Articles in the Educational Technology category

Remembering Steve Jobs

Over the years, School Board News Today and our other blogs have posted many times about Apple and Steve Jobs. In 2010, Apple’s co-founder Steve Wozniak was a keynote speaker at NSBA’s Annual Conference. Check out these postings from our archives:


Share your thoughts about Steve Jobs, post a comment.

Alexis Rice|October 6th, 2011|Categories: 21st Century Skills, Boardbuzz, Center for Public Education, Educational Technology, School Board News, Teachers|Tags: , , |

Analysis: NBC learned its lesson with this Education Nation

Glenn Cook, American School Board Journal’s editor-in-chief, attended NBC’s Education Nation summit in New York for the second straight year. Here are his observations.

You can’t blame traditional public school advocates if they were filled with dread when NBC announced that Education Nation would return this fall. Last year the network bought into the hype surrounding the documentary “Waiting for Superman,” inexplicably tying the event to a flawed film that exhorted charters as the pancea for public education’s ills.

Thankfully, NBC has learned its lesson. This year’s event took pains to correct past wrongs as it recognized the complexities school leaders face in managing a public system that is open to all.

Starting with a screening of “American Teacher,” a documentary that helped erase some of the “bad teachers” taste left by “Superman,” and ending with an appearance by former President Bill Clinton, Education Nation featured a strong balance of heavy hitters from education, philanthropy, and politics.

You also had a touch of celebrity — basketball player Lebron James, actress Jennifer Garner, and what amounted to a family reunion with former Gov. Jeb Bush and First Lady Laura Bush participating in sessions — but in this case, it fit the overall tone.

The key word here is balance. Last year’s programming was flawed because it exhorted simple antidotes to complex problems. This year, silver bullets were nowhere to be found, but calls for more effective teaching and improvements to early education were.

You can watch many of the sessions online at www.educationnation.com, but here is my list of highlights:

• Start with “Brain Power: Why Early Learning Matters,” a fascinating hour-long session featuring Nancy Snyderman, NBC’s chief medical editor, and three university professors. Held on Monday morning, it was the best, most concise presentation I’ve seen yet on why we need to reach children much, much earlier than we do.

• The dramatic rise in poverty rates was a focus throughout, especially in the session “What’s in a Zip Code?” moderated by Brian Williams. Poverty is reality for many people in today’s economy — Clinton was eloquent on this topic in the closing session — and communities must come together to do more.

• Education Secretary Arne Duncan was everywhere this year, participating in interviews with Tom Brokaw and responding to questions during various panels (a nice touch).

• We saw an entertaining back and forth between Geoffrey Canada, founder of the Harlem Children’s Zone and Diane Ravitch, author and professor of education at New York University. Their approaches are so different, but both made excellent points. Canada and Sal Khan, another Education Nation speaker, are scheduled to keynote NSBA’s 2012 Annual Conference.

• Teacher and student accountability, as you might expect, was a recurring theme. Michelle Shearer, the current National Teacher of the Year from Maryland’s Urbana High School, said teachers “want to be evaluated on things that really matter.”

“There are all sorts of different ways of looking at student growth,” she said. “Whatever evaluation looks like in the end, it has to be a system of multiple measures, because often what’s most important are those intangibles … that are tough to put on a check list.”

• At the same session, Khaatim El, a former member of the Atlanta school board, addressed the cheating scandal that has plagued the district he served for almost a decade. “We wanted to be the hype,” he said of the allegations, which are based on the state assessments. “We wanted to be the first to get it right so bad.”

But El noted the district also made huge gains in NAEP scores during that time, an achievement untouched but overshadowed by the scandal. “I would be remiss if I didn’t point to the hard work that many educators put in,” he said. “We focused on the basics. Literacy instruction in elementary school. Autonomy for principals. We invested in professional development. Those things were overshadowed by the cheating scandal. And they were good things for kids.”

The setting for Education Nation was not perfect — the big tent in Rockefeller Plaza is a good idea in theory, but the humidity and poor audio were ever-present distractions. And while this year’s session was far more substantive, future years should stop belaboring the problems and focus instead on how to solve them. Panels featuring districts that have been successful at “what works,” with ideas and content that are easily imitated and replicated, would be a valuable start.

