EdTech Magazine - Technology Solutions That Drive Education https://edtechmagazine.com/k12/rss.xml en Q&A: Laz Alberto Describes the Rise of High School eSports https://edtechmagazine.com/k12/article/2018/10/qa-laz-alberto-describes-rise-high-school-esports <span>Q&amp;A: Laz Alberto Describes the Rise of High School eSports</span> <span><span lang="" about="/k12/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Thu, 10/18/2018 - 14:30</span> <div><p>While surprising to some, the rise of esports leagues in higher education has exploded, and now they are gaining traction in K–12. Interest in this new type of sport is growing, and has begun to inspire school district administrators to create their own programs. </p> <p>There has already been some movement with the creation <a href="https://www.playvs.com/" target="_blank">PlayVS</a>, the <strong>first official esports high school league</strong>. Just two months after CEO Delane Parnell publicly launched PlayVS in April of this year, the company closed a <a href="https://techcrunch.com/2018/06/04/playvs-bringing-esports-infrastructure-to-high-schools-picks-up-15-million/" target="_blank">$15 million Series A funding round</a>. </p> <p>The company has <a href="http://www.espn.com/esports/story/_/id/23239068/national-federation-state-high-school-associations-partners-playvs-high-school-esports-leagues" target="_blank">partnered exclusively</a> with the National Federation of State High School Associations to start the esports league in October. <em>EdTech</em> spoke with Laz Alberto, VP of PlayVS to talk about the rise of esports in K–12 and what high schools will need to jump into this fast-growing trend.</p> <p><a href="https://edtechmagazine.com/k12/article/2018/08/video-games-score-points-teachers-academic-benefits" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Check out how K–12 students are benefitting from the introduction of eSports!</em></a></p> <h2><span style="color: #c74037;">EDTECH:</span> Education and video games have always seemed at odds. Why should schools let this kind of competitive gaming in?</h2> <p><strong>ALBERTO: </strong>When we talk about esports, for those who might be newer to it, is it's important to understand what the benefits are here.</p> <p>I like to take a step back and say, "Why do we love traditional sports?" We love traditional sports because they are competitive. They involve <strong>teamwork and the valuable skills thereof</strong>. </p> <p>Sports foster community, and the same is true of esports. We're not talking about sitting on the couch playing a game casually. We're talking about playing to win.</p> <p>Esports <a href="https://edtechmagazine.com/k12/article/2018/07/4-cs-learning-connected-classroom">develop teamwork skills</a> — understanding how your role within the game synergizes with the rest of the team, understanding how to make the right decisions together as a group and to <strong>communicate together as a team</strong>. And there's fun as well.</p> <p>We're also really excited to get new kids involved at school, who maybe aren't a part of a program, but now that they see this, they have something to call their own. They have something at school that they can be a part of and that's something greater than themselves, as opposed to going home and sitting on the couch and playing a game.</p> <h2><span style="color: #c74037;">EDTECH:</span> What kind of equipment would schools need to invest in to create their own esports programs?</h2> <p><strong>ALBERTO: </strong>Anecdotally, we've talked to a couple schools that have talked about <strong>building a whole esports arena</strong> within their schools. We've collaborated with them on that. </p> <p>I've actually been to a couple schools and seen the facilities and said, "Oh, it'd be great if you put <a href="https://www.cdw.com/product/DELL-INSPIRON-15-GAMING-5577/5208847" target="_blank">five PCs</a> over here and five over here, a <a href="https://www.cdw.com/search/Monitors-Projectors/?key=interactive+tv&amp;ctlgfilter=&amp;searchscope=all&amp;sr=1&amp;w=D" target="_blank">TV</a> here to watch the recap of the game.” Schools that reach out for assistance in creating a more sophisticated lab, we can certainly help with. We think that's really cool, and it's a good investment. </p> <p>It's also a good investment <strong>outside of just gaming</strong>. PCs that are high-powered for extreme gaming sessions are also going to have the kind of capabilities that are needed for a photo class or a video-editing class within school. </p> <p>There's obviously other benefits to upgrading the technology here. Again, we want to cater to <strong>every potential participating school</strong> out there. We do both sides. We make sure that schools have what they need, and then the schools who want something a little more high-powered, we can help them do that as well. </p> <p><a href="https://edtechmagazine.com/k12/article/2018/01/students-adopt-software-create-digital-stories" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Read more about how schools can use high powered computer labs to create new learning opportunities!</em></a></p> <h2><span style="color: #c74037;">EDTECH:</span> How does the PlayVS league work?</h2> <p><strong>ALBERTO: </strong>All the games right now that we will be offering are on PC. We'll be bringing them into the computer lab, which has its own set of benefits and effects. In terms of how they play, they'll play in their own building, week-to-week, against another team that is <strong>remotely playing on its own network</strong>. Team A will be on Campus A, Team B on Campus B, and they'll compete remotely. </p> <p>We work with the publishers to make sure that they are able to launch into the same game and it's the same experience that's tailored to the league. We <a href="https://edtechmagazine.com/k12/article/2018/09/k-12-schools-work-incorporate-computer-science-curriculums"><strong>track their stats</strong></a> during the game and after the game and display those. </p> <p>Throughout the league's season, they compete. They climb the ladder, so to speak. The best teams at the end of the regular season will progress to a playoff structure, and that playoff will determine the top teams that will compete in the state championship at the end of the season.</p> <h2><span style="color: #c74037;">EDTECH:</span> What does the future of esports in K–12 look like?</h2> <p><strong>ALBERTO: </strong>Ultimately, it's hard to say. The different esports operate in different ways. The leagues around each game look pretty different from each other. They obviously have a lot of really cool similarities both to each other and to traditional sports, but, like traditional sports,<strong> each game operates differently</strong>. It operates on its own. It's a lot harder to say what the future of sports is than it is to say what the future of football is.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/eli-zimmerman"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/headshot.jpeg.jpg?itok=QfIQ8S6q" width="58" height="58" alt="Eli Zimmerman" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/eli-zimmerman"> <div>Eli Zimmerman</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=eaztweets&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Eli has been eagerly pursuing a journalistic career since he left the University of Maryland's Philip Merrill School of Journalism. Previously, Eli was a staff reporter for medical trade publication <em>Frontline Medical News,</em> where he experienced the impact of continuous education and evolving teaching methods through the medical lens. When not in the office, Eli is busy scanning the web for the latest podcasts or stepping into the boxing ring for a few rounds.</p> </div> </p> </div> </div> </div> </div> Thu, 18 Oct 2018 18:30:41 +0000 eli.zimmerman_9856 41546 at https://edtechmagazine.com/k12 National Cybersecurity Awareness Month: Week 3 https://edtechmagazine.com/k12/national-cybersecurity-awareness-month-week-3 <span>National Cybersecurity Awareness Month: Week 3</span> <span><span lang="" about="/k12/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Wed, 10/17/2018 - 11:14</span> <div><p><script type="text/javascript" src="//sc.liveclicker.net/service/getEmbed?client_id=1526&amp;widget_id=1006112525&amp;width=640&amp;height=360"></script></p> <h1>Ask the Experts: What Cybersecurity Aspect Is Crucial for K–12 Leaders?