Blended Learning is the elixir for resource strapped districts.

Scenario 3: Using the knowledge garnered from the Teacher Education Goes Into Virtual Schooling (TEGVIS) case study materials, I have prepared the following ficticious scenario to make the case for Virtual Schooling.

Max is a Junior who goes to school in a small district outside of Gaylord, Michigan. This area is reknowned for its summer golf and related travel industries. Max has learned that due to the lack of Guest Worker permits issued by the Federal Government, many area resorts will be in need of seasonal workers beginning next Spring. Max is a very motivated student who has enjoyed the Business classes he has taken with Mr. C, but would like an opportunity for a more hands-on learning approach so he asked him if he would look into this.

Mr. C had some experience working in a Career and Technical Center in Detroit and still maintained his credentials for CTE endorsement. After a few phone calls, he found another school that was willing to provide online instruction in their Food Service Management program, as well as a local chef, who was willing to teach the "hands-on" skills through an apprenticeship program in a nearby golf resort. In addition, Mr. C contacted the MDE and learned that Max could qualify for nine dual enrollment (articulation) credits in Culinary Arts Management through different State community college programs. Mr. C agreed to be Max's coach in conjuntion with the curriculum requirements of the CTE Center in Detroit. After a meeting with Max's guidance counsellor, parents, and the school administration, all were in agreement that Max's request could be possible.

The technology selected for this program is a two-way interactive video, chosen for it's superior ability to provide demonstration and labratory skill across the curriculum (see http://projects.educ.iastate.edu/~vhs/bettendorf.htm ). Second, course management and student interaction could be easily tracked and facillitated using WebCT courseware management tools including online discussion, text interaction, and quizzes. Mr. C agreed to be Max's CTE coach using a formal agreement that the school counselor used for other virtual school students in the school. Finally, Max was to report to the Golf resort twice a week in the afternoons for formal on-the-job practicum for skills assessment, which was also formallized with the district and the school counselor. This holistic approach to limited in-school opportunities are exactly the kind of advantage online learning can offer students like Max.

In Mrs. Wortmann's scenario involving online curriculum issues of isolation, cheating, and general communication problems, I have attempted to address many of these with practical technology applications, and best practises for this emerging field from Iowa's Learning Online (see http://projects.educ.iastate.edu/~vhs/index.htm ) . The topic of online learning is especially relevant for CTE teachers, and I found the TEGVIS materials quite useful for analysis and integration for my scenario.