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.
For the fifth year running, the country saw a lift in its national high school graduation rate, growing to 83.2 percent in 2015 from 82.3 percent in 2014. But growth at that pace is too slow to reach the goal of a 90 percent graduation rate by 2020.
- By Dian Schaffhauser
As virtual reality goes mainstream and provides new ways for students to interact and gain hands-on experience, it's important to experiment and demonstrate the technology's potential learning benefits.
University partnerships offer benefits for K–12, especially for STEM and STEAM programs — and not just in the ways you might expect. From expertise and mentoring to hands-on experiences and career exposure, the positive results of working with higher ed faculty impact students and K–12 educators alike.
Both Common Core and NGSS emphasize the importance of speaking, listening and communicating about mathematical and scientific concepts. Integrating literacy tools into STEAM subjects does more than help students and teachers fulfill objectives. Better literacy helps students identify and more thoroughly understand key concepts.
Districts with multiple makerspaces describe what works.
For augmented reality to succeed in education, there's more required than just cool experiences.
- By Dian Schaffhauser