Leadership in Online K-12 Environments - Annotated Bibliography

The following referenced resources have been chosen as a selection of online and print resources related to Leadership in Online K-12 Environments. The resources include online journal articles, published documents, websites, blogs and print resources. A concerted effort was made to identify and reference Canadian sources, but this wasn’t always possible (as noted within the references). The resources are identified through reference, described and annotated. The intended audience is potentially different for each resource: online teacher, online administrator, course designer, parent or student. However, all of the resources are subsequently viewed through the lens of a Leader in Educational Technology, whether that be an administrator, or other leader within the online schooling context. Each of these resources has merit to the Technical Leader familiar with K-12 online teaching and learning, whether this is at a novice, intermediate or advanced level of understanding.


Barbour, M.(2009). State of the nation: K-12 online learning in Canada. Vienna, VA: International Association for K-12 Online Learning.
This is an examination of the K-12 online learning programs in each of the 13 provinces and territories of Canada. Aside from a brief history to establish context, there is a strong focus on governance, and a description and discussion of each province's overall philosophy to funding, governance, tracking and accountability. Because of the dual focus of Canadian content, and K-12 context, this resource has the potential to strongly resonate with contemporary Canadian teachers and leaders. There have been very few comprehensive studies done that include such a specific focus, and this has the potential to be a seminal piece of work for future educational and strategic planners across Canada. An educational leader would be able to use this resource to compare and contrast the variety of programs and philosophies that are present across the country, and reflect on the core values and features of their own online courses, schools and strategies.

Barbour, M. and Plough, C. (2009). Social networking in cyberschooling: Helping to make online learning less isolating. Tech Trends, Volume 53 (No. 4). Retrieved from: http://www.springerlink.com/content/n8m1101601628870/fulltext.pdf
Through this article, the author argues that students in full-time online schools (cyberschools) are not provided with the appropriate socialization opportunities to meet and interact with other students. The author begins by highlighting some general trends in Cyber charter schools, including the significant growth in enrolment in these types of programs. The majority of the article is focused around one specific online charter school who were able to utilize established social networking sites to engage their learners. The educators at this school created a pilot project to use Facebook and Ning sites to establish an online social presence with students and teachers. The goals of this pilot were to create a space for students to interact academically and socially. Without a physical connection to each other, these online spaces became very important to all students and were consequently used in a successful manner. An educational leader would be able to use this article in support of introducing new Web2.0 technologies into their learning environment. Although there is a specific focus on charter cyber schools, much of the research and study can be translated to a online public school - in the United States or Canada. The author highlights the importance of establishing an online social presence, and this can be done in a variety of ways - not just through established social networking sites.

Canadian Council on Learning. (2009). State of e-learning in Canada. Ottawa: Canadian Council on Learning. Retrieved from: http://www.ccl-cca.ca/pdfs/E-learning/E-Learning_Report_fINAL-E.PDf
This is a comprehensive study of e-learning practices and philosophies across Canada. By suggesting that e-learning is a critical component of the future of education in Canada, this report aspires to inform, engage the audience, while maintaining a specific, Canadian, focus. One method the report uses to understand the Canadian context is by comparing and contrasting Canadian values of e-learning with other selected countries (Australia, UK, Korea, France, USA). This report highlights the potential benefits of e-learning, including accessibility, flexibility and skill development. However, the report clearly espouses the philosophy that e-learning is a tool that's not meant to replace solid pedagogical practices, but rather needs to be used to enhance teaching practices with established benefits. This report is critical of the fact that Canada does not have a nation e-learning strategy, and there aren't any current plans to create or implement one. The report's findings suggest the creation of an e-learning "data clearinghouse" where trends can be monitored, targets can be established and evidence can be collected. These trends, targets and evidence can then be succinctly communicated to government, education, business and the general public. A leader in technology would be able to use this report as a way to review national and international policies around e-learning at all levels, K-12, post-secondary and adult education are covered in the overall analysis, offering a broad context of all e-learning across the country. A significant combination of literary and practical research, this report cites and references many other reports, researchers and literature that are all directly related to e-learning theory, philosophies and strategies.

