As part of LFA’s commitment to focus on how to get CCSS implementation right, LFA will host a Twitter Town Hall discussion on July 24 at 8 pm ET. Join us @learningfirst with #CCSSTime.
Technology and Learning
By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association
AASA, The School Superintendents Association, has been deeply involved in the nearly year-long conversation about modernizing E-Rate, a program that provides schools and libraries with discounts that support affordable telecommunications and Internet connectivity. We made numerous visits to Capitol Hill, the Administration and the Federal Communications Commission (FCC) to talk through a myriad of proposals.
The FCC's July 11 vote to adopt the final proposal overlapped with AASA’s Legislative Advocacy Conference. As part of the conference, more than 100 of our members visited Capitol Hill to discuss strengthening E-Rate with policymakers and their staff. I am pleased that this advocacy from school system leaders played a large role in ensuring that the voice of Congress—echoing many of the same concerns AASA had long articulated—resonated in both the FCC and the final vote. ...
By Carolyn Sykora, Senior Director of Standards, International Society for Technology in Education (ISTE)
Common Core State Standards and the first iPad were released. Together, these changed the name of the game in U.S. education.
The Common Core assessments were designed to be taken online, requiring students to be comfortable with using and navigating digital resources. The tablet offered an affordable alternative to computer labs and carts — one that was portable enough for students to use throughout their school day and at home.
Reviewing the current body of research, ISTE found that 1:1 programs were already showing educational gains for students in special education as well as improved reading and writing skills in certain student populations, piquing the attention of decision makers. ...
As a child, I was told never to say that I was bored. Being bored meant I wasn't able to find something interesting or engaging to do, which was not acceptable. “The world is big and full of opportunities, do something!”, as my mother would say.
Boredom, as highlighted in the May issue of the Kappan, a PDK International publication, "is a mismatch between wanting intellectual arousal but being unable to engage in a satisfying activity." The above description of boredom, from the article "Neuroscience Reveals That Boredom Hurts," suggests that students who seem to willfully defy urgings to focus on school assignments and work may simply be experiencing an involuntary brain reaction. ...
Earlier this month, the Learning First Alliance participated in a day-long tour of three traditional public schools in the District of Columbia (DCPS), our nation’s capital and “home town.” The tour was hosted by DCPS and sponsored by Discovery Education, and it included stops at three campuses where teachers are using digital resources to meet the individual needs of the students in their classrooms. The day was worthwhile, instructional and (most importantly) uplifting as we observed excellence in teaching and learning in traditional urban public schools.
Those of us who have worked in public education for years know that there is much good work happening in public schools; however, most of that work doesn’t get attention, and the prevailing messages that “public education is failing” or “public education is not good enough” are, in addition to being inaccurate, also dispiriting. ...
By Lisa Abel-Palmieri, International Society for Technology in Education (ISTE) Blogger
Girls want to change the world.
Eighty-eight percent say they want to make a difference with their lives, and 90 percent express a desire to help people, according to the Girl Scouts’ “Generation STEM” research. Girls have traditionally achieved this goal through people-oriented careers rather than through applying technology and scientific expertise to change the way things are done.
However, if more girls learn that STEM careers open up new avenues to help and serve, more girls will choose STEM.
Maker education allows girls to experience in a fun, tangible way how they can apply STEM skills to solve real problems — all while developing dexterity, learning about ideation and practicing teamwork. By giving girls the opportunity to make and tinker, we also help them develop their creative confidence so they persevere in pursuing STEM majors and careers. The “Generation STEM” report found that 92 percent of girls who engage with STEM subjects believe that they are smart enough to ...
By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association
Last month the FCC closed its comment period for its most recent Public Notice, soliciting responses for the FCC’s proposed changes to the E-Rate program. As a former school superintendent and in my current role with AASA, an organization that has advocated for the E-Rate program since its inception, and as a member of the USAC board, the entity that administers the E-Rate program, I have strongly supported the E-Rate program for the critical role it has played in the rapid and dramatic expansion of school and library connectivity, forever changing the face of students’ classroom experiences.
The current E-Rate policy environment is an unprecedented confluence of events: An FCC Chairman committed to modernizing the E-Rate program, an FCC Commissioner deeply passionate about E-Rate, the momentum of the President’s ConnectEd proposal, the announcement of $2 billion in found funding for the E-Rate program, and the ever-increasing demand for connectivity in the nation’s schools and libraries. Program policy isn’t made in a silo, though, and there are external pressures that stand to shape the final E-Rate changes as much as the voice of program ...
