Report: Policy Reform Needed for Digital Learning
Digital Learning Now! has released a new Digital Learning Report that measures the progress made by individual states toward digital learning and makes recommendations for future reforms.
MoreFrom Beijing to Wichita: Mandarin Courses Beam Into US Classrooms
A growing number of students in Kansas and across the country are discovering Mandarin through new distance ed programs that feature native-speaking teachers, lower costs, and plenty of flexibility.
MoreSolving the PD Puzzle
From video lessons to full courses, there's an enormous amount of professional development available online. But where does it fit in with districts' existing delivery methods?
More
|
 |
|||||||
Trends & Analysis in Digital and Online Learning |
4/4/2013 |
|
|||||
K-12 E-Learning Report is a monthly electronic newsletter spotlighting the latest in online and digital learning technologies and their implementation in schools. K12 E-Learning Report covers new technologies, issues, and trends in e-learning and offers perspectives from experts in the field and case studies on best practices. Please direct any questions or comments to [email protected] Are you enjoying the online newsletters, but missing the magazine? Sign up for a free subscription to T.H.E. Journal and receive news, opinions, and feature articles about technology in K-12 education. For complete details and to subscribe online, click here.
Copyright 1105 Media Inc. 9201 Oakdale Ave Suite 101 Chatsworth, CA 91311. For Customer Service, please contact us at [email protected]. See our Privacy Policy T.H.E. Journal newsletters may only be redistributed in unedited form. Written permission from the editor must be obtained to reprint the information contained within this newsletter. Contact Joshua Bolkan at [email protected]. For single article reprints (in minimum quantities of 250-500), e-prints, plaques and posters contact: PARS International, Phone: 212-221-9595, E-mail: [email protected], http://www.magreprints.com/QuickQuote.asp |
|||||||
