Social-emotional learning (SEL) remains a top priority in K–12 education. One recent survey found that teachers believe in the value of SEL for academic success and well-being, and see it as a tool that’s helpful for the transition back to in-person instruction.
Some of the most striking findings from the surveys relate to how teachers are handling the current challenges in this post-lockdown environment. In many ways, their roles seem unsustainable. Is it time to rethink some of the core approaches to K–12 schooling?
Schools can be noisier than many think, but for those who struggle to hear, technology can help teachers communicate better and live healthier lives.
There’s a better way to keep students safe online than monitoring their Internet activity.
Teachers make an estimated 1,500 decisions per day — just part of an already intensive workday. Without additional support, this leaves little time for self-reflection and professional growth to occur.
Social media is intentionally designed to hijack our emotions. But, there is a way to break the cycle.
Although many schools have some safeguards in place to monitor what students are doing on their devices, there are some activities that often fall through the cracks which can disrupt learning.
Collaborative lessons help teachers accelerate learning for all students in math, literacy, and SEL.
Within Fullerton School District’s Innovation and Instructional Support department, our focus is to meet the needs of our staff, students and families by providing the right mix of technology and support.
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.