EdTech Magazine - Technology Solutions That Drive Education https://edtechmagazine.com/k12/rss.xml en The Trickle-Down Effect of Technology on High School Sports https://edtechmagazine.com/k12/article/2019/03/trickle-down-effect-technology-high-school-sports <span>The Trickle-Down Effect of Technology on High School Sports</span> <span><span lang="" about="/k12/dashboard/rickyribeiro" typeof="schema:Person" property="schema:name" datatype="">ricky.ribeiro</span></span> <span>Mon, 03/25/2019 - 16:09</span> <div><p>High school sports aren’t anywhere near the level of sophistication technologically that their counterparts at the college and pro levels have achieved, but that doesn’t mean technology isn’t having a transformative impact on how high school sports teams are managed.</p> <p>Often, it’s merely a matter of time and resources for some of the technologies to work their way down to the high school level.</p> <p>“It really comes down to resources for a high school,” said Charlie Ward, speaking at a CDW-Intel thought leadership event in Jacksonville, Fla. during the first week of March Madness. “High schools are working to catch up. Everything is a trickle-down effect.”</p> <p><img alt="Charlie Ward CDW Intel" data-entity-type="" data-entity-uuid="" src="/k12/sites/edtechmagazine.com.k12/files/uploads/charlieward-jacksonsville-cdwintelpanel.jpg" /><br /><span style="font-size: 11px;">Charlie Ward (middle) spoke as part of a thought leadership panel on sports and technology sponsored by CDW and Intel in Jacksonsville, Fla. during the first round of the March Madness tournament. Photography by: Ricky Ribeiro</span></p> <p><a href="https://edtechmagazine.com/k12/article/2017/09/4-ways-technology-reshaping-athletics" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out how technology has reshaped K–12 athletics.</em></a></p> <h2>Balancing the Value and Distraction of Technology in Sports</h2> <p>Ward, a former NBA player and Heisman Trophy winner, is currently the <a href="https://www.fsus.school/Page/2983" target="_blank" title="FSUS Florida High boys basketball coach">boys basketball coach</a> for <a href="https://www.fsus.school/domain/27" target="_blank" title="FSUS Florida High">Florida State University Schools’ Florida High</a>. The school functions as a charter school within FSU, which offers valuable research and training experience for students in FSU’s College of Education.</p> <p>As an FSU grad and former basketball and football player for the university, Ward finds himself settling back in where it all started. And while he’s still adjusting from his previous role as a high school football coach, according to a report from <a href="https://usatodayhss.com/2018/fsu-legend-charlie-ward-settling-in-back-where-it-all-began" target="_blank" title="Charlie Ward USA Today"><em>USA Today</em></a>, he’s also <strong>grappling with the realities of managing a team of teenagers who are digital natives</strong>.</p> <p>One major aspect of coaching that’s part of his life today — text messaging — didn’t even exist back when he was a high school and college athlete.</p> <p>“We have a group text that we use to communicate with our kids and parents. There's a plethora of apps you can use for that, from scheduling to messages,” said Ward. “It's a great tool for us to have to stay in touch with our team, and helps improve the speed of communication.”</p> <p>While the speed of text messaging makes things easier in many ways, it also presents a distraction for the athletes — on top of the more traditional distractions that all teenagers face as they’re growing up, said Ward.</p> <p>“High school kids, their focus tends to be on other things. So we're having to train their brain to being more focused on the sports aspect, cause they have school, they have girls, they have a social life, they have all of these other things vying for their time,” said Ward.</p> <h2>Film Helps with Training and Recruiting High School Athletes</h2> <p>Aside from text communications, <strong>one of the most transformed aspects of coaching at the high school level is the use of film and video in training</strong>. Because smartphones and video technology are ubiquitous, getting your hands-on footage from a game has never been easier. In addition to game footage, coaches are able to edit film for specific players, which means coaching has never been more individualized than it is today.</p> <p>“Being able to send them clips with your edits plays a big part in just training their brain to see it from a coach's perspective,” said Ward. “We didn't have video like we have today, so a lot of things we had to rely on the coach for. Today, we have all the different things that can help them think through the game and think about certain movements.”</p> <p><strong>That ability to document gameplay is also having a major impact on the recruiting process</strong>, from high school to college.</p> <p>In a column for <a href="https://usatodayhss.com/2018/club-and-school-coaches-using-technology-to-help-athletes-get-recruited" target="_blank" title="USA Today High School Sports"><em>USA Today</em></a>, Garland Cooper spoke with Nelson Gord, founder of the Illinois Travel Baseball Club and a former collegiate and professional baseball player, about how technology is making the recruiting process more effective. One immediate impact is that technology allows recruiters to <strong>scout more high school athletes across a wider pool</strong>, which means more athletes can be scouted to play at the college level.</p> <p>“[I]n just the last three or four years, we had players go to schools that I’d never heard of before, a lot of high academic DIII schools. But these guys never would have connected with them if not for their use of technology. I just don’t have the bandwidth to talk to all those coaches,” said Gord.</p> <p><a href="https://edtechmagazine.com/k12/article/2019/01/esports-programs-start-pop-k-12-schools" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out how K–12 schools are adopting esports programs.</em></a></p> <h2>The Next Frontier for High School Sports’ Integration with Technology</h2> <p>Unlike the NBA or the NCAA, <strong>the integration of high school sports and technology is not necessarily evenly distributed because technology investments vary so much at the state and district level</strong>. But already, major investments are popping up here and there.