Educational Technology: Leaders and Leadership
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MITx: 8.01x Classical Mechanics | edX MOOC

MITx: 8.01x Classical Mechanics | edX MOOC | Educational Technology: Leaders and Leadership |
Classical MechanicsCovers Newtonian mechanics, fluid mechanics, kinetic gas theory, and thermodynamics.ABOUT THIS COURSE

8.01x is an online version of Classical Mechanics, which is the first of MIT's introductory physics courses. In addition to the basic concepts of Newtonian mechanics, fluid mechanics, and kinetic gas theory, a variety of other interesting topics are covered, such as resonance phenomena, musical instruments, astronomical phenomena such as binary stars, neutron stars, black holes, stellar collapse, and supernovae. You will also be given a peek into the intriguing world of quantum mechanics.

The course follows the MIT on-campus class as it was given by the renowned Professor Walter Lewin in the Fall of 1999, and includes his video lectures and problem solving sessions.

You will complete automatically graded weekly homework problems and exams to test your understanding and to help you master the material. Lectures are interspersed with questions to be answered. There is a moderated forum for student-to-student threaded discussions. While homework deadlines will be strictly enforced, the lowest homework grade will be dropped. Your grade will be based on ...



MOOC begins in September

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Would your HS students be prepared?  Note 12 hour/week "estimated"effort.  Do your HS students spend 12 hrs/wwk on your course(s)?



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Educational Technology: Leaders and Leadership
Leaders, Leadership and Best Practice in K-20 Educational Techonology
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Astro Teller: Shooting Down Moonshots | Stanford eCorner

Astro  Teller: Shooting Down Moonshots | Stanford eCorner | Educational Technology: Leaders and Leadership |
Astro Teller says the momentum within X, Alphabet's moonshot factory, depends on teams discovering as fast as possible if something is a bad idea, so they can move on to the next one. That requires a work environment where both creativity and critical thinking are rewarded. "Every place is a legitimate place for ideas to come from," Teller says. "You can't destroy the positivity that comes from saying crazy ideas."
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3 Types of EdTech Baggage: Toolsets, Mindsets, Skillsets - DMLcentral

3 Types of EdTech Baggage: Toolsets, Mindsets, Skillsets - DMLcentral | Educational Technology: Leaders and Leadership |
Anyone with a background in technology integration will, of course, be familiar with the diffusion of innovation curve. This is a method to explain the way that different groups of people will react to new technologies. It’s useful, but tends to be used in a very two-dimensional way — as if people will always react in the same way to something new placed in front of them.

In particular, I think using the diffusion of innovation curve in a simplistic way can leave out that the adoption and use of technologies has an affect on the way we see ourselves, on our agency, and (ultimately) our identity.

So, in this post, I want to challenge the assumption that those resisting the adoption of a particular technology are neo-Luddites. I’m basing this on my experience in schools, universities, and now as an independent consultant working with all kinds of organisations. I see a much more nuanced picture than is often put forward. Assuming people should “get with the program” can, after all, be a little techno-deterministic.

The lens I want to use here is one prompted by a sketch Bryan Mathers shared with me recently and which can be seen at the top of this post. It reminded me that everyone is bringing “baggage” with them when interacting with technologies. I want to consider three types of “baggage”: the toolsets, skillsets, and mindsets that we bring to different situations, some of which must be jettisoned when adopting — or rejecting — new technologies. In particular, I think that while we focus on digital skillsets for those subordinate or more junior than ourselves, we sometimes lack the introspection to consider ourselves in need of such development.

Marshall McLuhan is famously quoted as saying, “we shape our tools and afterwards our tools shape us.” By this he meant that there is a two-way relationship between human and invented things. We’re all acquainted with the phrase, “if all you’ve got is a hammer, then everything looks like a nail.” That’s a perfect example of a technology, albeit not a digital one, affecting how we see the world.

Many of us are acquainted with people for whom the answer to every technology-related question seems to be a Google, a Microsoft, or an Apple tool. I would suggest that these people have as much of a ‘toolset’ problem as the ‘laggard’ on the diffusion of innovation curve. I’d contend that it’s as dangerous and damaging to have baggage that says one vendor’s products are always the best solution as it is to say that no technological solution is best.

