Search

The article presents insights from educational technology experts on the impact of an increase in use of educational technology on educational equity in the U.S. Topics discussed include results of a survey conducted by the EdWeek Research Center on the use of technology in classrooms. Experts featured include Massachusetts Institute of Technology's Teaching Systems Lab's director Justin Reich and World Bank's senior education technology specialist Alex Twinomugisha.

The article offers information on struggle behind rebuilding America's black teaching workforce. Topics include information on hiring of more teachers of color and root out racism; information on commitment to end structural racism and achieve racial equity; and information on curriculum designed in concert with experts from Northwestern University.

An excerpt from the book "Disillusioned: Five Families and the Unraveling of America's Suburbs" by Benjamin Herold is presented, which focuses on how the Compton Unified School District in California has addressed its financial struggles under the leadership of superintendent Darin Brawley.

The article shares the initiatives of Latina teachers in enhancing computer science education in K-12 in the U.S. Topics mentioned include Alicia Moris' introduction of HTML programing and teaching the role of computing in society, Megan Bowen's initiative to increase the number of LGBTQ+ students in computer science, and Mayne Gonzales-Osorio's decision to train teachers in problem-solving approach called computational thinking.

The article reports that before COVID-19 began to kill several Americans and upends public education, Lauren DeNicola led her 9th grade biology students at Scotch Plains-Fanwood High School in suburban New Jersey through a new computer-based learning simulation. Topics include considered that project was the kind of lesson favored by Scotch Plains-Fanwood Superintendent Joan Mast, hired to boost the creativity and critical thinking skills of the towns' students.

An interview with Sal Khan, founder of Khan Academy, is presented. Topics discussed include K-12 usage of Khan Academy when the pandemic initially closed schools due to COVID-19 Pandemic; schools and districts using Khan Academy the same ways they did pre-pandemic and educators have endured lots of trauma during the pandemic as care-based approach focused on giving people the time and space to heal.

The article focuses on use of popular tools like Khan Academy, Google Classroom, and Accelerated Reader point to lasting changes in how teachers work. Topics discussed include software programs to address literacy gaps among elementary school students; use of learning management systems, which even the most tech-phobic teachers now turn to for at least basic classroom management; and core curriculum with online math instructional tools.

The article discusses that more than three-fourths of the U.S. 180,000 students were now Black, Hispanic, Asian, or multiracial, the incomes of Black households began to rise, and new immigrants from places like Mexico and China and Korea began pouring into the country in record numbers. It also mentions that across suburbia, new rounds of white and middle-class flight were saddling the older suburbs where Black and brown families now predominated with rising costs.

The article reports that according to the report The Future of Work in America: People and Places, Today and Tomorrow from the McKinsey Global Institute, K-12 leaders must recognize the importance of local and regional economies. Topics discussed include the impact automation on jobs, views of the institute's senior partner André Dua on finding partners in business and higher education; and views of Craig Shapiro, associate superintendent at Austin, on workforce preparation programs.

The article discusses how school districts in the U.S. should spend their stimulus funds from the Elementary and Secondary Emergency Relief Fund (ESSER) to ensure students get the right education amidst the COVID-19 pandemic. Also cited are the emergency programs by schools during the transition to remote learning like getting high-speed internet to families, expanding digital learning platforms, and buying instructional tools, as well as the comment of Professor Bart Epstein on the topics.

The article reports that Brazosport Independent school district had hired a company called Social Sentinel to monitor public posts from all local users, including adults, on the social media platforms like Facebook, and Twitter. It presents views of Rachel Levinson-Waldman, from Brennan Center for Justice at the New York University law school, on 9/11 terrorist attacks. It presents information on the Children's Internet Protection Act.

The article offers information about shooting violence in Marjory Stoneman Douglas High School. Topics discussed include murder of a 18 year old girl Meadow Pollack with 17 dead and 17 wounded children; parents frustration on lack of urgency and empathy from Superintendent Robert Runcie of Broward County public school; and mention about videotaped interview of Stoneman Douglas campus monitor Andrew Medina in which she described about culprits.

