empower students and also be very useful from the standpoint of the instructor who is facilitating all of this activity. Haiku (www. haikulearning.com) is a popular option with both free and paid versions. The free version includes features such as a gradebook, atten- dance book, assignment list, and discussion forums. The paid version, like many compet-


ing platforms, offers integration with stu- dent information systems and expanded customization options. Most LMS options also allow for importing and exporting of Common Cartridges, such as University of


For example, Craig Miller, ninth-grade


For those interested in moving in the direction of blended learning, our recommendation is to start small – pick one of the suggested resources and engage in a small-scale pilot to identify issues, opportunities and challenges.


California Online Academy content (www. ucoa.org). n Honorable mention: www.schoology.


com. Schoology is a free LMS that incorpo- rates online sharing, connecting, grade- books, attendance management and more.


Productivity In addition to providing access to con-


tent and conversation, students need ways to produce and share their work. Our favorite, free web-based resource for this purpose is Google Docs. This ever-expanding suite of tools includes word processing, presenta- tions, spreadsheets, forms, and drawings. Additionally, sharing options allow for groups of students to collaborate and work as teams in real time or asynchronously. Importantly, that collaboration does not


require students to be in the same place as they work with one another. This article, for example, was co-authored in Google docs with relative ease, in spite of the fact that the two authors live hundreds of miles apart. In the world of conventional K-12 educa-


tion, we now have enormous opportunities to connect our students and emphasize col- laboration through online/blended learning.


10 Leadership


computer literacy teacher in the Pajaro Val- ley Unified School District, regularly uses Google docs with his students. Miller said, “When my students are placed into project teams by their teachers, the first question they ask each other is, ‘What is your gmail address?’ After sharing a document, pre- sentation, spreadsheet or drawing online through the address, they are able to work collaboratively from their respective houses in real time. Keystrokes are literally dis- played on each student’s screen as the char- acters are typed. The team is truly looking at the same document as if they are all in the same room.”


The next steps Greg Ottinger, di-


rector of blended and online learning at the San Diego County Of- fice of Education, says that “Leaders are wise


to thoroughly evaluate LMS options before making a selection” because not all options work in every environment. As with all of these blended learning resources, Ottinger points out that “the transformative aspect can be realized when the LMS is coupled with professional development, a reliable Internet connection, and overall program vision and management.” For those interested in moving in the di-


rection of blended learning, our recommen- dation is to start small – pick one of the sug- gested resources and engage in a small-scale pilot to identify issues, opportunities and challenges. To accelerate the learning curve, connect with others who are engaging in this work – colleagues both within your organi- zation and outside of the organization can provide valuable insights that will help you make progress. For example, you can use the ACSA


Community (http://community.acsa.org), Linkedin’s 21st Century Education, the In- ternational Society for Technology in Edu- cation or Technology Integration in Educa- tion groups to ask questions and cultivate relationships with those who have similar interests or experiences.


The process can also be assisted by using


research and resources from agencies such as the International Association for K-12 On- line Learning (www.inacol.org). Emerging forms of professional development such as Leading Edge Certification (http://leading- edgecertification.org) can also be powerful accelerators in the learning process (see ar- ticle about LEC on page 28 of this issue).


Continuous learning Girlie Ebuen, math teacher and BTSA


support provider at Murrieta Mesa High School in the Murrieta Unified School Dis- trict, blogged about her experience with the LEC certification: “I had never blogged before, but now I see a blog as a tool for re- f lection both as a learner and instructor. Working with more web 2.0 tools such as VoiceThread and several Google apps, I real- ized how much I can vary assessment in an online course. The LEC course confirms my belief that in order to teach, I need to con- tinue to learn.” Most importantly, take the time to step


back and realize that our educational system is at an inflection point. The broad changes in society, coupled with rapid advances in technology, are creating possibilities for transformation that simply were not feasible just a few years ago. Enjoy the process and appreciate the opportunities to be a part of the reinvention of teaching and learning. This is an amazing time to be an educator. n


References


Christensen, Clayton. (2008). Disrupting Class: How Disruption Innovation Will Change the Way the World Learns. Mc- Graw Hill: New York, NY.


Staker, Heather & Horn, Michael. (2012). “Classifying K-12 Blended Learning.” In- nosight Institute, Inc.: San Mateo, CA.


Lisa Gonzales is a coordinator in Curriculum & Instruction at the Santa Clara County Office of Education and serves as ACSA’s vice president for


legislative action. Devin Vodicka is superintendent in the Vista Unified School District. Both serve


on ACSA’s Technology Leadership Group and are cadre members of TICAL, the Technology


Information Center for Administrative Leadership.


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