Distributed+Learning-Elem

=**DISTRIBUTED LEARNING EXAMPLES IN ELEMENTARY SETTINGS**=

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Distributed learning in an elementary setting would look much like distributed learning anywhere, simply modified for the level of the students. For example, younger students who have yet learned to read or write could use tools like voice thread to record their voice as they share their knowledge. Instead of individually blogging a class blog might be created where student’s thoughts are entered by an adult. Photos and scans of student work could be posted for other’s to learn from. In general the distributed learning would be much more visual and auditory and less text based.=====

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Older elementary students could participate in distributed learning technologies much the way adults do with a few limitations. For example using Moodle, a password protected secure learning network, is a secure way for students to post blogs and edit wikis without fear of predators accessing student’s identity. Outside experts would have to be coordinated by the teacher. Instead of letting students search online independently the teacher would need to filter the web for students or use many of the student centered search engines. Posting student knowledge can be done under a class blog where student’s names are disguised. Distributed learning occurs when the posting of student knowledge grants students the opportunity to learn from their peers; students from all over the world can learn from these postings as well.=====

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Examples of how Voicethreads are being used by elementary students, and students at all levels, can be found on a wiki hosted by Colette Cassinelli, gradutate of Pepperdine's OMET program (Cadre 9). http://voicethread4education.wikispaces.com/K-2=====

**CHALLENGES TO IMPLEMENTATION OF DISTRIBUTED LEARNING IN ELEMENTARY SETTINGS**
Distributed learning can be used with young students, although it presents its fair share of challenges. Due to the rise of internet crimes involving children and media coverage of such events, parents are becoming increasingly more conservative about the idea of their children accessing the internet. Student safety is an issue as they venture out and access a world beyond their own. Assuming the safety of students isnot an easy task. It can also be a difficult to identify internet sites and web-based distributed learning tools suitable (content/accessibilty) for the use of any elementary age student.

Implementation at the elementary seems to be one of the most difficult aspects in creating a distributive learning environment. Elementary schools can be very conservative. It is not to say that elementary schools can not be multilayered distributed learning communities (Dede), since it is possible for them to participate and interact as a community and use different forms of media to convey ideas. Although their current media (plays, assemblies, recess) contrast with today’s distributed learning technology. However adding ‘interactive media” (Dede) does involve a large financial cost that can burden school budgets. Adding this media does not only entail the cost of hardware and applications, but it also brings with it cost for training, maintenance, and security measures. Schools, especially in poorer regions, struggles with the costs of implementation.

Secondly, mandated standardize curriculum poses a challenge to more open architecture of distributed learning. When working across school, states, regions and countries, the issue of which curriculum standards should dictate activities becomes an issue. Increasingly, teachers are are pressured by No Child Left Behind legislation to raise test scores in reading and math while finding time for benchmark assessments, state testing, and other district and state mandated programs. Since elementary school students are currently being "held accountable for improvements in reading and math skills, it is not uncommon to see computer labs unused or used for test drills.


 * Conclusion**

Third, in this time of limited budgets, it is difficult to have qualified staff or volunteers who can oversee participation in a distributed learning community. In any case this should let administrators, teachers, and instructional leaders stop them from exploring the educational possibilities of using interactive media and other forms of interaction that will and can enhance a distributed learning community at the elementary level.