Education innovation organization Aurora Institute has released a new publication, “Going Beyond the Traditional: Next Gen Credentials and Flexible Learning Pathways.” The publication outlines the difference between what traditional high school diplomas and next generation credentials demonstrate about a student’s learning, competency, and achievement and makes recommendations for adopting new ways of tracking them.
A key insight for AI-based learning is that it enables adaptivity, with technology's "ability to meet students where they are, build on their strengths, and grow their knowledge and skills." But the caveat is that adaptivity can sometimes be too specific and limited, and important parts of learning can be left out or insufficiently developed. An important goal is to work "toward AI models that fit the fullness of the visions for learning — and avoid limiting learning to what AI can currently model well."
The Federal Communications Commission’s Wireline Competition Bureau announced Wednesday that it is considering expanding the E-Rate eligible services list to include “advanced or next-generation firewalls and services, as well as other network security services,” and is seeking public comment from stakeholders now through Feb. 13, 2023, with reply comments accepted through March 30, 2023.
The industrial model of education seems worth dismantling; but in the push to increase creativity and individual expression, Silicon Valley has replaced Detroit as the reference point for the workplace we are preparing students for: “move fast and break things,” “hustle and grind,” emphases on hyper-success, hyper-creativity, and hyper-performance. Neither model will suffice if we want to change the world for the better.
Two U.S. senators have announced proposed legislation that would allow K–12 school districts to seek direct federal funding for comprehensive student mental health and suicide prevent programs from the Substance Abuse and Mental Health Services Administration.
Education-equity advocacy nonprofit Stand for Children has released a new national survey of teachers that finds that 3 in 10 teachers are considering leaving the profession at the end of this school year, and more than a third of the 2,000 K–12 educators surveyed cited as a reason new state laws restricting classroom discussions on race, gender, and sexuality.
An analysis by Future-Ed found that most K-12 districts are spending at least some portion of their federal relief funding in a few categories: hiring or paying raises or bonuses to teachers and counselors; running summer learning programs; and upgrades tied to heating, ventilation and air conditioning.
THE Journal reached out to district technology and IT leaders, school leaders and teachers to find out what they expect to see in the new year.
Nonprofit K–12 research firm NWEA on Tuesday released a new study that illustrates how the COVID-19 pandemic has disrupted student progress — and how it has disproportionately impacted students of color and students in high-poverty schools.
A new STEM teaching brief offers guidance on dismantling institutional and system racism in the K-12 science classroom. Published by the Institute for Science + Math Education at the University of Washington College of Education, the short report pointed out that teachers play a big role in changing the "racist legacies of STEM and schooling," through a combination of "examining [their] own prejudices" and embedding racial justice into their instructional practices.