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Doris Reeves-Lipscomb

Amplify Reported to Be Dropping School Tablet Business - Marketplace K-12 - Education Week - 0 views

  • The BloombergBusiness report about Amplify comes as tablet sales in education are declining in general, as Chromebooks gain sales and popularity in K-12 classrooms. It also comes on the eve of ISTE 2015—the largest gathering of education technology enthusiasts in the U.S. The company spokesman said Amplify will be well-represented at ISTE, although the company did not release advance press coverage about products that will be showcased there.
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    Amplify tablet of poor quality in first big district wide adoption, may not survive rocky rollout, Molnar, 6.26.15
Doris Reeves-Lipscomb

Open Educational Resources: What K-12 Officials Need to Know - Marketplace K-12 - Educa... - 0 views

  • use and share open educational materials, which are basically defined as free resources created on a license that allows users to share, revise, and repurpose them as they see fit.
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    blog post by Sean Cavanagh, 6/19/15, EdWeek, with very interesting Prezi with sources for momentum in school districts to adopt Open Educational Resources (OERs) and how long it takes to make the shift. It doesn't save much money--they project $500,000 in savings over a ten year period if the district doesn't regularize and buy textbooks--in districts with $200 million annual budgets; need to do more research on why they choose OER. Do know that two huge OER interests are driving development of these resources but aside from that?
Doris Reeves-Lipscomb

Google Research Shows 'Word of Mouth' Fuels Ed-Tech Decisions - Marketplace K-12 - Educ... - 0 views

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    article by Michele Molnar, EdWeek, June 29, 2015 on how teachers learn about technology in education. "Educators are strongly influenced by their peers when they want information about education technology"
Doris Reeves-Lipscomb

Reality Check Reveals Ed-Tech Challenges - Education Week - 0 views

  • That, ultimately, is the challenge: to identify digitally driven, innovative practices that work and scale them up. Schools can look to a growing number of models to meet that challenge, as well as the lessons that can be learned from others' mistakes.
  • many schools are turning to open educational resources. They're convinced that the free, malleable, and shareable academic content offers advantages that traditional commercial materials cannot match.
  • administrators and teachers are learning to embrace the eclectic jumble of student-owned devices, in the belief that taking a flexible approach will benefit instruction.
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  • "Bring your own device," or BYOD, programs have also proved to be cost-effective and flexible options for 1-to-1 computing goals
  • "Learning to use the right tool for the right purpose that's a life skill."
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    article by Kevin Bushweller, June 10, 2015 in EdWeek, good guidance for adult ed programs and informal adult learning as well IMO.
Doris Reeves-Lipscomb

Why Ed Tech Is Not Transforming How Teachers Teach - Education Week - 0 views

  • teachers are far more likely to use technology to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning. Case study after case study describe a common pattern inside schools: A handful of "early adopters" embrace innovative uses of new technology, while their colleagues make incremental or no changes to what they already do.
  • numerous culprits
  • Washington-based International Society for Technology in Education
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  • project-based unit on social-justice movements
  • Their goal: Produce independent research papers on topics of their choice, then collaboratively develop a multimedia presentation of their findings with classmates researching the same issue.
  • cloud-based tool called Google Slides
  • prepare written text (61 percent of respondents reported that their students did so "sometimes" or "often") conduct Internet research (66 percent), or learn/practice basic skills (69 percent).
  • "job-embedded" professional development
  • "most teachers [at the school] had adapted an innovation to fit their customary practices."
  • "second order" obstacles.
  • expanding teachers' knowledge of new instructional practices that will allow them to select and use the right technology, in the right way, with the right students, for the right purpose.
  • eachers and students in the small-scale study were found to be making extensive use of the online word-processing tool Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized.
  • "We're telling teachers that the key thing that is important is that students in your classroom achieve, and we're defining achievement by how they do on [standardized] tests," she said. "That's not going to change behavior."
  • Far more rare were teachers who reported that their students sometimes or often used technology to conduct experiments (25 percent), create art or music (25 percent), design and produce a product (13 percent), or contribute to a blog or wiki (9 percent.)
  • "The smarter districts use those teachers to teach other teachers how to integrate tech into their lessons,"
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    Great article on why more progress in the classroom isn't happening with student-centered uses of technology. June 10, 2015 Edweek, quotes Larry Cuban.
Doris Reeves-Lipscomb

Four Ways Digital Technology Has Changed K-12 Learning - Education Futures: Emerging Tr... - 0 views

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    This article by Matthew Lynch in Education Week, January 8, 2014 speaks to the four ways that technology has changed K-12 education. They are 1) collaboration 2) research online 3) remote learning and 4) teacher prep. Seems that with a few wording changes, the same could be said about digital technology's impact on the workforce. Is the workforce ready?
Doris Reeves-Lipscomb

