learning and design contexts to support more constructivist teaching and learning models.
• Assurance is needed from the CSDE for continued resources and on-going professional growth opportunities.
• CSDE needs to assume a leadership role in promoting and maintaining best practices in e-learning.
• We need to develop methods and procedures for ongoing communication and problem solving regarding e-learning environments.
• Higher education needs to assume the responsibility for the development of a research base regarding e-learning.
• There is a need for program evaluation to continuously raise the "effectiveness bar".
• Superintendents and principals must foster a culture that encourages staff to take risks in embracing emerging e-learning opportunities for their students.

Equity- Learners and their families must have equal access to tools that support their learning. (from CAPPS Technology Position Paper, 2001, Equity) We need to reach beyond the "digital divide" to decrease barriers and provide opportunities for the underprivileged and underserved.

• We must begin to use technology to remove geographic and economic barriers to higher academic achievement for all children.
• Strategies must be developed to ensure equity among children, schools, districts, and communities.
• Resources need to be obtained and managed in a way to minimize the growing divide between the haves and the have-nots.
• We need to insure that the range of educational opportunities that are available to students 24/7 are available for all students.

Teacher Growth, Development and Quality Assurance The locus of control for learning must shift from teacher directed to student directed learning(CAPSS Technology Position Paper, 2001 Teacher Growth and Development. As part of this process, educators must explore strategies for assuring the quality of content, programs and student achievement. Best practice principles must developed and used as tools for ensuring quality in e-learning environments.

• E-learning should be used to address the unique social, educational, developmental and emotional needs of students, and changes in those social conditions.
• We must increase the quantity of educational opportunities as we enhance and maintain the quality of the new opportunities.
• Experience and analysis indicates that new forms of delivery of instruction will require new quality criteria. The quality criteria need to be determined to enable educators to have a reference for decisions regarding the use of these new delivery systems.
• Districts need assistance in developing a revised process for review of content and teacher performance in the E-learning environment.
• Guidelines must be developed for the creation and use of e-learning courses.
• Professional development is needed to insure that district staff, parents and students are knowledgeable regarding quality and rigor of e-learning courses.
• The state needs to create an on-going advisory commission to deal with the fluidity of e-learning as we become more adept at developing and advancing this tool for learning.
• Research in the effectiveness of e-learning will be essential for future directions.
• E-learning allows small states like Connecticut to set their own standards for published teaching resources rather than a standard created by the large state market. Connecticut needs to be positioned to take advantage of this.
• Institutions for teacher preparation and district professional development must begin preparing teachers to use e-learning to not simply replicate instruction as it currently exists, but to increase the critical thinking skills so important to the future of this generation.

• CSDE needs to establish guidelines for the evaluation of an on-line teacher.
• Employment policies in this state need to change to allow flex time and working off site.
• Contractual issues involved with the e-learning arrangements need to be addressed.
• Criteria for e-learning that are congruent with contract law need to be developed.
• State standards must be established as guidelines for redundant technology to provide assurance that the necessary technology functions when needed.
• Evaluation criteria are needed to determine the viability of emerging technologies.
• Policies need to be in place for the use of e-learning for students that enable access to learning opportunities but still provide protection.

Transition from traditional classroom to technology-rich environment - This section encompasses a number of the beliefs set forth in the CAPSS position statement on technology. Specifically, related to the 21^st century, learners must master the information literacy skills to access, investigate and apply information. Finally, technology must be a vital link among the staff, students, parents and expanded school community. (CAPSS Technology Position Paper, 2001, Transition from traditional classroom to technology-rich environment)

• We must insure that 21^st century learning skills are addressed in e-learning environments.
• Students now expect that school-based learning will involve collaborations, often at a distance, with other students and experts. (Johnston 2000) We must prepare teachers for this environment.
• E-learning can help students make connections beyond their schools and classrooms. Teachers need to know how to capitalize on this to enrich the classroom.
• The State and CABE must take the lead in educating Boards of Education on the total cost of ownership for a technology rich environment.
• New technologies bring new capabilities and ethical challenges that need to be addressed. Teachers need to discuss the implications of emerging technologies, such as, picture cellphones, instant messaging, and on-line gaming.

 * 21^st century learning skill are defined by the CEO Forum 2000 in the Power of Digital Learning: Integrating Digital Content. Washington, D.C; Author, p. 7.

• Demonstrate technological literacy
• Communicate using a variety of media
• Access and exchange information
• Compile, organize and synthesize
• Draw conclusions and make generalizations
• Know content and locate information
• Become self-directed learners
• Collaborate and cooperate in teams
• Interact in ethical ways 

Special Thanks to the CAPSS subcommittee on E-learning:

Janet Robinson Superintendent, Preston Public Schools

William Silver Superintendent, Regional School District 8

Kathleen Binkowski Superintendent, Plainville Public Schools

Christopher Clouet Superintendent, New London Public Schools

David Pendleton Superintendent, Regional District 14

Nicholas Caruso CABE

Ginny Grymkowski CAPSS

Thomas Adams EDUCATIONCONNECTION

Marijke Kehrhahn University of Connecticut