Voice from the Field RSS Feed
by Joli Barker, Second-Grade Educator at Earl H. Slaughter Elementary, McKinney (TX) ISD — Friday, April 19, 2013
In the fall of 2011, after 14 years of teaching, I made the bold decision to transform my second-grade classroom into a “fearless classroom.”
To enable a fearless learning environment:
- The teacher needs to adopt a more humble role, relinquishing many traditional controls.
- When planning lessons, teachers must focus mostly on the outcomes and tools students will use as learning evidence and provide them with reliable resources from which they can glean understanding.
- Teachers must learn how to explore their curriculum’s big ideas and concepts.
- Failure should always be an option, both for you and your students.
- Be a risk-taker.
Debbie Karcher, CIO, Miami-Dade County School District, Florida; Rob Dickson, CIO, Andover Public Schools, Kansas; Eliot Levinson, Ph.D., CEO, the BLEgroup — Friday, March 22, 2013
The BLEgroup Thought Leadership Consortium on 1:1 Computing covers the key points of BYOD implementation:
- What needs to be in place to successfully implement BYOD?
- What are the rationale and conditions for BYOD as an instructional environment, not just as hardware?
- What do vendors need to do to make this work?
Glenn Kleiman, Executive Director, Friday Institute for Educational Innovation, and Professor, NC State University College of Education — Friday, February 22, 2013
In 30 years of working with technology in K-12 education, I’ve observed the same lessons being learned again and again. While we’ve progressed over that time period from Apple II and TRS-80 computers to the powerful, connected, mobile, multimedia technologies that are omnipresent today, we’ve made far less progress in the structures and processes of education. Moore’s law about exponential growth of technological power unfortunately has not applied to our knowledge of how to redesign schooling to best prepare our students for college, careers, and citizenship in the global, digital world in which they will live. Here are some of my key observations. Read More »
Jim Teicher, Director, CyberSmart Education, CyberSmart Africa — Friday, January 25, 2013
I went to Senegal, West Africa, as a tourist in 2007 and was taken to visit a poor rural primary school, École Sinthiou Mbadane1. The school is off the power grid, with holes in its rusted roof, opening to dark, dusty classroom interiors. Whatever is lacking in terms of physical infrastructure is more than made up by the intense dedication of the teachers and the students. Some of the kids walk miles on an empty stomach to have the privilege of attending school. The school won over my heart, and I began to explore ways that my experience in the technology, content, and online learning fields might help improve the school and others like it. Read More »
by BLEgroup 1:1 Thought Leadership Consortium: Eliot Levinson, Ph.D.; Manuel Isquierdo, Ed.D.; Tom Woodward; Sheryl Abshire, Ph.D.; Debbie Karcher; Rob Dickson; and Julie Carter, Ed.D. — Friday, December 14, 2012
Implementing 1:1 computing is like cooking the perfect meal: For spectacular results, you must conduct the process slowly and patiently, using the right ingredients at the right time…all the while visualizing the outcome. In K-12 schools, 1:1 computing connotes a child having his/her own device. Most school districts believe they are engaging in 1:1 computing when there is a ratio of one computing device, pad, or phone for every child. Often, this concept is considered a silver bullet: “If the computer is present, education will occur.” Read More »
Sean Herdman, Associate Publisher, Education Week — Friday, November 09, 2012
A superintendent from a large, southern school district told me this story recently: “A publisher’s sales guy came into my office and handed me a textbook with a sticker on it. He pointed out the sticker: ‘Now Common Core Aligned.’ I said to him, ‘That’s the same [redacted] textbook you sold me two years ago.’” As it turns out, this war story is playing out time and again as companies in the education space struggle to craft effective bring-to-market strategies and messaging that provide compelling explanations of how they support Common Core objectives. More importantly, this anecdote captures in a microcosm how companies consistently fail to deliver an “outside-in” focus on solving the discrete needs of targeted purchasing influencers. Read More »
A BLEgroup Blog — Friday, September 28, 2012
Implementation of digital educational content and 1:1 devices is happening now and is replacing the century-old textbook as the technology of education delivery. Almost every school in the country is experimenting with 1:1 devices; every hardware manufacturer and education publisher is introducing web-based products; and key states are changing their textbook procurement policies to encourage the purchase of electronic materials instead of textbooks. Read More »
Kari M. Arfstrom, Ph.D., Executive Director, Flipped Learning Network™ — Friday, September 14, 2012
As an educational corporate executive, when do you make a business decision to jump on board with the latest trend, wave it off, or sit tight and let others retool and then decide? Read More »
Dr. Gene R. Carter, Executive Director and Chief Executive Officer, ASCD — Friday, August 10, 2012
Each year, as schools prepare to open across the country, I take some time to review and reflect on what is new in the classroom. As I enter my 20th year as Executive Director and CEO of ASCD, I am in a more retrospective mood, and my mind has turned to thinking about what has changed in education over the course of my tenure—and what still needs to change. Read More »
Keith Krueger, CEO, Consortium for School Networking (CoSN) — Friday, July 13, 2012
As a corporate leader, you have probably taken part in some strategic planning process where you have been asked to identify the “big hairy problem” that impedes achieving your goal. What would that mean if we tried to define the big problems around technology in K-12? From my perspective, I believe we need to rethink the “big hairy” problems of technology in K-12 education. I lump the problems into three big hairy buckets: Ubiquity, Access, and Human Capacity. Read More »