In rural and small schools, curriculum offerings may be limited by constraints such as staffing, space, and enrollments. As K–12 budgets continue to tighten, a growing number of school districts are looking at expanding "1 to 1 computing" or introducing "bring your own device" (BYOD) strategies as a way to expand mobile and digital learning—allowing for greater access to interactive digital curricula, electronic textbooks and online applications—into the classroom. Technology is being integrated into classrooms at a rapid rate in the form of iPads, handheld tablets and other forms of BYOD programs. As technology capacity increases, online courses are increasingly seen as a means for expanding curricular offerings and broadening access to key courses, especially in small, rural schools. However, education is lacking in the knowledge of how to leverage this technology and maximize its ability to create content courseware and engage students.
A solution to this challenge is the development and widespread implementation of a video delivery platform that can be used with low-cost peripherals to develop online seminars, workshops, tutorial sessions, video remote interpreting, and other applications where interactivity between students and instructors is required and fostered. The XYZ Live Curriculum On Demand Platform delivers real-time streaming to any device—from iPads to android tablets, gaming consoles, PCs, and mobile phones—and metatags and archives this data for later viewing.
In a K–12 and higher education setting, personal computers, mobile devices, and Internet connections already exist; thus, the incremental cost for adding HD webcams or streaming from iPhones or iPads via the cloud-based service are relatively low. Conversely, the six-figure cost of deploying comparable, traditional, installed-site systems for a district-wide application would be out of reach for most.
Evidence suggests that this solution could help to effectively improve student achievement. For example, a recent study funded by the Institute of Educational Sciences demonstrated that students who took online Algebra I courses in grade 8 had significantly higher match achievement than students who did not take this online course (Heppen et al., 2011).
With a video delivery platform, teachers and students could co-develop courseware, thereby increasing teacher accountability and actively engaging students to develop deep understandings and apply their learning in dynamic, individualized ways. The deployment of this video delivery platform, with an evaluation component comprised of meaningful measures to determine when it is having a significant impact on student achievement, could be the solution to improving student achievement across all schools, including small and rural, in the current educational environment of budget cuts. For more information visit
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