Chances are good that will happen. The National School Boards Association (NSBA) had a strong presence in the planning and execution of the meeting. Anne L. Bryant, our executive director, met with NBC officials about the content and answered audience questions in a video Q&A format prior to the event. Mary Broderick, NSBA’s president, was featured in a panel session with the mayors of Albuquerque, Baltimore, and Newark.

“What we’ve heard from the last two days of this conference is that we need to come together around a sense of urgency,” Broderick said during her session, noting that it takes a shared vision between the school board, the mayor’s office, and the community. “The vision needs to be of excellence. If that cohesive message can be carried through our schools … there’s nothing off the table.”

The week in blogs

Who wants yesterday’s paper?” Mick Jagger asked decades ago in a song that had more to do with a failed relationship than the newspaper industry. But as a former newspaper reporter, I’ve tended to take that line quite literally and protested, if only to myself: “I do. I want yesterday’s paper.” Because you can learn a lot from yesterday’s paper (it’s not all breaking news, after all) and, for that matter, yesterday’s books and magazines, yesterday’s poetry and music, yesterday’s take on the world.

And what about yesterday’s classroom technology? Or, more broadly, yesterday’s teaching methods and the curricula that went with them? Are they still relevant today? Not only are they relevant, argues Core Knowledge founder E. D. Hirsch Jr. — they’re far superior to the process- and test-based approaches of today, an approach he says is responsible for across-the-board declines in verbal SATs.

“Our national verbal decline transcends this ‘achievement gap’ between demographic groups,” Hirsch writes. “The language competence of our high school graduates fell precipitously in the seventies, and has never recovered. What changed — and what remains largely un-discussed in education reform — is that in the decades prior to the Great Decline, a content-rich elementary school experience evolved into a content-light, skills-based, test-based approach that dominates in our schools today.”

It’s an intriguing argument; and, for what it’s worth, I buy some, but not all, of it. Hirsch thinks we’ve all gone skill-based crazy, but at my daughters’ elementary school in Virginia, for example, the approach to skills and content is quite obviously  “both-and,” not “either-or.”  Is it an outlier? I don’t think so.

Another critique of what some consider today’s newfangled education can be found in The Quick and the Ed, where Richard Lee Colvin proclaims that “dumb uses of technology won’t produce smart kids.” He’s commenting on a recent New York Times article on how state-of-the-art technology has not led to higher test scores in many classes.  Once again, his argument is interesting, if taken with a dose of skepticism.  I doubt, for example, that Colvin could find a lot of school technology experts who think that dumb uses of technology are just the thing to make their students smarter.  It’s a bit more complicated than that.

We’ve quoted from the conservative side (Hirsch) so I thought it only fair to go the other direction, and what better place than to education commentator Susan Ohanian? And it turns out, her guest writer, Yvonne Siu-Runyan, president of the National Council of Teachers of English (NCTE), is pining for the old days too. More specifically, a time when school libraries and public libraries weren’t staggering under huge budget cuts. Siu-Runyan quotes an American Library Association study showing that school expenditures for information resources decreased overall by 9.4 percent from 2009 to 2010, and in high-poverty areas by an alarming 25 percent.

It doesn’t bode well for creating the kind of content-rich environments that Hirsch and so many others say are critical to our future.

 

Lawrence Hardy|September 23rd, 2011|Categories: Educational Technology, Week in Blogs|Tags: , , , , , |

White House reinvigorates Digital Promise

On Friday, the White House unveiled a new national center aimed at finding, developing, and supporting technology’s power to transform teaching and learning. Called Digital Promise, the independent non-profit organization is an extension and a bolstering of the  same-named legislation written into the 2008 Higher Education Opportunity Act.

 

 

Naomi Dillon|September 19th, 2011|Categories: 21st Century Skills, Educational Technology|Tags: , |

NSBA site visit to combine technology, legal issues

To address the ever-changing legal challenges inspired by the latest technological advances, National School Boards Association’s (NSBA) Technology Leadership Network (TLN) announces a unique partnership and learning opportunity that draws from two of the most dynamic fields in education: school law and education technology.

Building on the popularity of the TLN’s spring series, a new education technology site visit will take place October  12 to 14 in the St. Charles Parish, La., school district, held concurrently with NSBA’s Council of School Attorneys (COSA) School Law Practice Seminar in New Orleans..

