EdTech Magazine - Technology Solutions That Drive Education https://edtechmagazine.com/k12/rss.xml en How to Provide Immersive Learning Experiences Remotely https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/article/2020/05/how-provide-immersive-learning-experiences-remotely%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>When schools across the country rapidly shifted to remote learning, educators were concerned about how they would keep students engaged outside a classroom setting.</p> <p>According to a recent <a href="https://www.aaeteachers.org/index.php/press-release-pages/051120-surveydistancelearning" target="_blank">report</a> released by the Association of American Educators, 56 percent of 1,030 educators surveyed said that inadequate student participation and attendance, plus students’ lack of technology or parental support, were major obstacles to remote learning.</p> <p>But there isn’t a single solution for boosting student engagement, write Kerry Rice, a professor in the educational technology department at Boise State University, and Kristin Kipp, chair of education media design and technology at Rocky Mountain College of Art + Design, for <a href="https://www.edsurge.com/news/2020-05-06-how-can-educators-tap-into-research-to-increase-engagement-during-remote-learning" target="_blank">EdSurge</a>: “Online teachers need to combine multiple strategies to reach learners, such as strengthening relationships with learners, engaging families and helping learners connect with their peers.”</p> <p>Using technology in innovative ways can make that possible. For example, <a href="https://edtechmagazine.com/k12/article/2020/05/immersive-learning-takes-students-out-classroom-and-out-world">Woodstock Community Unit School District 200</a> in Illinois knew that maintaining contact with their 6,300 students “never was a given,” even though they were able to deploy Chromebooks for them during remote learning, the <a href="https://www.nwherald.com/2020/04/19/district-200-schools-work-to-maintain-high-student-contact-rates/at7894i/" target="_blank">Northwest Herald reports</a>.</p> <p>Beyond contacting students and their families, teachers encouraged student attendance by providing engaging online lessons. “When a teacher is doing something innovative, either in school or at home through technology, word spreads, and kids want to be a part of it,” Woodstock High School Principal Art Vallicelli says.</p> <p>Educators can also maintain that student engagement — and even supplement traditional classrooms once schools reopen — by creating immersive learning experiences for students online.</p> Micah Castelo https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/article/2020/05/how-provide-immersive-learning-experiences-remotely%22%20hreflang%3D%22en%22%3Eview%3C/a%3E CoSN2020: Improving Connectivity for K–12 Students https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/media/video/cosn2020-improving-connectivity-k-12-students%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>The homework gap is not a new issue. For many years, there's been a significant population of students who are unable to complete homework assignments because they don't have adequate access to devices or broadband internet outside of school.</p> <p>But switching to remote learning has made that issue more pronounced. When the pandemic forced mandatory school closures nationwide, many school districts had to rush to make sure students — and even teachers — had both the devices and internet connectivity they needed to continue teaching and learning. And with the uncertainty around what next school year will look like, it's best for school leaders to prepare for potential connectivity challenges now.</p> <p>At CoSN2020, Michael Flood, senior vice president of strategy at Kajeet, shared different methods schools are using to expand student connectivity. He also discussed how school leaders can navigate funding challenges and other best practices when deploying connectivity solutions next school year.</p> <p><b>Be sure to check out the rest of our CoSN2020 coverage <a href="http://edtechmagazine.com/k12/cosn" target="_blank">here</a>.</b></p> https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/media/video/cosn2020-improving-connectivity-k-12-students%22%20hreflang%3D%22en%22%3Eview%3C/a%3E With Tech, the Class of 2020 Graduates on Screen and Via Streams https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/article/2020/05/tech-class-2020-graduates-screen-and-streams%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p><a href="https://www.pearsononlineacademy.com/" target="_blank">Pearson Online Academy</a> will celebrate graduation this year the same way it always does: virtually.