Through storytelling and narrative case studies, this book proposes to provide evidence-based practices, practical strategies, administrative considerations, and management tools for K12 and post-secondary school leaders charged with implementing technology at scale. It intentionally takes a broad view across all education levels to tell stories about how large-scale technology implementations might inspire systemic changes and new collaborations. In order to do so, this book proposes to include diverse voices and perspectives representing K12 and post-secondary institutions with the goal of facilitating equitable, sustainable technology access for learner success.
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More on ED Leadership and Technology in this IMS blog https://blog.stcloudstate.edu/ims?s=edad+technology
The sudden transition from in-person learning to remote instruction resulted in more work but with less academic rigor, according to a Cognia survey of more than 74,000 students, teachers and parents conducted between late April and late June. Among students, the report found 80% saying they had more work in the distance learning setting.
The report includes suggestions on tackling problems arising from distance learning, including increasing academic rigor by expanding professional development opportunities, redesigning instruction, and introducing digital learning and content tools.
Institutional support for accessibility technologies
Blended data center (on premises and cloud based)
Incorporation of mobile devices in teaching and learning
Open educational resources
Technologies for improving analysis of student data
Security analytics
Integrated student success planning and advising systems
Mobile apps for enterprise applications
Predictive analytics for student success (institutional level)
At least 35% of institutions are tracking these five technologies in 2020: Support for 5G; Wi-Fi 6 (802.11 ax, AX Wi-Fi); Identity as a Service (IDaaS); Digital microcredentials (including badging); Uses of the Internet of Things for teaching and learning; and Next-generation digital learning environment
Intro to NVivo – January 31 10:00 a.m. – 12:30 p.m.
440 Blegen Hall
NVivo is a qualitative data management, coding and markup tool, that facilitates powerful querying and exploration of source materials for both mixed methods and qualitative analysis. It integrates well with tools that assist in data collection and can handle a wide variety of source materials. This workshop introduces the basic functions of NVivo, with no prior experience necessary. The session is held in a computer lab with the software already installed. Register.
The Babson Survey Research Group, an organization that tracks online enrollment, notes that between 2012 and 2016 the percent of online enrollment in universities increased 17.2 percent while overall enrollment decreased. But that expansion doesn’t necessarily correlate with how the public perceives the quality of online courses, historically questioned for its lack of rigor and limited measurable learning gains.
A Gallup poll conducted back in 2015, found that 46 percent of Americans “strongly agree” or “agree” that online colleges and universities offer a high-quality education—up 30 percent from when the poll was conducted in 2011.
However, researchers caveat these findings, noting that these perception changes happen within particular pockets and are sometimes the result of strategic practices, such as universities not listing the medium of learning on student transcripts.
The last academic leader perception survey released by the Babson Research Group was in 2016.
“We’ve had more and more of the group in the middle that said, ‘I’m not sure’ move into a pro online learning stance,” says Seaman, speaking of the academic leaders he surveyed in the past. “The negative group [those who viewed online learning negatively] had not wavered at all. The positive group did not waiver at all, but we had a steady migration flow of academic leaders in the middle.”
Lowenthal has also researched student perceptions of online learning in the past, finding that learners tend to give such courses more negative evaluations than in-person courses. He says that the findings may represent the lack of experience some educators have teaching in online classrooms. He expects that to change over time, noting that good teachers in person will eventually become good teachers online.
In 2014, there were 1 million unfilled cybersecurity jobs globally. By 2021, it’s estimated that number will grow to 3.5 million. Exposing K-12 students to cybersecurity through a well-designed curriculum and set of activities will help alleviate the shortage by increasing the interest and skills of the new generation. Unfortunately, current secondary school curricula across the country leave students and educators with minimal or no exposure to cybersecurity topics.
Many K-12 school districts are looking for ways to create cybersecurity training programs. This edWebinar will focus on best practices for teaching and learning cybersecurity skills, including the following learning objectives:
What skills does the instructor need to teach an introductory cybersecurity course?
What are some best practices for teaching an introductory cybersecurity course?
Where can instructors get help teaching their courses?
What tools/resources do students and instructors need to teach an introductory cybersecurity course?
This edWebinar will be of interest to middle school through higher education teachers and school and district leaders. There will be time to have your questions answered at the end of the presentation. Learn more.