Time and time again, I come back to a Clay Shirky quotation from an interview he did a few years ago for The Setup. In it, Shirky advocates jettisoning perfectly sound and valid workflows in favour of awkward new ones — just so you move out of your comfort zone.
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Vetting OER for the Common Core -- THE Journal

Karl Nelson is the director of the Digital Learning Department for the Washington State Office of Superintendent of Public Instruction.

Karl Nelson is the director of the Digital Learning Department for the Washington State Office of Superintendent of Public Instruction (OSPI). In this Q&A, he talks about how his state is using open educational resources (OER) to help support Common Core State Standards.

The OSPI's OER Project was launched in 2012, when the Washington Legislature passed HB 2337. According to Nelson, the legislature saw OER as a chance to both save districts money and improve instructional material quality, so it directed OSPI to identify a library of openly licensed courseware aligned with the state standards. The legislature also asked OSPI to provide guidance to school districts using OERs.

THE Journal: What strategies have you used to support districts’ use of OERs?

Karl Nelson: We've reviewed existing open educational resources, and posted the results of the review here. We've held a number of events for teachers to help them understand how OER can be used in schools. These events are nicely integrated with our state's overall efforts to implement the Common Core. In other words, we don't see OER as a distinct effort from our work in helping districts identify high-quality instructional materials that are aligned to our state's standards.

We've run a small grant program to provide funding to Washington school districts who are either creating OER, adapting existing OER or adopting OER.

THE Journal: What Common Core standards and grade levels are covered by the materials you have gathered?

Nelson: Our OER project is focused on both math and English language arts (ELA), K-12. To date, we've reviewed high school resources in math and ELA. We're currently in the process of reviewing middle school math and ELA resources.

THE Journal: What types of materials are available?

Nelson: We focused on full-course math resources and unit-level ELA resources. For math, we wanted to focus on resources that districts could consider adopting right away, rather than having to piece together a course from lessons and other smaller pieces of content.

In ELA, we focused on unit-level resources, as ELA teachers have a history of picking and choosing from a wider variety of materials. In both cases, we felt like there were a number of useful OER repositories that maintained smaller grain-sized materials, and that we could best help Washington teachers by providing reviews of larger grain-sized materials.

THE Journal: In what way, if at all, are the resources specific to the state of Washington?

Nelson: The resources really aren't specific to Washington. Instead, they're drawn from national nonprofits, other states and a variety of other sources.

THE Journal: How do you vet OERs before placing them on your site?

Nelson: This is really the key to our work. To conduct the reviews, we've gathered teams of teachers from across the state. The reviewers use five different rubrics to evaluate the materials:

Achieve's EQuIP rubric is used to measure the alignment of individual units against the Common Core;
Student Achievement Partners' Instructional Materials Evaluation Tool (IMET) is used to evaluate full-course materials against the Common Core. We only use this for math resources, as it is only appropriate for full-course materials;
We use portions of Achieve's OER Rubrics that don’t overlap with EQuIP or IMET;
A Common Core alignment worksheet is used to ensure that the materials are addressing the standards; and
Reviewers also include extensive written feedback on the "Reviewer Comments" rubric.

THE Journal: Do you rank the materials in any way?


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Millennials lacking skills across board - Page 2 of 3 - eCampus News

Millennials lacking skills across board - Page 2 of 3 - eCampus News | Educational Technology: Leaders and Leadership |
According to the PIAAC’s 2013 report, which included 5,000 people in each country surveyed (more on the methodology here) and was designed as a household study of nationally representative samples of adults ages 16-65, data on U.S. Millennials reveals:

Comparing their average scores to other participating countries:

In literacy, U.S. millennials scored lower than 15 of the 22 participating countries. Only millennials in Spain and Italy had lower scores.
In numeracy, U.S. millennials ranked last, along with Italy and Spain.
In PS-TRE, U.S. millennials also ranked last, along with the Slovak Republic, Ireland, and Poland.
The youngest segment of the U.S. millennial cohort (16- to 24-year-olds), who could be in the labor force for the next 50 years, ranked last in numeracy, along with Italy, and among the bottom countries in PS-TRE. In literacy, they scored higher than their peers in Italy and Spain.
Comparing U.S. top-performing and lower-performing Millennials to their international peers:

Top-scoring U.S. millennials (those at the 90th percentile) scored lower than top-scoring millennials in 15 of the 22 participating countries, and only scored higher than their peers in Spain.
Low-scoring U.S. millennials (those at the 10th percentile) ranked last along with Italy and England/Northern Ireland and scored lower than millennials in 19 participating countries.
The gap in scores (139 points) between U.S. millennials at the 90th and 10th percentiles was higher than the gap in 14 of the participating countries and was not significantly different than the gap in the remaining countries—signaling a high degree of inequality in the distribution of scores.
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More mismatch in PK12, post-sec and workers. Whom is talking with whom? 
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Digital Equity Action Agenda | @CoSN

Digital Equity Action Agenda | @CoSN | Educational Technology: Leaders and Leadership |

Digital Equity Action Toolkit
Students without home access to high quality broadband connectivity are at a disadvantage, unable to realize the full power of digital learning. Only 3 percent of teachers in high-poverty schools said that their students had the digital tools necessary to complete homework assignments, compared to 52 percent of teachers in more affluent schools, a discrepancy sometimes labeled the "homework gap."
To address this key challenge, CoSN launched the Digital Equity Action Agenda initiative. This effort highlights how some school districts are building meaningful community partnerships and creating tools to help district leaders get started in achieving digital equity.
Our new toolkit provides educational leaders with the information they need to address digital equity in out-of-school learning. 
EXECUTIVE SUMMARY and FULL TOOLKIT available for download.  

Gordon Dahlby's insight:
Start the discussion in your community. What home should not have lowcost yet powerful broadband in your community. Step up.
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FCC Takes Steps to Modernize and Reform Lifeline for Broadband

FCC Takes Steps to Modernize and Reform Lifeline for Broadband Washington, D.C. (June 18, 2015) – 

The Federal Communications Commission today took significant steps to modernize its Lifeline program, seeking comment on restructuring the program to better support 21st Century communications while building on existing reforms to continue strengthening protections against waste, fraud and abuse. 

Lifeline was established in 1985 to help make phone service affordable for low-income Americans. In 2008, the Commission expanded the program to allow participation by low-cost wireless providers. In 2012, the Commission made significant reforms, including a database that has essentially ended program abuse caused by multiple Lifeline subscriptions in a household. 

 But now, 30 years after Lifeline was founded, the Commission has concluded it is time for a fundamental, comprehensive restructuring of the program to meet today’s most pressing communications needs: access to broadband. 

Broadband has become essential to participation in modern society, offering access to jobs, education, health care, government services and opportunity. Unfortunately, income remains a significant barrier to broadband adoption: 
 • While over 95% of households with incomes of $150,000 or more have access, only 48% of those making less than $25,000 have service at home. 
• Low-income consumers disproportionately use smart phones for Internet access – but nearly 50% of them have had to cancel or suspend smartphone service due to financial hardship. 

 Lifeline helps makes communications services more affordable for low-income consumers by providing a $9.25 a month subsidy. The item adopted by the FCC proposes and seeks comment on maintaining the same $9.25 subsidy, and seeks to use that money as efficiently and effectively as possible to deliver modern communications services. Proposals on which the Commission seeks comment also include: 
 • Adopting minimum service standards for both voice and broadband service 
• Whether broadband should be a required offering of Lifeline providers 
• How to encourage more competition to improve price and service 
• How to encourage more participation by the states. 

 Building on the 2012 reforms, the item also proposes streamlining and tightening the process of verifying consumer eligibility by taking it out of the hands of providers. Ideas include establishing a third-party “national verifier,” coordination with other federal needs-based programs, and considering the use of direct subsidies to consumers through vouchers. The item also seeks comment on a budget for the program. 