</p> <p>The online global school’s students and families plan to gather on June 16 via <a href="https://www.cdw.com/content/cdw/en/brand/adobe.html" target="_blank">Adobe</a> Connect in a ceremony that will include <a href="https://www.cdw.com/product/camtasia-studio-maintenance-1-user/825771" target="_blank">Camtasia</a>-edited video segments, PowerPoint presentations, and student speeches recorded on smartphones.</p> <p>“The kids have worked so hard, they have put so much into high school,” Principal Katie Mussachio says. “They have been looking forward to this, their parents have been looking forward to it. It takes a lot of work to graduate from high school, and it needs to be celebrated.”</p> <p>The big difference this year is that Pearson Online won’t be alone. In the face of COVID-19, school districts nationwide have been scrambling to put together graduation ceremonies with all the pomp and circumstance, minus the in-person contact.</p> <p><a href="https://edtechmagazine.com/k12/article/2020/05/leveraging-technology-can-help-english-language-learners-graduate" target="_blank"><strong><em>MORE ON EDTECH: </em></strong><em>Learn about the tech that can help English language learners graduate.</em></a></p> <h2>Finding New Ways to Celebrate Graduation</h2> <p>At <a href="https://www.academicswest.com/" target="_blank">Academics West School</a> in New York City, students will get the full graduation day treatment, but they’ll get it remotely via Zoom.</p> <p>“They have a host of events scheduled online for graduation,” CEO and co-founder Jeffrey Kassinove says. “There will be an expressive arts show performed by students. We will have past graduates speaking, and a few of our administrators will speak.”</p> <p>Around the country, many K–12 schools use <a href="https://edtechmagazine.com/k12/article/2020/04/why-videoconferencing-security-essential-remote-learning-perfcon">videoconferencing platforms</a> such as Zoom for remote learning. For many, a natural shift is to leverage the same platform for their graduation events, but a range of other technologies also are in play.</p> <p>In Killeen, Texas, for example, school district administrators already use the free local cable station Channel 17 to broadcast community news. This year, they will televise virtual graduations for almost 2,500 students from five different schools.</p> <p>The setup includes Wowza for streaming, Final Cut Pro for editing, Adobe Media Encoder for video management, and the JW Player video platform, says Taina Maya, chief communications and marketing officer for <a href="https://www.killeenisd.org/" target="_blank">Killeen Independent School District</a>. The net result won’t be exactly like the real thing, but it will have all the main components.</p> <p>“It will incorporate the valedictorian and salutatorian speeches, and our students will be able to participate with a picture and a personalized message where they can give a nod to a favorite teacher or a high school experience,” she says.</p> <p>With online learning already in full swing, it hasn’t been hard to engage students in the preparations for graduation, Maya says. The toughest part is nailing down the logistics.</p> <p>“We are trying to accommodate all of those students in one event, and we want to ensure that no is left out,” she says.</p> <p>To that end, students have prerecorded their speeches, and the district has offered to take everyone’s senior picture in cap and gown.</p> <p>“Those pictures will be used to fill a personal slate that will be shown as part of the ceremony,” Maya says. “Names will be called, just as in a traditional graduation.”</p> <p>As a veteran of virtual graduations, Pearson Online’s Mussachio says that kind of attention to detail is key to pulling off a successful online ceremony. “You have to put on a pretty darned good show,” she says.</p> <p>“Instead of the 30-second walk across the stage, we do slide shows where you see their picture and what college they are going to,” she says. “Before and after the ceremony, we have less formal pictures of the students: a ballerina in dance class, a family trip to Disney World, their favorite high school memories. It highlights the uniqueness of every student.”</p> <p>Prerecorded segments combined with livestream activity can bring a virtual graduation to life.</p> <p>At <a href="http://wcpsmd.com/" target="_blank">Washington County Public Schools</a> in Maryland, for example, administrators are partnering with virtual ceremony production companies StageClip and MarchingOrder to create preproduced student profile videos, Superintendent Boyd J. Michael III says.