Distributed+Learning-secondary

=**Implementation of Distributed Learning in** **Secondary Settings**=

(could use some more examples... virtual high school seems like an obvious omission --might want to look at IEARN.org and how about some of the examples that Chris cites--mr)

Similarly to the distributed learning that takes place in an elementary setting, the same can be said in a secondary setting. With the emerging prominence of blogging, students are able to connect with students from around the world. Rather than merely learning about the American perspective of the Revolutionary War, students in the United States can live blog with classes in Great Britain hearing their unique perspective about this transformational war. Imagine the conversations that would occur in this example of real world learning. How about pairing of classrooms in Vietnam with our students while they study the [|Vietnam War]? And then, the students could play protest songs like “War” by [|Edwin Starr] or “Give Peace a Chance” by [|John Lennon] to the children in Vietnam to gain their perspective on what Americans were facing at that time. Why not even Skype in men and women who served in Vietnam to vary the interpretation? media type="youtube" key="bkASbgMA1FI&hl=en&fs=1" height="226" width="278"  Additionally, students in a secondary setting can learn from more than just their classroom teacher. Through distributed learning, students can become teachers of subjects that are of interest to them. Their learning is not limited to just the classroom, but these students, through video conferencing, could bring in a former U.S. Poet Laureate [|Billy Collins] to offer his/her perspective about modern poetry.

 media type="youtube" key="wrEPJh14mcU&hl=en&fs=1" height="216" width="266" Or while reading the controversial play, //[|Inherit the Wind]// by Jerome Lawrence and Robert E Lee, students could hear perspectives from [|modern day biology teachers] facing the issue of teaching creationism or evolution in the 21st century. The possibilities with distributed learning do not end there; think of pairing up high school Advanced Placement classes studying biology, with live surgeries in other parts of the world. Or what about assembling a panel of educators, from around the world, to discuss a book with [|an English class].

 Finally, with the pressing need to learn languages other than English, students in world language classes could carry on discussions practicing their speaking skills with students in other countries not only learning the language but also studying the culture of that country as well. The limits with distributed learning only can occur with the limits we place on our imagination and students’ imaginations. The role of the teacher moves from the front of the classroom, to one of a facilitator and participant in his/her students’ learning.

**CHALLENGES TO IMPLEMENTATION OF DISTRIBUTED LEARNING IN SECONDARY SETTINGS**
(See also implementation in elementary, higher education, and corporate settings, distributed learning, distributed cognition) needs links)

Challenges to implement distributed learning in the secondary settings are very similar to those found in the elementary setting, higher education, and corporate setting. The main challenges facing secondary schools are costs, implementation and security. The costs of implementing distributed learning systems are one of the major factors why schools do not implement powerful tools such as BlackBoard. BlackBoard costs are based on a per student license model which can quickly become expensive. In addition to buying the software, implementation costs, and training and professional development yearly maintenance and license renewal fees are a factor that increases costs which ultimately make these systems cost prohibitive. The second challenge is the implementation of distributed learning tools into the classroom. Research shows that when “interactive media” is incorporated properly into student instruction and teacher professional development it helps shape the learning experience (Dede, 2004). However, in order to shape the learning experiences in a positive manner the distributed learning must be implemented correctly and the implementation must be able to provide support to administrators and teachers. It is not enough to deliver a system without the proper support mechanisms. The third challenge is security around distributed learning tools. With malicious viruses, malware and predators increasing at ever increasingly rapid rates it makes the implementation of distributed learning tools even more difficult (Technology, 2007). According to online security software publisher SentryPC.com 77% of the targets for online predators are ages 14 or older and another 22% were users ages 10 to 13 (SentryPc, 2007). This is why when secondary schools implement distributed learning it becomes entangled with CIPA and COPA laws. Schools must ensure that in order to implement a distributive learning system that all laws are met in order to keep the children safe from the negative online side effects.

We can quickly see that that the challenges that secondary settings need to overcome are not easy, but for these three challenges the schools can make substantial advances in educating children for the 21st century. The skills that the students gain from using the distributive tools can outweigh the challenges that need to be overcome. Challenges to implementations in High Schools