The article offers the information on the increase in the trend of the Social media use among teenagers. The article also mentions about the educators should keep in mind that it's not all bad news; and teenagers overall say using social media makes them feel less lonely, less depressed, and more confident.

The article presents questions and answers related to personalized learning (PL), including the meaning of PL in K-12 schools, the goals of the PL movement, and the effectiveness of PL strategies.

The article discusses hacking of U.S. school computer networks and software programs by K-12 students. Topics include the lack of cybersecurity efforts by school officials, issues related to student discipline and prosecution of students for hacking, and the significance of felony charges against students. Student efforts to change grades are addressed.

The article discusses privacy implications of surveillance and information gathering used as part of personalized learning software in U.S. education. Topics include the measurement of student psychology in relation to learning effectiveness, the growth of educational technology firms trying to measure whole child learning, and the involvement of the nonprofit organization Chan Zuckerberg Initiative (CZI) in technology-based education research. Student and parent attitudes about the technology are noted.

The article covers an Education Week Research Center survey of school principals in which a majority expressed concern about the amount students use mobile devices and social media while also approving of educational technology.

The article profiles Aileen Owens, the director of technology and innovation for the South Fayette, Pennsylvania school district. Topics include the role of computational thinking in K-12 education in Owens' district, her promotion of STEAM (science, technology, engineering, arts, and mathematics) education, and career outcomes as a goal for K-12 education.

The article cites a survey conducted by the groups the Consortium for School Networking (CoSN) and the "Education Week" Research Center to state that U.S. K-12 information-technology leaders underestimate cybersecurity threats such as phishing schemes, data breaches, and ransomware attacks. The article describes computer hacking in Montana and Texas alleged to be tied to the group Dark Overlord.

The article focuses on how virtual schools such as Connections Education in Indiana accommodate transgender students. Topics include student privacy surrounding how their personal data is stored versus how it is displayed publicly on the schools' technology platforms, the International Association for K-12 Online Learning (iNACOL) conference on transgender students' rights, gender identity, and how the school supports transgender students at face-to-face school activities.

The article discusses the digital divide in how teachers learn to use technologies in the classroom. Topics mentioned include the disparities in how schools help the teachers to learn to integrate technology into their classrooms, the challenges faced by school districts in the U.S. to integrate technology, and the supports and learning opportunities provided South Fayette Intermediate school in Pennsylvania to teachers in using technologies in the classroom.

The rapidly evolving nature of the workplace has schools struggling to prepare students for jobs that might not exist yet. [ABSTRACT FROM AUTHOR]

An interview with Edtech Equity Project co-founders Madison Jacobs and Nidhi Hebbar and Sierra Noakes, the Edtech Marketplace Project Director at the nonprofit Digital Promise, is presented. Topics discussed include school districts around the country face significant backlash for their efforts to teach about racism and promote racial justice; Schools are embracing education technologies that use artificial intelligence and harms can result for students of color.

The article discusses the difficulties that high-poverty schools in the U.S. face regarding the integration of advanced technologies into the training of teachers.

The article discusses customization of student learning, curriculum play uses betting by teachers and production of a customized playlist of students manually by the team of the nonprofit organization New Classrooms chief executive officer Joel Rose back in 2009. It also discusses the role of technology in personalizing learning.

The article discusses the educational leadership of Joseph Williams, executive director of the Perris Union High School District in Perris, California. Emphasis is given to the development of educational technology opportunities and training for students and staff. Other topics include learning computer science and providing Chromebook laptop computers to students.

The article offers information on 1-to-1 student computing initiative. Topics discussed include increased need of computer education for students with usage of devices like tablets and computers, efforts made for providing iPads and MacBook Air laptops from Apple for better education and views of Mike Muir, policy director of the program, on the same.

The article focuses on the digital technology applications for education on Shakespearean literature, as done at Mineola High School in New York. Topics discussed include efforts of classic literature teacher Albert Cavaluzzo in teaching students on the William Shakespeare play "Macbeth," using school-issued tablets and social learning community site Edmodo, the Lightsail digital reading platform, and benefits and limitations of digital tools in learning classic literature.

