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Traditional schools aren't working. Let's move learning online.

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By Katherine Mangu-Ward
Sunday, March 28, 2010

Deep within America's collective consciousness, there is a little red schoolhouse. Inside, obedient children sit in rows, eagerly absorbing lessons as a kind, wise teacher writes on the blackboard. Shiny apples are offered as tokens of respect and gratitude.

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The reality of American education is often quite different. Beige classrooms are filled with note-passers and texters, who casually ignore teachers struggling to make it to the end of the 50-minute period. Smart kids are bored, and slower kids are left behind. Anxiety about standardized tests is high, and scores are consistently low. National surveys find that parents despair over the quality of education in the United States -- and they're right to, as test results confirm again and again.

But just as most Americans disapprove of congressional shenanigans while harboring some affection for their own representative, parents tend to say that their child's teacher is pretty good. Most people have mixed feelings about their own school days, but our national romance with teachers is deep and long-standing. Which is why the idea of kids staring at computers instead of teachers makes parents and politicians extremely nervous.

However, it's time to take online education seriously -- because we've tried everything else. Education Secretary Arne Duncan debuted his Blueprint for Reform this month to mixed reviews, joining at least 30 years' worth of government officials who have promised that this time, honest, they're going to fix education. Even the reforms promoted by the much-ballyhooed federal Race to the Top funds, which are supposed to encourage innovative educational practices, offer mostly marginal changes to the status quo. In an early March speech on technology in education, Duncan touted $500 million in new federal spending over 10 years to develop post-secondary online courses -- an area of online education already thriving without federal assistance -- thus arriving at the dance 15 years late and an awful lot more than a dollar short.

Since the Internet hit the big time in the mid-1990s, Amazon and eBay have changed the way we shop, Google has revolutionized the way we find information, Facebook has superseded other ways to keep track of friends and iTunes has altered how we consume music. But kids remain stuck in analog schools. Part of the reason online education hasn't taken off is that powerful forces such as teachers unions -- which prefer to keep students in traditional classrooms under the supervision of their members -- are aligned against it.

So children continue to learn from blackboards and books -- the kind made of dead trees! no hyperlinks! -- rather than getting lessons the way they consume virtually all other information: online. Putting reading materials and lecture notes on the Internet, like many teachers do today, is just the first step; it's like when, in the early days of movies, filmmakers pointed a camera at a stage play. Kids are still stuck watching those old-style movies, when they could be enjoying the learning equivalent of "Avatar" in 3-D. Thousands of ninth-grade English teachers are cobbling together yet another lecture on the Globe Theatre in Shakespeare's day, when YouTube is overflowing with accessible, multimedia presentations from experts on Elizabethan theater construction, not to mention a very nice illustrated series on the Kennedy Center's ArtsEdge site.

In the 2010 annual letter from his foundation -- the biggest in the United States, with a $33 billion endowment -- Bill Gates listed online education as one of his top priorities and rattled his pocket change in the direction of reform. He wrote: "Online learning can be more than lectures. Another element involves presenting information in an interactive form, which can be used to find out what a student knows and doesn't know."

Right now, other than the venerable pop quiz, teachers have very few tools to gauge just how many students are grasping a concept in real time and reshape the curriculum to meet their needs.

How do we know online education will work? Well, for one thing, it already does. Full-time virtual charter schools are operating in dozens of states. The Florida Virtual School, which offers for-credit online classes to any child enrolled in the state system, has 100,000 students. Teachers are available by phone or e-mail from 8 a.m. to 8 p.m. seven days a week. The state cuts a funding check to the school only when students demonstrate that they have mastered the material, whether it takes them two months or two years. The program is one of the largest in the country. Kids who enroll in Advanced Placement courses -- 39 percent of whom are minority students -- score an average of 3.05 out of 5, compared with a state average of 2.49 for public school students.

In his book on online education, "Disrupting Class," Harvard Business School professor Clayton Christensen estimates that half of all high school courses in the United States will be consumed over the Internet by 2019. But we have a long way to go to reach 50 percent. Seventeen percent of high school students nationwide took an online course for school last year; another 12 percent took a class for self-study. Many of these students, along with younger kids taking online classes, might be considered homeschooled, though that very concept is changing as they sign up with virtual schools connected to state systems.

Few people have a clear picture of what online education really looks like, which is one reason so many people are reluctant to consider what it has to offer. Learning online won't turn America into a nation of home-schooled nerds, sitting in their basements, keyboards clacking. And it doesn't mean handing your kids over to Rosie the Robot from "The Jetsons" for the day.

Moving lesson planning and delivery online can provide students with more supervision, not less, says Michael Horn, one of the co-authors of "Disrupting Class." It would free teachers, Horn says, "to do hand-holding and mentoring, something which is pretty much impossible in the current model." After all, where is it written that the babysitter, disciplinarian, lecturer and evaluator must all be the same person? Or even that they all have to be in the same building?


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