Jad Abumrad doesn’t do things by the book, and he’s been rewarded for it. He’s co-host and creator of “Radiolab,” a popular public radio show that’s broadcast on more than 500 stations across the United States and has been downloaded as a podcast over 9 million times per month. He’s a 2011 MacArthur “genius grant” fellow, and his radio program won the George Foster Peabody Award in 2010 and 2015.
Christine Voelker teaches other teachers how to build their own online courses. She’s the K–12 program director for Quality Matters, a nonprofit educational organization based in Annapolis, MD. She'll be presenting an all-day workshop at ISTE Sunday, June 25.
Inspired by Princeton University Assistant Professor Ruha Benjamin, two educators at Minnesota's Global Academy developed a session that utilizes technology to combat and confront racism.
Jaclyn Gerstein will be presenting at two sessions during the ISTE conference: “A Framework for Maker Education: Frontloading and Reflecting on Maker Experiences,” on Sunday, June 25; and “Design Thinking and Universal Design for Learning for Makerspaces, STEM and STEAM” on Monday, June 26.
Leslie Fisher has turned her name and talents into her own successful ed tech consulting company. She will present at seven different sessions during the ISTE conference, June 25-28, in San Antonio, TX.
Evan Boorman started CodeREV after running a successful tutoring company. He spoke with THE Journal to discuss the CodeREV summer camps, as well as the necessities of teaching coding and STEAM to young people.
Robert Dillon is a an expert in K–12 learning spaces, and loves to explore the intersections of technology and learning space design.
Schools that implement BYOD programs will choose one or both of two approaches: required BYOD and supplemental BYOD. While supplemental BYOD is a common-sense way to broaden students' and teachers' classroom resources, required BYOD is a problematic choice that will challenge a school district's staff and the community as a whole.
- By Jeff Mao
Cyberattacks appear to be on the rise; however, young professionals equipped with computer science (CS) skills to combat those threats are not growing at the same pace as the need. That’s the assessment from various recent sources and reports, from news sites to companies that track cybersecurity.
Framing computer science education in a way that interests both teachers and students could help boost the number of teachers seeking computer science certification and increase STEM achievement across K–12.