Dallas, J. (1999). Distance education for kindergarten to grade 12: A Canadian perspective. Retrieved from: http://www.col.org/forum/PCfpapers/PostWork/dallas.pdf
This article traces the history of distributed learning in British Columbia from traditional "distance education" to a the more recent practices of virtual, online schools. The tone is somewhat anecdotal as the author calls attention to the specific challenges associated with the changes experienced by one specific school in British Columbia. While being cognisant to practical and pragmatic concerns, the author highlights the changing need for updated technology and professional development, as distance learning resources are no longer only print-based, but need to be presented in an electronic web-based format. The author also recognizes the critically important role that staffing and school-based administration play in the transition to a web-based environment. Although it’s eleven years since this article was first presented to a conference, there is some relevancy to the narrative. An educational leader would find this article insightful and relevant to the current evolutionary nature of online teaching and learning. This article reads as a narrative of one school in one province trying to adapt to the changing educational landscape. It can be a challenging transition, but as the author points out, there are many significant rewards for students once the educators have done the work.

Ingham ISD and Michigan Virtual School. (2009). Navigating the land of online learning! Retrieved from: http://web.inghamisd.org/gettingonline/start.html
This resource presents six different perspectives when planning for the inclusion of online classes or online learning in an established educational milieu: Administrator, Technical Coordinator, Counselor, Mentor, Parent and Student. Presented as an online flash-based "game", this resource allows the participant to review significant questions from each of the six different perspectives. Picking one of the "game pieces" allows the user to explore the realm of Online Learning in a novel, but extensive manner. Once the gameboard has been successfully circumnavigated, the user is provided with a list of additional online resources which highlight some of the key features described in the online "game". An educational leader would use this resource as an alternative, engaging way to better showcase the important features that need to be considered. Broken down to the critical components, this resource can act as a checklist, established by school authorities who have already researched and analyzed the strategies needed to successfully implement online learning in a school district. Some parts are State-specific, such as connections to the Michigan Online Requirements, but most of the information is general enough to be of benefit to K-12 educators, leaders and proponents of online education. Before using this resource, the user would have to have a strong understanding of how their specific district would want to implement online learning; this resource doesn't provide any specific rationales, as it works as a checklist of all the various perspectives to consider.

Kearsley, G. and Blomeyer, R. (2004). Preparing K-12 teachers to teach online. Retrieved from: http://home.sprynet.com/~gkearsley/TeachingOnline.htm
Originally presented at the 2003 NCREL Conference on Technology, the authors re-formulated their presentation materials into this publication that highlights the necessity of training teachers to work in online environments. The authors understand that the nature of pre-service teacher education is changing, and these skills will eventually be taught in teacher preparation courses. However, until that time, it's essential that strong training programs be established to ensure that K-12 teachers are prepared for the complexities of online teaching. The authors suggest specific certification for teachers who are trained and appropriately qualified to teach in an online environment. They suggest that teacher certification be associated with a set of national standards (like ISTE or NETS). Leaders in education would find this a valuable resource when working with teachers new to the online environment. In fact, part of the discussion centres around the preconditions required for online teachers. The authors address common questions, such as "Can anyone teach online?" and "Why would anyone want to teach online?" The authors provided evidence and examples of online workload, teacher professional development requirements and specific strategies required to teach online. In addition, they have an extensive list of references they have used in the preparation of their presentation materials and this paper.

Kuhlmann, T. (2007). The insider's guide to becoming a rapid e-learning pro. Retreived from: http://www.articulate.com/rapid-elearning/
This ebook is designed to help the user create and manage an e-learning course in a quick and efficient manner. Associated with his blog, this ebook is a separate resource, available to subscribers as a download. The author is primarily addressing a course designer for adult-oriented, corporate training. However, even without focusing on the specific needs of the K-12 environment, or the classroom teacher, this ebook excels at providing specific , practical and efficient strategies and solutions to an online learning environment. The author has an understanding of learning styles, and really focuses on the learner, and not the organizational objectives. Kuhlmann presents five common Pet Peeves when faced with an online course, and offers solutions, strategies and alternatives when approaching them. There are some excellent, practical suggestions for including audio, video and images in the online course, and the author presents them in a straightforward and uncomplicated manner: "With one annotated screen capture image, you can convey the same information with no video. This keeps the file small and faster to download, and it’s easier to create and maintain if you have to update or edit in the future." The author indicates a clear mandate to focus on understanding the needs of the organization, the customer and the learner. These are all sound principles that translate out of the corporate environment, and into the educational realm. The course designer needs to understand the content and the context of the situation before starting to design the materials. Although there is a significant focus on the corporate uses of e-learning, the educational leader would be able to use this resource as a guide and potential framework for establishing, designing or implementing an online course in the K-12 environment. This ebook has been written in a very authentic and accessible manner, which would allow novice course designers to not feel intimidated by the unknowns associated with a new undertaking.

