Voice from the Field RSS Feed
Kari M. Arfstrom, Ph.D. — Friday, December 05, 2014
With changes in hardware and performance drastically changing at a rate of months, not years, why do we still refer to groupings of birth years, or generations, as roughly 18 years? These generational time frames need to be revisited, particularly by K-12 education companies, in light of the speed of current technological and societal changes. With demographic planning, K-12 companies can look to the future with reliable accuracy for product development, marketing, and delivery. Read More »
Dr. Sally I’Anson, Director of Professional Development, Interactive Achievement — Friday, November 21, 2014
The notion of personalizing education would have been laughable to those who started our American schools and most unwanted by immigrant parents a hundred years ago. Through research, we have learned a great deal about what makes teachers and schools excellent. Perhaps the confluence of education technology and increasing expectations for student learning to support a shifting economy have created the drive for personalized learning.
- Personalized learning creates an opportunity to break away from traditional assessments.
- Formative assessment provides a constant and consistent flow of information about individual student progress toward standards-based, personal learning targets.
- Providing teachers with highly specific learning data for each child through formative assessment teacher tools is what accelerates learning. Read More »
- Teacher burnout is real.
- It impacts schools every day.
- It is imperative to remember: this is a solvable challenge.
- Assessment drives instruction.
- Don't stick to just one type of content.
- Offer some freebies.
- Just get started.
Andrew McRae, KIPP: Tulsa College Preparatory — Friday, November 07, 2014
Paula Rogers, Title I Reading and Math Specialist, Langdon Area (ND) Schools — Friday, October 10, 2014
As the Title I teacher for at-risk students in my district, I’ve seen firsthand how once low-achieving students can come alive with a teaching style and instructional tools that click with them. The ed tech industry has done a great job thus far in helping teachers move beyond that “Sage on Stage” to more interaction with students. But there’s so much more support we need from ed tech companies to support teachers in truly engaging students and having them increase their learning and their confidence.
Here are just a few:
Eric Stutzer, Credit Recovery Teacher, Sweet Home High School — Friday, September 05, 2014
It’s a daunting time to be entering the workforce, and as a credit recovery teacher and online learning coordinator, I have seen countless students worry about their future career paths. It’s my job as an educator to equip students with lifelong skills to serve them well for college and/or careers after they finish high school. I want to encourage edtech companies to help make the transition from school to career much easier for students (and their teachers!).
- Get personal.
- Help students see the big picture.
- Offer a variety of CTE courses and materials and opportunities.
LeAnn Stewart, Director of Blended Learning, AdvancePath Academics — Friday, June 13, 2014
Few people, even experts, use the whole definition of Blended Learning as published by the Clayton Christensen Institute and reposted throughout the online/digital learning world. Developing a true blended learning experience that works for all students takes intentional, mindful use of all three parts of the definition:
- Connected Instruction
Katya Andresen, CEO, Cricket Media — Friday, May 16, 2014
For the past year, we’ve been rolling out curricula and projects that help students in China and in the U.S. learn about each other’s cultures and build skills in critical thinking, communication, and language through safe digital collaboration. In working to spark a new world of learning through the program, we’ve discovered much about the ups and downs of using technology on a global scale in a way that makes a real difference, which brings me to the deeper three lessons we learned in China as we paired classes on our platform for collaborative learning:
- Connection is one thing; collaboration is another.
- Peer social interaction—when done safely—is magical.
- Learning is an overarching culture that unites and inspires.
Travis Allen, President and CEO, iSchool Initiative — Friday, March 28, 2014
For the past five years I have watched schools move toward mobile technology and have seen a consistent top 10 barriers to mobile technology adoption:
- Lack of vision and leadership
- “We don’t have money”
- Curriculum hasn’t changed
- Technology is only supplementing what was already there
- Technology infrastructure
- Culture of the teachers, the administrators, and the students
- Parent and community culture
- Takes too long for change
- Buying tablets and not a learning solution
Scott Kinney, Senior Vice President, Discovery Education — Friday, March 14, 2014
Progressive education leaders are now creating comprehensive learning initiatives in which technology is a component of a larger systemic shift directed toward improving student outcomes. In each successful instance of this new approach, I’ve seen school administrators blend the following ingredients to create successful, technology-enhanced learning initiatives:
- Clearly articulated educational goals
- A clear plan aligning professional development to goals
- A comprehensive content strategy with teachers’ ease of access to these documents from all platforms
- An access strategy
- An evaluation/continuous improvement plan
James Monti, West Warwick Public Schools, Rhode Island — Friday, February 21, 2014
The stereotypical, shushing school librarian is a thing of the past, and it’s clear the role continues to change with the times; the technology; and our 24/7, information-rich, non-stop world.
Library media specialists are more essential than ever:
- At the forefront of technology integration
- Engaged in curriculum development to support the CCSS and 21st century skills
- Seeking resources to support their role as strong education leaders