</p> <p>For example, Bingham High School in Utah recently became the first in its state to implement a real-time scoreboard system, according to <a href="https://www.sltrib.com/sports/high-school-sports/2019/03/14/bingham-high-implements/" target="_blank" title="Bingham High School real-time scoreboard"><em>The Salt Lake Tribune</em></a>.</p> <p>As for what Ward, he’s keen on speeding up the footage review process so that it’s closer to real time. When Ward played with the San Antonio Spurs, Gregg Popovich (or, as Ward calls him, Coach Pop) was able to work it so that the team could <strong>capture, edit and review gameplay video during halftime</strong>. Unfortunately, the high school sports world hasn’t quite caught up to kind of real-time feedback loop.</p> <p>“We haven't gotten to the point where we can get the video edited quick enough to review it during halftime,” said Ward.</p> <p>While this particular dream hasn’t yet been realized, Ward can’t help but marvel at where the use of tech in sports is today, especially when he <strong>contrasts it with his own time as a high school and college athlete</strong>.</p> <p>“We just didn't have all of the intricacies of everything they have today to be able to go up and hit something on the screen. We had to use clickers and laser pointers, those kinds of things, that was the most technology we had. In today's world, you can edit the film in a lot more ways, and also it's more interactive now,” said Ward.</p> <p>Given the current pace of innovation, it’s only a matter of time before those real-time, on-the-fly technology tools trickle down from the professional leagues and fall within reach of high school coaches.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/ricky-ribeiro"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/ricky-headshot-edit-700.jpg?itok=WWY4fQzx" width="58" height="58" alt="Ricky Ribeiro" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/ricky-ribeiro"> <div>Ricky Ribeiro</div> </a> <a target="_blank" class="google-plus" href="https://plus.google.com/115937193416485842649?rel=author"><span>Google+</span></a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=@ricktagious&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Ricky publishes and manages the content on BizTech magazine's website. He's a writer, technology enthusiast, social media lover and all-around digital guy.</p> </div> </p> </div> </div> </div> </div> Mon, 25 Mar 2019 20:09:28 +0000 ricky.ribeiro 42106 at https://edtechmagazine.com/k12 Immersive Tools Are Poised to Change Communication in K–12 Schools https://edtechmagazine.com/k12/article/2019/03/immersive-tools-are-poised-change-communication-k-12-schools <span>Immersive Tools Are Poised to Change Communication in K–12 Schools</span> <span><span lang="" about="/k12/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Mon, 03/25/2019 - 11:01</span> <div><p>New educational technology is <strong>revolutionizing how K–12 students and teachers engage</strong> with each other in and out of school. </p> <p>Online communities are certainly not new. For decades social media, online forums and messaging boards brought people together around common interests and shared goals. </p> <p>The explosion of new digital solutions, however, ushered in <a href="https://edtechmagazine.com/k12/article/2018/09/4-ways-k-12-can-maximize-impact-immersive-technology-classroom">new possibilities for immersive experiences</a> that <strong>challenge traditional notions of school communities</strong>. </p> <p>Augmented and virtual reality and voice-activated technologies are not only helping schools meet current, prevailing social expectations but also are allowing K–12 communities to expand beyond real-world limitations. </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>See how K–12 schools are using virtual reality to develop computer science courses.</em></a></p> <h2 id="toc_0">VR Adds New Immersive Elements to Videoconferencing</h2> <p>Schools are a place to foster <strong>leadership, empathy, problem-solving and communication skills</strong>. When used appropriately, classroom technologies can promote the development of these competencies while meeting students where they are. </p> <p>Virtual reality brings a dynamic layer to the student experience, <a href="https://edtechmagazine.com/k12/article/2018/12/social-emotional-learning-competencies-get-boost-classroom-technology-perfcon">teaching students critical social skills </a>in engaging and interactive ways. Immersive programs can open rural schools to the global community or make collaborative problem-solving and communication more fluid and intuitive. </p> <p>For example, students can now give their best friend a hug or high-five, compete in a soccer match or harmonize in a virtual band even when separated by an ocean. Teachers can take classes to far away locations, and regular school programing and activities can <strong>include students from anywhere in the world</strong>.</p> <h2 id="toc_1">Virtual Tools Promote Inclusivity in Schools</h2> <p>Digital avatars put students on an even playing field, which can boost their self-confidence and help them learn to accept the differences in others. </p> <p>In a virtual world, students are also <strong>not limited by their physical abilities, language proficiencies or resource availability</strong>. Students can join in collective cultural experiences, such as dances and performances, with schools from all corners of the globe. </p> <p>Together, these technologies blur the line between the digital realm and the physical one—redefining how students talk to each other and think of social bonds. </p> <p><a href="https://edtechmagazine.com/k12/article/2019/01/here-what-right-tools-mixed-reality-classroom-look" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Read more about what tools are available for K–12 teachers to develop engaging virtual reality content.