</p> <p>StageClip uses Snapchat filters to put graduates in a virtual cap and gown using the school’s colors. MarchingOrder provides barcode scanners that work with a school’s laptop to keep the order of graduates intact. The end result will be livestreamed in a ceremony on YouTube, Michael says.</p> Adam Stone https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/article/2020/05/tech-class-2020-graduates-screen-and-streams%22%20hreflang%3D%22en%22%3Eview%3C/a%3E CoSN2020: Tips for Building a Cloud-First Strategy https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/media/video/cosn2020-tips-building-cloud-first-strategy%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>IT leaders have seen how beneficial cloud computing really is with remote learning. Adopting cloud-based tools — from productivity suites to application management platforms — has helped schools make that transition with fewer disruptions and efficient communication. </p> <p>And with the possibility of having continued remote or blended classrooms in the fall, it's wise for schools to have a cloud-first strategy in place. At CoSN2020, Chad Stevens, leader for K–12 education at <a href="https://www.cdwg.com/content/cdwg/en/brand/aws-cloud-services-cdw.html" target="_blank">Amazon Web Services</a>, shared best practices for starting a cloud migration journey. </p> <p><b>Be sure to check out the rest of our CoSN2020 coverage <a href="http://edtechmagazine.com/k12/cosn" target="_blank">here</a>. </b></p> <p> </p> https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/media/video/cosn2020-tips-building-cloud-first-strategy%22%20hreflang%3D%22en%22%3Eview%3C/a%3E 3 Ways K–12 IT Leaders Can Support Data-Driven Education https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/article/2020/05/3-ways-k-12-it-leaders-can-support-data-driven-education-perfcon%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>Before technology transformed K–12 education, IT professionals and teachers mostly stayed in their own lanes: IT staff kept systems humming behind the scenes, while educators handled the classroom. Today, those lines are blurry, if not altogether erased.</p> <p>In fact, when the <a href="https://www.cosn.org/" target="_blank">Consortium for School Networking</a> asked IT leaders about their role in supporting teaching and learning, 76 percent said it is to “be more responsive to educator IT needs,” according to CoSN’s <a href="https://www.cosn.org/sites/default/files/_CoSN_ITLdrship_Report_2019_Final.pdf" target="_blank">2019 K–12 IT Leadership Survey Report.</a></p> <p>The organization included that question in its annual survey for the first time last year, and it’s a telling addition. Many IT professionals now work closely with educators, particularly as districts pursue initiatives related to data-driven instruction and decision-making. It’s a change that is expanding the scope of both roles.</p> <p>“The big thing that IT leaders have to do is get out into the classrooms,” says Mike Daugherty, director of technology and innovation for <a href="http://www.chagrinschools.org/" target="_blank">Chagrin Falls Exempted Village Schools</a> in Ohio. “As things have changed and our role in the educational process has shifted so much, you have to find time to get out there and see if what you’re doing is really working.”</p> <p>Proponents of <a href="https://edtechmagazine.com/k12/article/2020/03/cosn2020-want-boost-innovation-education-focus-data">data-driven education</a> say IT leaders have an important role to play in helping educators choose the right tools, deploy them successfully and manage privacy concerns.</p> <p><a href="https://edtechmagazine.com/k12/article/2020/04/why-k-12-schools-should-establish-data-driven-culture-perfcon" target="_blank"><b><i>MORE ON EDTECH: </i></b><i>Learn why K–12 schools should establish a data-driven culture.</i></a></p> <h2>1. Guide K–12 Districts Toward the Right Data Solutions</h2> <p>Districts typically launch data initiatives by figuring out what the end goals are and what tools are required to get there. IT leaders can help by fostering clarity about objectives; for example, do educators want a <a href="https://edtechmagazine.com/k12/article/2019/08/qa-kern-county-school-administrators-data-driven-student-success">data dashboard</a>, or are they really looking for an assessment solution?</p> <p>“My role as an IT leader is to ask questions. What are their goals? What do they want to look at?” says Jean Tower, director of media and digital learning at <a href="http://www.needham.k12.ma.us/" target="_blank">Needham Public Schools</a> in Massachusetts. “I make sure that whatever product we’re buying meets their goals.”</p> <p>IT staff can also be a sounding board about what’s possible from a technical perspective and which solutions will be most user friendly.