“In a time of increased social networking and communications both among students and faculty, the need for school lawyers and school-based technology coordinators to remain abreast of legal trends in the field is readily apparent,” said NSBA General Counsel Francisco M. Negrón, Jr. “The partnership between COSA and TLN is a natural one that is sure to contribute positively to dialogue.”

School policies and legal guidance often struggle to keep pace with the rapid advancements resulting from the introduction and adoption of new technologies, added Ann Flynn, director of education technology and state association services for NSBA.

“This new meeting is designed to address that intersection and offer attendees the practical guidance they need from COSA’s relevant technology-oriented sessions by integrating a traditional TLN site visit around those legal workshops,” Flynn said.

Located 20 minutes west of the Crescent City, St. Charles Parish Public Schools serves about 10,000 students in 17 schools. The district’s successful integration of technology includes a nearly 2:1 student-computer ratio districtwide and a leadership culture that views its commitment to technology as an essential component within the school board’s Strategic Action Plan. The district’s freestanding Satellite Center where high school students can explore career pathways in engineering, culinary arts, multimedia and broadcasting utilizing cutting-edge technology tools will be showcased along with classroom visits and mini-briefings to other schools across all grade levels.

Technology leaders and school attorneys will get an update on the latest technology cases and how the outcomes could impact district policies. Discussion topics include the “do’s and don’ts” of data mining on job candidates and current employees, what forms of board member communication can be considered public information, and how districts can leverage Web 2.0 tools to improve community engagement and instruction without opening itself up to potentially embarrassing, libelous, and litigious situations.

 

“This event creates an opportunity for dialogue between attorneys and school practitioners to better understand each others’ positions  around these emerging issues  and  provide both groups with valuable insights,” said Flynn.

 

A notable panel of legal experts, communication specialists, and district officials will lead a discussion on the inherent conflict between the First Amendment rights of media and the confidentiality rights of families involved in crisis scenarios such as cyberbullying and student suicides.

“The role that technology can play in those incidents, as well as how social media is used to transmit information about a crisis reflect the challenges educators face in striking the right balance with policies,” Flynn said. “New state laws limiting communication via social media between students and teachers is another example of how quickly the tech law landscape is changing.”

 

School tours and classroom observations will be interspersed throughout the three-day event, providing participants with a chance to watch technology in action, be it a computer electronics class that teaches high school students to rebuild and repair used computers that are then provided to their fellow students or an engaging and effective reading intervention program powered by the latest science and technological advances. District staff will also offer mini-briefings to ensure participants understand how professional development and the use of data contribute to the district’s success.

Registration is open and more information is available at www.nsba.org/tlnsitevisits/

 

Naomi Dillon|August 15th, 2011|Categories: 21st Century Skills, Educational Technology, School Law, STEM Education|Tags: , , |

Getting to the root of the STEM problem

Most of us would agree that a workforce skilled in science, technology, engineering and math (STEM) is an important component of 21st century global competitiveness.  But thanks to a new report from the U.S. Department of Commerce, we also know that holding a STEM degree and working in a STEM-related field also significantly narrows the income gap between women and men and increases our nation’s potential for innovation.   So what’s the problem?  Women remain vastly under-represented in STEM jobs and among STEM degree holders – and this disparity has persisted over time.  One solution?  Count the STEM majors who work in the field of education!

BoardBuzz has learned from “Women in STEM: A Gender Gap to Innovation” that women in STEM jobs earn about 86 percent of what men earn (compared to 79 percent in non-STEM jobs).  The wage gap is smallest for engineers (7 percent) and largest for those in computer and math jobs (12 percent).  Yet in spite of the financial advantages, women hold less than 25 percent of STEM jobs, even though they are almost half (48 percent) of the workforce.  Why is that?

There are several reasons, but BoardBuzz has sussed out that when STEM majors work in education or certain other fields, such as healthcare or social science, they are not counted as “STEM jobs.”  BoardBuzz thinks this practice needs to change.  For one thing, it is critical to have an adequate number state-of-the art STEM instructors in our nation’s schools to support the next generation of innovators.  Further, women STEM educators are important role models for young women and can help shrink the gender gap among STEM majors.  Finally, overlooking traditionally female occupations when defining what constitutes a STEM job becomes its own form of stereotyping.  