</em></a></p> <h2 id="toc_2">K–12 Schools Can Use Digital Spaces to Gamify Events</h2> <p>At the beginning of February, as many as <strong>10 million</strong> gamers logged in to Fortnite, one of the <a href="https://edtechmagazine.com/k12/article/2019/01/esports-programs-start-pop-k-12-schools">most popular games right now</a>, for a <a href="https://www.bbc.com/news/blogs-trending-47116429" target="_blank">live virtual concert with performance</a> artist DJ Marshmello. </p> <p>Participants celebrated stageside with other avatars as the DJ cheered them on. Others floated through the air, thanks to altered gravity in the virtual world. The performance, complete with <strong>real-life stage visuals, lasers </strong><strong>and</strong><strong> oversized holograms</strong>, transported concertgoers to an exclusive experience only possible in a digital space. </p> <p>Those who tuned in to the concert were more than spectators; they were active participants, present in the crescendo of a new kind of virtual community.</p> <p>The growing popularity of interactive, <strong>collective technologies also calls into question our traditional notions of place</strong> — from what boundaries define the campus to assigned seating, individual desks and lockers. </p> <p>Activating the classroom through technology integration lays the foundation of a more expanded, global classroom that empowers students to better relate to themselves, each other and the modern world around them.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/taxonomy/term/11911"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/Jason%20Mellard.jpeg.jpg?itok=tSXds46e" width="58" height="58" alt="Jason Mellard" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/taxonomy/term/11911"> <div>Jason Mellard</div> </a> </div> <div class="author-bio"> <p> <div><p>Jason Mellard is a senior associate in Corgan’s Education Studio in Dallas, Texas.</p> </div> </p> </div> </div> </div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/taxonomy/term/11916"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/Samantha%20Flores.jpeg.jpg?itok=HfENOwhE" width="58" height="58" alt="Samantha Flores" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/taxonomy/term/11916"> <div>Samantha Flores</div> </a> </div> <div class="author-bio"> <p> <div><p>Samantha Flores is a senior associate in Corgan’s Education Studio in Dallas, Texas.</p> </div> </p> </div> </div> </div> </div> Mon, 25 Mar 2019 15:01:24 +0000 eli.zimmerman_9856 42101 at https://edtechmagazine.com/k12 Drones Take Their Place in the K–12 Classroom https://edtechmagazine.com/k12/article/2019/03/drones-take-their-place-k-12-classroom <span>Drones Take Their Place in the K–12 Classroom</span> <span><span lang="" about="/k12/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Wed, 03/20/2019 - 16:25</span> <div><p>Many children look at drones as cool toys. But from an educational perspective, teachers Ray Sevits and David Steele see an <strong>emerging technology that could steer their students toward a potential career</strong>.</p> <p>Last summer, the two educators from <a href="https://www.d11.org/" target="_blank">Colorado Springs School District 11</a> took a two-week drone-flying course, became drone pilots certified by the <strong>Federal Aviation Administration</strong> and now teach classes focused on the technology.</p> <p>Sevits’s <a href="https://www.fox21news.com/news/local/north-middle-school-drone-class-propels-students-to-new-heights/1511158481?fbclid=IwAR1rnYTtVkDixMFLDypEbff2mthD_Wz5fiTDIUGARECEr_-4YAYXdzWeFkk" target="_blank">North Middle School students </a>master the art of flying drones as they learn the conceptual physics of how the aircraft work, their different parts and how to fix them when they crash or break. Steele teaches the same concepts at Coronado High School, but in much greater detail as students design and <strong>build their own drones</strong> and prepare to earn FAA certification as drone pilots.</p> <p>“It’s easy to attract students and hook them with the coolness of flying drones. The burden is on us to <strong>show them the career connection</strong> — that a drone is a tool and that many industries use it,” says Duane Roberson, CSSD11’s director of career and technical education and concurrent enrollment.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/k12/k12/k12/k12/k12/k12/k12/k12/author/wylie-wong"><img src="/k12/k12/k12/k12/k12/k12/k12/k12/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/k12/k12/k12/k12/k12/k12/k12/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> Wed, 20 Mar 2019 20:25:27 +0000 eli.zimmerman_9856 42096 at https://edtechmagazine.com/k12 Asset Management Tools Help Time-Strapped K–12 IT Teams https://edtechmagazine.com/k12/article/2019/03/asset-management-tools-help-time-strapped-k-12-it-teams <span>Asset Management Tools Help Time-Strapped K–12 IT Teams</span> <span><span lang="" about="/k12/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Tue, 03/19/2019 - 22:03</span> <div><p>Looking back, Robert Chinnici finds it hard to believe how ­overmatched he was. Until about a year ago, <a href="https://www.aceroschools.org/" target="_blank">Acero Schools </a>­managed most IT assets for <strong>15 schools and 7,500 ­students </strong>manually.</p> <p>That might have been reasonable if the charter school network had IT staff on every campus. But Chinnici, the Chicago system’s IT director, was operating with<strong> one system administrator and five help desk technicians</strong>. The calls they received weren’t always straightforward.</p> <p>“It could become overwhelming,” Chinnici says. As director, he also fielded his share of tech calls — usually from someone in his department. The team’s biggest challenge lay in the schools’ lack of asset-tracking technology. </p> <p>“When you have multiple classrooms sharing different devices, <strong>you kind of expect that things will be misplaced</strong>,” he says. “They’d say, ‘Hey, this notebook is missing, and this teacher says it’s here, but another teacher is telling us it’s there. We don’t know what to do.’”</p> <p><img alt="as" data-entity-type="" data-entity-uuid="" src="/k12/sites/edtechmagazine.com.k12/files/ET_Q219_Feat_Hayhurst_Chinnici.jpg" /><br /><span style="font-size: 11px;">Robert Chinnici minimized the burden of device management through standardization. Photography by: Matthew Gilson.