 Finally, the item includes an Order that makes immediate reforms to reduce waste, fraud and abuse. These include requiring providers to retain documentation of consumer eligibility, which will improve oversight and audits.
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#ConnectHome @FCC
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Educator Micro-credentials #Love2Learn @digitalpromise

Educator Micro-credentials #Love2Learn @digitalpromise | Educational Technology: Leaders and Leadership |
Learn. Earn. Reflect.
Deeper Learning Micro-credential Challenge
Win up to $10,000

Micro-credentials and Deeper Learning
Micro-credentials — a digital form of certification — recognize educators for demonstrating their skills and competencies. One important set of skills, known as Deeper Learning, supports educators as they design learning experiences that support students as they develop critical skills such as collaboration, effective communication, and critical thinking. Digital Promise has developed 40 Deeper Learning micro-credentials that identify specific skills for educators.


Enter the Deeper Learning Micro-credential Challenge
Identify your team of educators (2 or more)
Earn Deeper Learning Micro-credentials
Submit your reflection on this Challenge and Deeper Learning practices
Awards for Highest Scoring Submissions
First Place: $10,000
Second Place: $7,500
Third Place: $5,000
Fourth Place: $2,500
Fifth Place: $1,000
Award for Team with Most Micro-credentials
​Team with Most Micro-credentials Earned per educator: $5,000

All micro-credentials must be submitted for assessment online at by May 1, 2016
Challenge submission form deadline: May 15, 2016
Note: The Challenge submission form includes documentation of the micro-credentials your team earned and a reflection.


Who can be on a team?
Teams can be comprised of educators from varying grade levels, subject matters, schools, districts, and states. An educator can only be on one team.


How to Enter
Download and complete Challenge submission form. Email your completed submission form, along with required attachments, to by 05/15/2016 at 11:59pm EST.

If you are using Internet Explorer, or are experiencing difficulty accessing the submission form link above, please use this link to view and download the submission form.


Scoring Rubric
Submissions will be scored by a panel of Deeper Learning experts based on this rubric.
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Blogging About The Web 2.0 Connected Classroom: Why Not Become A @Graphite Certified Educator

Blogging About The Web 2.0 Connected Classroom: Why Not Become A @Graphite Certified Educator | Educational Technology: Leaders and Leadership |
So what do you have to do? 

In order to apply, educators must have registered on Graphite, completed a full profile, and have already created and published on Graphite a minimum of Three high-quality Teacher Reviews and One high-qualityLesson Flow. The site has an explanation of what "high-quality" means as well so you can ensure you're on the right track. There are also some other more basic qualifications like being a good writer, working with kids, etc. You can learn more in the FAQs. 

What do you have to do?

Once approved, over the course of 2016, Graphite Certified Educators will write at least one Lesson Flow (in addition to the Lesson Flow submitted as part of the application). Certified Educators also will engage in four of the below activities in any combination:

Writing a Teacher Review
Creating a Lesson Flow
Writing a blog post
Participating in or leading a Graphite Twitter chat
Posting in the Graphite community discussion forums
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Does it look like this badge is free labor from T's to Graphite.  

Add name to the mailing list; add 3 teacher reviews and 1 lesson just to apply.  More if approved.

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Connected Learning - Mimi Ito via CIRCLCenter

Today’s social, mobile and gaming technologies offer new ways of supporting learning that is engaging, connected to the wider world, and tailored to specific interests, identities, and learning styles. Our research has found, however, that only the most activated digital learners are taking advantage of this potential. Young people are going online for informal and interest-driven learning, but with few connections back to school and academic subjects. What kinds of platforms, policies, and technologies can best connect between in-school and out-of-school learning and between adult and young people’s social worlds?

Mimi Ito will describe her ongoing research on interest-driven and digitally enabled learning, and describe connected learning, an approach to realizing longstanding progressive goals of education by leveraging today’s technology. Connected learning is when a young person is able to pursue a personal interest with the support of peers and caring adults, in a way that is directed to opportunity and achievement in school and the wider world.
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Why some schools pay $100 more for the same iPads

Why some schools pay $100 more for the same iPads | Educational Technology: Leaders and Leadership |
To get a sense for how widely ed-tech pricing varies from district to district, even for the same product, TEC analyzed how much school systems nationwide paid per unit when buying iPad Air tablets with wi-fi connectivity and 16 gigabytes of memory. The organization relied on publicly available data from school district websites and on conversations with CIOs from school districts of all sizes for its research.

