According to the authors of a newly published report, at least 10 state education agencies—Arkansas, Connecticut, Delaware, Florida, Louisiana, Rhode Island, South Carolina, Tennessee, Texas and Washington—have launched official microcredential pilots. And another five states—Illinois, Maryland, Montana, New York, and Wyoming—are experimenting with microcredentials in some way.
sponsored by the non-profit Digital Promise, the report argues that we’ve reached a kind of tipping point in the evolution of the “emerging micro-credentialing ecosystem,”
Reports from early adopters (among them, the NEA, the country’s largest teachers’ union) have been promising, and the potential market for such programs is potentially huge. According to Digital Promise, nearly three out of four U.S. teachers are currently engaged in some type of informal professional development or learning.
School districts are more connected than ever. The latest Infrastructure Survey report from CoSN shows that over 90% of districts have sufficient broadband. So why isn’t everyone using it to generate measurable outcomes?
How technology can be used in the classroom to help support learning and productivity How school leaders can calculate the value of their tech investments
The importance of video when it comes to keeping students engaged (hint: video is key)
The most important metrics to consider when collecting data on your technology (it’s ok to start small)
Educators seeking new technology can start by consulting a database of pre-vetted edtech tools, rated based on alignment with both child data privacy laws and the district’s instructional vision. Each entry includes notes about what the software does, how it can be used in the classroom, and the appropriate age level. Kaye is also working on aligning the database to the ISTE Standards so teachers can see at a glance which standards each tool can help them meet.
Every app falls into one of four categories:
Tools the district approves, supports, pays for, and will train teachers to use.
Tools that are approved and can be freely used on an independent basis.
Tools that are approved with stipulations, such as age or parental permission requirements.
Tools that are not approved because they don’t align with the district’s vision or data privacy needs.
Teachers can request to have a tool vetted
Teachers who choose a pre-vetted app from the approved list can start using it right away, without any further action needed. Educators who have a specific tool in mind that hasn’t yet been vetted can submit a request form that asks questions such as:
How does the tool connect to the curriculum?
Will students be consumers or producers when using it?
How easy is it to learn and use?
What are some of the things they plan on doing with it?
Rural school leaders have some of the most complex, multifaceted jobs in education. They also have some of the highest turnover. Half of all new principals quit their jobs within three years, according to a 2014 study. A national survey released in July found that principals in rural school districts are even less likely than their urban and suburban counterparts to stay at their school the following year and more likely to leave the profession altogether. The schools they preside over, meanwhile, often struggle with persistent poverty, low college-going rates and extreme racial disparities in student outcomes.
Report authors also call on state policymakers to help lead the charge for more literate school administrators. School and district administrators need to model and support effective data use at every level, including as part of classroom instruction
The study, conducted by adaptive learning provider Front Row Education, found that 75 percent of teachers use technology with students on a daily basis and that a bit more than half have a 1-to-1 ratio of devices to students in their classrooms (up 10 points from last year’s survey). That increase in student devices is helping to drive an increase in the use of technology, with about 60 percent of teachers surveyed saying they expect to increase the use of technology in the 2016–2017 school year.
60 percent of teachers have access to Chromebooks, up 15 percent from last year; 64 percent have access to iPads, down 5 percent from last year. iPads tend to be the tool of choice in lower grades (75 percent in K–2), while Chromebooks dominate the middle school years (66 percent). Interestingly,
Here’s where Hillary Clinton and Donald Trump stand on the biggest K-12 issues
By Stephen Noonoo
October 24th, 2016
more than 2,500 educators responded to an informal eSchool News poll asking which candidate best represented their vision for the future of K-12 education. (Clinton won that poll with 58 percent of the vote, while Trump received 28 percent; 12 percent were undecided.)
about the candidates and their positions on education, check out the infographic compiled by eCampus News, which hones in on higher education issues, such as college tuition costs.
Seidel, V. P., & Fixson, S. K. (2013). Adopting Design Thinking in Novice Multidisciplinary Teams: The Application and Limits of Design Methods and Reflexive Practices: Adopting Design Thinking in Novice Teams. Journal of Product Innovation Management, 30, 19–33. https://doi.org/10.1111/jpim.12061
Jung, I., & Latchem, C. (2011). A model for e-education: Extended teaching spaces and extended learning spaces. British Journal Of Educational Technology, 42(1), 6-18. doi:10.1111/j.1467-8535.2009.00987.x
1. Can you find apps and sites suitable for all students’ devices? 2. Can your network handle the number of devices that will be added to it? 3. Are you going BYOD to save money by not providing computers to students? 4. How are your students going to share files and or print files? 5. How will you handle inappropriate use of mobile phones?