</h1> <p dir="ltr"><img alt="Screen%20Shot%202018-10-17%20at%2011.26.00%20AM.png" data-entity-type="" data-entity-uuid="" src="/k12/sites/edtechmagazine.com.k12/files/Screen%20Shot%202018-10-17%20at%2011.26.00%20AM.png" /></p> <p dir="ltr"> </p> <h1>More on How to Get All of the K–12 Community Involved in Maintaining Cybersecurity</h1> </div> <div> <div> <article class="node node-video node-type-video node-promoted node--view-mode-sub-featured-home" > <a href="/k12/media/video/new-threats-loom-k-12-it-admins-must-adapt-security-strategies"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/frontpage_highlighted_category/public/video/ISTE%20Security%20video%20thumbnail.jpg?itok=NrVtOPAn" width="124" height="94" alt="As New Threats Loom, K–12 IT Admins Must Adapt Security Strategies" typeof="foaf:Image" /> </a> <div> <div class="taxonomy-term vocabulary-primary-topic term-default"> <h2 class="link-term"><a href="https://edtechmagazine.com/k12/security">Security</a></h2> </div> <header class="link-node"> <a href="/k12/media/video/new-threats-loom-k-12-it-admins-must-adapt-security-strategies"><span>As New Threats Loom, K–12 IT Admins Must Adapt Security Strategies</span> </a> </header> </div> </article> </div> <div> <article class="node node-video node-type-video node-promoted node--view-mode-sub-featured-home" > <a href="/k12/cybersecurityeducation"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/frontpage_highlighted_category/public/video/Security%20grab.jpg?itok=VObKuMEV" width="124" height="94" alt="CoSN 2018: Cybersecurity Threats Prompt Districts to Increase User Education" typeof="foaf:Image" /> </a> <div> <div class="taxonomy-term vocabulary-primary-topic term-default"> <h2 class="link-term"><a href="https://edtechmagazine.com/k12/security">Security</a></h2> </div> <header class="link-node"> <a href="/k12/cybersecurityeducation"><span>CoSN 2018: Cybersecurity Threats Prompt Districts to Increase User Education</span> </a> </header> </div> </article> </div> <div> <article class="node node-article node-type-article node-promoted node--view-mode-sub-featured-home" > <a href="/k12/article/2018/08/how-k-12-school-districts-can-best-prepare-ransomware-recovery"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/frontpage_highlighted_category/public/articles/%5Bcdw_tech_site%3Afield_site_shortname%5D/201808/Untitled-1_9.png?itok=4iz4B-v_" width="124" height="94" alt="Disk drive data recovery" typeof="foaf:Image" /> </a> <div> <div class="taxonomy-term vocabulary-primary-topic term-default"> <h2 class="link-term"><a href="https://edtechmagazine.com/k12/security">Security</a></h2> </div> <header class="link-node"> <a href="/k12/article/2018/08/how-k-12-school-districts-can-best-prepare-ransomware-recovery"><span>How K–12 School Districts Can Best Prepare for Ransomware Recovery</span> </a> </header> </div> </article> </div> <div> <article class="node node-article node-type-article node-promoted node--view-mode-sub-featured-home" > <a href="/k12/article/2018/07/k-12-it-teams-use-phishing-simulations-boost-cybersecurity"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/frontpage_highlighted_category/public/articles/%5Bcdw_tech_site%3Afield_site_shortname%5D/201807/Untitled-2_1.png?itok=5v4s8zC1" width="124" height="94" alt="Phishing" typeof="foaf:Image" /> </a> <div> <div class="taxonomy-term vocabulary-primary-topic term-default"> <h2 class="link-term"><a href="https://edtechmagazine.com/k12/security">Security</a></h2> </div> <header class="link-node"> <a href="/k12/article/2018/07/k-12-it-teams-use-phishing-simulations-boost-cybersecurity"><span>K–12 IT Teams Use Phishing Simulations to Boost Cybersecurity</span> </a> </header> </div> </article> </div> </div> <div class="pw-widget pw-size-medium pw-layout-vertical" data-layout="vertical" data-url="https://edtechmagazine.com/k12/national-cybersecurity-awareness-month-week-3" data-title="National Cybersecurity Awareness Month: Week 3" data-via="EdTech_K12" data-button-background="none"> <span> <span>Oct</span> <span>17</span> <span>2018</span> </span> <a class="pw-button-twitter cdw-taboola-social"></a> <a class="pw-button-facebook cdw-taboola-social"></a> <a class="pw-button-googleplus cdw-taboola-social"></a> <a class="pw-button-linkedin cdw-taboola-social"></a> <a class="pw-button-reddit cdw-taboola-social"></a> <a class="pw-button-flipboard cdw-taboola-social"></a> <a class="pw-button-email cdw-taboola-social"></a> <a class="pw-button-pinterest cdw-taboola-social"></a> </div> Wed, 17 Oct 2018 15:14:44 +0000 eli.zimmerman_9856 41541 at https://edtechmagazine.com/k12 Data Driven Instruction: How Student Data Guides Formative Assessments https://edtechmagazine.com/k12/article/2018/10/data-driven-instruction-how-student-data-guides-formative-assessments-perfcon <span>Data Driven Instruction: How Student Data Guides Formative Assessments</span> <span><span lang="" about="/k12/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Tue, 10/16/2018 - 11:44</span> <div><p>As <a href="https://edtechmagazine.com/k12/article/2018/07/modern-classrooms-and-personalized-learning-are-perfect-pair">personalized learning</a> becomes a more mainstream pedagogy in K–12 classrooms, teachers have started to <strong>adapt assessment processes</strong> to get a deeper look at student growth. </p> <p>When it comes to assessing student knowledge levels, data has <a href="https://www.advancementcourses.com/blog/collect-and-share-student-data-from-formative-assessments/" target="_blank">empowered more schools to choose formative assessments</a> versus summative assessments. </p> <p>Unlike summative assessments, which provide an overall view of a student’s growth from the beginning to the end of a class, <strong>formative assessments</strong> allow teachers to assess students as they learn and adjust the curriculum to focus on areas where students may need more help.</p> <p>“A skilled teacher can re-direct instruction based on feedback that they are receiving from their students throughout the flow of a lesson,” <a href="https://www.schoology.com/blog/formative-assessments-and-their-role-data-driven-classroom" target="_blank">writes</a> Alexis Roesser, an English teacher and department chair at Salamanca High School in New York. “They do not require the same level of planning or execution as a summative assessment, so they are easier to insert into a lesson when the instructor needs to take a quick ‘temperature check.’”</p> <p>By combining these more flexible assessments with a collection of student data, teachers get a more accurate snapshot of how a student is internalizing the material and focusing on more data-driven instructions.</p> <p><a href="https://edtechmagazine.com/k12/article/2018/07/where-can-districts-turn-personalized-learning-resources" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out opportunities for schools to apply for personalized learning funding!</em></a></p> <h2 id="toc_0">What Are Summative Assessments Vs. Formative Assessments</h2> <p>Giving feedback to students is an integral part of the teaching process, and both formative and summative assessments have their place in the classroom. </p> <p>Summative assessments, such as final exams, can be a great way to assess the <strong>efficacy of a curriculum within a school</strong>, offering a view of an entire class in order to judge what materials or classroom structures may need to be adjusted for the next year. </p> <p>These encompassing assessments — in combination with data collection tools, such as an <a href="https://edtechmagazine.com/k12/article/2018/06/interoperability-boosts-speed-school-communications">interoperable “digital backpack” system</a> — can alert teachers to unusual student behavior and identify roadblocks that may be getting in the way of a student grasping the material. </p> <p>“For example, if an individual student’s summative assessment is significantly different from previous test data, a teacher may want to look for underlying issues or problems,” Monica Fuglei writes for <a href="https://education.cu-portland.edu/blog/classroom-resources/how-teachers-use-student-data-to-improve-instruction/" target="_blank">education blog Room 241</a>. “Sometimes this provides insight into something other than pedagogy:<a href="https://edtechmagazine.com/k12/article/2018/08/k-12-schools-should-teach-soft-skills-prepare-students-future-workforce"> soft skill issues</a> or non-education-related happenings that have a <strong>profound influence on student learning</strong>.”