</span></p> <p>Fortunately, in 2018 Acero launched an initiative to standardize its technologies. As part of the process, it’s focused on procuring <a href="https://www.cdwg.com/search/Computers/Notebook-Computers/?w=C3&amp;ln=0&amp;a3407=50713045&amp;enkwrd=Chromebooks" target="_blank">Chromebooks</a>, mostly because they meet the needs of students across Acero’s K–12 landscape. </p> <p>But the convertible tablets — <a href="https://www.cdwg.com/product/lenovo-300e-chromebook-1st-gen-11.6-mt8173c-4-gb-ram-32-gb-ssd/4977317?pfm=srh" target="_blank">Lenovo 300e</a> devices featuring touch screens mounted on 360-degree hinges — also offer significant new capabilities that benefit IT management. </p> <p>First of all, the devices come with services and software that <strong>automate asset tracking</strong>, with locations for individual devices preassigned and wireless credentials preinstalled.</p> <p>“When they arrive, all we have to do is import them into our master inventory. Once they’re in there, if something goes missing, we just type in its serial number and it tells us where it’s supposed to be,” Chinnici says.</p> <p>The software also includes <a href="https://www.cdwg.com/product/absolute-software-mobile-theft-management-premium-for-chromebooks-subscri/4684819?pfm=srh" target="_blank">Absolute Mobile Theft Management</a>, which <strong>allows devices to be located with GPS</strong> — handy whenever something ends up in the wrong room or is moved off of its assigned cart.</p> <p>“We can even lock it down and remotely wipe it if we need to,” Chinnici says.</p> <p><a href="https://edtechmagazine.com/k12/article/2019/01/k-12-districts-turn-professional-services-after-11-rollouts" target="_blank"><em><strong>MORE FROM EDTECH:</strong> See how K–12 schools use professional services after one-to-one device rollouts.</em></a></p> <h2 id="toc_0">K–12 Efficiency Starts with Intentional Planning</h2> <p>Count Acero Schools among the growing number of K–12 districts turning to new tools and services designed intentionally to streamline asset management. </p> <p>One <a href="https://cosn.org/about/news/national-k-12-survey-reveals-cyber-security-broadband-capacity-and-budget-resources-are" target="_blank">recent survey by the Consortium for School Networking</a> found that IT leaders in districts nationwide still struggle to<strong> balance tight budgets and understaffing with data-driven educational priorities </strong>and hardware-heavy initiatives like one-to-one computing. </p> <p>More than half of K–12 IT directors say their budgets don’t allow them “to hire the personnel needed to support the tech assets that have already been purchased,” CoSN reports. Stretched thin, <strong>they’re mostly “reacting to technical problems” </strong>— instead of taking proactive measures to prevent them.</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/chris-hayhurst"> <div>Chris Hayhurst</div> </a> </div> <div class="author-bio"> <p> <div><p>Chris Hayhurst is a contributor to the CDW family of technology magazines.</p> </div> </p> </div> </div> </div> </div> Wed, 20 Mar 2019 02:03:33 +0000 eli.zimmerman_9856 42091 at https://edtechmagazine.com/k12 Hyperconvergence Hits Mainstream in K–12 Data Centers https://edtechmagazine.com/k12/article/2019/03/hyperconvergence-hits-mainstream-k-12-data-centers <span>Hyperconvergence Hits Mainstream in K–12 Data Centers</span> <span><span lang="" about="/k12/k12/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Tue, 03/19/2019 - 20:53</span> <div><p>While preparing to move the data c­enter at <a href="https://www.irondistrict.org/" target="_blank">Iron County School District </a>to a ­building with more space, the IT team received an alert: The air ­conditioning system had failed. By the time a crew got there, the <strong>temperature was so high that their ­fingerprints melted</strong> into the plastic around the power cords.</p> <p>Fortunately, the Utah district was in the process of replacing its aging systems with a <a href="https://www.cdw.com/search/?key=Scale&amp;searchscope=all&amp;sr=1" target="_blank">Scale Computing</a> HC3 <strong>hyperconverged</strong> infrastructure, which was onsite, just waiting to be installed in the new data center.</p> <p>“That really confirmed for us that what we were doing was both right and necessary,” says Troy Lunt, ICSD’s technology director.</p> <p>Simplicity and ease of management initially drew the district to <a href="https://edtechmagazine.com/k12/article/2019/01/why-k-12-districts-should-use-hci-improve-their-data-centers-perfcon">hyperconvergence</a>, but it didn’t take them long to experience the many other benefits that have led a growing number of school districts to adopt HCI.</p> <p>Rather than upgrade <strong>compute</strong><strong>, storage and networking</strong> individually, it combines all three, as well as management, into a single infrastructure.</p> <p>HCI adoption is projected to climb by as much as <strong>70 percent</strong> in the coming years, and its benefits for school districts match those realized by smaller organizations: “It’s easy to deploy and manage,” says Vladimir Galabov, principal analyst, cloud and data center research practice at <a href="https://ihsmarkit.com/index.html" target="_blank">IHS Markit</a>. “It’s also attractive as a form of low-cost storage.”</p> <p><a href="https://edtechmagazine.com/k12/article/2018/08/k-12-districts-prepare-their-infrastructures-internet-things" target="_blank"><em><strong>MORE FROM EDTECH:</strong> See how K–12 districts are virtualizing their desktops.</em></a></p> <h2 id="toc_0">Consolidation Is a Boon for K–12 Virtualization </h2> <p>Less electrical power, less cooling, less need for support and hands-on management — that’s how Ken Munford, ICSD network and security manager, boils down the benefits of Scale Computing’s HC3 product. “I spend maybe <strong>10 minutes a week monitoring both Scale systems that we have</strong>,” he says.</p> <p>When the district turned to hyperconvergence in 2014, it had been using a growing number of applications for everything from accounting to student information systems. </p> <p>The same group of nine technicians managed everything, on top of all of their other support responsibilities. Whenever a new server was required, IT relied on the <strong>district’s one virtualization expert</strong>. With HC3, teams can now create templates and use them to clone other servers.“</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/k12/author/melissa-delaney"> <div>Melissa Delaney</div> </a> </div> <div class="author-bio"> <p> <div><p>Melissa Delaney is a freelance journalist who specializes in business technology. She is a frequent contributor to the CDW family of technology magazines.