Learning First Alliance

Strengthening public schools for every child

Technology and Learning

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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?” ...

In 1987 I attended my first ISTE (International Society for Technology in Education) conference in Philadelphia.  At that time the meeting was called NECC, short for the National Education Computing Conference.  Saturday, I arrived in Philadelphia for my 28th visit to this event that attracts K-12 educators and university researchers from around the world.  As I reflect on both the topics discussed and the nature of the meeting, much has changed and still much has remained the same. 

In sessions, innovative education leaders continue to emphasize that the technology should not be the focus of our conversations, rather the instruments that enable us to lead and participate in more dynamic, inclusive learning spaces and activities.  The emphasis continues to be on meeting each student where he/she is, personalizing the learning activities, and ensuring that the approach is student-centered, not teacher-dictated ...

By Mel Riddile, Ed.D, Associate Director of High School Services, National Association of Secondary School Principals (NASSP)

Author’s note: This is the second of a two-part post on the challenges faced by principals implementing online testing tied to the Common Core and new college- and career-ready standards. So much has happened in recent weeks that I divided the entry into two parts because one post would not do justice to the topic.

In part 1, I described that with the spring testing season now winding down, principals in a number of states feel as though they are under siege. For some schools, whatever could go wrong has gone wrong.

From my contact with principals in a number of states and my ongoing work with principals in schools in five states, I have learned that online assessments present principals with a number of new and old challenges.

I divided this post into two parts. Part 1 addressed non-technical challenges principals face in implementing the new assessments. This entry will address the technical issues.

Following are eight technical challenges school leaders face in implementing online testing related to the Common Core and new college- and career-ready standards:

The transition from paper-and-pencil to online assessments takes several years before it becomes normal.

We learned from previous experiences with online instruction that it usually took time to work out the technical problems. So, when we began high-stakes, online testing, we expected problems. We prepared for problems, and we learned from the problems ...

By Mel Riddile, Ed.D, Associate Director of High School Services, National Association of Secondary School Principals (NASSP)

Author’s note: I initially intended that this blog entry would focus only on the technical side of online testing, but so much has happened in recent weeks that I would not do justice to the topic if I ignored the context in which the new, online testing occurs.

With the spring testing season now winding down, principals in a number of states feel as though they are under siege. For some schools, whatever could go wrong has gone wrong.

From my contact with principals in a number of states and my ongoing work with principals in schools in five states, I have learned that online assessments present principals with a number of new and old challenges.

I have divided this post into two parts. Part 1 will address non-technical challenges principals face in implementing the new assessments. Part 2 will address the technical issues.

Following are six non-technical challenges school leaders face in implementing online testing related to the Common Core and new college- and career-ready standards:

The new standards are a decade-long implementation initiative.

Whereas some reformers mistakenly believe that the Common Core and new college- and career-ready standards have already been implemented, I know differently ...

By Carolyn Sykora, Senior Director of Standards, International Society for Technology in Education (ISTE)

Growth is a key attribute of the contemporary world. According to Our World in Data, in just 100 years — from 1900 to 2000 — the world population increased from 1.5 billion to 6.1 billion. That’s a rate three times greater than the growth that occurred during the entire previous history of humankind.

Technology is ushering in a similar magnitude of change in new knowledge. NPR recently reported that by some estimates, the entire body of medical knowledge doubles every three to four years. And medicine is by no means the only industry on this trajectory.

So how do we prepare students in a world that’s changing so rapidly and where knowledge evolves at an overwhelming pace? As K-12 educators, where do we start? ...

Educational technology is generally considered an asset for schools. But correctly integrating technology into a classroom curriculum and using digital devices to help students to learn in meaningful ways is a skill that continues to evolve--and challenge educators.

Megan Kinsey, Principal at Ridge Middle School in Mentor, Ohio, co-founded a research project at her school to help support both teachers and students as they use educational technology. The Catalyst project allows her and other educators to observe new technologies and instructional strategies as they are being used in a classroom. For this project and her commitment to lifelong learning, Ms. Kinsey recently was named a “20 to Watch” educator by the National School Boards Association. ...

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