Kuhlmann, T. (2010). The rapid elearning blog. Retrieved from: http://www.articulate.com/rapid-elearning/
The Rapid e-Learning Blog was established in 2007, and currently contains 168 different postings, all related to e-learning course design. Because the author has an educational background, and recently completed his Master's in Educational Technology, it's clear he understands the importance of course design, while focusing on the needs of the learners. Throughout the blog, a variety of topics are covered, including Visual Course Design, Assisting Learners to Remember More, Common Mistakes in Creating Online Quizzes and Tips for Using Audio in Online Courses. Although none of the posts are specific to a educational environment, almost everyone can be easily adapted to an online K-12 classroom. Perhaps because of his educational background, Kuhlmann seems to espouse the philosophy to "use what you've got". Many of his examples use common, Microsoft software that most course designers would already be familiar with. His innovative, creative and inspiring uses of PowerPoint emphasise the way in which common tools can be re-imagined and re-purposed. For example, he doesn't just use PowerPoint as a presentation tool, but takes advantage of the included clipart and inherent design aspects to truly use it in place of expensive and inaccessible graphic design software. Many schools and school divisions cannot afford expensive graphic design software, or a team of designers to create new graphics and visualizations for their online courses. However, by using some of Kuhlmann’s tips and tricks, teachers can use the software they are already familiar with to create illustrative examples or eye-catching graphics. Although none of his posts focus specifically on K-12 schooling, any educational leader would relish the chance to share these practical and pragmatic suggestions and solutions. Any online teacher or course designer (whether novice or advanced) will benefit from Kuhlmann's expertise in this emerging area.

Lips, D. (2010). How online learning is revolutionizing K-12 education and benefiting students. Washington, DC: The Heritage Foundation. Retrieved from: http://s3.amazonaws.com/thf_media/2010/pdf/bg_2356.pdf
According to this article, online learning has the potential to revolutionize American K-12 education. Online learning in the USA is becoming pervasive, with 45 States having either State-wide online schools or full-time online schools. This article suggests that each state should either create, or expand their state-wide virtual school to allow students to study online full-time. Using the Florida Virtual School as a model, the author points out the intrinsic benefits to online learning: increased access to high-quality teachers, increased flexibility for teachers and students, improved productivity and efficiency and focus on innovation. The author suggests that State Educational Departments should be permitted to collaborate with other states or learning providers to develop and provided online learning programs, rationalizing that through collaboration the best learning environments could be created. He also suggests that relaxed regulations that govern the creation of charter schools (independently managed public schools) would permit more learning options and opportunities. Online charter schools are not permitted in a handful of states, and the author suggests changing the specific legislation to allow these environments to come into being. Even though this article is focused on an American setting, with American legislation, the educational leader could use this resource to better understand the specific realities of online learning, and take to heart some of the suggestions made by the author.

North American Council for Online Learning. (2006). National standards for quality online teaching. Vienna, VA: NACOL.
These National Standards are presented as an organized list of guidelines for online teaching and instructional design. These standards were strongly influenced by and founded on the SREB Standards for Quality Online Teaching (2006), although they have been re-ordered, re-packaged and combined with other categories from other (similar) studies and research. This is quite a prescriptive checklist that uses a 5-point scale to rate online teaching, and online school environments: Absent, Unsatisfactory, Somewhat Satisfactory, Satisfactory, Very Satisfactory. There are twelve different categories ranging from prerequisite technological skills, online leadership, online assessment and collaboration with colleagues. There are many critical factors that online administrators, leaders and teachers would need to recognize and address before instigating any changes in their online school. Technology and educational leaders would be able to use this checklist as an assessment tool for current online teachers or as a pre-planning activity when establishing a virtual school. Although each of the twelve categories are generally given equal weight through this checklist, a leader would be able to make some critical judgements and decide which aspects would be highlighted with the specific school staff. The inherent American biases (i.e. "state-authorized") would be easily overlooked, and adjusted to a Canadian context.

Ramaswami, R. (2009).Even! But no longer odd. Retrieved from: http://thejournal.com/Articles/2009/05/01/Even-But-No-Longer-Odd.aspx
This article focuses on the changing perceptions of online learning, and how a K-12 online education is equal to - if not better than - a traditional education. The article recognizes the changes that have happened over the past five years, and the rapid changes that have happened in this field. The author is quite honest about the history of online learning, and emphasized how the perception was that students were placed into online learning because they somehow did not fit into traditional schools. She analyzes the common perceptions in online education, and questions whether early virtual schools deserved the suspect reputation - or if there was an overall suspicious misunderstanding of the format. By using specific evidence of online schools throughout the United States, the article highlights the benefits of online learning, and how (in some situations), the education is better suited to the student. An educational leader would be able to use this resource to review the short history of online learning, to better understand why certain misconceptions exist within the educational community and general society. By understanding the "dubious beginning" associated with online learning and virtual schools, the educator would be more adept at re-presenting their position of the benefits of online schooling.