Technology can be a powerful tool for change, but in the excitement of doing something new, important planning aspects may fall by the wayside. In order to support long-term success and systemic change, technological integration benefits from piloting, community buy-in, visionary and consistent leadership, and a diligence to build on successes over time. Vail School District in Vail, Arizona exemplifies these attributes, and the district staff is proud of the collaborative culture they’ve created. As they put it, they do the hard work of getting along, and they’ve established a strong foundation for their relentless pursuit of innovative practices that support student achievement and learning in the 21st century. ...
When Daisy Dyer Duerr was named principal of rural Arkansas’ St. Paul High School, the school was struggling. It was also, in her words, “disconnected.” Three years later, the school is achieving academically, and it’s largely low-income student population is being exposed to, and empowered through, experiences previously unknown to them thanks to the power of technology.
For her work at St. Paul, Duerr was named one of NASSP’s 2014 Digital Principals, an award that honors those who exhibit bold, creative leadership in their drive to harness the potential of new technologies to further learning goals.
In a recent e-mail interview, she shared her philosophy on digital learning and discussed St. Paul High School’s transition to a technology-infused school, emphasizing the challenge that bandwidth (or more specifically, a lack of bandwidth) presents to her rural community. The school’s story is both inspirational and instructive, offering guidance on how to incorporate and support new technologies in teaching and learning to best prepare students for life in a rapidly changing world.
Public School Insights: Tell me about St. Paul High School.
Daisy Dyer Duerr: St. Paul High School is an extremely rural, isolated school in Northwestern Arkansas. We serve approximately 125 students in grades 7-12; we are actually a preK-12 campus (with approximately 250 students), and I am the principal of the entire campus. The central office for our school district is 30 minutes from our campus.
Demographically, depending on the year, our socioeconomically disadvantaged rate has ranged from 80-88%. We serve 93% Caucasian, 5% Pacific Islander, and 2% "other" students. Only 10% of our students have internet service in their homes, according to a 2012 survey.
At St. Paul High School, we are a small town school using technology and genuine relationships with students to provide a ...
By Brian Lewis, CEO, International Society for Technology in Education (ISTE)
It was nearly 20 years ago when E-Rate, the nation’s largest education technology program, was put into place. At that time, a majority of schools (86 percent) were not connected. Mobile phone use was in its infancy and we all referred to the Internet as the information superhighway.
Fast forward to today. Nearly all schools (95 percent) have some level of connectivity. Half of our nation’s teenagers own a smartphone and three-quarters of all children have access to a mobile device.
Walk into a school today and see if you can spot a blackboard and chalk in use; it’s a rarity. In many schools, modern learning devices – screens, projectors and computing devices – that support digital learning have replaced the blackboard. We are in the midst of the digital age.
All the technology that surrounds us and supports our students is only as good as the speed of the connectivity available. Without broadband speed, streaming video stalls, online simulations freeze and load times drag on into eternity. The impact on learning can be crippling. Students get annoyed, and teachers get ...
For many, if not most of the years I’ve worked as an advocate for the appropriate and effective use of technology in schooling, the discussion has been focused on “why”—or as those of a certain age would say: I got a good education without technology, why do we need it in schools now? (Never mind that the definition of “it” was never thoroughly addressed either.)
However, at the meeting hosted last week at Discovery Education, future@now 2014, “why” was not even on the agenda. Thankfully, and refreshingly, the gathering and its speakers focused on how to manage change within a school and district to ensure that all stakeholders are involved in planning and implementing the change that a school experience supported with technology requires. As many of us have been saying for years and affirmed by the current public education leadership on the faculty of future@now, planning should not be about devices, but about educational goals and establishment of a school culture to support change, risk-taking and introduction of tools to support those goals.
The meeting led off with a discussion of the process needed for planning for school transformation supported with technology. Dr. Dallas Dance, the impressive, young superintendent from Baltimore County Public Schools, emphasized the importance of process, leadership and ...
A VISION FOR GREAT SCHOOLS
On this website, educators, parents and policymakers from coast to coast are sharing what's already working in public schools--and sparking a national conversation about how to make it work for children in every school. Join the conversation!