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Technology and Learning

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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 ...

In the past week I’ve attended two meetings devoted to the subject of protecting student privacy in a digital learning world. The question from one of the speakers that stayed with me after both meetings were adjourned is, “How much attention are school administrators paying to this issue?”   

Certainly, the education leaders who participated in both programs – Terry Grier, superintendent of the Houston ISD; Jeff Mao, Technology Director at the Maine State Department of Education; Rich Contartesi, Assistant Superintendent for Technology Services, Loudoun County Public Schools (VA); and Jim Siegl, Technology Architect for Fairfax County Public Schools (VA) – are paying plenty of attention to the issue and providing important leadership in their respective districts and state. However, the general message conveyed is that many, if not most, school leaders are both unaware of and uneducated about the issues that could balloon into a major setback for teaching and learning in a digital world if not carefully and appropriately ...

By Harriet Sanford, President & CEO, NEA Foundation

They. Love. Science.

Students involved in the Milwaukee Urban Schools Aquaponics Initiative have discovered the power of STEM (Science, Technology, Engineering, and Mathematics). They do their own research. They ask their own questions. Who knew that you could use someone’s trash to create an incubator for growing fish? This authentic, self-driven learning is contagious and it is opening up a world of possibility.

Their teachers love science, too.

And they are bolstered by an infrastructure and support they need to do their jobs better. A professional learning community meets regularly so that educators can exchange ideas, brainstorm solutions, and learn from outside experts and other schools and schools systems.

The result is a cohort of students who are mastering complex subject matter, gaining valuable 21st century skills, by growing safe, local, sustainable, and nutritious food for ...

By Kecia Ray, President, International Society for Technology in Education (ISTE)

The debate among global education leaders about how to transform education has taken a sharp right turn. A new report, “A Rich Seam: How New Pedagogies Find Deep Learning,” released by education visionary Michael Fullan, provides educators with solutions for how to change pedagogies to foster deep learning.

Published by Pearson in partnership with ISTE, MaRS Discovery District and Nesta, this visionary report reflects on the impact technology has had on the way we learn. In the paper, the authors suggest a new education model that prepares learners to succeed in today’s knowledge-based economy.

Fullan and his co-author Maria Langworthy urge educators to aim the metamorphosing system toward deeper learning outcomes — in other words, moving students past mastery of existing content to become the creators and users of new knowledge. Three forces are needed to drive change toward this new level of deep learning:

1. New pedagogies that emphasize the natural learning process

Technology plays a pivotal role in creating deeper learning opportunities for students, but it’s not enough to simply add expensive tools to the traditional curriculum. We need pedagogies that tap into students’ core motivations and ...

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