So, the path to innovation is clear – educate all our students to be proficient in 21st century skills, and recognize that educators are crucial to their success.  Interested in educator effectiveness? Visit the Center for Public Education “Building a Better Evaluation System” web page.

Lucy Gettman|August 11th, 2011|Categories: 21st Century Skills, Boardbuzz, Center for Public Education, Educational Technology, Mathematics Education, STEM Education, Teachers|Tags: , , |

In Op-ed, NSBA’s Bryant challenges Duncan’s bandaid fix to NCLB

NSBABryantCall me naïve, but I don’t think the primary purpose of No 3283394_com_arneduncanChild Left Behind was to shame public schools or pave the way for privatization. I believe — and this is just my opinion — that the law’s principal creators sincerely wanted to improve the education of disadvantaged children, and NCLB, flawed as it is, was the vehicle they came up with.

That said, it’s hard to imagine a more breathtaking illogicality than the law’s central premise: That all children, despite their considerable differences, could be taught to a single high standard and that all students would be “proficient” by 2014.

This quote from Arne Duncan’s recent Politico piece on the law is telling:

Despite our shared sentiment for reform and the Obama administration’s long-standing proposal to reshape NCLB, the law remains in place, four years after it was due for reauthorization. Our children get only one shot at an education. They cannot wait any longer for reform.

Read that carefully and you’ll notice the education secretary isn’t talking about reforming schools, but reforming reform. Our children get only one shot at an education, and they cannot wait any longer to reform the reform.

Duncan’s heart is in the right place. He knows the legislation is seriously flawed and has vowed to do, through regulatory reform, what Congress won’t address with legislation. But the Secretary isn’t going far enough — offering merely to be more “flexible” under the same assessment system. That begs the question: If the legislation is so horrendously flawed, shouldn’t there be a moratorium on schools labeled “failing” under that broken system?

That’s exactly what NSBA Executive Director Anne L. Bryant argued last week in a commentary in the Huffington Post:

We need the regulatory relief this summer before school starts, instead of a new bureaucratic process that the Department of Education is purposing that could take many months to create. And as we need this as a matter of policy — not state or school district case-by-case waivers. We specifically support suspension of additional sanctions under current AYP requirements, effective for the 2011-12 school year, so that schools currently facing sanctions would remain frozen; no new schools would be labeled as ‘In Need of Improvement’ or subject to new or additional sanctions.

Lawrence Hardy, Senior Editor

Naomi Dillon|June 21st, 2011|Categories: Educational Technology, Governance, Leading Source|Tags: , , , |

District produced video brings awareness, opportunities on study of food

Naomi Dillon|June 13th, 2011|Categories: Curriculum, Educational Technology, Leading Source|Tags: , , |

TLN site visit shows range of strategies in large, diverse district

Serving nearly 100,000 students, Jefferson County Public Schools in the bluegrass region of Louisville, Ky. was not only the largest but the final school system to host one of three Education Technology Site Visits offered through NSBA’s Technology Leadership Network spring series.

“The site visits have been part of NSBA’s commitment to educational technology since the late 1980s … and they provide a great hands-on opportunity to see, hear and talk with educators that are engaged in using technology in transformative ways,” said Ann Flynn, NSBA’s director of education technology.

As diverse as its student population—about half are minority students and 60 percent receive free or reduced-priced meals–Jefferson County’s integration of technology, as their two-and-a-half day tour revealed, spans an array of subject matter and curriculum.

From a cutting-edge video production studio at Thomas Jefferson Middle School, where broadcasting students learn about electronic publishing, multimedia production, and computerized television to the Humana Fitness Lab, a state-of-the art facility at Wellington Elementary School, where health and fitness is not only fun, thanks the Wii Fit, Playstation GameBikes, and Dance Dance Revolution equipment, but academically enriching as the 2007 and 2008 Mayor’s Top Apple Award for reading achievement shows.

“When you see a district of Jefferson County’s size making concerted efforts across the district for all kids, that’s really impressive because it’s hard to do when you’re that large,” Flynn said.

And while many of the ways Jefferson County has utilized educational technology in the classroom are similar to what other progressive school districts are doing, be it videoconferencing, podcasting, or Web site designing, the school system’s site visit highlighted programs that are fairly unique to them.

