Five steps to finding, implementing, and rolling out a technology platform in a pinch.
If we need students to be learning coding now, yet the schools are not ready for it on many levels, where does that leave us?
Professional development is out; professional learning is in. In this week’s blog post we visit Singapore schools again. We describe how researchers and experienced teachers, there, scaffold fellow science teachers who are learning inquiry pedagogy through inquiry. In turn, those science teachers will use the same sorts of scaffolds to support their students who are learning science through inquiry.
The market for student data may be fed by unwitting students, who turn over sensitive information that they believe they must provide in order to learn about educational opportunities and scholarships.
"Businesses will spend $1.1 trillion in 2018 on digital transformation…" Trillion. All in 2018. Phew! In this week’s blog post, then, we explore the notion of digital transformation outside of K-12 — what is "digital transformation?" What is its goal? Who is doing it? Armed with that understanding, then, in a subsequent blog post we will explore the "digital transformation" of K-12.
CoSN CEO Keith Krueger shares insights from the 2018 National K-12 IT Leadership Survey Report.
In light of the scathing NEPC report on virtual schools, Kevin P. Chavous of K12 Inc. — whose partner schools account for more than a third of all online schools in the United States — argues for the need for meaningful measures of effectiveness ... and sets the record straight on student diversity.
In this guest viewpoint, FIRST President Donald E. Bossi argues that online and blended learning offer tremendous potential for enhancing STEM education and hands-on learning opportunities for all students.
With student learning driving instruction like it never has in the past, our district is harnessing the power of technology in a way that supports teachers at every level while making students more active participants in their own learning.
In this week’s blog post, we explore the value of computational thinking, first as it helps to explain a 30-year old, "cold case," empirical finding, and second as it may well be a "disruptive education intervention!"
The pandemic and resulting seismic shifts in school models opened the eyes of many to see technology use through a new lens. Now, armed with these experiential sightlines, many K-12 teachers, principals, administrators, and staff are investigating how to more effectively use technology resources to drive greater efficiency and effectiveness, including in teaching and learning.