TEC found what Levy called “crazy discrepancies” in the purchase price of these iPad Airs, ranging from a low of $367 to a high of $499—for a difference of $132. What’s more, this difference had nothing to do with the size of the district or the volume of its purchase: Many small districts reportedly got a better price than districts 10 times larger.
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A Million New Teachers Are Coming: Will They Be Ready to Teach? | Education Policy Centre

A Million New Teachers Are Coming: Will They Be Ready to Teach? | Education Policy Centre | Educational Technology: Leaders and Leadership |
A Million New Teachers Are Coming: Will They Be Ready to Teach?
MAY 2015
The Issue
Research shows that the most powerful, in-school influence on learning is the quality of instruction that teachers bring to their students. In the next decade, more than 1.5 million new teachers will be hired for our schools—and that’s a conservative estimate. If they are poorly prepared, this influx of new teachers could block efforts to solve our nation’s education problems and guarantee that the next generation of students will not receive the high-quality education they deserve. Unfortunately, teacher preparation programs may not be up to the task of delivering the teacher workforce we need, and critics have identified lax selection of teacher candidates, coursework disconnected from classroom practice, and weak clinical opportunities as indications that we are inadequately preparing teachers.

The Research
For more than 30 years, deans of schools of education, researchers, and teachers have criticized the way we prepare our elementary and secondary school teachers. Recent research shows that there are differences in the effectiveness of the graduates of different teacher preparation programs. Although we do not yet have conclusive evidence, research is beginning to uncover some of the characteristics of successful programs that may explain the effectiveness of their graduates. In addition, characteristics of the candidates themselves also seem to contribute to better teaching from our novice teachers. 

The Options
It’s time to take a start-to-finish look at teacher preparation. Start by being smarter about how we choose candidates for teaching. Then work for consensus on common knowledge and competencies that all new teachers should be expected to master. Reinvent student teaching by demanding properly prepared mentor teachers, providing more hands-on experience, and being open to new forms, such as the medical model of “hospital rounds,” to offer more varied experiences to teacher candidates. Finally, make teacher certification or licensure matter by requiring rigorous assessments that show mastery of academic content and teaching skills through both written and hands-on evaluations. 
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Bob Sutton: Accept Defeat and Commit | Stanford eCorner

Bob Sutton: Accept Defeat and Commit | Stanford eCorner | Educational Technology: Leaders and Leadership |
Stanford Professor Bob Sutton suggests two strategies for dealing with team disagreements. Never knock down ideas during the brainstorming stage. And if a team decides to go with a decision you disagree with, be the hardest worker during the idea's implementation. By committing yourself to helping make the idea a success, if it does indeed fail in the end, you will know that it was indeed a poor idea.
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How Digital Promise is Helping Sow Networks of Learning Innovation, One Region at a Time

How Digital Promise is Helping Sow Networks of Learning Innovation, One Region at a Time | Educational Technology: Leaders and Leadership |

There’s no one more familiar with the country’s growing education innovation clusters than Digital Promise’s Cricket Fuller. She tells us about what makes networks and learning ecosystems effective—and which missteps to avoid.

Cricket Fuller

Over the last few years, educators, entrepreneurs, funders, and researchers have been joining forces to spur learning innovation in specific regions of the country and equip young people with the skills they need in a changing economy.

These “education innovation clusters” tend to draw people and resources from at least four regional sectors including education, the private sector, higher education and philanthropy. The Remake Learning Network in Pittsburgh is an example of an education innovation cluster, with more than 250 organizations participating.

More recently, the education nonprofit Digital Promise and the Department of Education have started devoting resources to help the clusters grow.

We spoke with Cricket Fuller, project director for education innovation clusters at Digital Promise. Fuller helps education clusters get off the ground and find ongoing support. She and Digital Promise have identified 30 regions currently developing stronger clusters, and she thinks the field is at a turning point.

“This kind of work has been bubbling for a few years, but we are at a point where we are ready to hit the ‘go’ button,” she said.

In your recent crowdcast with Remake Learning, you mentioned the importance of new education clusters having a “harbor master.” What is a harbor master?

When you’re bringing together a range of stakeholders, we’ve learned it’s really vital to have an organization or an individual who convenes people—a “harbor master.”

