The Learning First Alliance welcomes Thomas J. Gentzel, executive director of the National School Boards Association, as the 2016-17 chair of our Board of Directors
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Summer slide refers to a decrease or loss of academic skills over the summer break. As summer goes by, if students do not actively engage in learning experiences, the progress they had made throughout the school year will not only decrease, it can actually regress.
Avoiding this “summer slide” is easy if strategies are in place to help students stay fresh until the next school year. This is where digital tools and technology can step in and help students be ready for the start of the new school year.
Ways to avoid the slide
There are many digital options for helping students avoid this summer slide. With the rise of technology, students have access to diverse tools with many options for providing these learning extensions. Students have choices when given opportunities for practice and this will help them to return to school better prepared. ...
We’re all increasingly using technology and digital devices in daily life. And our education system has shifted to make these technologies a greater part of learning to prepare our students for higher education, careers, and life in the 21st century. But many students from low-income families do not have access to high-quality broadband or current technologies at home, and this is exacerbating the Digital Divide and the related “Homework Gap.” The Consortium for School Networking (CoSN) recently found that only 3 percent of teachers in high-poverty schools said that their students had the digital tools necessary to complete homework assignments, compared to 52 percent of teachers in more affluent schools.
Several LFA organizations have made this issue a priority and are providing new resources for educators to manage these inequities. ...
Education technology is the single most important condition to support learner-centered education (LCE). A few years into 1:1 implementations across the country, our conversations have shifted towards student data privacy, security, internet safety and digital literacy. In addition to filtering, blocking, and signing protective agreements, districts are faced with the need to develop thoughtful campaigns to educate users.
Teachers and students use a large number of open source digital resources. In addition to assessing their effectiveness, we need to analyze license agreements and verify their implementation to ensure the protection of our students and their data. But how do we do this without adding yet one more thing in the large list of teacher responsibilities? ...
In the early 70s, when I was a young administrator on New York’s Long Island, I was exposed to a program called Individually Guided Education out of the Kettering Foundation. The program focused on individualizing education for students by reorganizing schools and the classroom. During my 27 years as a superintendent I made numerous attempts to personalize learning. I established non-graded, multi-aged grouped environments, year-round schools, competency based assessments, open classrooms (you old enough to remember those?), schools without walls, and just about anything that might break us out of the traditional, assembly line, graded school.
Nothing worked. The decks were stacked against us. Parents of the non-graded students insisted on knowing what grade the student was in, as did the state department of education ...
February 17 is Digital Learning Day, and the Consortium for School Networking is excited to also announce the launch of a new Digital Equity Action Toolkit for district leaders.
Introduced through CoSN’s new Digital Equity Action Agenda leadership initiative, the toolkit provides school system leaders with thoughtful strategies to address and narrow the “homework gap” in their communities.
Ensuring equitable access to technology inside and outside the classroom is the civil rights issue of today. Alarmingly, many lower-income families cannot stay connected to complete homework assignments, and parents are unable to track their child’s academic performance. School leaders must work with their communities to ensure digital equity and enable all students to benefit from learning that is increasingly delivered digitally. ...
On your marks . . . get set . . . TEACH!
I want you to think about those words. If you were in an interview, or perhaps planning your perfect lesson, how would you do it? What tools do you have in your utility belt that you can pull out at a moment's notice when you are faced with a difficult teaching situation? What strategies would you use? What if you were asked at the very last minute to provide a comprehensive, dynamic, user-driven learning session? Could you do it?
If you are reading this post, I’m sure you can. If you are reading this post, you already have the tools, you already have the knowledge, and you already have the ability to think outside of the box and beyond the walls of your classroom. How do I know this? Because this blog post isn’t found in your classroom. It’s a resource that you had to know about, or perhaps it was a link that you found on Twitter, Facebook, or Pinterest. This blog post—and, in fact, the very website you are reading right now—is a resource you didn’t know you needed, until the time arrived that you needed it. ...
This post is part of a series on digital equity from Keith Krueger, CEO of the Consortium for School Networking. Read Keith's introduction to the series here.
In this post, I will highlight data on the scope of the digital equity problem in the United States.
In the political world, digital equity has been framed as “closing the homework gap.” In other words, as education becomes increasingly digital, we must ask ourselves: do all students have the at-home tools they need to complete their assignments?
How big is the problem?
In 2009, the Federal Communications Commission’s broadband task force reported that about 65 percent of students used the Internet at home to complete their homework, a statistic that has likely increased given the growing trends of digital learning. Approximately 70 percent of teachers assign homework that requires access to broadband. ...
The American Association of Colleges for Teacher Education (AACTE) recently hosted an annual technology summit for the leaders of 10 teacher educator associations that formed a coalition in 2000 around educational technology and educator preparation. This two-day event has witnessed or directly led to some amazing developments over the years, ranging from research to tools to entirely new technologies, as coalition members serve as a unique focus group and visionary working network bridging education and industry. ...
By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association
Schools districts throughout America are rushing headlong to make the digital leap. The lure of the technology, the one-to-one laptops systemwide, is a powerful attraction for educators wanting to be rid of the traditional textbook.
Occasionally, however, superintendents fall in the trap of rushing into the technology without the proper planning, which includes the professional development of staff, the cultural changes that move the teacher from the sage on the stage to the facilitator of learning and the acquisition of the right software and hardware.
With these challenges in mind, AASA established a Digital Consortium of superintendents who have made the plunge into the digital arena and are well versed in the pitfalls and difficulties involved in a successful implementation. Our first meeting occurred in Seattle, hosted by Amazon on their campus. Last May, thanks to support from Pearson and Cisco, the consortium met again in Mark Edwards’ district, in Mooresville, NC. ...
By Jasper Fox, Sr., Middle School Science Teacher and ASCD Emerging Leader, class of 2015
Despite major inroads in improving graduation rates across the country, there remains much work to be done. Nowhere is this truer than our nation’s urban areas. Recent findings outlined in ASCD’s national whole child snapshot indicate that there are major discrepancies in graduation rates between different groups of students who attend our nation’s high schools. There are major structural changes that need to be addressed to improve the educational experience for students in these schools in order for them to leave high school ready for their lives and careers. Taking it back to basics is important. Creating a supportive experience and paying attention to details such as attendance and credit requirements means focusing on each student and asking, “How can we get every child to complete their K–12 education?” ...