In this week’s blog post, we continue with our “Learnings from Singapore, Implications for Us” theme and describe some empirical data that provocatively support the conjecture that technology can, in fact, give a leg up to children who have trouble learning.
This week’s blog post provides educators and researchers with information on how to set up classroom-based educational technology research. It’s not for the faint of heart, but progress won’t happen without it!
Simply implementing blended learning or following the "best practices" in doing so will not guarantee great results for students. Authors Michael B. Horn and Heather Staker explain how educators can capture the promise of blended learning while avoiding the pitfalls.
While computer technology can be used to drill information into students’ heads, we have to ask whether that is indeed an appropriate pedagogical strategy for the 21st century. We present an argument against drilling; join into the conversation, please!
A study looking at the use of a collabrified text editor by fourth- and fifth-graders showed a small but positive effect in favor of the group using the collabrified text editor, with an interesting condition: The low SES students benefited more from working collaboratively than did the high SES students. VERY suggestive, indeed!
Distance learning can only continue to revolutionize education in the United States if we can continue to innovate and invest in new technologies and services without unnecessary regulatory burdens.
Whether your district is experienced in securing grant funding or is new to the grant application process, here are six tips that can boost your chances of grant-seeking success.
“Personalized learning” is rapidly gaining popularity in the United States. In our blog we cast a critical eye on this specific use of technology in education. Cutting to the chase — and answering the question in the blog’s title — no.
A report on LAUSD’s launch of a new student information system offers essential lessons in what not to do.
In this second installment of our “Learnings from Singapore” blog post mini-series, we focus on the critically important role that “Ivory Tower” university researchers can play in improving classroom practice.
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.