The numbers are in for our first annual K-12 IT salary survey. While budgeting frustrations hamper much of IT's work, there's also a sense that the work they're undertaking is important.
- By David Nagel, Dian Schaffhauser
Our expert panelists weigh in on education technology to give us their verdict on which approaches to tech-enabled learning will have a major impact, which ones are stagnating and which ones might be better forgotten entirely.
Media Specialist David Olson explains how transformations in the library are helping to enhance efforts to provide blended (or hybrid) learning in the classroom.
Surrey Schools is the winner of the 2015 Sylvia Charp Award for District Innovation because it stopped just handing out technology to its 125 schools and instead asked its educators to share their ed tech ideas — and to put them to work in the classroom.
- By Bridget McCrea
As artificial intelligence improves, the development of virtual presonalized teachers will become inevitable. Steve Downey, associate professor of education at Valdosta State University, explores the ramifications for educators.
Cathie Norris and Elliot Soloway explain four conditions currently coming together to create a fertile environment for development of new digital curricula.
- By Cathie Norris, Elliot Soloway
A frequent conflict that educators have with their IT departments is over access to content for students — content that's often being blocked at the behest of administrators and parents. And many IT directors are becoming less interested in being stuck in the middle.
In 2012, Lee-Scott Academy launched its iConnect to Excellence technology initiative to great success. Two years later, LSA looked to demonstrate and emphasize its advancement in technology integration by launching #iConnect2.0 — a technology refresher and much more.
Whether buying whole texts, curating digital content or writing their own, educators want flexibility and reliability — which often means having printed materials on hand.
Devices are crucial as a conduit for content; however, they do not directly improve learning outcomes.