Take for instance, Roosevelt-Perry Elementary School, the district’s only grade school technology magnet program where their motto is “Where technology is child’s play,” though what they accomplish is far more elementary.

“The students are exhibiting skills that go far beyond cutting, pasting and coloring,” Flynn said of technology playground rooms where kids create robots or the entries they contribute to their teacher’s blog. “They are really getting the academics though they haven’t taken the fun out of kindergarten.”

On the opposite side of the spectrum is Eastern High School, which boasts a model technology program that consistently rates at the top in the state and in the country. Students there are required to take at least two years of technology courses to graduate and often leave with high-end industry certifications under their belt, which are enough to land them lucrative careers. The program has proven to be so successful that Jefferson County is in the midst of expanding it to two other school sites.

“It was an exceedingly impressive program and it just shows if you put the right kind of program and the right kind of course work in place, you can get kids ready for serious career options,” Flynn said.

Naomi Dillon|May 18th, 2011|Categories: Educational Technology, Leading Source|

N.J. district shows how to create a successful 1-to-1 laptop initiative

New Jersey’s Pascack Valley Regional High School District let visitors peek into the inner workings of its successful eLearning initiative through a webinar hosted by the New Jersey School Boards Association and NSBA on May 11.

Pascack Valley, located in the northeast corner of the New Jersey and home to corporations like BMW, Sony, and A&P, was the first of three 2011 Education Technology Site Visits that NSBA’s Technology Leadership Network presented. Other events included visits to Newport News (Va.) Public Schools in April and Jefferson County Public Schools in Louisville, Ky. this week.

“The site visits have been part of NSBA’s commitment to educational technology since the late 1980s. They provide a great hands-on opportunity to see, hear and talk with educators who are engaged in using technology in transformative ways,” said Ann Flynn, NSBA’s director of education technology.

Flynn said with about one-third of school districts across the country embarking on a 1-to-1 learning initiative, hearing from one of the districts who have launched such an endeavor was a reason Pascack Valley, which began its laptop project more than seven years ago, was selected.

“I remember when you started this [project], the newspapers, everybody thought you were all crazy, nobody could imagine it,” said Erik Endress, NJSBA’s director of association and business development.

For some time Pascack Valley had been interested in integrating technology in more effective ways in classroom, said Erik Gundersen, the district’s director of curriculum, instruction and assessment. And while the demand for more technology was there among teachers and students, the lack of hardware and infrastructure prevented them from moving forward.

So district officials decided to visit Virginia’s Henrico County Public Schools, which in 2001 became the largest school district in the country to implement a 1:1 initiative without a major influx of funds. On the way back, the busload of community members, board members, district staff and parents had a lot of time to talk and eventually come together behind this huge undertaking.

“We had to have district leadership in place and the board played a key role because when you have those questions in the supermarket line you can answer those,” said Erich Tusch, Pascack Valley’s supervisor of technology. “Then there’s technology leadership and of course, financial leadership is critical because that person needs to know what is needed in classroom so they can build a budget based on those needs.”

One of the most important things the district did before unrolling the laptop initiative was move from purchasing the hardware to leasing it.

“That way the inventory remains fresh and it becomes a fixed cost and effective way of managing it,” Tusch said. “The hardware was less important to us than instructional piece.”

That’s really the bottom line, said Gundersen.

“Professional development ended up being a huge cost factor and fortunately leadership understood this,” he said. “And professional development isn’t focused on the laptop but continuous curriculum change and engaging the student on a greater level.”

For instance, Web 2.0 technologies have allowed students taking Italian to converse with students in Italy. Meanwhile peer editing thanks to blogging software is a focal point in all of the district’s English classes, and primary source documents gathered online enrich their social studies courses.

For board members intrigued and enticed by what a 1:1 eLearning initiative can offer, there is a lot of data to draw from to make a compelling pitch to the superintendent, Gundersen said.

“But you can’t go ahead and try to convince people that this will improve test scores, that’s not what this is about,” said Gundersen. “It’s about engaging students and creating authentic experiences for them.”

Naomi Dillon|May 12th, 2011|Categories: Educational Technology, School Board News|
Page 3 of 37«12345»102030...Last »