Educational Technology: Leaders and Leadership
5.9K views | +0 today
Educational Technology: Leaders and Leadership
Leaders, Leadership and Best Practice in K-20 Educational Techonology
Curated by Gordon Dahlby
Your new post is loading...
Your new post is loading...
Scooped by Gordon Dahlby!

Does learning improve when every student gets a laptop?

Does learning improve when every student gets a laptop? | Educational Technology: Leaders and Leadership |
Schools that provide each student with a laptop computer, as well as the appropriate support for both students and teachers, see significant improvement in academic achievement, a new paper indicates.

Michigan State University’s Binbin Zheng and colleagues analyzed years of studies on “one-to-one” laptop programs, including Zheng’s own research, and found that such programs that take a comprehensive approach were linked to higher test scores in English, math, science and writing, along with other benefits.

“In the past couple decades, one-to-one laptop programs have spread widely, but so has debate about whether they are cost-effective and beneficial to educational outcomes,” said Zheng, assistant professor of educational technology and lead author on the paper. “I believe this technology, if implemented correctly, is worth the cost and effort because it lifts student achievement, enhances engagement and enthusiasm among students, improves teacher-student relationships and promotes 21st century skills such as technological proficiency and problem solving.”
Gordon Dahlby's insight:
The limited number of rigorous quantitative studies available to analyze means that further analysis is warranted insight
No comment yet.
Scooped by Gordon Dahlby!

Bill Gates: Ed Tech Has Underachieved, But Better Days Are Ahead - Market Brief

Bill Gates: Ed Tech Has Underachieved, But Better Days Are Ahead - Market Brief | Educational Technology: Leaders and Leadership |
Education technology is still at its earliest stages and has yet to live up to its promise, philanthropist Bill Gates told an audience of thousands of ed-tech entrepreneurs and investors at the ASU GSV Summit here. “We really haven’t changed [students’ academic] outcomes,” he acknowledged.

But over the next decade, Gates predicted that the industry could move to a new level of quality as ed-tech providers begin to understand student and teacher needs. “We can surprise people by really making education better—both here in the United States and around the world,” he said.

“Our foundation’s going to do everything we can to help facilitate the creation of great technology,” he said, with a focus on three areas: effective personalized learning solutions, an evidence base that works, and adoption of proven technologies. “Our goal is to help innovators.”

Scaling Up Personalized Learning

Within the next five years, Gates expects most schools to be using personalized learning in at least one way, but it’s a shift that will require more than just technology. Even the layout of the classroom will look different, he said.
Gordon Dahlby's insight:
Seems to underestimate AI as applied to helping students learn. Who is working on Watson(R) in education space? 
No comment yet.
Scooped by Gordon Dahlby!

Digital Textbook Sales Surpassing Physical Sales | Edudemic

Digital Textbook Sales Surpassing Physical Sales | Edudemic | Educational Technology: Leaders and Leadership |
The time of college students lugging thick textbooks across campus may soon be coming to an end. Many of the top textbook publishers, including McGraw-Hill Education, are seeing their sales of digital products outpace print copies for the first time ever. As the balance shifts in favor of digital textbooks, 100% adoption of electronic text on campuses, in classrooms and across school districts may not be far off.

Big Publishers
In 2015, McGraw-Hill Education sold more units of digital learning material than physical copies of textbooks and other print products, InsideHigherEd reported. This is in line with McGraw-Hill’s 2014 sale breakdown where a greater percentage of revenue came from its digital products than print. McGraw-Hill offers a number of digital learning tools in addition to simple text e-books, including ALEKS, Connect, LearnSmart and SmartBooks, which also sold well in 2015.

Publishers don’t expect these numbers to be a flash in the pan. The trend is likely to continue in 2016 as early sales results come in, CEO and President of McGraw-Hill Education David Levin said in a statement.

“Our transition to providing digital products that offer better outcomes at meaningfully lower prices is going really well,” Levin explained. “In fact, as students returned to college in early 2016, they activated 1.2 million subscriptions to our Connect platform during January and February, a double-digit increase over the previous year.”
No comment yet.
Rescooped by Gordon Dahlby from Coding and Computer Science Education!