Choosing the Right Digital Learning Device - Education Week - 0 views

  • mix of iPads and tablets with detachable keyboards.
  • HP EliteBook Revolve 810 G3, a laptop-tablet hybrid
  • Some K-12 systems are moving away from iPads and on to Chromebooks. And many elementary schools use Kindles and tablets made by Samsung and Android rather than Apple iPads.
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  • powerful enough to run multiple applications and support software that can run more complex multimedia applications.
  • Chromebooks offered immediate access to cloud-based documents and other work; plus, all staff members and students starting in grade 4 operate within the Google ecosystem, which is more compatible with Chromebooks.
  • consuming content to creating it. They multitask more and increasingly use the Internet to research information.
  • high school students ideally need a range of proficiency in non-keyboard input devices and keyboard-input devices to teach word processing, data analysis, presentation software skills, and business-based social-media use. All those skills are essential for basic technical problem-solving and critical thinking in the digital age.
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    Has important considerations for choosing right digital devices based on purpose and nature of work to be done--Robin L. Flanigan, EdWeek, June 11, 2015.
Doris Reeves-Lipscomb

Is Your Professional Development a Waste of Time? - Finding Common Ground - Education Week - 0 views

  • No time for real dialogue. No time to ask questions
  • . "Oh we do this already," is a common response to PD. Do they do it...or do they think they do it? The report states that, "non-improvers are almost twice as likely to self-assess their own performance as stronger than their formal ratings."
  • Reflection is important, but it needs to be done with evidence.
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  • But it still didn't mean the PD they wanted to attend actually worked.
  • participants, regardless of the type of school system, show up without much background knowledge on why they are there.
  • they need to make sure that they have a school climate that is conducive to learning and not one that focuses on accountability and compliance.
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    interesting blog post, lots of food for thought about PD for compliance reasons and how to support growth long-term, Peter DeWitt, August 18, 2015
Doris Reeves-Lipscomb

Teachers May Be Ceding Too Much Control in Quest for Student-Centered Learning - Teachi... - 0 views

  • Not that this was necessarily the takeaway from a recent interview that the OECD Education Today blog did with economist Tyler Cowen, but still: 'There are two things people need to learn how to do to be employable at a decent wage: first, learn some skills which complement the computer rather than compete against it. Some of these are technical skills, but a lot of them will be soft skills, like marketing, persuasion, and management that computers won't be able to do any time soon.' Cowen, a professor at George Mason University, in Va., is more focused on higher education than K-12, but the teaching of soft skills has become a big factor in discussions of college and career readiness. As important as soft skills, though, Cowen said, is the ability of people to be able to learn new things, especially without the formal structure of school to support them: 'Twenty to thirty years from now, we'll all be doing different things. So people who are very good at teaching themselves, regardless of what their formal background is, will be the big winners.'
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    blog by Ross Brenneman, August 12, 2015 that elevates tension between student-centered and teacher-led learning and includes rationale on why people need to be able to learn informally after they finish school.
Doris Reeves-Lipscomb

Districts Put Open Educational Resources to Work - Education Week - 0 views

  • Bethel and Grandview both pursued open resources in large part because they were not satisfied that commercial curricula were closely aligned with the common core.
  • They called on their teachers, and other content experts, to help them find the open resources that hit the mark.
  • It's safe to assume many districts switching to open resources will have to devote large amounts of time and money to finding what they need and preparing teachers to use new materials, Mr. Bliss said. Yet that work brings rewards, he argued. In going through that process, teachers get "some of the best PD they've ever had."
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  • One of the largest open-resource undertakings is being led by the K-12 OER Collaborative, a coalition of 12 states and a group of nonprofits developing resources in English/language arts and math.
  • EngageNY, initially supported with federal Race to the Top funding, provides open, common-core-aligned English and math resources to K-12 audiences.
  • At the same time, more districts also may choose to rely on private vendors for "wraparound" services to support educators, while they turn to open sources for core academic content.
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    Education Week published online 6.10.15 on why districts put OERs to work in their schools. Commercial publishers fighting back saying that curriculum is more than content; C.P.s offer "wraparound support" for their resources to educators.
Doris Reeves-Lipscomb

Reality Check Reveals Ed-Tech Challenges - Education Week - 0 views

  • "The new digital content that is being developed is so superior to old-world print, and it's cost-efficient," says Mark Edwards, the superintendent of the Mooresville, N.C., district, which attracts hundreds of visitors who want to see how its schools have integrated digital teaching and learning.
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    blog post by Kevin Bushweller, 6.10.2015 on how ed-tech visions are not being realized.
Doris Reeves-Lipscomb

Rethinking Assessment to Meet the Demands of the 21st Century Workforce - Vander Ark on... - 0 views