</p> </div> </p> </div> </div> </div> </div> Wed, 20 Mar 2019 00:53:10 +0000 eli.zimmerman_9856 42086 at https://edtechmagazine.com/k12 Next-Gen Voice and Presence Technology Keep K–12 Districts Safer https://edtechmagazine.com/k12/article/2019/03/next-gen-voice-and-presence-technology-keep-k-12-districts-safer <span>Next-Gen Voice and Presence Technology Keep K–12 Districts Safer</span> <span><span lang="" about="/k12/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Mon, 03/18/2019 - 12:01</span> <div><p>For districts looking to upgrade communications systems, it’s no longer a question of whether to <strong>adopt an IP-based phone system, but rather which one to deploy</strong>. The advantages they provide — ease of mass notifications, the ability to deliver video as well as voice, greater redundancy and reliability — are simply too compelling to ignore.</p> <p>But for many budget-strapped districts, the deciding factor frequently comes down to cost. For example, last year <a href="https://www.mpusd.net/" target="_blank">Monterey Peninsula Unified School District</a> in Northern California deployed a new solution from <a href="https://www.cdwg.com/search/phones-video-conferencing/?key=jive&amp;searchscope=all&amp;sr=1&amp;ln=0&amp;b=jiv&amp;w=h" target="_blank">Jive Communications</a>. </p> <p>The primary driver for the update was a change in how the ­systems are funded, says Manuel Zamudio, IT director for the district, which serves more than <strong>10,000 students across 24 sites</strong>.</p> <p>Because the district’s phone system used Primary Rate Interface voice lines, it would no longer qualify for federal assistance by the end of 2019 due to changes in the<a href="https://edtechmagazine.com/k12/inside-look-e-rate" target="_blank"> FCC’s E-rate program</a>. Monterey Peninsula needed a cost-­effective solution, and fast.</p> <p>“The district had to pay full price for new lines, so cost was an important ­factor,” says Zamudio. “The second was reliability. Jive met all our r­equirements for price, ­reliability and future focus, and they were able to ­complete our entire VoIP switchover in a couple of months.”</p> <p>The company offered discounted rates on low-use lines, like those found inside classrooms, and provided more than <strong>1,000 new handsets</strong> at no charge, Zamudio says. All told, moving to Jive slashed the district’s telecom budget by <strong>20 to 25 percent</strong>.</p> <p>Systems like Jive also offer greater reliability and redundancy, Zamudio says. When one of the district’s elementary schools suffered a two-day internet outage last winter, the IT team used <strong>Jive to seamlessly reroute calls to administrators’ mobile phones</strong>.</p> <p>“Parents didn’t even know the systems were down,” he says. “If we’re ever in a situation where a site no longer functions, we can plug the phones into the network from a new location. As long as there’s an internet connection, they function as if they were in the office.”</p> <p><a href="https://edtechmagazine.com/k12/article/2019/03/3-things-k-12-schools-can-learn-remote-work-programs" target="_blank"><em><strong>MORE FROM EDTECH: </strong> See how schools are adopting remote learning best practices to teach during </em></a><em><a href="https://edtechmagazine.com/k12/article/2019/03/3-things-k-12-schools-can-learn-remote-work-programs" target="_blank">snowdays</a></em><a href="https://edtechmagazine.com/k12/article/2019/03/3-things-k-12-schools-can-learn-remote-work-programs" target="_blank"><em>.</em></a></p> <h2 id="toc_0">Schools Use IP-Based Systems to Amplify Safety Initiatives </h2> <p>Besides reliability and cost, <strong>enhanced communication and collaboration tend to be the key reasons why districts adopt IP-based voice solutions</strong>, says Blair Pleasant, president and principal analyst for <a href="http://www.commfusion.com/" target="_blank">COMMfusion</a>, a research and consulting firm.</p> <p>“Unified communications systems make it easier for schools to interact with families and staff, as well as c<strong>ommunicate between different campuses within a district</strong>,” she says.</p> <p>The systems are full of ­features that don’t come with traditional phones, such as presence technology, which allows callers to see whether someone is available before they dial, or video ­capabilities that allow <a href="https://edtechmagazine.com/k12/article/2018/11/k-12-videoconferencing-offers-new-opportunities-understaffed-school-districts">sick or disabled students to attend class remotely</a>.</p> <p>Another top reason for adoption is that IP phone systems make schools safer by making it easier for districts to <strong>send out mass notifications during school lockdowns</strong>, and they offer teachers a way to quickly call for help during dangerous situations.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/dan-tynan"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/dan-tynan-180.jpg?itok=mnbuJzub" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/dan-tynan"> <div>Dan Tynan</div> </a> <a target="_blank" class="google-plus" href="http://plus.google.com/102093055760798427858/posts?rel=author"><span>Google+</span></a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=tynanwrites&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Dan Tynan is a freelance writer based in San Francisco. He has won numerous journalism awards and his work has appeared in more than 70 publications, several of them not yet dead.</p> </div> </p> </div> </div> </div> </div> Mon, 18 Mar 2019 16:01:37 +0000 eli.zimmerman_9856 42061 at https://edtechmagazine.com/k12 3 Tools to Boost K–12 Math Lesson Plans for Pi Day https://edtechmagazine.com/k12/article/2019/03/3-tools-boost-k-12-math-lesson-plans-pi-day <span>3 Tools to Boost K–12 Math Lesson Plans for Pi Day</span> <span><span lang="" about="/k12/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Wed, 03/13/2019 - 16:52</span> <div><p>Pi Day is here. While it’s mostly a fun day of <strong>math-inspired competitions and scarfing down slices of “pi,”</strong> it can also be a great time for teachers to think about tweaking their math and computer science lesson plans. </p> <p>There are several classroom tools available that can keep students engaged while building the <strong>science, technology, engineering and math</strong> skills they will need down the road.