Siri's creators say they've made something even better

Siri's creators say they've made something even better | Educational Technology: Leaders and Leadership |
The stealthy, four-year-old Viv is among the furthest along in an endeavour that many in Silicon Valley believe heralds that next big shift in computing — and digital commerce itself. Over the next five years, that transition will turn smartphones — and perhaps smart homes and cars and other devices — into virtual assistants with supercharged conversational capabilities, said Julie Ask, an expert in mobile commerce at Forrester.

Powered by artificial intelligence and unprecedented volumes of data, they could become the portal through which billions of people connect to every service and business on the internet. It's a world in which you can order a taxi, make a restaurant reservation and buy movie tickets in one long unbroken conversation — no more typing, searching or even clicking.

Viv, which will be publicly demonstrated for the first time at a major industry conference on Monday May 9, is one of the most highly anticipated technologies expected to come out of a start-up this year. But Viv is by no means alone in this effort. The quest to define the next generation of artificial-intelligence technology has sparked an arms race among the five major tech giants: Apple, Google, Microsoft, Facebook and Amazon have all announced major investments in virtual-assistant software over the past year.
Gordon Dahlby's insight:
Speech is the new search
Gordon Dahlby's curator insight, May 5, 2016 12:35 PM
Speech is the new search
Scooped by Gordon Dahlby!

“Yes” vs. “Yes, If…”: Using Your Distinctive Contribution to Manage Priorities

“Yes” vs. “Yes, If…”: Using Your Distinctive Contribution to Manage Priorities | Educational Technology: Leaders and Leadership |

Recently, I  (author Jesse Sostrin) wrote that the most overlooked factor in effective leadership is capacity: the time, attention, and energy that you, as an individual leader, can give. You cannot manage people, projects, or priorities without it.

However, when the gap between the demands you face and the resources you have available to meet them widens to the breaking point, a phenomenon that I call “the manager’s dilemma” takes hold. You simply do not have the resources, either within the organization or yourself, to handle the existing demand. With so many urgent fires to put out, you end up moving from one piece of unfinished business to the next without resolution. This leads to hurried conversations, truncated meetings, rushed deliverables, and impulsively written emails. Managing both new and previously unfinished work requires you to spin your wheels even faster. Setting aside complex problems to deal with later only compounds your sense of falling further behind. The fatigue from starting, switching, and then restarting produces more errors and further erodes the capacity you have.

You’ve entered a world of perpetually unfinished business. Meetings end without resolution; discussions start and then stop without clear next steps; work is plagued by mistakes; miscommunications need to be clarified; and issues weigh on your mind because they are always partially addressed, but never fully resolved. This pattern can convert even the most talented individual leader into a mediocre performer who stays busy, but not productive.

To address your manager’s dilemma: Hone in on your distinctive contribution and be selective with the projects and priorities you accept. How you approach this subtle challenge has a great impact on your performance. You cannot make progress on the priorities that matter by changing superficial behaviors — for instance, by keeping to-do lists or sorting your email differently.

No comment yet.
Scooped by Gordon Dahlby!

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.
No comment yet.
Scooped by Gordon Dahlby!

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.


No comment yet.
Scooped by Gordon Dahlby!

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.”
Gordon Dahlby's insight:
chart on page
No comment yet.
Scooped by Gordon Dahlby!

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.
No comment yet.
Scooped by Gordon Dahlby!

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.
No comment yet.
Scooped by Gordon Dahlby!

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:

No comment yet.
Scooped by Gordon Dahlby!

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.
No comment yet.
Scooped by Gordon Dahlby!

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
No comment yet.
Scooped by Gordon Dahlby!

New 'Map' Connects Ed-Tech Developers, Schools With Academic Research - Market Brief

New 'Map' Connects Ed-Tech Developers, Schools With Academic Research - Market Brief | Educational Technology: Leaders and Leadership |
An interactive, online platform from Digital Promise gives K-12 companies a way to filter and search for academic research relevant to their products.
No comment yet.
Scooped by Gordon Dahlby!