</p> <p>Formative assessments, meanwhile, provide for more fluid interaction between teachers and students. These short, informal quizzes can offer snapshots of individual student performance and allow teachers to adjust their teaching as the student grows. </p> <p>“At the heart of formative assessment is the underlying goal of meeting students where they are in their learning,” notes an <a href="https://digitalpromise.org/wp-content/uploads/2018/08/microsoftpaper-v1r4_Final.pdf" target="_blank">anonymous study from Digital Promise</a>. “There are many kinds of assessments that educators use in the classroom—what makes them ‘formative’ is when the information from the assessment is used to <strong>adapt the instructional approach</strong> to meet students’ learning needs.”</p> <p><a href="https://edtechmagazine.com/k12/article/2017/09/your-adaptive-learning-tool-safe" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Read more about adaptive learning tools teachers are using in their classrooms!</em></a></p> <h2 id="toc_1">Teachers Use Online Forms to Gauge Student Learning</h2> <p>Kathy Dyer is manager of innovation and learning, professional learning at NWEA, a research-based nonprofit organization for student assessments. When using formative assessment practices, <a href="https://www.nwea.org/blog/2018/formative-instructional-practice-using-the-results-and-data-are-what-matters/" target="_blank">Dyer writes</a>, educators should strive for three distinct things:</p> <ol><li>The use of formative assessment has to be such that the data collected allows the teacher to <strong>differentiate the levels</strong> of understanding among the learners.</li> <li><strong>Both learners and teachers </strong>need to be able to use the results to see what the level of understanding actually is, and when the learner can make adjustments independently or may need assistance.</li> <li>When the learner’s understanding is deep enough, the skills and knowledge transfer to new situations. The evidence gathered should provide <strong>information about that transfer</strong>. This data gathered and used formatively informs the decisions learners and teachers make regarding next steps.</li> </ol><p>For some educators, digital forms have been a productive way to achieve this. These online tools help teachers quickly create quizzes, surveys, polls and other assessment materials, which can then be <strong>manipulated individually</strong> to fit the growth of each student and generate data pools of new types of student data.</p> <p>In one middle school that participated in the Digital Promise study, teachers used Microsoft Forms, which utilizes <a href="https://www.cdw.com/content/cdw/en/brand/microsoftazure.html?enkwrd=Microsoft" target="_blank">Azure</a> to collect and analyze data. The tool, available as part of <a href="https://www.cdw.com/content/cdw/en/brand/microsoft/microsoft-365.html?enkwrd=Microsoft%20365" target="_blank">Microsoft 365 Education</a>, helped teachers conduct a preassessment to measure each student’s skill level before lessons began. </p> <p>“I’ll give a Forms quiz before a topic to get an idea of what students already know and use that to inform my teaching. I can then make any adjustments to my lessons to make them more appropriate for my students,” one teacher told Digital Promise. </p> <p>As the student progresses, <strong>the formative assessments change</strong>, at first addressing the areas the student was not familiar with and then evolving as he or she grasps the material. </p> <p>Microsoft Forms is flexible enough to support formative assessments of an entire grade. One elementary school involved in the study used digital forms to regularly quiz all third-grade students. Utilizing Microsoft Forms’ automatic data graphing and analysis tools, teachers can compare data across classes as a way to compare teaching practices. </p> <p>“By giving students the same five questions, we’re able to see what students’ strengths and weakness are with a particular standard,” a member of the elementary school told Digital Promise. </p> <p><a href="https://edtechmagazine.com/higher/article/2018/03/adaptive-learning-and-partnerships-drive-academic-transformation" target="_blank"><em><strong>MORE FROM EDTECH:</strong> See how adaptive learning is driving change in K–12 education!</em></a></p> <h2 id="toc_2">Formative Assessments and Student Data Are Pathways to Adaptive Learning</h2> <p>Formative assessments are just one part of a larger learning initiative known as <strong>adaptive learning</strong>. As the name suggests, adaptive learning encourages teachers and students to approach education from a flexible perspective, expanding and improving the curriculum based on students’ progress throughout the year.</p> <p>This teaching style is relatively new — <a href="https://www.edsurge.com/research/special-reports/adaptive-learning/" target="_blank">only 20 percent of K–12 students</a> have experienced it — which means the research supporting its efficacy is sparse. However, companies are <strong>developing adaptive learning and formative assessment</strong> tools quickly to keep up with the growing interest.</p> <p>For example, <a href="https://www.cdw.com/content/cdw/en/brand/hp-inc-interstitial.html?enkwrd=HP" target="_blank">HP</a> is offering schools the opportunity to integrate adaptive learning into their curriculum with HP Adaptive Learning, as part of its HP School Pack 2.0, integrated with <a href="https://www.cdw.com/search/Computers/Notebook-Computers/?w=C3&amp;ln=0&amp;key=Chromebook&amp;b=CPQ&amp;enkwrd=HP+chromebook" target="_blank">HP Chromebooks</a>. <a href="https://www.cdw.com/search/?key=SMART%20learning%20suite&amp;searchscope=all&amp;sr=1" target="_blank">SMART Learning Suite</a> also offers adaptive learning software, which includes formative assessment tools and support for data collection and analysis.</p> <p>Schools that have begun to use adaptive technology tools have been encouraged by the results.</p> <p>At <a href="https://aspirepublicschools.org/locations/bay-area/aspire-eres-academy/" target="_blank">Aspire ERES Academy</a> in Oakland, students spend up to 80 minutes daily on their Chromebooks using online, adaptive learning tools.</p> <p>During the week, second-grade teacher Mark Montero <strong>spends time talking with students</strong> about the progress they have made using the adaptive technology tools, and will sometimes pair struggling students with others who are excelling, whom he calls “student coaches.”</p> <p>Montero also has access to data collected directly from the online assessments he conducts, which give him further insight into where lessons should be directed. </p> <p>While these assessments haven’t provided <strong>any quantitative data on improvement</strong> in outcomes, Montero has adapted his teaching strategy to engage students by allowing them to have more control over their learning. </p> <p>“You have to let go of some of the micromanagement,” Montero says in a study conducted by Pearson. “You have to trust that each student is working hard, and working at their top level.”</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/eli-zimmerman"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/headshot.jpeg.jpg?itok=QfIQ8S6q" width="58" height="58" alt="Eli Zimmerman" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/eli-zimmerman"> <div>Eli Zimmerman</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=eaztweets&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Eli has been eagerly pursuing a journalistic career since he left the University of Maryland's Philip Merrill School of Journalism. Previously, Eli was a staff reporter for medical trade publication <em>Frontline Medical News,</em> where he experienced the impact of continuous education and evolving teaching methods through the medical lens. When not in the office, Eli is busy scanning the web for the latest podcasts or stepping into the boxing ring for a few rounds.