</p> <p>Of course, math lessons in K–12 will <strong>vary depending on students’ grade level and skills</strong>. While high school students may be able to handle complex assignments, such as coding virtual worlds, second-graders will need to use simpler tools. Here are a few considerations to help teachers get started.</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 work to incorporate computer science into their curriculums.</em></a></p> <h2 id="toc_0">Grades K–4: Robotics Tools Teach Students Programming Basics</h2> <p>For the youngest K–12 students, classroom tools should focus on creating a <strong>solid, foundational understanding of math and computer science</strong> while also stimulating students’ creativity. </p> <p><a href="https://www.cdwg.com/product/teq-12x-sphero-sprk-education-pack-with-storage-box/5386118?pfm=srh" target="_blank">Sphero</a> robots and <a href="https://www.cdwg.com/search/?key=littleBits&amp;searchscope=all&amp;sr=1" target="_blank">littleBits</a> encourage students to take a hands-on approach to STEM. With <a href="https://edtechmagazine.com/k12/article/2018/12/review-littlebits-code-kit-makes-programming-fun">littleBits Code Kits</a>, students can create and program their own designs using color-coded electronic blocks. </p> <p>At <a href="https://www.dequeenleopards.org/" target="_blank">DeQueen Public Schools</a> in Arkansas, students have the freedom to explore and experiment with programming the globular robots.</p> <p>“We’re teaching computational skills by having students break large problems into a sequence of smaller, more manageable ones,” Technology Coordinator Nena Land <a href="https://edtechmagazine.com/k12/article/2018/10/district-tinker-fests-and-hackathons-rev-student-interest-stem-education">told <em>EdTech</em></a>. “All the while, they’re having a great time learning <strong>how to make a robot turn or move inside a game</strong>.”</p> <h2 id="toc_1">Grades 5–8: Students Reach for the Skies with Drones</h2> <p><a href="https://www.cdwg.com/search/?edc=5119595,4710220,5280067,4640202,4873333,4994102,4481601,5117644,5252839,5107365,5280054,4873323,5011370,5080973,5110473,4481617,5184186,5231118,5089158,5011366,5011368,4574261,4482205,4481598,4675548,5011367,4675480,5089174,5270871" target="_blank">Drones</a> may not be the first thing that comes to mind when thinking of math class, but they can be effective engagement tools when used correctly. </p> <p>At <a href="https://www.dsisdtx.us/" target="_blank">Dripping Springs (Texas) Independent School District</a>, students <strong>assembled and programmed drones of their own</strong>.</p> <p>They started by designing the parts, using a <a href="https://www.cdwg.com/product/makerbot-replicator/4304681" target="_blank">3D printer</a> to bring their designs to life. Then, with the help of their teachers and parents, they wired and assembled the drones. Once the machines were built, the only thing left to do was fly them. </p> <p>“We then built a curriculum around drones,” Marisa Vickery, the district’s facilitator of learning and innovation,<a href="https://edtechmagazine.com/k12/article/2018/11/drones-take-flight-latest-k-12-learning-tool"> told <em>EdTech</em></a>. “For some classes, teachers may use a drone for flying <strong>as an incentive or for basic coding practice</strong>, while others have the students plot out equations, using the drones to study math. … The drones really open up student interest, and there are so many applications for them across our curriculum.”</p> <p><a href="https://edtechmagazine.com/k12/article/2018/06/product-review-dji-phantom-4-pro-enables-unique-film-production-students" target="_blank"><em><strong>PRODUCT REVIEW:</strong> DJI Phantom 4 Pro+ enables unique opportunities for K–12 students.</em></a></p> <h2 id="toc_2">Grades 9–12: Let Students Be Masters of Their Own Virtual Universe</h2> <p><strong>Virtual and augmented reality</strong> can be a boon for teachers looking to spice up their lesson plans. After all, who would not jump at the opportunity to design a world of their own that they can immerse themselves in?</p> <p>When Chad Lewis, director of technology at <a href="https://www.tampaprep.org/" target="_blank">Tampa Preparatory School</a>, designed a <a href="https://edtechmagazine.com/k12/article/2018/09/how-makerspaces-schools-help-students-learn-code-perfcon">dedicated virtual reality lab space</a> equipped with <a href="https://www.cdw.com/search/?key=HTC%20Vive&amp;searchscope=all&amp;sr=1" target="_blank">HTC Vive</a> and <a href="https://www.cdwg.com/product/hp-oculus-rift-touch-vr-system/5244430?enkwrd=Oculus+Rift" target="_blank">Oculus Rift</a> headsets, older students <strong>enthusiastically took to the new immersive technology</strong>. </p> <p>Now, through Unity 3D virtual reality programming software, students can learn <strong>Java and C# programming languages</strong> to design everything from video games to astronomy applications. </p> <p>“Many schools are starting to <strong>experiment with VR from an experiential standpoint</strong>, which is great,” <a href="https://thelearningcounsel.com/article/tampa-prep-students-develop-virtual-reality-apps" target="_blank">said Lewis</a>. “The power of immersion in education is meaningful. For us, however, the big differentiator is that our students aren't just experiencing other people's VR environments. They are creating their own.”</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> Wed, 13 Mar 2019 20:52:41 +0000 eli.zimmerman_9856 42056 at https://edtechmagazine.com/k12 Technology Inside Next-Gen Learning Environments Continues to Evolve https://edtechmagazine.com/k12/article/2019/03/technology-inside-next-gen-learning-environments-continues-evolve <span>Technology Inside Next-Gen Learning Environments Continues to Evolve</span> <span><span lang="" about="/k12/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Wed, 03/13/2019 - 13:54</span> <div><p>K–12 classrooms essentially have been set up in much the same way since the days of Horace Mann in 1830s Massachusetts. </p> <p>Students <strong>sit in rows, facing forward, in order to see the blackboard and the teacher</strong>, who is ready to share knowledge that students are expected to receive. </p> <p>Increasingly, schools have turned away from that model as they strive to create active-learning classroom spaces that