Abstract:

The paper presents example of successful pilot phase of blended technology infused high school math program addressing students’ readiness for college and postsecondary careers. The program was designed and integrated in Alaska, primarily, in rural school setting in dual credit (concurrent college and school academic credits) modality. The current trends and practices in secondary education in Alaska clearly demonstrate the deficiency in college readiness and preparedness for post-secondary careers of many high school graduates in the areas of mathematics and science. The participation, retention, and success rates in university STEM programs of underrepresented minority groups such as Alaska Natives and American Indians are low and do not meet the growing needs and expectations of the state and nation. Therefore public education system in Alaska is in needs to creating new educational approaches and infrastructures that will deliver high quality math courses to equip our students with knowledge, skills and experiences necessary for successful college and postsecondary careers. Current K-12 educational system and post-secondary education recognize the critical role of technology as a universal educationa tools that enhance teaching and learning (Collins and Halverson, 2009; Schrum, 2005;Rose and Mayer, 2002).We have to expand course offering options for village schools delivering online, providing teaches with new opportunities for professional development and growth. the authors suggested to integrate our resources in form of a partnership between secondary and university educational systems in Alaska implementing innovative teaching methods and approaches based on best practices and research findings; effective educational and information and communication technologies for course delivery, planning assessments and communication (online synchronous/asynchronous delivery via web conferencing tools and LMS such as Elluminate Live/Blackboard; application- rich secondary educational content in cultural context of Alaska.
The paper delivers discussion on issues and challenges associated with development of math program delivered in blended mode in context of realities of Alaska. Instructors’ and students inputs regarding to flexibility, socialization, students' suitability for online environments, teacher training and professional development, motivation and engagement of students are discussed. Paper provides analysis of data collected from the project and optimistic prospect on possible transition and revolutionary approach to technology-rich up-to-date progressive and effective teaching model that meets the expectation of society in the 21 century, supports students’ needs and better prepared them for success in life.

References:
Collins, A., and R. Halverson. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press
Rose, D. H., and A. Meyer. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Schrum, L. (2005). Technology as a tool to support education. Education World.
Zinger, V. (2006) “Challenges and Rewards of Distance Education in Alaska: Experience in Teaching Web-Based Courses in Mathematics in Alaska”, Proceedings of the Fifth IASTED International Conference on Web-Based Education, ACTA Press, Anaheim/Calgary/Zurich, pp.361-364

Keywords:

Education, online, blended mode, innovation, high school, profesional development.