</p> </div> </p> </div> </div> </div> </div> Tue, 16 Oct 2018 15:44:59 +0000 eli.zimmerman_9856 41531 at https://edtechmagazine.com/k12 Fall 2018 https://edtechmagazine.com/k12/magazine/issue/2018/10/fall-2018 <span>Fall 2018</span> <span><span lang="" about="/k12/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Fri, 10/12/2018 - 14:45</span> <div class="pw-widget pw-size-medium pw-layout-vertical" data-layout="vertical" data-url="https://edtechmagazine.com/k12/magazine/issue/2018/10/fall-2018" data-title="Fall 2018" data-via="EdTech_K12" data-button-background="none"> <span> <span>Oct</span> <span>12</span> <span>2018</span> </span> <a class="pw-button-twitter cdw-taboola-social"></a> <a class="pw-button-facebook cdw-taboola-social"></a> <a class="pw-button-googleplus cdw-taboola-social"></a> <a class="pw-button-linkedin cdw-taboola-social"></a> <a class="pw-button-reddit cdw-taboola-social"></a> <a class="pw-button-flipboard cdw-taboola-social"></a> <a class="pw-button-email cdw-taboola-social"></a> <a class="pw-button-pinterest cdw-taboola-social"></a> </div> <div class="pw-widget pw-size-medium pw-layout-horizontal" data-counter="true" data-url="https://edtechmagazine.com/k12/magazine/issue/2018/10/fall-2018" data-title="Fall 2018" data-via="EdTech_K12" data-button-background="none"> <div> <a class="pw-button-twitter cdw-taboola-social"></a> <a href="https://twitter.com/search?f=realtime&amp;q=https%3A%2F%2Fedtechmagazine.com%2Fk12%2Frss.xml%3FPageSpeed%3Dnoscript%26destination%3D%2Fk12%2F%253Fpage%253D0%2525252C2%25252C1%2526PageSpeed%253Dnoscript%26_exception_statuscode%3D404" target="_blank"><span class="pw-box-counter cdw-taboola" data-channel="twitter"></span></a> </div> <div> <a class="pw-button-facebook cdw-taboola-social"></a> </div> <div> <a class="pw-button-googleplus cdw-taboola-social"></a> </div> <div> <a class="pw-button-linkedin cdw-taboola-social"></a> </div> <div> <a class="pw-button-reddit cdw-taboola-social"></a> </div> <div> <a class="pw-button-flipboard cdw-taboola-social"></a> </div> <div> <a class="pw-button-email cdw-taboola-social"></a> </div> <div> <a class="pw-button-pinterest cdw-taboola-social"></a> </div> </div> <div class="pw-widget pw-size-medium pw-layout-horizontal" data-url="https://edtechmagazine.com/k12/magazine/issue/2018/10/fall-2018" data-title="Fall 2018" data-via="EdTech_K12" data-button-background="none"> <div> <a class="pw-button-twitter"></a> <span class="pw-box-counter" pw:channel="twitter"></span> </div> <div> <a class="pw-button-facebook"></a> <span class="pw-box-counter" pw:channel="facebook"></span> </div> </div> Fri, 12 Oct 2018 18:45:07 +0000 eli.zimmerman_9856 41526 at https://edtechmagazine.com/k12 Q&A: Leila Nuland on How to Build Equitable Computer Science Curricula https://edtechmagazine.com/k12/article/2018/10/qa-leila-nuland-how-build-equitable-computer-science-curricula <span>Q&amp;A: Leila Nuland on How to Build Equitable Computer Science Curricula</span> <span><span lang="" about="/k12/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Thu, 10/11/2018 - 12:07</span> <div><p>An increasing number of K–12 schools are starting to <strong>bring computer science modules</strong> into their curricula as more research comes out on the importance of computational thinking and computer science skills for the future workforce. </p> <p>While some teachers have already started to come up with <a href="https://edtechmagazine.com/k12/article/2018/09/k-12-schools-work-incorporate-computer-science-curriculums">creative ways to inject computer science</a> into their programs, others may still be lost on how to introduce the concepts into the classroom. </p> <p>A <a href="https://insights.hanoverresearch.com/hubfs/Elementary School Computer Science Programs.pdf" target="_blank">recent study from Hanover research</a> has identified the key aspects of computer science in K–12, including what technology to use and when, as well as some of the concerns around current practices in schools. <em>Edtech</em> spoke with Leila Nuland, managing research director for K-12 at Hanover research to discuss some of the trends surrounding computer science in K–12 and how to <strong>overcome issues of accessibility and underrepresentation</strong> in certain populations.</p> <p><a href="https://edtechmagazine.com/k12/article/2018/09/k-12-schools-work-incorporate-computer-science-curriculums" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Check out how K–12 schools are </em></a><a href="https://edtechmagazine.com/k12/article/2018/09/k-12-schools-work-incorporate-computer-science-curriculums" target="_blank"><em>incorpoarting</em></a><a href="https://edtechmagazine.com/k12/article/2018/09/k-12-schools-work-incorporate-computer-science-curriculums" target="_blank"><em> computer science into their programs!</em></a></p> <h2><span style="color: #c74037;">EDTECH:</span> What interest have you seen from educators on including computer science in curricula?</h2> <p><strong>NULAND: </strong>We're definitely seeing a bit of an uptick in requests related to computer science programming. So, it is <strong>top of mind for district leaders</strong>. When we did this research, we were looking to figure out what are best practices for creating a computer science program at the elementary level. </p> <div style="padding: 5px; width: 260px; color: rgb(236, 236, 236); margin-bottom: 10px; margin-left: 15px; float: right; background-color: rgb(51, 51, 51);"><img alt="Matt Miller, author of Ditch That Textbook" data-entity-type="" data-entity-uuid="" hoffman="" src="https://edtechmagazine.com/k12/sites/edtechmagazine.com.k12/files/Headshot.png" style="width: 260px; height: 300px;" title="“Dan" /><p style="font-size: 18px;">Leila Nuland, managing research director for K-12, Hanover research. Photo courtesy of Hanover research.</p> </div> <p>Oftentimes, the superintendents and other district leaders that we work with will commission us to do some custom literature reviews, best practice reports, so that they can ensure that their decision-making and program development is grounded in best practices.</p> <h2><span style="color: #c74037;">EDTECH:</span> There is some debate on including computer science skills within curricula versus having its own designated classes. Has there been any development on which is better?</h2> <p><strong>NULAND: </strong>Currently, there just isn't enough programming in place or that has been in place long enough for folks to say, "This model is better than the other model." However, when you take skill instruction out of context, that <strong>generally doesn't have the same impact</strong> on learning as it does if you embed skill instruction in the content areas. </p> <p>So, I would venture to guess that what we're going to see down the road, when there is enough research, is that we're going to want contextualized instruction of computer programming skills. </p> <p>So, if you're <strong>teaching things decontextualized</strong> and they don't necessarily have that schema, it's not within content, that's harder to learn. It's not going to stick the same way that it would if it's immersed in the content areas.</p> <p>As the research space grows on this, I think that's what we'll find. Like I said, this is just grounded in other literature on other types of skills. Perhaps we find computer skills are different and that's not necessarily true. But my speculation is that, from the literature available, it seems if you have it embedded in the classroom, then students are going to interact with it and have more time with that content.</p> <p><a href="https://edtechmagazine.com/k12/article/2017/11/computer-science-education-gets-boost-library-grants" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Check out how library grants are helping K–12 schools boost computer science programs!</em></a></p> <h2><span style="color: #c74037;">EDTECH:</span> Where can schools start to invest to help include more underrepresented students?</h2> <p><strong>NULAND: </strong>I think the hardware's easier in my mind, for me at least. When I think about what you need to be investing in, it's a matter of <strong>making sure that you have that accessibility</strong>. So, first and foremost, you shouldn't adopt any programming that isn't going to be accessible to your students. </p> <p>We see that across the board with all types of different programs in districts. A key question that we have to answer for districts often is, "How equitable is my programming?" </p> <p>So, I think as a superintendent or a district leader, before you adopt a program like this, make sure that you've thought about whether or not this is accessible, because if we go into it and we know what the emerging research suggests, that this is another area that's creating an inequity; we don't want to add to it. There are enough challenges with equitable access.</p> <h2><span style="color: #c74037;">EDTECH:</span> In Google’s accessibility policy solutions included in Hanover’s research, it mentions personal devices as a possible solution to accessibility. Have you seen evidence that one-to-one device programs could help bridge the gap?