The article discusses the use of educational technology in K-12 Schools. Topics discussed include the National Education Technology Plan of the U.S. Department of Education on the use of digital technology, 3D printed designs and self produced instructional videos in classrooms, and mentions the importance of students interacting with students in other schools.

The article focuses on approach of school superintendent regarding educational technology innovations. Topics discussed include K-12 teachers believe classroom technology provides a lot of support for innovation in their classrooms, adopting new technology are hardly unique to public education and need to successfully build community and teacher support for such a maintenance-oriented approach to education technology.

The article offers information on the Ballmer Group has committed more than a quarter-billion dollars to K-12-related organizations to improve opportunities for children and families in poverty. It mentions a 59 million dollar investment in a for-profit software company seeking to ease the flow of student data between K-12 school districts; and also mentions the views of an assistant professor, Sarah Reckhow, that these grants place the Ballmer Group among the larger funders in K-12 education.

The article offers the author's insights concerning the questions what does personalized learning mean, does personalized learning work, and what's the philosophy of how children learn? It offers various examples of conversations focused on comparing and contrasting various personalized learning environments such as in Chicago International Charter School West Belden that use the Summit Learning Platform, or elementary students in San Jose, California that use a software program called Dreambox Learning.

The article discusses an education-technology companies such as Houghton Mifflin Harcourt, McGraw-Hill Education, and Deltek that produces customized learning products and services helping to personalize learning. The author offers recommendations for K-12 school systems on how to pick products that fit into the teacher and student-centered personalized learning framework and gives list of questions to ask.

The article discusses digital literacy in the workplace and examines the role of schools in building digital-literacy skills. It analyzes four occupations in Christiana Care Health System in Delaware, which has 11,600 employees. The employees mentioned are Bobbie Wells, an entry-level service assistant, Dante Pozzi, a production supervisor, nurse Brianna Buzzuro and health information director Stefanie Brumberg. It presents the nature of their jobs and the increasing use of technology.

The article informs that concerns about the consequences of adding more gender identification options loom over efforts to make software systems more inclusive in the U.S. It mentions district's student information system, used to digitally track everything from attendance to grades to class assignments, still forced students to identify as either male or female, and schools are making their own moves to be more gender-inclusive.

The article discusses the evolving roles of chief academic officers (CAOs) and chief technology officers (CTOs) in a school district in California. It explores the functions of CAO Adam Carter in pushing to improve instructions and policies that enhance student learning at Summit Public Schools, while CTO Bryant Wong implements the digital strategy. It details how Adams and Wong work together to resolve difficult academic and technological challenges facing their school district.

The article explores the readiness of U.S. schools for the benefits and problems that may arise from using big data. INSET: BIG DATA OR BIG BROTHER?.

The article reports that children under 12 are ineligible for vaccines, leading to a spike in pediatric COVID-19 cases around scenic Gig Harbor, the affluent suburb on Puget Sound where Halliday heads Discovery Elementary School. Topics include examines that variety of approaches was made possible by state education departments granting districts emergency flexibility around such issues as attendance, funding, and seat-time requirements.

The article discusses investments made in K-12 education by Lightweight Innovations for Tomorrow (LIFT), focusing on the development of students' science, technology, engineering and math (STEM) knowledge.

The article covers a survey of school leaders by the Education Week Research Center in which the expressed concern about students' use of social media platforms.

The article discusses the relationship between teaching techniques and educational technology. According to the author, technological advances have not spurred teachers to adopt student-centered and personalized methodologies as some educators had hoped. It is suggested that teachers often use technology to expedite their own tasks rather than devising new technology-driven student activities. Topics discussed include educational technology standards and professional development.

The article reports on trends concerning the market share of Google Chromebook laptops in school technology offerings throughout the United States. Topics addressed include discussion of the rapid rise of the device's use in recent years, its various uses in classrooms taken from examples from the Montgomery County, Maryland school system, and discussion of the device's specific strengths and weaknesses as an educational technology medium.