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Presenter(s)
Barry W. Birnbaum, Ed.D.
Northeastern Illinois University, Department of Special Education
Chicago, IL
Email: b.birnbaum@neiu.edu
Now more than ever, universities are faced with making decisions concerning how to schedule classes that meet the diverse needs of learners. In many cases, university-level students work full time and prefer to take courses in the evening or on weekends. In some instances, these students enroll in classes offered through a distance education format while others seek alternative instructional delivery systems that meet their personal and professional agendas.
Inevitably, universities are going to have to examine the times they schedule classes so they can generate additional tuition revenue and remain competitive. Although Chicago is a large metropolitan area, there are geographical sections where no four-year or graduate institutions are available within a 50 mile radius. These students must be provided equal opportunities in order to take the classes they need. Avoiding traffic, not being concerned about providing child care, and being able to pursue an education are essential ingredients to their success.
The student enrolled in degree-seeking programs in special education, either undergraduate or graduate, gains knowledge through different educational delivery systems. Needless to say, many universities are addressing these differences by modifying the manner in which they deliver instruction. Without such an approach, these students would be left with few choices and the universities would lose important revenue. This system must be beneficial to both parties so that all involved can attain their respective goals.
Another important aspect attributable to special education programs is their need to seek licensure and certification renewal in a variety of areas. In some cases, the courses required are offered on a limited basis and the issue of geographic distance can be a barrier for some. Many universities that provide outreach in this area provide an important alternative for these students. These individuals can potentially become full-time, degree-seeking students who learn to value the importance of continuing their education. The institution can provide access to a quality education for a larger student population while increasing their presence to a wider audience.
Many degree-seeking students in special education, including those already teaching in classes for exceptional learners, need additional courses in order to renew their certificates or seek advanced degrees. The state of Illinois has undergone a significant change in how it certifies current and future teachers in special education. Currently employed teachers in the state have been forced to take additional courses in various areas of exceptionalities in order for them to keep their jobs.
The Department of Special Education at Northeastern Illinois University in Chicago offers several types of alternative instructional delivery for its undergraduate and graduate students. Some courses within the department are offered online while others are offered at sites more than 40 miles from the campus. Regardless of the situation, these students are expected to engage in the use of various electronic delivery systems, such as Blackboard, as a part of the instructional delivery. These individuals learn how to use the university library electronically and are expected to complete assignments using the same means.
In order to make the graduate courses that are taught online truly electronic, professors in the department have created electronic textbooks (e-books) that are part of the course requirements. The content of the e-books vary by course. Some contain recent articles and web-site access while others include other types of material.
Since all of these university students are teachers or teacher candidates, the assignments required for the courses have been modified so that they are appropriate for the students' individual and professional needs while providing additional exercises in the use of technology. For example, rather than require these students to complete traditional research papers, the students are expected to locate additional websites from those included in the e-books and develop this information into a PowerPoint presentation. The purpose of this approach is to provide assignments that are relevant to the students' specific teaching situations while addressing the needs of the adult learner.
Initially, the students indicated that they preferred the inclusion of print media rather than what was provided by electronic means. Many of these individuals preferred the access to the recent articles that are contained in the e-books, while some wanted to rely on printed matter. Because of the state standards, the focus on the integration and use of technology remained an essential component of the course. Some students began to see the benefits rather than the problems they initially perceived.
This presentation will provide those in attendance with an opportunity to view the various e-books used in instructional delivery as well as understand how this material has been incorporated into Blackboard. Also, a discussion of the students' perceptions and attitudes will be included. The methods used in the development of this approach will also be disseminated.
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