For most of these ed cluster regions, that harbor master is still playing an essential role. They are still at the heart of that ecosystem, similar to how the Sprout Fund was in the early years of the Remake Learning Network. We’re now starting to see several clusters that are moving beyond one single leader and giving their network a new name, a new brand, and defining membership or participation criteria. It’s great to be able to point to Pittsburgh and Remake Learning as an example of how a network has evolved  their leadership role as their network grew.

How have clusters evolved or changed recently?

For the past few years, we’ve been talking about very organic, informal, and sometimes one-off partnerships with people in education spaces. Now, Digital Promise and the Department of Education are encouraging more structure. We’re talking about moving away from informal conversations to more formal coalition building.


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Tablet Market Slides Worldwide, Though Detachables See Continued Growth -- Campus Technology

Worldwide tablet shipments slumped 14.7 percent during the first quarter of 2016, according to preliminary data released today by the International Data Corp. (IDC), a market research firm. First-quarter seasonality, along with an overall unenthused customer base, were factors that caused the decline, IDC reported.

Shipments of Apple tablets, including iPad and iPad Pro, dropped 18.8 percent in the first quarter of 2016, compared to the first quarter of 2015. Apple’s tablet market share also slipped from 27.2 percent in Q1 2015 to 25.9 percent in Q1 2016.

Meanwhile, detachable tablets — devices that include removable keyboards — saw triple-digit year-over-year growth on shipments of more than 4.9 million units, an all-time high for the first quarter of a calendar year.

“With the PC industry in decline, the detachable market stands to benefit as consumers and enterprises seek to replace their aging PCs with detachables,” said Jitesh Ubrani, senior research analyst with IDC’s Worldwide Quarterly Mobile Device Trackers, in a prepared statement. “Apple’s recent foray into this segment has garnered them an impressive lead in the short term, although continued long-term success may prove challenging as a higher entry price point staves off consumers, and iOS has yet to prove its enterprise-readiness, leaving plenty of room for Microsoft and their hardware partners to reestablish themselves.”

The first quarter of 2016 also witnessed the introduction of detachable tablets from traditional “mobile-first” vendors such as Samsung and Huawei. The mid-range pricing for these new units will make them a challenging sell, as consumers desiring performance will likely go for a Microsoft Surface-like device, and the budget minded lean toward more affordable products from vendors such as EFun, RCA and others.

“The introduction of detachables from traditional smartphone vendors is only beginning and pose a real threat to traditional PC manufacturers,” said Jean Phillippe Bouchard, research director, Tablets at IDC, in a prepared statement. “Their understanding of the mobile ecosystem and the volume achieved on their smartphone product lines will allow them to aggressively compete for this new computing segment.”
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Grow2Gig+: Anchors Advance Communities

Grow2Gig+: Anchors Advance Communities | Educational Technology: Leaders and Leadership |
Connecting Anchor Institutions: A Broadband Action Plan

Connecting Anchor Institutions: Broadband Action Plan was developed by the Schools, Health & Libraries Broadband (SHLB) Coalition to provide ideas and actionable policy recommendations to address the broadband needs of schools, libraries, health facilities, and all other anchor institutions. It highlights these needs, discusses the gaps in Community Anchor Institution (CAI) broadband connectivity, explains why affordable, high-capacity broadband for anchor institutions is vitally important to the health and prosperity of communities nationwide, and recommends actions that federal, state and local policymakers can take to improve anchor institutions’ broadband connectivity. Community access to affordable next generation broadband is an attainable goal, but only if we reach together.  Help us #Grow2Gig+.


A Vision of Our Future

The future belongs to those who are connected to high-capacity broadband. Accordingly, SHLB's Grow2Gig+ Campaign begins with a vision of that connected future. By connecting Community Anchor Institutions to high-speed broadband, we have the power to bring together people and communities acorss the U.S.
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Survey: Districts are increasingly going digital

Survey: Districts are increasingly going digital | Educational Technology: Leaders and Leadership |
The survey also revealed 10 district IT priorities for the coming year:
1. Personalized Learning
2. Digital Content and Curriculum
3. Professional Development / Skills Training for Integrating Technology in the Classroom
4. Online Testing
5. Mobility (one-to-one and BYOD)
6. Common Core/ State Standards; and Networking Infrastructure Upgrades
7. Student Data Privacy including Policies
8. Data Management/Analytics
9. Technology for Physical Security
10. Cybersecurity Policy; and Cybersecurity/ Data Security Tools