</p> <p>“We can be the reality check, but I also think we can push toward solutions that are easy to use and fast,” Tower says.</p> <p>In Ohio, Daugherty uses stakeholders’ needs to narrow down options and then reviews them with teachers, curriculum directors, principals and technology coaches.</p> <p>“We all look at those systems together and weigh the pros and cons,” he says. “By getting the right people involved, you pick a better solution.”</p> Amy Burroughs https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/article/2020/05/3-ways-k-12-it-leaders-can-support-data-driven-education-perfcon%22%20hreflang%3D%22en%22%3Eview%3C/a%3E How K–12 IT Leaders Can Support Digital Equity https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/article/2020/05/how-k-12-it-leaders-can-support-digital-equity%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>Bridging the digital divide is more critical than ever. When schools across the country made the quick shift to emergency <a href="https://edtechmagazine.com/k12/article/2020/03/factors-consider-when-preparing-e-learning-perfcon" target="_blank">remote learning</a> during the pandemic, many found that it exposed deficits and exacerbated existing challenges around internet access, especially in rural and high-poverty areas.</p> <p>Milton Area School District in central Pennsylvania, for example, found that purchasing laptops and tablets for students <a href="https://whyy.org/articles/coronavirus-shutdown-reveals-inequity-of-student-internet-access-across-pa/" target="_blank">was not enough to prepare them</a> for virtual instruction. MASD realized that some students — and even teachers — did not have at-home internet connections to use devices for online learning.</p> <p>Meanwhile, in New York City, thousands of children who live in shelters and unstable housing were <a href="https://www.nytimes.com/2020/03/26/nyregion/new-york-homeless-students-coronavirus.html" target="_blank">unable to log in to</a> their school’s online classroom because they did not have Wi-Fi access or devices with built-in internet.</p> Douglas Konopelko https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/article/2020/05/how-k-12-it-leaders-can-support-digital-equity%22%20hreflang%3D%22en%22%3Eview%3C/a%3E CoSN2020: How Data Analytics Can Improve Remote Learning https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/media/video/cosn2020-how-data-analytics-can-improve-remote-learning%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>When school districts unexpectedly closed due to the coronavirus pandemic, faculty and staff had to embrace the unknown and come up with creative ways to continue student learning. But with such a quick pivot, many felt that they didn't have all the information they needed to see how well it was all working — especially those who didn't have any sort of prior contingency plan. </p> <p>At CoSN2020, Amy Bennett, vice president of marketing at <a href="https://www.cdwg.com/search/?key=Lightspeed%20Systems%20Relay&amp;searchscope=all&amp;sr=1" target="_blank">Lightspeed Systems</a>, said that it's possible for schools to access that information with the help of data analytics. She discussed how Lightspeed's Relay dashboard solution gives IT leaders and administrators visibility into application usage, device management, data privacy and more to ensure their remote or blended learning initiatives are successful. </p> <p><strong>Be sure to check out the rest of our CoSN2020 coverage <a href="http://edtechmagazine.com/k12/cosn" tabindex="-1" target="_blank">here</a>. </strong></p> <p> </p> https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/media/video/cosn2020-how-data-analytics-can-improve-remote-learning%22%20hreflang%3D%22en%22%3Eview%3C/a%3E How IT Staff Provide Tech Support During Remote Learning https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/article/2020/05/how-it-staff-provide-tech-support-during-remote-learning-perfcon%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>When Calgary Catholic School District was pushed to close its doors in March due to the novel coronavirus, students, faculty and other school staff had to quickly adjust to the new reality thrust upon them: navigating <a href="https://edtechmagazine.com/k12/article/2020/03/factors-consider-when-preparing-e-learning-perfcon" target="_blank">remote learning</a>.</p> <p>“We had no time to plan — our local government here announced that schools were closing on Sunday afternoon for Monday,” says John Schutte, IT director for the Canadian school district. “It was a surprise, a crisis emergency mode.”