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Elliot Levinson, President, BLEgroup, a PCG Company, with Bruce Thoren, Superintendent, Shoshoni Schools, Wyoming — Friday, September 23, 2016
In the 1950s public education was a monopoly. Students had to attend their neighborhood schools. Education has evolved into a market with options. Many states and districts now allow students to attend a variety of publicly funded and regulated options, and market forces are growing.
Data is the cornerstone for the development of educational improvement at the student, teacher, school, and district level. Data is key for school districts to effectively compete in the education market. Until the school and district effectively use data, there will be no gains in the greatest benefits in the use of digital curriculum and assessment. Read More »
Kecia Ray, Ed.D., Executive Director, Center for Digital Education — Friday, July 08, 2016
In K-12 today, districts are more likely to participate in a shared decision making model when it comes to technology procurement. IT, purchasing, and curriculum folks are more collaboratively involved in making decisions to purchase technology than ever before as recognized by organizations like CoSN and the Council for Great City Schools.
There is one disconnect, however, in this collaborative process, and that is the often overlooked textbook purchasing department. Read More »
Eliot Levinson and Ken Eastwood, The BLEgroup — Friday, June 03, 2016
The track record of effectively implementing technology into K-12 education is poor. This article looks at the three phases of effective technology integration—Initiation, Implementation, and Institutionalization—and addresses two key questions:
- Why has implementation of education technology initiatives to improve educational effectiveness failed?
- What do school and industry leaders need to know about implementation to make education initiatives stick? Read More »
- You are just one player in “The Achievement Market.”
- School district leaders have a clear definition for student achievement.
- Teacher motivation, student engagement, and principal leadership are the top drivers of student achievement.
- You overrate your role as an achievement partner to districts.
Sean Herdman, Associate Publisher, Education Week — Friday, February 12, 2016
EdMarketer 2016 explores district leaders’ perspectives on student achievement. See some of the highlights from the study Student Achievement: The Deep Dive:
Six Things Small District Superintendents Need to Know and Do to Integrate Technology for Effective Education
Eliot Levinson, CEO, BLEgroup; Heather Beck, Ph.D., Superintendent, Lake Oswego (OR) Schools; Javier Baca, CIO, Sunnyside (AZ) Union School District; Steven Parker, Superintendent, Lancaster County (VA) Schools — Friday, January 22, 2016
Attention to six practices and products enables small districts to personalize learning, achieve quality instructional outcomes, and create more efficient management processes:
- Knowledge of the availability and quality of digital educational materials
- Instituting integrated management systems
- Having IT organizations that address instruction and technology
- Providing strong professional development that coaches teachers
- Linking effective procurement processes for digital materials to a cost-effective cloud repository system for materials
- Constructing a solid infrastructure that can grow as digital needs grow Read More »
Ken Eastwood, Superintendent, Middletown City School District, NY, and member of BLEgroup — Friday, December 18, 2015
In terms of student proficiency, today's classrooms are more diverse than ever. We're "detracking" students previously sorted by ability. We're mainstreaming those with special needs. And we're serving more and more students who are just learning English. In these classrooms, teachers face a seemingly impossible task--providing effective instruction to all the unique students under their care. Educational technology (edtech for short) can play a significant role in mitigating and solving this growing dilemma. Read More »
BLEgroup — Friday, August 14, 2015
In the past two decades there has been a massive investment of technology in K-12 education. Hear from BLEgroup members about key elements needed to increase rates of learning, why only a few school districts have achieved it, and why it will take time for productivity in schools to increase.
- Focus on pedagogy
- More adaptive assessment that makes it easier and more effective for teachers to identify missing skills and point them to appropriate materials for individual students
- Increased granularity of metrics
- Support for school districts in finding and identifying the quality of the vast amount of new digital material
- Ongoing professional development that combines knowledge of the materials, use of data analytics, and use of technology
Ann McMullan, Educational Technology Consultant — Friday, June 26, 2015
As I travel across the U.S. and internationally I hear and see many common challenges in ramping up K-12 education systems to truly meet the needs of all K-12 students and provide them with the knowledge and skills that are critical for their futures.
- The need for change which leverages and maximizes the power for learning that access to digital media provides
- Effectively implementing that change
- The need for vendors to assist their school clients in all phases of implementing new technologies
Mike Collins, Director of Business Development, Applied Educational Systems (AES) — Friday, June 12, 2015
There is one trend in education that I truly believe can have a great impact on our educational system: blended learning. Both educators and the businesses that serve educators need to embrace blended learning in order to improve education in this country. Improving education in the U.S. is simply an imperative in today’s global economy.
Why is blended learning so important?
- Blended learning improves student engagement.
- Blended learning improves the retention of information.
- Blended learning better serves a wider variety of students.
BLEgroup — Friday, May 29, 2015
Through our vetted assessment and planning work we have identified the challenges and potential solutions needed to support smaller school systems. This article outlines five concrete components critical to the success of smaller districts, recognizing that the major factors of the transition from print to digitally-delivered education are organizational, including managed change, policies, funding, sustainability, and systematic implementation.
- Knowledge of Availability and Quality of Digital Educational Materials
- Lack of Integrated Management Systems
- Need for IT Organizations That Address Both Instruction and Technology
- Inadequate Effective Professional Development for Teachers
- Effective Procurement Processes for Digital Materials Linked to a Cost-Effective Cloud Repository System for Materials