are more conducive to <a href="https://edtechmagazine.com/k12/article/2018/09/take-steps-make-modern-learning-spaces-reality">modern learning methods and thought</a>. </p> <p>A <a href="https://vtnews.vt.edu/articles/2018/05/icat-steelcaseaward.html" target="_blank">new study underway</a> at Virginia Tech seeks to understand the effects of <strong>physical space on course engagement and learning</strong>. Led by Timothy Baird, assistant professor of geography in the College of National Resources and Environment and senior fellow for the Institute for Creativity, Arts, and Technology, the study hypothesizes that<strong> greater engagement occurs in active-learning spaces</strong> and leads to better learning outcomes. </p> <p><script type="text/javascript" src="//sc.liveclicker.net/service/getEmbed?client_id=1526&amp;widget_id=1945783767&amp;width=640&amp;height=360"></script></p> <p>“We’re trying to figure out what engagement, critical thinking and community actually look like in the classroom, so we can better nudge space, teachers and students toward all that magic,” Baird says.</p> <p>The study incorporates <strong>motion-tracking cameras</strong> that take a few pictures of the class every second. The pictures are processed via machine learning and used to build a 3D model of classroom activities. From those models, Baird and his team can examine subtle classroom behaviors and patterns linked to learning.</p> <p>While it’s impossible to accurately predict the layout of the future K–12 classroom, it’s easy to imagine it incorporating active-learning technology at every possible turn. </p> <p><a href="https://edtechmagazine.com/k12/higher/article/2018/10/schools-sketch-out-modern-classrooms-and-then-make-them-reality" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Schools sketch out modern learning environments and then make them a reality.</em></a></p> <h2 id="toc_0">What Is in Store for K–12 Modern Classrooms?</h2> <p>Jody Britten, a senior associate at the <a href="https://metiri.com/" target="_blank">Metiri Group</a>, predicts that <a href="https://www.cdwg.com/search/?key=3D%20pens&amp;searchscope=all&amp;sr=1" target="_blank">3D pens</a>, <a href="https://www.cdwg.com/search/Printers-Scanners-Print-Supplies/3D-Printers-Accessories/3D-Printers/?w=PI1&amp;enkwrd=3D+printers" target="_blank">3D printers</a>,<a href="https://www.cdwg.com/product/microsoft-surface-pro-lte-12.3-core-i5-7300u-8-gb-ram-256-gb-ssd/4784237" target="_blank"> tablets</a>, cloud-based laptops and data visualization tools, such as <a href="https://www.cdwg.com/product/tableau-dt-pro-mnt-rnw-1y/4991317?pfm=srh" target="_blank">Tableau</a> and <a href="https://www.cdwg.com/product/qlikview-named-user-cal/4206457?pfm=srh" target="_blank">QlikView</a>, will all have a place in the modern classroom. </p> <p>3D pens in particular will encourage creativity in students, allowing users to <strong>draw a 3D structure in midair or create a raised graphic</strong> on a piece of paper or flat surface. 3D pens used in conjunction with data visualization tools add an element of dynamism to information and figures.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/taxonomy/term/11791"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/0.jpg?itok=4k0GCo6n" width="58" height="58" alt="Larry Bernstein" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/taxonomy/term/11791"> <div>Larry Bernstein</div> </a> </div> <div class="author-bio"> <p> <div><p>Larry is a freelance writer, author, and educator. He has taught English at both the high school and college level, and worked with struggling writers.</p> </div> </p> </div> </div> </div> </div> Wed, 13 Mar 2019 17:54:45 +0000 eli.zimmerman_9856 42051 at https://edtechmagazine.com/k12 K–12 Departments Work Collaboratively to Support New Pedagogies https://edtechmagazine.com/k12/article/2019/03/k-12-departments-work-collaboratively-support-new-pedagogies <span>K–12 Departments Work Collaboratively to Support New Pedagogies</span> <span><span lang="" about="/k12/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Tue, 03/12/2019 - 13:54</span> <div><p>Engaging students and personalizing instruction with technology <strong>requires IT and instructional experts to work effectively</strong>, together, outside of their traditional silos.</p> <p>If you’re reading this magazine, that’s probably something you’re well aware of. The tricky part is how to actually go about doing those things, and convincing everyone around you that <strong>they should be striving for that approach as well</strong>. How do you get that done?</p> <p>Let’s start with what personalized learning is — or should be — and go from there. A <a href="https://medium.com/personalizing-the-learning-experience-insights/what-is-personalized-learning-bc874799b6f" target="_blank">2017 Medium post from the Office of Educational Technology</a> laments the lack of clarity about the term “personalized learning”: “The lack of a consistent definition and language for a relatively complex idea has hampered both understanding and effective ­implementation,” the article states.</p> <p>Indeed, the concept has been conflated with other <strong>educational and ­instructional approaches that integrate technology</strong>: adaptive learning,<a href="https://edtechmagazine.com/k12/article/2019/02/google-classroom-and-microsoft-teams-education-find-blended-learning-tool-works-best-perfcon"> blended ­learning</a>, ­competency-based learning and differentiated learning, to name just a few.</p> <p>The post points out, rightly, that it’s “important to recognize that personalized learning entails more than a definition: <strong>school ­culture, pedagogy, curricular choices and available resources </strong>all influence the shape personalized learning takes in any given learning environment.” Enter the silos.</p> <p>When we can agree on the mission or goals of a personalized learning initiative, it becomes easier to break down the barriers and engage the various teams so we can start to agree on the technology tools and support that will meet those goals.</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>See where K–12 schools can turn to for personalized learning resources.