  • exponentially increases the power of assessment by increasing assessments, giving students a firsthand account of what they understand, and giving instructors the opportunity to intervene before a student falls behind. Assessment should mirror good instruction, happen continuously as part of instruction, and provide educators with information about students' level of understanding.
  • By reaching students at the exact moment they are trying to understand and requiring full comprehension before they move on, we can help prevent students from falling through the cracks later on in their education.
  • To accelerate their completion of remedial courses and stay on track to complete a certificate or degree program, students should take advantage of personalized learning technology that provides assistance outside of classroom time, such as online self-paced learning and assessment tools. These resources help students test their knowledge to determine areas of strength and struggle. Then, students can work at their own pace to master difficult concepts, and monitor their progress along the way.
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  • Generation Do-It-Yourself students are exploring new learning opportunities that's changing the roles of educator. Teachers will undoubtedly benefit from investing time and energy into becoming well versed in effective educational technology tools that create learning experiences that are personalized, and continuously adaptive. Understanding how students are actually performing and offering data-driven guidance will help learners better absorb course material and understand challenging concepts. Tools that provide teachers with actionable data enable educators to monitor each student's progress in a course, evaluate the achievement of learning outcomes, and intervene when needed
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    Don Kilburn/Tom Vander Ark blog post on how formative assessment made possible by technology is helping GenerationDo-It-Yourself students (and teachers?) remediate while still in high school. Pearson is behind this article (remember Barb McDonald's mention of this in a CPSquare discussion).
Doris Reeves-Lipscomb

8 Steps Lead to 1 Goal: Professional Learning Transformation - Learning Forward's PD Wa... - 0 views

  • 1. Launch the work.
  • 2. Examine the data. 
  • Combined ignorance does not create a powerful plan.
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  • 3. Establish vision, assumptions, purpose, definition, and goals.
  • 4. Design operations of the system.
  • 5. Revise or develop policies.
  • 6. Develop long- and short-term professional learning plans.
  • 8. Conduct ongoing assessments.
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    Stephanie Hirsh of Learning Forward describes how teams and districts may transform their professional learning, June 25, 2015.
Doris Reeves-Lipscomb

The Shift to Digital Learning: 10 Benefits - Vander Ark on Innovation - Education Week - 0 views

  • 1. Personalized learning.
  • personalized, relevant and contextualized learning can increasingly be tailored based on the learner's own passions, strengths, needs, family, culture, and community.
  • 2. Expanded learning opportunities.
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  • 3. High engagement learning.
  • 4. Competency-based learning.
  • 5. Assessment for learning.
  • 6. Collaborative learning.
  • 7. Quality learning products.
  • 8. Sharing economy.
  • 9. Relevant and Regularly Updated Content.
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    How digital learning expands learning options/assessment/products, etc. Tom Vander Ark 
Doris Reeves-Lipscomb

Mobile-Only Internet Access Presents Hurdles for Families, Survey Finds - Digital Educa... - 0 views

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    good information about how being poor limits access to high quality experiences online and access to employment and applications online
Doris Reeves-Lipscomb

Autonomy and Collaboration: The Strengths of Online Teacher PD - Teaching Ahead: A Roun... - 0 views

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    Blog post by Brianna Crowley, Oct. 23, 2013 Excerpt "Then I found an online community of educators who taught in schools across the country and in classrooms ranging from pre-K to higher education. They were authors, keynote speakers, and policy advocates. This interdisciplinary and diverse community challenged me to adopt a new perspective: Rather than simply identifying problems in my district, my classroom, and the educational system, I should propose the solutions. The CTQ Collaboratory transformed my practice by allowing me to see myself as a teacher leader whose experience in the classroom should empower me to affect decisions outside of my classroom. With the support and encouragement of this teacher-leader community, I began to engage with other educator communities through Twitter, ASCD, and Edmodo. Through these networks, I found not only teachers, but principals, superintendents, and authors willing to discuss the issues I was passionate about: educational technology, educational policy, and reimagined schools"
Doris Reeves-Lipscomb

Learning to Network, Networking to Learn - Teaching Ahead: A Roundtable - Education Wee... - 0 views

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    Blog post by Meenoo Rami, October 22, 2013. "How can you make the most of social networks? The main thing: Explore. Whether you choose to use Twitter, Pinterest, Facebook, blogs, or other forms of virtual communities, read a lot and let the good stuff lead you to more good stuff (and good people). The second thing: Look for community-and if you don't find it, build it. When I realized there was no Twitter chat for English teachers, I launched (and have maintained for past three years) #engchat, which has given me many rewards for the time and effort I put into it. Every Monday night at 7 p.m, ET, dozens of teachers of English come together to discuss topics such as social justice education, teaching grammar and vocabulary, and balancing the canon with contemporary fiction in our classrooms. Even outside our Monday night chats, the hashtag #engchat helps teachers to pose questions, share lesson ideas, and exchange relevant resources with others who share similar interests. "
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