By Jim Cardle Texas Insider Exclusive
Some of the latest potential fads being developed by high-tech providers of classroom materials say they are paving the way for the state to own (classroom) content allowing educators professors and vendors to update and augment the materials" etcetera etcetara. But even as Texas moves toward the technology bandwagon it remains in our students best interest to act deliberately and hold open-source instructional materials" to the same rigorous standard we have always applied to providers of instructional content.
So how do or can we allow educators professors and vendors to update and augment the materials creating an infinite number of derivatives." Actually given the fine system already in place in Texas it may not be that problematic.
And while I suspect the number of derivatives" that those who advocate and will benefit from such a move will be infinite" recent history has shown the resulting number of problems that arise out of such a decision will
also be infinite".
First we need a fair process.
Today traditional publishers provide materials from expert authors and trusted sources. The material has been thoroughly vetted and is fully aligned with state standards. Open-source materials do not face the same rigorous process.
Instead the materials are piecemeal components not always aligned with state standards from a trusted source or always based on real research. The peer review of open-source materials is not nearly as extensive as with closed-course materials.
The editorial" review of open-source materials is often shallow and limited. What safeguards will be established to address this identified concern?
Second lets not get the high-tech cart in front of the real-world horse.
Many school districts are not technologically equipped to rapidly bring open-source textbooks to their classrooms. Open-source requires extensive resources that not all school districts might have including enough computer equipment adequate bandwidth and training for teachers and technology support staff.
All five million Texas schoolchildren do not have online access at their school or have only limited access at home and not all schools have the infrastructure to support open-source textbooks. How do we guarantee all children will have equal access to this material particularly those disadvantaged children in low-income school districts?
Additionally once open-source materials flood the market many teachers will not be equipped with the necessary training and knowledge to effectively use this material in the classroom.
For instance Florida has a longer and more extensive history with virtual learning than Texas. The biggest challenge that Florida schools have faced with e-learning as exemplified by the issue of open-source materials is teacher training.
Third the
State Board of Education (SBOE) must have a role in the open-source adoption process.
HB 2488 gives very limited oversight to the SBOE and it also creates an uneven playing field with traditional instructional material. The rules for traditional curriculum adoptions simply dont apply to open-source. These issues cannot be overlooked.
What organization will have the responsibilities for educating students and teachers on how to navigate the Internet-based open-source materials safely responsibly and productively?
Texas is a state that strives to review their curriculum standards and have the very best instructional materials available in the classroom. Why should open-source textbooks be treated any differently?
Finally we have to ask ourselves one basic question:
When did Texas decide that free" equals a quality educational product?
Our childrens instructional materials need to be based on research standards alignment and innovative approaches designed to engage the student -- not based on whether the content is free" or not.
There needs to be rigor accuracy and review along with a thorough well thought-out process for open-source textbooks.
Open-source content should be scrutinized and questioned every bit as thoroughly as is traditional content: No shortcuts no sidestepping the SBOE no free passes just because its online.
Our state has a strongest curriculum review process in the country. We have a Permanent School Fund that guarantees every schoolchild in Texas with equal access to quality instructional materials.
Our embrace of technology cannot jeopardize either the funding or the quality content that our five million students deserve.
Some of the latest potential fads being developed by high-tech providers of classroom materials say they are paving the way for the state to own (classroom) content allowing educators professors and vendors to update and augment the materials" etcetera etcetara. But even as Texas moves toward the technology bandwagon it remains in our students best interest to act deliberately and hold open-source instructional materials" to the same rigorous standard we have always applied to providers of instructional content.
So how do or can we allow educators professors and vendors to update and augment the materials creating an infinite number of derivatives." Actually given the fine system already in place in Texas it may not be that problematic.
And while I suspect the number of derivatives" that those who advocate and will benefit from such a move will be infinite" recent history has shown the resulting number of problems that arise out of such a decision will also be infinite".
First we need a fair process.
Today traditional publishers provide materials from expert authors and trusted sources. The material has been thoroughly vetted and is fully aligned with state standards. Open-source materials do not face the same rigorous process.
Instead the materials are piecemeal components not always aligned with state standards from a trusted source or always based on real research. The peer review of open-source materials is not nearly as extensive as with closed-course materials.
The editorial" review of open-source materials is often shallow and limited. What safeguards will be established to address this identified concern?
Second lets not get the high-tech cart in front of the real-world horse.
Many school districts are not technologically equipped to rapidly bring open-source textbooks to their classrooms. Open-source requires extensive resources that not all school districts might have including enough computer equipment adequate bandwidth and training for teachers and technology support staff.