Smith, R., Clark, T. and Blomyer, R. (2005). A synthesis of new research on K-12 online learning. Naperville, IL: North Central Regional Educational Laboratory. Retrieved from: http://www.ncrel.org/tech/synthesis/synthesis.pdf
Through the study of eight different research reports (all published in 2005), this NCREL paper explores and examines online learning in K-12 environments. Through their examination, the authors also offer specific recommendations for schools and education departments to take when planning for the future. The study makes an effort to describe the different types of online schools, including those that students attend full-time, and those that are used as a supplement to a student's "traditional" education. This is an important distinction, as the eight different research reports were conducted in a variety of different environments. The authors identify six prevalent themes in the research reports: academic performance; characteristics of successful online students; qualities of effective online courses; professional development for effective online teaching; challenges of online learning; and online learning, school change and educational reform. These six trends weren't present in all eight reports, but represent the most commonly discussed aspects of online learning. The educational leader would find this summary useful, as a way to further research specific trends in online learning. The authors propose that all eight studies had at least two common themes: understanding the challenges of online learning, and the interplay between online learning, school change and the impact on Educational Reform. This summary would be an excellent starting point to better understand the broad, wide-spread issues and concerns of K-12 online learning.


Southern Regional Education Board (2006). Online teaching evaluation for state virtual schools. Atlanta, GA: SREB. Retrieved from: http://publications.sreb.org/2006/06T04_Online_teaching_evaluation_checklist.pdf
This document is meant to be used as part of a teacher’s periodic evaluation, and has two distinct parts: First, a detailed and categorized checklist that is designed to help assess the online teacher, and determine if they meet the established standards; Next, an annotative narrative section used to highlight specific successes in online education. The checklist is categorized into three parts: Academic Preparation, Content Knowledge and Skills for Instructional Technology, and Online Teaching and Learning Methodology, Management, Knowledge, Skills and Delivery. There's a definitive spotlight on the last category, focused on all of the technical skills and knowledge required for being a successful online learner. Although they could, technology leaders should not necessarily use this checklist as written. However, there are a number of innovative ways this checklist could be used. For example, leaders could use it to design a set of specific standards that meet their requirements when analyzing online teaching and learning. Rather than using this as an actual checklist or assessment tool, it could easily be modified to describe best practices in online learning, and used as a planning tool. Alternatively, it could also be used as a self-assessment or reflective tool for an online teacher, or online Professional Learning Community.


Watson, J. and Gemin, B., Evergreen Education Group and Coffey, M. (2010). Promising practices in online learing: A parent's guide to choosing the right online program. Vienna, VA: International Association for K-12 Online Learning.
This document, published for parents and students making choices about their online learning optinos, begins with a discussion of online learning, and highlights the differences between online learning and homeschooling. The collective authors attempt to address some common questions that families might have, and is grounded in the understanding that the reader is completely unfamiliar with online learning. The guide presents a narrative of a fictional family, the Robertsons, as they consider online learning options for their three children. Many significant issues are addressed, including quality of the program, governance, curriculum, technology, student support and socialization. Families new to the concept of online learning would find a lot of value in this publication, as it is comprehensive, critical and yet very accessible. Although intended for parents and students choosing an online program, this document would be valuable to any leader in an online program. By better understanding the options available to all students, the course designers and school leaders can create more appealing, attractive and successful online programs. For example, many families that might have been traditional homeschoolers might begin to see the benefits of online learning if they are presented in terms that are familiar and attractive to the family.


Williams, P. (2004). How to develop an online course. Retrieved from http://www.stylusinc.com/online_course/tutorial/process.htm
This resource contains text-based tutorials and checklists that a course designer might use when planning and implementing a module in an online course. There are seven key principles addressed in these tutorials, split into seven distinct lessons: Analysis, Instructional Design, Interface Design, Development, Online Evaluation, Promotion and Site Maintenance. The author is careful to highlight the importance of planning and mapping out the finished product – a key to successful course design. Although relying on the audience having some course or curriculum design work, these tutorials contain pragmatic and tangible insights for novice or intermediately-skilled course designers (such as using JPEG files for complex, detailed pictures). Educational leaders would find merit in this online tutorial because it highlights specific steps and criteria required when planning out an online course. In addition, leaders or educators who are unfamiliar with online learning or course design standards would be able to use these tutorials as a checklist when planning out their own online course, or a staff-based Professional Development activity.