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CSSE 2013 - Voracious Appetite of Online Teaching: Examining Labour Issues Related to K-12 Online Learning

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Barbour, M. K., Kuehn, L., & Adelstein, D. (2013, June). Voracious appetite of online teaching: Examining labour issues related to K-12 online learning. A paper presented at the annual Canadian Society for the Study of Education conference, Waterloo, ON.

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CSSE 2013 - Voracious Appetite of Online Teaching: Examining Labour Issues Related to K-12 Online Learning

  1. 1. Michael BarbourWayne State UniversityLarry KuehnBritish Columbia Teachers FederationDavid AdelsteinWayne State University
  2. 2. 1. How does teaching in a distance or onlineenvironment compare with teaching in atraditional classroom environment?2. What is the relationship of teachers’unions with K-12 online learning inCanada, the United States and othercountries within the context of eachjurisdiction?
  3. 3. 1. How does teaching in a distance or onlineenvironment compare with teaching in atraditional classroom environment?2. What is the relationship of teachers’unions with K-12 online learning inCanada, the United States and othercountries within the context of eachjurisdiction?
  4. 4.  distance and online learning generallyoccurs within the traditional publicschool systemo exceptions include online private schools inOntario and British Columbia• generally speaking, unions have beensupportiveo but cautious as unions try to understand whatteaching in these environments means for theirmembers
  5. 5. Newfoundland and Labrador union partners with K-12 online learning program toprovide online professional development centerOntario Ontario Secondary School Teachers’ Federation passesmultiple resolutions supporting online learning prepares brief about online teacher working conditionsfor locals to use in collective bargainingAlberta commissioned several studies examining online teachersupport, preparation, and workload conditions
  6. 6. Nova Scotia eleven provisions related to distance teaching incollective agreement focused on:o ensuring that distance education teachers have comparableworkloads to their face-to-face counterpartso adequate and regular training to teach in the distance educationenvironmento input on the future development of K-12 distance education in theprovinceBritish Columbia have commissioned numerous studies and researchbriefs into distance education (beginning in 2002) established an Educators for Distributed LearningProvincial Specialist Association
  7. 7.  supplemental online programs are districtor state-based and fundedo teachers contracted to teach• full-time programs are generally createdunder charter school legislationo teachers are not unionized, paid less thantraditional public school teachers, and – in certainjurisdictions – do not have to be certified
  8. 8. Pennsylvania Pennsylvania Learners Online is the only unionized cyber charterschool in the United States contract similar to brick-and-mortar contracts, with some differencesin appropriate areas (e.g., required hours and work site)Wisconsin Wisconsin Education Association Council (WEAC) led a court battleto close cyber charter schools for violating state law for enrolling non-residential students, taking money away from other school districts,and utilizing uncertified teachers WEAC won, forcing changes to state’s cyber charter legislationCalifornia California division of the American Teachers Federation initiallycalled for an outright ban of online courses union later reached a compromise that would see the two sides meetif there were any changes made to the employment conditions
  9. 9. Brazil teachers’ unions believes that distance learning leads toanti-social behavior, as face-to-face interaction wasremoved from the education experience took the position that all education should be deliveredin traditional, face-to-face formatsNew Zealand Post Primary Teachers’ Association (PPTA) active inproviding input into a variety of e-learning initiativesfrom the Government supportive of potential opportunities offered bydistance education, but concerned about issues ofaccess and teacher workload
  10. 10. Michael K. Barbourmkbarbour@gmail.comLarry Kuehnlkuehn@bctf.caDavid Adelsteindave.adelstein@gmail.comReport available at:http://www.bctf.ca/uploadedFiles/Public/Issues/Technology/VoraciousAppetite.pdf

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