</h2> <p><strong>NULAND: </strong>Overall, schools need to make sure that, if they're in the planning phases for adopting or exploring the adoption of a computer science program, they are making sure they've <strong>asked themselves the right questions</strong> in terms of accessibility of the programming. </p> <p>What I can tell you anecdotally from the work that we've done here at Hanover is that, even with a BYOD program, there's still equity challenges with that because not every student has a mobile device to bring. </p> <p>So, then the <strong>onus is on the school</strong> to provide those devices. A lot of schools will get grants through <a href="https://www.cdw.com/content/cdw/en/brand/google-interstitial.html" target="_blank">Google</a> and other tech firms, or organizations like the Gates Foundation. There are foundations that are heavily investing in education to try to level the accessibility to resources, but that still isn't taking care of everything in every school district. </p> <p>So, I think it's a step closer, but there's still those challenges that everyone needs to be mindful of. We can't lose sight of the fact that not everybody has the resources to give their child a mobile device to bring to school. </p> <p><a href="https://edtechmagazine.com/k12/article/2018/06/technology-key-boosting-classroom-equity" target="_blank"><em><strong>MORE FROM EDTECH: </strong>K-12 schools are improving classroom equity through education technology integration!</em></a></p> <h2><span style="color: #c74037;">EDTECH:</span> What should educators be asking themselves when developing a computer science program?</h2> <p><strong>NULAND: </strong>What does it mean to have equitable computer science programming? Do we have the resources that we need to support the programming that we envision, so that it’s an equitable vision? How are we going to <strong>monitor implementation and adoption</strong> of the programming? And then, alongside the monitoring, how are you going to evaluate the impact and effectiveness? Because this does require resources. </p> <p>I will say that, in the work that we do every day, when districts make <strong>major financial investments</strong> at some point down the road, it's usually a few years into the education initiative. And board of education members and the parent community want to know what impact that programming is having. </p> <p>So, is that investment in computer science programming having the intended outcome? If you're planning all of this at the onset, you should know what is it that you hope to achieve. This means asking what outcome you anticipate from an elementary computer science program.</p> <p>Does that mean that you want to see <strong>more students enrolling in science and math</strong> in high school, for example? Obviously, in the long term, you want students who are college and career ready, but what does that mean? How are you going to measure that down the road, once they're 10, 13 years out from their elementary school program?</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/eli-zimmerman"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/headshot.jpeg.jpg?itok=QfIQ8S6q" width="58" height="58" alt="Eli Zimmerman" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/eli-zimmerman"> <div>Eli Zimmerman</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=eaztweets&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Eli has been eagerly pursuing a journalistic career since he left the University of Maryland's Philip Merrill School of Journalism. Previously, Eli was a staff reporter for medical trade publication <em>Frontline Medical News,</em> where he experienced the impact of continuous education and evolving teaching methods through the medical lens. When not in the office, Eli is busy scanning the web for the latest podcasts or stepping into the boxing ring for a few rounds.</p> </div> </p> </div> </div> </div> </div> Thu, 11 Oct 2018 16:07:10 +0000 eli.zimmerman_9856 41521 at https://edtechmagazine.com/k12 STEM Helps Students Launch into the Future https://edtechmagazine.com/k12/article/2018/10/stem-helps-students-launch-future <span>STEM Helps Students Launch into the Future</span> <span><span lang="" about="/k12/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Wed, 10/10/2018 - 10:10</span> <div><p>School has always been a place to <a href="https://edtechmagazine.com/k12/article/2018/08/k-12-schools-should-teach-soft-skills-prepare-students-future-workforce">train students for their eventual adult lives</a>. Cultural norms have long dictated the foundation they need to ­survive in ­society and the workforce — <strong>reading, writing, math </strong><strong>and</strong><strong> science</strong>. </p> <p>Now, more than ever, that training mission is ­evolving and seems akin to rocketing them into space rather than keeping their feet grounded. </p> <p>That’s because today’s schools are preparing students for careers we haven’t yet imagined. In fact, according to <a href="https://www.delltechnologies.com/content/dam/delltechnologies/assets/perspectives/2030/pdf/SR1940_IFTFforDellTechnologies_Human-Machine_070517_readerhigh-res.pdf" target="_blank">a 2017 report</a> by <a href="https://www.cdw.com/content/cdw/en/brand/dell.html?enkwrd=Dell" target="_blank">Dell</a>, <strong>85 percent</strong> of the jobs that will exist in 2030 haven’t even been invented yet.</p> <p><a href="https://edtechmagazine.com/k12/article/2018/09/companies-invest-preparing-k-12-students-older-sectors-become-tech-integrated" target="_blank"><strong>MORE FROM EDTECH:</strong> See how K–12 schools and companies are partnering to prepare their students for a digitally driven workforce!</a></p> <h2 id="toc_0">Employable Skills and Real-World Solutions Grow from STEM</h2> <p><a href="https://edtechmagazine.com/k12/article/2018/04/How-to-Embrace-Unconventional-Classroom-Designs" target="_blank">Project-based learning </a>and science, technology, engineering and math (STEM) education give students the tools to solve real-world problems while also building their critical-thinking skills. <a href="https://www.dequeenleopards.org/" target="_blank">DeQueen (Ark.) Public Schools</a> showcases its students’ STEM successes at its annual Tinker Fair. </p> <p>It’s a culmination of<a href="https://edtechmagazine.com/k12/article/2018/09/k-12-schools-work-incorporate-computer-science-curriculums"> robotics and programming being taught</a> at every grade level. At its core, says Technology Coordinator Nena Land, STEM instruction ­prepares students for the <strong>real world and the future</strong> — the foundation and the rocket ride.</p> <p>“We’re teaching computational skills by having students break large problems into a sequence of smaller, more manageable ones,” Land says tells <em>EdTech</em>. </p> <p>At <a href="https://www.d121.org/" target="_blank">Warren Township High School</a> in Illinois, students are also learning these skills by participating in <strong>a yearly hackathon</strong>. </p> <p>There, they ­brainstorm and develop solutions that <a href="https://edtechmagazine.com/k12/article/2017/09/solving-real-world-problems-key-ed-tech-success">solve real-world dilemmas</a>, such as a smart mirror that has conversations with students to boost their self-esteem and a digital road sign that <strong>adjusts speed limits automatically</strong> based on weather and road conditions. </p> <p>As the school year begins, it’s heartening to see students launching interest in STEM, and educators building extra programs to accommodate the need for <strong>future-forward planning</strong>. </p> <p>It’s also imperative that schools lead the way, not just in offering stronger STEM programming, but in advocating for it with the community and championing it with students — especially at the K–12 level where they are first exposed to it.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/ryan-petersen"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/ryan-petersen-2013-headshot.jpg?itok=iV6msfy0" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/ryan-petersen"> <div>Ryan Petersen</div> </a> <a target="_blank" class="google-plus" href="https://plus.google.com/110888965639568833839/posts?rel=author"><span>Google+</span></a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=RyanPete&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Ryan has been a magazine and newspaper editor for 18 years, with the last 12 covering a variety of bases for CDW’s family of tech magazines. As Editor in Chief, he works on developing editorial strategy and is always on the lookout for new writing talent and sharing great stories with the IT world. In his spare time, Ryan enjoys spending time with his family, biking and obsessively following Iowa Hawkeye sports and Cubs baseball.