The Critical Skills model of instruction builds powerful lessons in classrooms ranging from pre-K to post-graduate. The model combines experiential learning, problem based learning, and rigorous high standards within an intentionally created collaborative learning community, creating the classrooms that many educators imagine, but can’t quite put together. It is the “how” in answer to the “what” of powerful classroom practice. And it was created, continues to be created, by practicing classroom teachers.
This interim report serves as an overview and introduction to the Year 3 Berkshire Wireless Learning Initiative student results. Currently, the Boston College research team is analyzing three years of teacher and student survey data collected across five 1:1 laptop settings and two comparison sites where 1:1 technology did not exist. In addition, we are exploring the different uses of student and teacher technology use with measures of student achievement. The final report will be issued on or before March 31, 2009.
A recent set of case studies from FSG concluded, “Blended learning has arrived in K-12 education. Over the past few years, technology has grown to influence nearly every aspect of the U.S. education system,” By the end of the decade, most U.S. schools will fully incorporate instructional technology into their structures and schedules. They will use predominantly digital instructional materials. The learning day and year will be extended. Learning will be more personalized, and the reach of effective teachers will be expanded.
BYOD is a reasonable choice for districts with the following conditions: cost is a critical factor, wide bandwidth is available, and there is a large student population with limited income to purchase separate devices for school and home. Additionally, the IT staff is well organized, capable, and experienced. BYOD is not appropriate for all districts but it is a compelling choice for the many districts that have this combination of factors.
Mobile devices, used under the guidance of highly qualified teachers, offer powerful ways to engage K-12 students, spark their curiosity, and improve achievement. But budgets are tighter than ever. How can cash-strapped school systems give all students access to vital educational technologies?
The first question for curriculum writers is not: “What will we teach and when should we teach it?” Rather the initial question for curriculum development must be goal focused: “Having learned key content, what will students be able to do with it?”
Compiled by Kimberly Tyson, Ph.D. twitter:@tysonkimberly
There is much talk about the difference between 20th and 21st Century education. The differences between the students of the 20th Century and those we teach now are profound, well known and documented. From these differences, plus the differences that exist in the world we live in now and the world our students will occupy, it is safe to assume that education to must change. So this is an attempt to compare the predominant educational approach of the 20th Century and that of the 21st Century.
Results from the 2007-08 1:1 Directors’ Survey
Grant Wiggins’ creativity rubric for lessons.
Teachers Increasingly Rely on Media & Technology. The eighth annual PBS teacher survey on media and technology use reflects a deepening commitment to media and digital technology that connect teachers and their students to educational resources
A listing of district and central office resources for considering and implementing 1:1
This report summarizes the results of a yearlong effort to integrate laptop computers among all the students and teachers in grade three of the Eastern Townships School Board.
Get your organization on track to 1:1 success! Let this presentation walk you through completing the companion piece, our Dynamic Technology Planning program.
Creating a good plan for the future of your organization begins with knowing where you are now. Implementing a 1:1 program in your school is no different. Our Dynamic Technology Planning program will help you get started.
We are in the midst of a national shift to blended learning—an educational model that combines teacher-led instruction in the classroom with online, mastery-based education that enables personalized learning for each student and increased effectiveness for teachers. The growing availability of high-speed Internet connectivity, affordable devices and high-quality digital content means student-centric, personalized learning is finally achievable for schools and districts at scale. The effective use of technology is a key to blended learning, and technology has thus become increasingly common in schools throughout the country.
Education Elements has been privileged to work with schools from coast to coast that have fundamentally changed the student experience by shifting to a model that enables personalized learning. These schools have transformed learning by leveraging technology and blending learning to better meet students needs. Blended school models couple adaptive digital curriculum with powerful data-driven teaching to better address the varied needs of learners in schools today. Blended learning too frequently has been seen as simply adding computers to learning. Through our work with hundreds of schools, we’ve seen time and time again that skillfully employing blended learning models to begin to personalize learning requires thoughtful shifts in pedagogy.
Evaluation of the Texas Technology Emmersion Pilot - Classroom Observation Report
Year 1 Evaluation Results