One-to-One Laptop Initiatives Boost Student Scores, Researchers Find

One-to-One Laptop Initiatives Boost Student Scores, Researchers Find | Educational Technology: Leaders and Leadership |
By Leo Doran and Benjamin Herold

Efforts by K-12 schools to give every student a laptop computer increased student achievement and gave a modest boost to their "21st century skills," according to a first-of-its-kind meta-analysis of 15 years' worth of research studies.

"It's not like just providing a laptop to every student will automatically increase student achievement, but we find that it's the first step," said Binbin Zheng, an assistant professor of counseling, educational psychology, and special education at Michigan State University.

Using statistical techniques to analyze already-completed studies, Zheng and her colleagues found that 1-to-1 laptop programs on average had a statistically significant positive impact on student test scores in English/language arts, writing, math and science. The limited number of rigorous quantitative studies available to analyze mean that those findings are not definitive, but they are clearly a good sign for 1-to-1 proponents and underscore the need for more study, Zheng said.

A further review of 86 additional papers by the researchers, meanwhile, found some modest evidence of other positive benefits associated with giving laptops to students, including increased student technology use; more student-centered and project-based instruction; greater student engagement; and better relationships between students and teachers.

The analysis focused solely on 1-to-1 laptop efforts. The researchers cautioned that their results are not generalizable to other devices such as tablets, desktop computers, and smartphones.  
No comment yet.
Scooped by Gordon Dahlby!

CoSN launches new Trusted Learning Environment Seal for K12

CoSN launches new "Trusted Learning Environment" (TLE) Seal Program website. The website will serve as a student data privacy tool for school districts, educators, parents, and the community, as well as the starting point for school districts to apply for the Seal.

Why is TLE Important
Data show that a large majority of parents are concerned about the privacy and security of their students and student data. Earning the TLE Seal indicates that a school system has taken measurable steps to implement strong practices to ensure the privacy of student data.

No comment yet.
Scooped by Gordon Dahlby!

30 Under 30 2016: The Year's Leaders Who Are Unleashing Learning For All - Forbes

30 Under 30 2016: The Year's Leaders Who Are Unleashing Learning For All - Forbes | Educational Technology: Leaders and Leadership |
We shouldn’t need hot-button issues like the deeply flawed college admissions race, DREAM Act and emerging landscape of K-12 digital learning to remind us that educational opportunities matters — to all of us. Luckily, it’s self-evident to the women and men who earned a spot on the 2016 Forbes 30 Under 30 in Education.

Their spirit of innovating in education is deeply original. They range from edtech entrepreneurs such as literacy champions Matthew Ramirez, cofounder of WriteLab, and Quill’s cofounder Peter Gault, and Rebecca Liebman, whose LearnLux focuses on financial literacy. Zaption’s Charlie Stigler has trained his focus on video learning as a dynamic teaching tool. Cassandra Tognoni of BookReport uses data to help districts figure out best practices for spending and saving, and Christopher Pedregal has $7.5 million in funding to crowdsource learning to Socratic’s 8.5 million customers.

Increased access to learning for all startups are prominent in this year’s list. Heejae Lim, founder of Talking Points, built an app that bridges the language barrier between teachers and non-English speaking parents, while Sarahi Espinoza Salamonca’s app helps undocumented students find money to go to college. Chelsey Roebuck, cofounder of Emerging Leaders in Technology and Engineering (ELiTE), left the consulting fast track to increase job opportunities minorities underrepresented in STEM fields.

SEE THE FULL LIST: FORBES 30 Under 30 Class of 2016
No comment yet.
Scooped by Gordon Dahlby!

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."
No comment yet.
Scooped by Gordon Dahlby!

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.
Gordon Dahlby's insight:
No comment yet.
Scooped by Gordon Dahlby!

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?


No comment yet.
Scooped by Gordon Dahlby!

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.
Gordon Dahlby's insight:
More mismatch in PK12, post-sec and workers. Whom is talking with whom? 
No comment yet.
Scooped by Gordon Dahlby!

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.
No comment yet.
Scooped by Gordon Dahlby!

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.
Gordon Dahlby's insight:
#ConnectHome @FCC
No comment yet.