</p> </div> </p> </div> </div> </div> </div> Wed, 10 Oct 2018 14:10:26 +0000 eli.zimmerman_9856 41516 at https://edtechmagazine.com/k12 Add a Dash of Professional Development to Your Blended-Learning Program https://edtechmagazine.com/k12/article/2018/10/add-dash-professional-development-your-blended-learning-program <span>Add a Dash of Professional Development to Your Blended-Learning Program</span> <span><span lang="" about="/k12/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Tue, 10/09/2018 - 09:00</span> <div><p>When <a href="https://www.cps-k12.org/" target="_blank">Cincinnati Public School</a> teachers need extra training to help them better run their <a href="https://edtechmagazine.com/k12/article/2018/07/modern-classrooms-and-personalized-learning-are-perfect-pair">blended-learning classrooms</a>, the ­professional development sometimes comes to them — rolling up in the ­district’s Tech Truck, a <strong>training center on wheels</strong>, outfitted with current and emerging classroom teaching tools and a one-on-one coach for the educators.</p> <p>Advertising its unique purpose with an eye-catching exterior, the large, boxy Tech Truck travels around the city and makes a stop two or three times a year at each of the district’s 63 schools. </p> <p>That gives busy teachers a chance to <strong>tweak their skills</strong> with a minisession before and after school and during planning periods.</p> <p>The Tech Truck is just one of many professional development formats that CPS leaders have deployed to provide the ongoing and in-depth PD that teachers need to fully embrace and succeed with the technology they’re expected to incorporate into their pedagogy, says Erin Heinrich, one of the district’s blended-learning coordinators.</p> <p><img alt="ET_Q0418_Feat-Hayes-Secondary.jpg" data-entity-type="" data-entity-uuid="" src="/k12/sites/edtechmagazine.com.k12/files/ET_Q0418_Feat-Hayes-Secondary.jpg" /><br /><span style="font-size: 11px;">Cincinnati Public Schools’ Tech Truck takes professional development to go. Photography by: Jonathan Robert Willis</span></p> <p>That technology includes <a href="https://www.cdw.com/content/cdw/en/brand/hp-inc-interstitial.html?enkwrd=HP" target="_blank">HP</a> and <a href="https://www.cdw.com/content/cdw/en/brand/lenovo-interstitial.html?enkwrd=Lenovo" target="_blank">Lenovo</a> laptops, tablets, <a href="https://www.cdw.com/product/Google-G-Suite-Basic/3378793" target="_blank">G Suite</a> for Education, <a href="https://www.cdw.com/search/Monitors-Projectors/Projectors/?w=D4&amp;pCurrent=1&amp;searchscope=all&amp;sr=1&amp;b=NEC&amp;ln=1&amp;enkwrd=NEC+projectors" target="_blank">NEC projectors</a>, <a href="https://www.cdw.com/product/EBEAM-LUIDIA-SOFTWARE-LIC/3328027?enkwrd=eBeam" target="_blank">eBeam</a>, Schoology learning management system, <a href="https://www.cdw.com/search/?key=LanSchool%20&amp;searchscope=all&amp;sr=1" target="_blank">LanSchool </a>classroom management software and <a href="https://www.cdw.com/search/?key=Kajeet%20&amp;searchscope=all&amp;sr=1" target="_blank">Kajeet </a>hotspots (for students to use at home). Teachers also have a range of digital curricula at their disposal.</p> <p>“A lot of the challenge is helping teachers make the transition from the sage on the stage to the guide on the side, in addition to helping them understand and leverage technology tools in the best possible way,” Heinrich says. “In doing that, we realize there’s no ­one-size-fits-all. So, we try to meet our teachers where they are because, just like our students, not every teacher learns in the same way.”</p> <p><a href="https://edtechmagazine.com/k12/article/2018/02/tcea-2018-small-steps-lead-big-wins-blended-learning">Blended learning</a>, where students split their time between in-class lessons and online work, has become increasingly popular in K–12 education due to its success. Realizing this, school districts like CPS have <strong>invested in training for teachers</strong> to get with the program. </p> <p><a href="https://edtechmagazine.com/k12/article/2018/09/5-key-areas-technology-professional-development-teachers" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Read about the five key areas of professional development for K–12 teachers!</em></a></p> <h2 id="toc_0">Take a Multifaceted Approach to Professional Development</h2> <p>CPS teachers can participate in traditional group-based workshops, ­one-on-one coaching, live webinars and self-paced online courses for their PD. </p> <p>In addition, at the end of the school year, the district puts on a <strong>two-day Innovative Practices Conference</strong> to give teachers new ideas on how to integrate technology into their pedagogy.</p> <p>And within each school, technology coordinators and “rock star” teachers with blended-learning experience are available as mentors for other teachers.</p> <p>This multipronged PD approach is working, says CPS CIO Sarah Trimble-Oliver: “We now have enough sustainability in the schools and enough teachers in every building with the know-how and experience to help other teachers. But we’re still on the journey to making the transition. Helping our teachers using a blended-learning approach is an ongoing effort.”</p> <h2 id="toc_1">Teachers Need Exposure to Technology to Learn the Ropes</h2> <p>Most schools recognize they need PD to support teachers as they work to incorporate technology into the classroom, but schools too often use a strategy that <strong>lacks diversity</strong> and is one-stop in nature, says Amy Valentine, executive director of the <a href="https://www.blendedandonlinelearning.org/" target="_blank">Foundation for Blended and Online Learning</a>.</p> <p>“Teachers need to have <strong>exposure at least 20 times</strong> — at least 20 touchpoints of how to integrate this new approach into their ­classroom,” she says. “It takes very strong training to give teachers the tools and support they need to feel empowered and to empower their students. Without it, it’s just too easy to default to the traditional educational approach, which relies mostly on books and worksheets and using technology from a superficial perspective.”</p> <p>Officials at <a href="https://www.highlineschools.org/" target="_blank">Highline Public Schools</a> in Burien, Wash., agree that more is better when training teachers. </p> <p>The district, which has <strong>20,000 students</strong> and <strong>900 teachers</strong>, put PD front and center as it gradually incorporates blended-learning ­programs across its 32 schools.</p> <p>Highline’s Superintendent Susan Enfield says the school district realized early on that, despite the myths, PD begins with the recognition that teachers have <strong>varying comfort levels</strong> with blended-teaching practices. Even millennials who grew up with technology, she says, may struggle with the ­paradigm shift.</p> <p><img alt="ET_Q0418_F_Hayes-quote.jpg" data-entity-type="" data-entity-uuid="" src="/k12/sites/edtechmagazine.com.k12/files/ET_Q0418_F_Hayes-quote.jpg" /><br /><span style="font-size: 11px;">Photography by: Jonathan Robert Willis</span></p> <p>“It’s important to acknowledge that challenge up front so the discomfort our teachers may feel is allayed a bit because we’re saying, ‘Look, we get it. This is new, it’s different, it’s big,’ ” says Enfield. “Part of our strategy was, how do we provide <strong>multiple entry points</strong> for teachers who are at different places on that comfort continuum?”</p> <p>To ensure that their PD strategy met varying needs across the district, each school is asked to identify a teacher leader to take part in the districtwide Personalized Learning Cohort, which also includes participants from the district’s departments of technology, curriculum and instruction and career technical education, as well as the personalized-­learning team.</p> <p>“Our vision is that those teachers go back to their school leadership and see where they need to home in on specific areas of work that are relevant to each school’s goals. Our team then supports cohort members to help lead the work at their sites,” says Rebekah Kim, Highline’s executive director of teaching, learning and leadership.