Ten school districts each in small-, medium-, and large-size categories were recognized for their use of digital learning technologies and innovative leadership to support those digital learning goals.
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IT Leadership Survey | @CoSN

IT Leadership Survey | @CoSN | Educational Technology: Leaders and Leadership |

Since the education technology profession is constantly evolving, CoSN conducts its IT Leadership survey annually. The survey provides valuable information about how education leaders are leveraging technology and paints a picture of potential changes in the field. Look to us for your comprehensive overview of technology trends, challenges, and priorities! The results of the survey will inform the decisions we make to serve our members going forward.

The 2016 IT Leadership Survey Report is now available. Please fill out the form below to download your free copy of the 2016 IT Leadership Survey Report. 


 Top 10 Key Findings from the 2016 IT Leadership Survey 1. Broadband and network capacity is the top priority for IT leaders, replacing assessment readiness (which for the first time failed to make the top three). 2. Privacy and security of student data is an increasing concern for IT leaders, with 64 percent saying they are more important than they were last year. 3. Nearly 90 percent of respondents expect their instructional materials to be at least 50 percent digital within the next three years. 4. Virtually all responders (99 percent) expect to incorporate digital Open Educational Resources (OER) over the next three years, with 45 percent expecting their digital content to be at least 50 percent OER within that timeframe. 5. Nearly 80 percent of IT leaders use online productivity tools – the largest use of cloud-based solutions in education. 6. District bans on student personal devices are a thing of the past – only 11 percent have banning policies. 7. The path to IT leadership differs for women and men. The vast majority of women come from educational / instructional backgrounds (72 percent). The majority of men (54 percent) come from technology / technical backgrounds. 8. Racial diversity in IT leadership is lacking. Ninety-percent of school IT leaders are white. 9. IT leaders have advanced education, with 75 percent earning some college beyond their bachelor’s degree. 10. More than one-third of IT leaders plan to retire in the next six years. 

 Want to compare the last three years in more depth? Access a full copy of the 2015, 2014 or 2013 survey reports. 

 2014: IT Leadership and Gender Recent media attention has focused on the under-representation of women in high-tech fields and raised questions about gender representation in the K-12 sector. To contribute to that conversation, we dove back into our survey data to see what information we had gathered about gender. The data revealed several interesting gender discrepancies, some of which parallel industry-wide trends. Download the free analysis below to learn more. DOWNLOAD GENDER ANALYSIS - See more at:

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Preparing Leaders for Deeper Learning

Preparing Leaders for Deeper Learning | Educational Technology: Leaders and Leadership |
Preparing Leaders For Deeper Learning
Authored by Karen Cator, Bonnie Lathram, Carri Schneider and Tom Vander Ark
Download the Full Paper
In partnership with: Digital Promise

In the paper, Preparing Leaders for Deeper Learning, released jointly by Getting Smart and Digital Promise, we assert the need for programs that prepare and develop school and district leaders who will create and sustain deeper learning environments. (The paper is the fourth in a series from Getting Smart that explores the shift to deeper learning).

The paper addresses two fundamental questions:

As a growing body of schools and districts recognize the need for deeper, blended, competency-based learning environments for students, how must the role of leaders evolve to create and sustain them?
How must leader preparation and ongoing professional development evolve to fully enable teacher and leader success in this new environment?
The paper captured a diverse set of voices – ranging from current practicing principals to representatives from pioneering programs and organizations whose missions address educational leadership challenges. The team reviewed the literature on leadership development and spent a year tracking the progress of high-performing educational leadership programs, talking to practitioners and researchers at conferences and events to learn from others passionate about this work; this yielded dozens of conversations and 50 guest blog contributions to inform the research, resulting in a paper that is a compilation of many voices, perspectives and ideas.
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What's the Future of the Workplace?

