The evidence drought is over! A recent methodologically rigorous meta-analysis shows that in 1-to-1 classrooms, there is an increase in student achievement. Yay! Here’s the justification for all those 1-to-1 Chromebook roll-outs!
- By Cathie Norris, Elliot Soloway
- 05/09/16
Expanding the conversation around "Reinventing Curriculum": In this week’s blog post, Superintendent Dan Lawson explains how his district is creating OER curricula. Dan's post is a thought-provoking response to our earlier blog post about the challenges teachers face in creating OER materials.
On the one hand, the role of the teacher in a 1-to-1 classroom is relatively unchanged from what a teacher has always done. Now for “the but”: but on the other hand, 1-to-1 introduces a huge change in what teachers have always done! This week’s blog post discusses this critically important and timely dilemma.
- By Cathie Norris, Elliot Soloway
- 04/25/16
Encouraging school leaders to think deeply about equity, agency and leadership when actualizing or revisioning technology integration plans.
- By Jeff Mao
- 04/19/16
The term “blended learning” accurately describes the pedagogical practices that are taking place in 1-to-1 classrooms. This week’s screed (aka blog post) describes the following unfortunate fact: the term “blended learning” is being used by some to mean “adaptive, personalized learning.” Grrr! Join us in keeping “blended learning” to mean the teacher-friendly, common-sense definition.
- By Cathie Norris, Elliot Soloway
- 04/18/16
When working with educational technology, responsible decision makers in schools recognize the need for solid security and privacy practice in software applications.
- By Bill Fitzgerald
- 04/14/16
OER – Open Education Resources – are being touted by the Department of Education as the key to future of K-12 curriculum. While there is no question that OER are a component of the new digital curriculum, in this blog, we answer the question raised in the blog post’s title.
- By Cathie Norris, Elliot Soloway
- 04/05/16
Determining what kind of technology teachers should be familiar with matters less than ensuring they have skills to adapt to whatever gadgets come along.
First the educational need, then the technology! Dialogue, not monologue, needs to be a primary learning activity. Supporting dialogue in the classroom, then, is a real educational need. The Collabrify Suite of Apps – free, device-agnostic, and designed expressly for grades 1-8 – meet that real educational need. Read this week’s blog post, increase dialogue by collabrifying your classroom.
- By Cathie Norris, Elliot Soloway
- 03/28/16
This week’s blog post is about how CN un-traumatized ES after his professional development "experience." Without CN, he presided over a 50-minute session on how to use our Collabrify Apps in the K-12 classroom, at a one-day professional development event at a regional high school. ES thought that telling teachers how to use technology in their classrooms was a '90s strategy — not a today's strategy.
- By Cathie Norris, Elliot Soloway
- 03/21/16