</p> <p>To measure progress and ensure that training options are effective, the district seeks feedback from cohort participants and leaders to ensure ­content and learning is relevant and aligned to the work taking place in schools. “We want to know what they got out of it, what worked and what didn’t,” Kim says.</p> <p><a href="https://edtechmagazine.com/k12/media/video/hybrid-byod-and-11-program-supports-blended-learning" target="_blank"><em><strong>VIDEO: </strong>See where K–12 schools should invest to start a successful blended learning program!</em></a></p> <h2 id="toc_2">Teacher-Led Professional Development Programs Are Effective</h2> <p>Enfield and Kim say that tapping into and supporting teacher leadership is the single most important step for ensuring a successful — and lasting — transition to blended learning. </p> <p>“If teachers are part of leading the initiative, their colleagues are going to respond very differently than if it’s a central office person or an outside partner,” Enfield says.</p> <h2 id="toc_3">Let Teachers Set the Pace for Their Own Development</h2> <p>This concept is so important that <a href="https://www.argosycollegiate.org/" target="_blank">Argosy Collegiate Charter School</a> in Fall River, Mass., made it a point to give teachers a strong say in how and at what pace blended learning was implemented in their classrooms. </p> <p>“In the first year, it was really up to the teachers to figure out what it looked like for them,” says Joshua Miranda, blended and online learning coordinator and a history teacher at ACCS. </p> <p>Teachers are also playing a <strong>more predominant role in ACCS training ­sessions</strong>. The school initially brought in a <a href="https://www.cdw.com/content/cdw/en/brand/google-interstitial.html" target="_blank">Google</a> instructor to help teachers understand how to effectively use Google classroom and sharpen their ­understanding of ­blended-learning concepts.</p> <p>After that, Miranda and other teachers took over the training. “If it’s a teacher doing the training and saying, ‘This is really cool,’ then other teachers are more apt to listen,” Miranda says. </p> <p>The teacher-centric training approach worked for Argosy Collegiate. By the end of the first year, <strong>100 percent of teachers</strong> were effectively using technology in various ways within their classrooms, says Miranda.</p> <p>“Now our professional development efforts will be focused on how to make blended learning that much better and that much more effective,” he says.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/heather-b-hayes"> <div>Heather B. Hayes</div> </a> </div> <div class="author-bio"> <p> <div><p>Heather B. Hayes has been covering technology, business and education topics for more than 20 years and has written more than 2,000 published articles. She lives in Virginia.</p> </div> </p> </div> </div> </div> </div> Tue, 09 Oct 2018 13:00:21 +0000 eli.zimmerman_9856 41511 at https://edtechmagazine.com/k12 Schools Sketch Out Modern Classrooms and Then Make Them a Reality https://edtechmagazine.com/k12/article/2018/10/schools-sketch-out-modern-classrooms-and-then-make-them-reality <span>Schools Sketch Out Modern Classrooms and Then Make Them a Reality</span> <span><span lang="" about="/k12/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Mon, 10/08/2018 - 13:41</span> <div><p>When <a href="http://www.hbpirates.org/" target="_blank">Harbor Beach High School</a> was built five decades ago, the library was a hub of student activity, but in recent years, it had become a veritable ghost town.</p> <p>The space was unappealing and out of date: Books lined the walls on worn-out wooden bookshelves. Old desktop computers on mismatched tables dominated the room. It also had <strong>no Wi-Fi, no study spaces and, often, no students</strong>.</p> <p>“It was sparingly used and not effective,” recalls Shawn Bishop, superintendent of Harbor Beach Community Schools in Michigan. “Students would never say, ‘I have work to do. I’ve got to use the library.’ If a teacher needed them to do research, they would take them there, and as soon as they could, the students would leave.”</p> <p>Last year, the district remodeled the library media center with modern furniture — including <strong>tall bistro tables and soft armchairs</strong> — and new notebook computers and audiovisual equipment. </p> <p>To make sure students used the new space, Bishop asked them for design feedback, and today, the room buzzes with students and classroom activity. “It’s a coffeehouse feel, warm and inviting,” he says.</p> <p><img alt="ET_Q0418_Feat-Wong-elPunto.jpg" data-entity-type="" data-entity-uuid="" src="/k12/sites/edtechmagazine.com.k12/files/ET_Q0418_Feat-Wong-elPunto.jpg" /></p> <p>An increasing number of school districts have begun building <a href="https://edtechmagazine.com/k12/article/2018/02/what-modern-learning-environment">modern learning environments</a> to help facilitate a transition to new pedagogies, such as personalized, project-based learning. </p> <p>These modern classrooms, which feature flexible furniture, mobile devices, large TV displays and Wi-Fi,<strong> improve engagement and encourage creativity and collaboration</strong>, educators say.</p> <p>Some districts are renovating one room or one school at a time, while others are building entirely new campuses. They are hiring architects to design these modern spaces, but they can also count on <a href="https://www.cdw.com/search/?key=MooreCo&amp;ctlgfilter=&amp;searchscope=all&amp;sr=1" target="_blank">furniture companies</a> that have researched educational space design to assist with design renderings.</p> <p>Whatever the project’s size, it’s important to <strong>include all relevant stakeholders</strong> during the design process, including the IT and facilities departments, school administrators, faculty and students, experts say.</p> <p>“Have focus sessions with faculty and bring students in to have discussions before you change a room. They should be part of the solution,” says Susan Metros, founder and principal of Metros Consulting. “You want them to feel comfortable in those classrooms.”</p> <p><a href="https://edtechmagazine.com/k12/article/2018/07/how-modern-learning-environments-support-numerous-pedagogies" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Read more on how modern learning </em></a><em><a href="https://edtechmagazine.com/k12/article/2018/07/how-modern-learning-environments-support-numerous-pedagogies" target="_blank">environtments</a></em><a href="https://edtechmagazine.com/k12/article/2018/07/how-modern-learning-environments-support-numerous-pedagogies" target="_blank"><em> are opening the door to new teaching styles!</em></a></p> <h2 id="toc_0">The First Step Toward a Modern Learning Environment Is a Blueprint</h2> <p>When Bishop became Harbor Beach’s superintendent in mid-2017, he met with faculty and staff to discuss the needs of the 600-student, three-school district, and they overwhelmingly told him the priority was <strong>school building improvements</strong>, including a new high school library media center.</p> <p>Before launching the project, he understood that what worked for libraries in the 20th century no longer worked in 2018. He knew that, instead of using books, students today do research online and needed a state-of-the-art space to do their homework and to debate and collaborate with classmates. He also knew he needed help with the remodel.</p> <p>As he pondered what to do, he received a flyer from technology solutions provider <a href="https://www.cdwg.com/?gclid=EAIaIQobChMIw6vNnK733QIVGoGzCh1yAgifEAAYASAAEgLw__D_BwE&amp;cm_ven=acquirgy&amp;cm_cat=google&amp;cm_pla=Brand&amp;cm_ite=Brand+CDWG+Exact&amp;s_kwcid=AL!4223!3!178568734521!e!!g!!cdw%20g&amp;ef_id=Wwb74wAABqf8KhGW:20181008172411:s" target="_blank">CDW•G</a> touting a new classroom design service, called Blueprint to Design. </p> <p>It offered a two-hour consultation with an educational strategist; once a school delivered a blueprint or floor plan of the room, a school design engineer would create a design and provide detailed color renderings.</p> <p>“It was an omen, or dumb luck,” recalls Bishop, who immediately called CDW•G to discuss his goals and vision for the library. He sketched out a simple design on paper and detailed a list of wants for the <strong>54-by-88-foot space</strong>.