How can teachers become the workers or facilitators of knowledge development rather than merely remain as sources and transmitters of information? How can students be supported in knowledge growth that expands individual knowledge through meaningful application within the confines of regular coursework?
As the new school year starts, many technologists and curriculum directors are waiting with bated breath to see if and how much of E2T2 (Enhancing Education Through Technology) federal funding will be restored by Congress.
My own quest for "The Truth about Biometric Devices in Schools" led to this three-part series on biometrics in K-12. It's a controversial topic, not just in the United States, but in other countries, such as the United Kingdom, which has its own concerned citizens fighting to ban fingerprinting of children in schools. My premise has been that before you decide to ban its use or buy into biometrics, you need to have an understanding of the technology itself and applications available, knowledge of key issues and concerns that have been raised, a keen eye for vendor claims, and then a sound business plan of action that leads to a security solution you really need.
- By Patricia Deubel
It's not unusual for school district staff members to emulate Lewis Carroll's Mad Hatter, wearing six or eight hats simultaneously in their everyday efforts. Sometimes, the hat hardest to wear is IT management, which is important and challenging at the same time.
I'd like to suggest a little restraint--or perhaps more effective communication--around what appears to be a buying craze among our nation's schools.
- By Therese Mageau
- By Geoffrey H. Fletcher
Technology Director Anthony A. Luscre of Mogadore Local Schools challenges educators to use students' mobile devices to provide technology-rich, highly engaging, and fun learning experiences that reflect real-world skills.
- By Anthony A. Luscre
Much of the debate about the mainstreaming of Web 2.0 tools in K-12 education here is in the United States centers on the challenges the kind of delivery of instruction required would face. That is, while we remain fairly rigid in how instruction is delivered and the idea of teacher-driven models, the use of Web 2.0 tools will always be marginalized.
The spread of cheap and powerful videoconferencing tools had led to widespread adoption of the technology in an effort to lower costs and put resources to better use. But Education Consultant and Executive Director of Academic Programs and Faculty at Daymar Colleges Group Ruth Reynard argues that it can improve teaching and learning as well.
How can teachers really create assignments that demonstrate what students know both in content and in technology skill development? And how can these assignments be rigorous, accessible, and holistic--yet also specific--and all the while remain student-centered and integrate technology freely?