Many States Were Ahead Of The Curve And Began To Require ✓ Solved

Many states were ahead of the curve and began to require online

Many years ago, four states were ahead of the curve and began to require online coursework for high school students. These states were: Michigan, Florida, Alabama, and Idaho. In this assignment, you will explore these requirements. Research the arguments both for and against such legal mandates. Prepare a 3-page paper in which you present an overview of the current laws and present a point-counterpoint argument about this issue. Introduce a minimum of three supporting references and use APA-formatting to present your paper.

Paper For Above Instructions

Online education has evolved significantly in recent years, becoming an integral part of the American education system, especially in high schools. The advent of technology has made it possible for students to learn in more flexible environments, and many states have recognized this, with several—particularly Michigan, Florida, Alabama, and Idaho—implementing legal mandates that require online coursework for high school students. In this paper, I will provide an overview of the current laws governing online coursework in these states and present a point-counterpoint argument regarding the efficacy and appropriateness of such requirements.

Overview of Current Laws

As of the most recent data, Michigan mandates that high school students complete at least one online course before graduation. This policy was instituted in 2006 with the intention of preparing students for the technological demands of higher education and the workplace (Michigan Department of Education, 2021). Similarly, Florida's mandate, enacted in 2011, requires that students must earn at least one credit through an online course. This initiative aims to increase digital literacy among students, who must navigate a technology-driven world after graduation (Florida Department of Education, 2020).

Idaho has also embraced online education, mandating that high school students complete two online courses to graduate (Idaho State Board of Education, 2021). This legislation was part of a broader education overhaul designed to improve educational outcomes in the state. In contrast, Alabama’s law requires students to take at least one online course, primarily to foster technological skills and facilitate a smoother transition to post-secondary education and the workforce (Alabama State Department of Education, 2020).

Arguments Supporting Mandated Online Coursework

Proponents of mandated online coursework argue that it enhances students' digital literacy and prepares them for real-world environments. In the current job landscape, digital skills are paramount, and by integrating online coursework into high school curricula, states are equipping students with necessary competencies that are applicable in both academic and professional settings. The National Education Association (NEA) emphasizes that online education can encourage self-discipline and time management, skills that are essential for success in both college and the workforce (NEA, 2019).

Furthermore, supporters argue that online coursework provides a flexible learning environment that can cater to diverse learning needs. Some students thrive in traditional classroom settings, while others may benefit from the ability to learn at their own pace through online platforms (Kay & Knaack, 2016). This flexibility can lead to improved educational outcomes, as students have the opportunity to engage with material that aligns with their individual learning styles.

Arguments Against Mandated Online Coursework

On the other hand, there are several arguments against the mandate for online coursework. Critics contend that not all students possess the necessary self-discipline or technological proficiency to succeed in an online learning environment. Many students may struggle without the traditional structure provided by in-person instruction (Dahlstrom & Bichsel, 2014). This raises concerns about equity in education, as not all students have equal access to technology and reliable internet service at home. Students from lower socioeconomic backgrounds may face significant barriers that hinder their ability to complete online courses successfully (Kelley, 2017).

Additionally, some educators argue that face-to-face instruction is crucial for developing critical social skills. The interactive nature of traditional classrooms fosters relationships, collaboration, and communication skills that are valuable in all aspects of life (Ramsden, 2017). Mandating online coursework may inadvertently diminish these critical learning opportunities, potentially leaving graduates less prepared for the interpersonal demands of the workplace.

Conclusion

In conclusion, the implementation of mandatory online coursework in states such as Michigan, Florida, Alabama, and Idaho presents both opportunities and challenges. While proponents argue for the importance of digital literacy and flexible learning environments, detractors raise important concerns about equity, self-discipline, and social skill development. As the landscape of education continues to evolve, it is crucial for policymakers to carefully consider these arguments and strive for solutions that balance technological advancement with the holistic development of students.

References

• Alabama State Department of Education. (2020). Alabama Course of Study: Digital Literacy. Retrieved from https://www.alsde.edu
• Dahlstrom, E., & Bichsel, J. (2014). ECAR Study of Undergraduate Students and Information Technology, 2014. Educause Center for Analysis and Research.
• Florida Department of Education. (2020). Digital Learning: Online Course Requirements. Retrieved from https://www.fldoe.org
• Kay, R. H., & Knaack, L. (2016). A descriptive study of the integration of technology in the classroom. Journal of Educational Technology & Society, 19(2), 120-135.
• Kelley, P. (2017). Bridging the Digital Divide: Addressing inequities in online education. Social Policy Review, 45(3), 45-62.
• Michigan Department of Education. (2021). Online Learning Requirements for Michigan Students. Retrieved from https://www.michigan.gov
• Nebraska Department of Education. (2019). Digital Learning: Benefits and Challenges. Retrieved from https://www.education.ne.gov
• National Education Association. (2019). The Case for Digital Literacy in Schools. NEA Research. Retrieved from http://www.nea.org
• Ramsden, P. (2017). Learning to Teach in Higher Education. Routledge.