</p> <p>While the district had been a strong proponent of using technology in the classroom, it still had <a href="https://edtechmagazine.com/k12/article/2020/03/cosn2020-what-administrators-should-know-about-enabling-e-learning">numerous hurdles to overcome</a> to continue teaching and learning online.</p> <p>IT teams had to teach staff how to use <a href="https://edtechmagazine.com/k12/article/2020/04/why-videoconferencing-security-essential-remote-learning-perfcon">videoconferencing tools</a> and walk them through online learning platforms, such as <a href="https://www.cdwg.com/content/cdwg/en/brand/google.html?cm_mmc=Vanity-_-google-_-NA-_-NA" target="_blank">Google</a> Classroom. They also had to figure out how to distribute nearly 5,000 Chromebooks for students to use at home. “Prior to COVID-19, it was fairly low usage on all of those tools,” Schutte says.</p> <p>But there was also the challenge of how IT staff could efficiently and effectively guide users through those technologies.</p> <p>CCSD wasn’t alone in that. As <a href="https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/" target="_blank">many schools worldwide shifted to an online environment for remote learning</a>, IT teams were put to the test. Calls and emails about technical issues came in left and right, and help desk requests seemed to be never-ending.</p> <p>In Santa Fe (N.M.) Public Schools, for instance, the district’s help desk processed more than 1,400 calls in mid-March when online instruction began — around 10 times more than the number of calls they had two months earlier, <em>Education Week</em> <a href="http://blogs.edweek.org/edweek/DigitalEducation/2020/05/school_district_it_help_desks_.html" target="_blank">reports</a>. Some district IT teams even had to handle questions unrelated to technology, about food distribution and other student services.</p> <p>Urgency was also crucial to delivering assistance. “They need help in the next four minutes, not in the next four days,” Schutte says. “So, our end goal was, how do we support that immediate solution?”</p> <p><a href="https://edtechmagazine.com/k12/article/2020/04/what-administrators-are-asking-about-remote-learning" target="_blank"><strong><em>MORE ON EDTECH:</em></strong> <em>Discover what questions administrators are asking about remote learning.</em></a></p> <h2>Key Considerations for IT Staff Pivoting to Remote Support</h2> <p>Before they shifted to remote learning, Schutte says his team already prioritized efficiency. “That way, we can really focus all of our resources on the classrooms and teachers,” he says.</p> <p>CCSD started using ServiceNow, a cloud-based IT management platform, as a ticketing tool two years ago to stay on top of help desk requests and streamline workflow. But they also saw the benefit of having a single place where faculty and staff could get their tech questions answered.</p> <p>So, they soon created a self-service portal powered by <a href="https://www.cdwg.com/search/?key=ServiceNow&amp;searchscope=all&amp;sr=1" target="_blank">ServiceNow</a> called “ASK,” which stands for action, service and knowledge. It became a one-stop shop for teachers and other school staff who were requesting information not only related to IT, but to human resources and facilities services as well. It features a knowledge base of articles that users can easily find using a search bar.</p> <p>Schutte says having that portal in place was what enabled his team and other departments to quickly move to a remote work environment in a more seamless, organized way. And with the plethora of information coming in about the pandemic, it also helped them keep staff informed about government and health services.</p> <p>“When people are under stress, they aren’t necessarily following the same process and protocols they normally would,” says Andrea Urquhart, HR director at CCSD. “So, we wanted to draw out those things we felt would be most necessary for them to start their journey on to online learning.”</p> <script type="text/javascript" src="//sc.liveclicker.net/service/getEmbed?client_id=1526&amp;widget_id=1099621193&amp;width=640&amp;height=360"></script><p><small>Watch how district administrators can help facilitate remote learning.</small></p> <p>Having a self-service portal also empowered IT staff to focus on bigger remote learning issues — like training teachers — rather than dealing with administrative tasks such as resetting passwords.</p> <p>“What that means is, I don’t have an army of help desk people answering the same questions over and over again. It’s all online, it’s easily accessible, people are able to find these answers themselves,” Schutte says. “So now, my help desk people are running professional development sessions on Microsoft Teams or Google Meet, or on setting up our learning management system. We’re not doing busy work — we’re doing higher-value work for our staff.”