MIT professor Thomas Malone predicts that new technologies will enable more decentralized decision making and ultimately more freedom in business. For mor
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2016 National Freshman Motivation to Complete College Report | Ruffalo Noel Levitz

2016 National Freshman Motivation to Complete College Report | Ruffalo Noel Levitz | Educational Technology: Leaders and Leadership |
Motivational barriers to college completion for incoming college freshmen, with recommendations for action
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7-12's should do something with this data in partnership w/ local higher eds & parents
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Randy Wilhelm talks OER challenges and solutions

Randy Wilhelm talks OER challenges and solutions | Educational Technology: Leaders and Leadership |
Since launching in 2012, OER week has evolved into an event with a global following, attracting hundreds of contributors and participants from 130 countries. You can find event listings here.

In honor of OER week, Education Dive spoke with OER expert and Knovation founder Randy Wilhelm. Recently, Wilhelm took the stage at TEDX, giving a talk called, "Igniting the hope of knowing."

EDUCATION DIVE: You’ve worked on solutions for digital content delivery since 1999. Why did you get into the field?

WILHELM: We envisioned a time when content from the web would indeed be very central to instruction in K-12 schools. We knew that at some point there would be too much content freely available to effectively choose the best options for the students, so we began to curate, contextualize, or tag, and maintain online resources, including OER, way back in 1999. We believe passionately in the statement, “All of us are smarter than any of us,” so to that end, we want to bring the best of “all of us” to every learner.   

What problems appeared at the outset of OER development? What kind of problems were pervasive over time? 

WILHELM: In the beginning, there was no standard meta tagging schema, no viable taxonomy, no standards, so we created all these things.  We used advanced technology and highly-educated teachers and educators to professionally and effectively evaluate, align and maintain OER for use in schools. What is interesting to me is that we certainly felt that by 2016 there would be greater use of OER in classrooms, and that teachers would have been equipped to do self-curating on the fly, but that is not the case today. 

What are the biggest challenges, in general, to OER use in the classroom?

WILHELM: Open Education Resources are generally small pieces of content focused on a specific lesson plan, and what teachers need is to have that content organized and aligned to the district curriculum, organized in easy-to-search and share folders and delivered in the district platform of choice. Sometimes that platform is an LMS, sometimes a CMS, but it is important to have the content delivered where the teachers are used to working. Having separate platforms is inefficient and adds unnecessary complexity to the teacher workflow.  
Gordon Dahlby's insight:
WILHELM: Teachers are being asked to find content for learning, to actually curate content for their classroom. This added burden has really put stress on the teachers, with some reports saying that they are spending an average of up to 12 hours per week searching for content. Everyone knows there is ample OER on the web to instruct virtually any class, but finding quality OER is entirely more difficult than districts anticipated. Additionally, districts further into their use of OER content have discovered that maintaining the content chosen is in and of itself a challenging task. With around 1 of 5 pieces of OER having some kind of dead link problem within a year, the turnover of content is overwhelming and causes teachers to not trust that the content will be available with needed. 
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Earning a college degree means having skills other workers don’t have - The Hechinger Report

Earning a college degree means having skills other workers don’t have - The Hechinger Report | Educational Technology: Leaders and Leadership |

Do college graduates earn more because of the degree they got, or because of the knowledge they acquired in college? A new federal study released Wednesday suggests that adult workers with bachelor’s degrees have job-related skills that other workers don’t. But Americans still lag workers in other nations on tests of these skills. 

The study, called the Program for the International Assessment of Adult Competencies, or PIAAC, compares workers in more than 20 wealthy countries on their abilities to process written and numerical information commonly found in work and social settings. It was first done in 2011-12, and the new study, from 2013-14, adds a closer look, by category, at young adults, older adults and the unemployed in the U.S. labor force.
The findings, the researchers say, give a more detailed picture of the relationship between skills like numeracy and literacy and a U.S. worker’s age and education.

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Research & Statistics -

Research & Statistics - | Educational Technology: Leaders and Leadership |
Data & Research
Information on education-related data and research.

National Center for Education Statistics (NCES)
The main federal organization for collecting and analyzing education data.

Is my school accredited?

Nation's Report Card
Presents data about the academic achievement of U.S students, drawn from the National Assessment of Educational Progress (NAEP).

Education -
Federal datasets related to education.
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