</em></a></p> <h2 id="toc_0">K–12 Departments Must Find Common Ground</h2> <p>So, how can teams get to the point where everyone is on board with the personalized learning program and goals? </p> <p>One place to start is with ourselves, and improving our leadership skills so that we can more <strong>skillfully guide the kinds of discussions</strong> that need to take place before landing on a common vision.</p> <p>Engaging other teams and educational communities requires a safe space where <strong>everyone feels they can talk openly and honestly</strong> about what will work, given the specific students, resources and support available in a school or district. Identifying and understanding weaknesses becomes even more critical when teams look to scale out programs beyond a few innovative classrooms to an entire school or district.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/david-hutchins"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/author/smartit_hutchins.jpg?itok=sL4EjfTl" width="58" height="58" alt="Hutchins headshot" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/david-hutchins"> <div>David Hutchins</div> </a> </div> <div class="author-bio"> <p> <div><p>David Hutchins is vice president of higher education and K–12 education for CDW•G, a leading technology provider to government and education.</p> </div> </p> </div> </div> </div> </div> Tue, 12 Mar 2019 17:54:04 +0000 eli.zimmerman_9856 42046 at https://edtechmagazine.com/k12 3 Things K–12 Schools Can Learn from Remote Work Programs https://edtechmagazine.com/k12/article/2019/03/3-things-k-12-schools-can-learn-remote-work-programs <span>3 Things K–12 Schools Can Learn from Remote Work Programs</span> <span><span lang="" about="/k12/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Mon, 03/11/2019 - 10:33</span> <div><p>K–12 schools are assessing how to best use <a href="https://edtechmagazine.com/k12/article/2018/11/k-12-videoconferencing-offers-new-opportunities-understaffed-school-districts">remote learning tools </a>during snow days when it’s impossible for students to be in the classroom. </p> <p>When using technology to make up for lost classroom time, administrators need to <strong>consider a number of new challenges</strong> that come with distance learning. </p> <p>For inspiration, districts should look to modern workplaces, which have been perfecting the work-from-home strategy for years. </p> <p><a href="https://edtechmagazine.com/k12/article/2018/05/review-yamaha-yvc-1000-speakerphone-gives-k-12-collaboration-audio-boost" target="_blank"><em><strong>PRODUCT REVIEW: </strong>Yamaha YVC-1000 Speakerphone gives K–12 collaboration an audio boost. </em></a></p> <h2 id="toc_0">Training Is Key for Successful Classes from Home</h2> <p>Just as employers cannot assume all workers will automatically be efficient remote employees, teachers <strong>should not anticipate all students will immediately find success</strong> with distance learning.</p> <p>To ensure students and teachers are comfortable with this new use of technology, it’s imperative to invest in training early on. </p> <p>It is much more effective to <strong>teach students how to use the technology</strong> while they are present in the classroom, rather than expecting them to learn how to navigate the tools when they are on their own. </p> <p>Additionally, training can give teachers insight into which parts of the program students are most interested in and which they may find difficult to understand. </p> <h2 id="toc_1">Set Clear Expectations for Students and Teachers</h2> <p>Every company has a different idea of what success looks like — especially when it comes to productivity. It’s important for businesses to properly communicate expectations to their employees and guide them along the appropriate path. </p> <p>The classroom is no different. Teachers need to state explicitly what students must do to complete distance-learning assignments and be clear about when those assignments due. </p> <p>Distractions at home, such as video games and toys, may cause some students to struggle with productivity. This is to be expected and is not necessarily a bad thing. </p> <p>Just as remote workers need to disconnect for breaks and lunches, students will need to incorporate traditional school breaks, such as recess or lunchtime, into their day. Setting aside blocks of time to <a href="https://www.kqed.org/mindshift/47909/how-kids-learn-better-by-taking-frequent-breaks-throughout-the-day" target="_blank">promote spontaneity and creativity</a> is an important part of learning. </p> <p><a data-entity-type="" data-entity-uuid="" href="https://www.cdw.com/content/cdw/en/orchestration/digital-transformation-trends.html"><img alt="Digital%20Transformation_IR_1.jpg" data-entity-type="" data-entity-uuid="" src="/sites/healthtechmagazine.net/files/Digital%20Transformation_IR_1.jpg" /></a></p> <h2 id="toc_2">Implement Real-Time Communication</h2> <p>Remote employees often struggle to feel like they are part of the larger team. Advances in <a href="https://edtechmagazine.com/k12/article/2018/07/4-cs-learning-connected-classroom">communication technology and collaboration software</a> can solve this issue. </p> <p>Managers<strong> promote inclusivity and build rapport</strong> with remote employees by engaging frequently through <a href="https://edtechmagazine.com/k12/article/2018/10/how-k-12-schools-can-get-started-blended-learning">online chat platforms</a> or videoconferencing technologies. </p> <p>For the remote learner, group video chats can be a great tool to facilitate peer-to-peer or teacher-to-student exchanges that foster social connections, support learning and create a space for discussion. </p> <p>Above all, remote learning should fit students’ needs. When implemented correctly, these learn-from-home sessions can help<strong> keep students up to date on their education in a fun, engaging way</strong>.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/taxonomy/term/11836"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/aa97435333b546a08aa654b37e3ed358.jpg?itok=volf9G8-" width="58" height="58" alt="Strassman" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/taxonomy/term/11836"> <div>Mark Strassman</div> </a> </div> <div class="author-bio"> <p> <div><p>Mark Strassman is the senior vice president and general manager of unified communications and collaboration at LogMeIn.</p> </div> </p> </div> </div> </div> </div> Mon, 11 Mar 2019 14:33:49 +0000 eli.zimmerman_9856 42041 at https://edtechmagazine.com/k12