</p> <p>Ken Galvin, senior product manager at <a href="https://www.cdwg.com/search/?key=Quest&amp;searchscope=all&amp;sr=1" target="_blank">Quest</a> Software, expressed a similar sentiment, saying that IT leaders should encourage as much self-service as possible. “Most people prefer it anyway. But also, right now, you have to save your IT staff resources for the heavy stuff, not the repetitive stuff that can be looked up,” he says.</p> <p>Adopting a service desk application, especially one that is fully integrated with inventory and software asset management systems, is particularly helpful because it lets IT staff automate many tasks, he says. “People can go to knowledge bases, download their own software — but only the software they’re supposed to have — off of the portal,” Galvin says.</p> <p>Being able to monitor school-owned devices and software remotely is also crucial to <a href="https://edtechmagazine.com/k12/article/2020/04/4-cyberhygiene-practices-secure-remote-learning">ensuring cybersecurity during e-learning</a>. “People thought they had a nice perimeter around their IT environment, but that’s shot. That’s gone,” he says.</p> <p>Galvin says questions such as, “What kind of software is our staff downloading?” and “Are they using their work computer or personal devices to access student information?” can easily keep IT leaders up at night.</p> <p>To help ease those concerns, Galvin also suggests having a desktop authority and privilege manager, which allows IT staff to give any user time-automated, temporary administrator privileges on devices.</p> <p>Systems management appliances such as Quest’s <a href="https://www.cdwg.com/search/?key=Quest%20KACE&amp;searchscope=all&amp;sr=1" target="_blank">KACE</a> also enable staff to scan their entire network, identify all connected devices and do a granular inventory remotely. They can also automate software patch management to ensure applications are always up to date.</p> Micah Castelo https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/article/2020/05/how-it-staff-provide-tech-support-during-remote-learning-perfcon%22%20hreflang%3D%22en%22%3Eview%3C/a%3E CoSN2020: Rethinking Accessibility in K–12 Education https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/media/video/cosn2020-rethinking-accessibility-k-12-education%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>The recent shift to remote learning has shined a light on the importance of making digital content accessible for all students. And no matter what schools look like when they reopen in the fall, digital accessibility should be non-negotiable. </p> <p>At CoSN2020, Marialice Curran, the founder of the Digital Citizenship Institute, explained why digital accessibility — and representation — should be top of mind for all school leaders and educators, and how they can ensure it.</p> <p><strong>Be sure to check out the rest of our CoSN2020 coverage <a href="http://edtechmagazine.com/k12/cosn" target="_blank">here</a>. </strong></p> https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/media/video/cosn2020-rethinking-accessibility-k-12-education%22%20hreflang%3D%22en%22%3Eview%3C/a%3E CoSN2020: Why School Tech and Business Leaders Should Be Partners https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/article/2020/05/cosn2020-why-school-tech-and-business-leaders-should-be-partners%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>The nation’s K–12 schools are bracing for budget cuts resulting from the global economic downturn. And while it’s always important to work across departments, a district IT leader’s relationship with one particular administrator — the school business officer — could make a difference in the current environment.</p> <p>“When it really comes down to it, without the synergy between CTOs and school business officials, none of our funding efforts will be successful,” Frankie Jackson, director of strategic initiatives for Texas K–12 CTO Council, said during <a href="https://edtechmagazine.com/k12/events/cosn" target="_blank">CoSN2020</a>, the Consortium for School Networking’s virtual annual conference.</p> <p>Jackson, who is also a former CTO, and Keith Bockwoldt, CIO for <a href="https://edtechmagazine.com/k12/article/2020/01/how-k-12-school-districts-push-back-against-hackers">Hinsdale High School District 86</a> in Illinois, presented recommendations and examples of how CTOs and SBOs can support each other.</p> Marquita Brown https://edtechmagazine.com/k12/%3Ca%20href%3D%22/k12/article/2020/05/cosn2020-why-school-tech-and-business-leaders-should-be-partners%22%20hreflang%3D%22en%22%3Eview%3C/a%3E