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/wylie-wong"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/wylie-wong.jpg?itok=gph_Y-uT" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/wylie-wong"> <div>Wylie Wong</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=WylieWong&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Wylie Wong is a freelance journalist who specializes in business, technology and sports. He is a regular contributor to the CDW family of technology magazines.</p> </div> </p> </div> </div> </div> </div> Mon, 08 Oct 2018 17:41:26 +0000 eli.zimmerman_9856 41506 at https://edtechmagazine.com/k12 National Cybersecurity Awareness Month: Week 2 https://edtechmagazine.com/k12/national-cybersecurity-awareness-month-week-2 <span>National Cybersecurity Awareness Month: Week 2</span> <span><span lang="" about="/k12/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Sat, 10/06/2018 - 15:48</span> <div><div> <p><script type="text/javascript" src="//sc.liveclicker.net/service/getEmbed?client_id=1526&amp;widget_id=1725473330&amp;width=640&amp;height=360"></script></p> <h1>Ask the Experts: How Should Schools Prepare Students for Jobs in Cybersecurity?</h1> <h1><img alt="K-12%20Cybersecurity%20month%20week%202%20quotes.png" data-entity-type="" data-entity-uuid="" src="/k12/sites/edtechmagazine.com.k12/files/K-12%20Cybersecurity%20month%20week%202%20quotes.png" /></h1> <h1>More on How to Prepare Students for the Cybersecurity Workforce</h1> </div> </div> <div> <div> <article class="node node-article node-type-article node-promoted node--view-mode-sub-featured-home" > <a href="/k12/article/2018/08/3-ways-k-12-schools-can-fill-overlooked-cybersecurity-holes"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/frontpage_highlighted_category/public/articles/%5Bcdw_tech_site%3Afield_site_shortname%5D/201808/Untitled-1_7.png?itok=9hPqco_M" width="124" height="94" alt="Endpoint security graphic" typeof="foaf:Image" /> </a> <div> <div class="taxonomy-term vocabulary-primary-topic term-default"> <h2 class="link-term"><a href="https://edtechmagazine.com/k12/security">Security</a></h2> </div> <header class="link-node"> <a href="/k12/article/2018/08/3-ways-k-12-schools-can-fill-overlooked-cybersecurity-holes"><span>3 Ways K-12 Schools Can Fill Overlooked Cybersecurity Holes</span> </a> </header> </div> </article> </div> <div> <article class="node node-article node-type-article node-promoted node--view-mode-sub-featured-home" > <a href="/k12/article/2018/07/high-schools-prep-students-fill-cybersecurity-skills-shortage"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/frontpage_highlighted_category/public/articles/%5Bcdw_tech_site%3Afield_site_shortname%5D/201807/ET_Q0318_F_Delaney-HERO.jpg?itok=xUoisjuN" width="124" height="94" alt="Nicholas Coppolino teaches students in Baltimore how to operate like hackers." typeof="foaf:Image" /> </a> <div> <div class="taxonomy-term vocabulary-primary-topic term-default"> <h2 class="link-term"><a href="https://edtechmagazine.com/k12/security">Security</a></h2> </div> <header class="link-node"> <a href="/k12/article/2018/07/high-schools-prep-students-fill-cybersecurity-skills-shortage"><span> High Schools Prep Students to Fill Cybersecurity Skills Shortage</span> </a> </header> </div> </article> </div> <div> <article class="node node-article node-type-article node-promoted node--view-mode-sub-featured-home" > <a href="/k12/article/2017/12/k-12-schools-universities-boost-cybersecurity-education-close-skills-gap"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/frontpage_highlighted_category/public/articles/EdTech/201712/%20Vasyl%20Dolmatov_cybersecurity.jpg?itok=nmudZxz7" width="124" height="94" alt="" typeof="foaf:Image" /> </a> <div> <div class="taxonomy-term vocabulary-primary-topic term-default"> <h2 class="link-term"><a href="https://edtechmagazine.com/k12/security">Security</a></h2> </div> <header class="link-node"> <a href="/k12/article/2017/12/k-12-schools-universities-boost-cybersecurity-education-close-skills-gap"><span>K-12 Schools, Universities Boost Cybersecurity Education to Close the Skills Gap</span> </a> </header> </div> </article> </div> <div> <article class="node node-article node-type-article node-promoted node--view-mode-sub-featured-home" > <a href="/k12/article/2016/10/cybersecurity-shared-responsibility"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/frontpage_highlighted_category/public/articles/Q0416-ET-EdLetter-Petersen-hero.jpg?itok=wf4CUCDZ" width="124" height="94" alt="" typeof="foaf:Image" /> </a> <div> <div class="taxonomy-term vocabulary-primary-topic term-default"> <h2 class="link-term"><a href="https://edtechmagazine.com/k12/security">Security</a></h2> </div> <header class="link-node"> <a href="/k12/article/2016/10/cybersecurity-shared-responsibility"><span>Cybersecurity Is a Shared Responsibility</span> </a> </header> </div> </article> </div> </div> <div class="pw-widget pw-size-medium pw-layout-vertical" data-layout="vertical" data-url="https://edtechmagazine.com/k12/national-cybersecurity-awareness-month-week-2" data-title="National Cybersecurity Awareness Month: Week 2" data-via="EdTech_K12" data-button-background="none"> <span> <span>Oct</span> <span>08</span> <span>2018</span> </span> <a class="pw-button-twitter cdw-taboola-social"></a> <a class="pw-button-facebook cdw-taboola-social"></a> <a class="pw-button-googleplus cdw-taboola-social"></a> <a class="pw-button-linkedin cdw-taboola-social"></a> <a class="pw-button-reddit cdw-taboola-social"></a> <a class="pw-button-flipboard cdw-taboola-social"></a> <a class="pw-button-email cdw-taboola-social"></a> <a class="pw-button-pinterest cdw-taboola-social"></a> </div> Sat, 06 Oct 2018 19:48:57 +0000 eli.zimmerman_9856 41501 at https://edtechmagazine.com/k12 CyberSecurity Awareness Month https://edtechmagazine.com/k12/ad/cybersecurity-awareness-month <span>CyberSecurity Awareness Month</span> <span><span lang="" about="/k12/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Fri, 10/05/2018 - 16:37</span> <div class="pw-widget pw-size-medium pw-layout-vertical" data-layout="vertical" data-url="https://edtechmagazine.com/k12/ad/cybersecurity-awareness-month" data-title="CyberSecurity Awareness Month" data-via="EdTech_K12" data-button-background="none"> <span> <span>Oct</span> <span>05</span> <span>2018</span> </span> <a class="pw-button-twitter cdw-taboola-social"></a> <a class="pw-button-facebook cdw-taboola-social"></a> <a class="pw-button-googleplus cdw-taboola-social"></a> <a class="pw-button-linkedin cdw-taboola-social"></a> <a class="pw-button-reddit cdw-taboola-social"></a> <a class="pw-button-flipboard cdw-taboola-social"></a> <a class="pw-button-email cdw-taboola-social"></a> <a class="pw-button-pinterest cdw-taboola-social"></a> </div> <div class="pw-widget pw-size-medium pw-layout-horizontal" data-counter="true" data-url="https://edtechmagazine.com/k12/ad/cybersecurity-awareness-month" data-title="CyberSecurity Awareness Month" data-via="EdTech_K12" data-button-background="none"> <div> <a class="pw-button-twitter cdw-taboola-social"></a> <a href="https://twitter.com/search?f=realtime&amp;q=https%3A%2F%2Fedtechmagazine.com%2Fk12%2Frss.xml%3FPageSpeed%3Dnoscript%26destination%3D%2Fk12%2F%253Fpage%253D0%2525252C2%25252C1%2526PageSpeed%253Dnoscript%26_exception_statuscode%3D404" target="_blank"><span class="pw-box-counter cdw-taboola" data-channel="twitter"></span></a> </div> <div> <a class="pw-button-facebook cdw-taboola-social"></a> </div> <div> <a class="pw-button-googleplus cdw-taboola-social"></a> </div> <div> <a class="pw-button-linkedin cdw-taboola-social"></a> </div> <div> <a class="pw-button-reddit cdw-taboola-social"></a> </div> <div> <a class="pw-button-flipboard cdw-taboola-social"></a> </div> <div> <a class="pw-button-email cdw-taboola-social"></a> </div> <div> <a class="pw-button-pinterest cdw-taboola-social"></a> </div> </div> <div class="pw-widget pw-size-medium pw-layout-horizontal" data-url="https://edtechmagazine.com/k12/ad/cybersecurity-awareness-month" data-title="CyberSecurity Awareness Month" data-via="EdTech_K12" data-button-background="none"> <div> <a class="pw-button-twitter"></a> <span class="pw-box-counter" pw:channel="twitter"></span> </div> <div> <a class="pw-button-facebook"></a> <span class="pw-box-counter" pw:channel="facebook"></span> </div> </div> Fri, 05 Oct 2018 20:37:26 +0000 eli.zimmerman_9856 41481 at https://edtechmagazine.com/k12