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Benchmark Digital Brochure

Lisa Cantwell

Grand Canyon University: TEC-541

November 21, 2018

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Link to Brochure

https://joom.ag/Ne9a

Rationale

When designing a new K-12 online school, many components need to be addressed to

ensure a collaborative and conducive learning environment.

Developing a guiding philosophy that invests in motivated and passionate instructors who

have a clear pedagogical knowledge that focuses on varied student learning and differentiation is

important (Maynes & Hatt, 2013). The school should seek teachers who incorporate the values of

active learning, and engaging lessons that support all learning styles. This is crucial because

when students are engaged, student satisfaction and motivation increase (Martin & Bollinger,

2018).

Technology use can support students with varied learning styles. Implementing a

technology enriched curriculum with multiple types of resources and alternative assessments

supports the needs of all learners. Teachers will need to use varied teaching strategies and

techniques to meet the needs of their learners (Barrett, 2010).

Creating a technology enriched environment includes developing interactive and

engaging lessons that motivate and help students foster critical thinking skills through discussion

and collaborative opportunities. The use of multi-media resources and collaborative tools can be

used to vary the means of instruction to provide an engaging learning environment.

One of the most important roles of the teacher is to successfully facilitate the class while

maintaining a visible and accessible presence that supports all learners (Foster, Colburn &

Briggs, 2018). This can be done through consistent and immediate feedback through

communication and varied alternative assessments within the class.

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As with all new schools, the collaboration and effort of all stakeholders, which include

student, parent and teacher is necessary to create a successful environment. In addition, the

instructor needs to be prepared for when common technology problems may occur such as

students needing assistance with software or internet connection issues. Teachers need to have a

plan when problems arise and should be able to assist students when minor issues occur.

Having clear expectations, course guidelines and immediate feedback is also needed to

ensure that students are successful. Students should also know expectations on assignments,

discussions, and assessments, including information concerning assignment deadlines, rubric and

grading (Rice, 2012). When students are actively engaged and participating, then overall

performance of the student increases. This should also include creating a positive learning

environment for the student by encouraging collaboration and creating a sense of community for

all involved. This new school should also promote teaching strategies that support students’

learning through active engagement (Lindsay, 2016).

The core expectations of the newly designed online school should be to foster an

engaging and encouraging environment for all students, regardless of their diverse,

socioeconomic background. This should also include creating a nurturing, safe and responsive

environment that provides immediate feedback and communication for students and parents to

ensure success. This includes providing students and parents with clear expectations while

garnering and validating student and parent input. In addition, teachers will need to make sure

they have a constant online presence to monitor and support those students who may need

additional assistance or encouragement to ensure success.

One of the most important aspects when creating a technology enriched environment is

using the standards from the International Society for Technology in Education as a guideline for
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implementing technology. Utilizing this resource when designing a new online school can be

beneficial as it assists instructors in creating lessons to complement emerging technologies. With

continued collaboration, positive interaction and engaging lessons, teachers will be able to

support all learners in their new constructive online learning environment.

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References

A parent’s role in virtual education. (n.d.) Retrieved from https://achievevirtual.org/a-parents-

role-in-virtual-education/

Barrett, B. (2010). Virtual teaching and strategies: Transitioning from teaching traditional classes

to online classes. Contemporary Issues in Education Research, 3(12), 17–20. Retrieved

from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=EJ1072660&site=eds-live&scope=site

de la Varre, C., Irvin, M., Jordan, A., Hannum, W., & Farmer, T. (2014). Reasons for student

dropout in an online course in a rural K-12 setting. Distance Education, 35(3), 324–344.

Retrieved from https://lopes.idm.oclc.org/login?

url=http://search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=EJ1044355&site=eds-live&scope=site

Foster, L., Colburn, A. N., & Briggs, C. (2018). Language & online learning: Inform, inspire and

engage virtual learning communities. Journal of Counselor Preparation &

Supervision, 11(1), 1–25. Retrieved from https://lopes.idm.oclc.org/login?

url=http://search.ebscohost.com/login.aspx?

direct=true&db=ehh&AN=132948559&site=eds-live&scope=site

ISTE Standards for Educators. (2017). Retrieved from https://www.iste.org/standards/for-

educators

Lindsay, J. (2016). Global education: Supporting collaborative learning and teaching. Retrieved

from https://www.pearsoned.com/global-education-collaborative-teaching/

Martin, F., & Bolliger, D. (2018). Engagement matters: Student perceptions on the importance of

engagement strategies in the online learning environment. Online Learning, 22(1), 205–
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222. Retrieved from https://lopes.idm.oclc.org/login?

url=http://search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=EJ1179659&site=eds-live&scope=site

Maynes, N., & Hatt, B. (2013). Hiring and supporting new teachers who focus on students’

learning. Canadian Journal of Educational Administration and Policy. Canadian Journal

of Educational Administration and Policy. Retrieved from

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=EJ1017211&site=eds-live&scope=site

Rice, K. (2012). Making the move to K-12 online teaching: Research-based strategies and

practices. Boston, MA: Pearson. ISBN-13: 9780132107617.