The principles of Universal Design for Learning (UDL) should anchor our approach. 36).Īs a community of literacy educators who integrate technologies in our regular classrooms, and as teachers who create both online and hybrid learning experiences, the essential question, of course, is how do we do this? How do we create online learning spaces that support all learners? “As virtual schooling matures,” the authors caution, “we all have a responsibility to make sure nobody gets left out” (p. Although online learning holds potential to support these children, the report cites enduring concerns about accessibility. students who were identified as English Language Learners, eligible for free/reduced lunch, and/or needing special education services took online courses in 2011 (p. The most recent Keeping Pace report (Watson et al., 2011) shows that 97,700 U.S. As more states fund virtual schools and, like Michigan, Florida and Alabama, make online learning a graduation requirement (Watson et al., 2011) it is clear that as a community of literacy educators, we must think deeply about the design of online learning experiences for all learners. That year, 200,000 others enrolled in full-time online schools ( Watson, Murin, Vashaw, Gemin & Rapp, 2011), and recent estimates suggest these numbers have continued to rise ( iNACOL, 2012). In 2009-2010, more than 1.8 million students in public K-12 schools took at least one online course ( Queen & Lewis, 2011).
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