Over the past few months, you may have heard some chatter about personalized learning through adaptive technology. Not surprising.
The Brookings Institution referred to personalized learning as a major movement in education. Murray (2017) stated that colleges and universities are increasingly seeking ways to customize curriculum and learner outcomes via adaptive technology to match student-needs based on unique learning profiles.
And as with any new development in higher education, faculty is chiming in with, “Can I use this for my courses?” “…and, how?” The short answer? Absolutely. The longer answer? Read on to find out how. Continue reading Personalized Learning through Adaptive Technology
Assessment is a general term for a broad range of processes for testing, measuring, and evaluating performance. Standardized, alternative, and self-assessment methods are used for the purposes of replacement, diagnosis of performance, and provision of formative and summative evaluation.
The National Educational Technology Plan (2017) states: “As technology gives us the capability to improve on long-standing assessment approaches, our public education system has a responsibility to use the information we collect during assessment in ways that can have the greatest impact on learning. This means using assessments that ask students to demonstrate what they have learned in meaningful ways. And students and parents know there is more to a sound education than picking the right answer on a multiple-choice question or answering an extended-response question outside of the context of students’ daily lives. All learners deserve assessments that better reflect what they know and are able to do with that knowledge.” Continue reading The shift from traditional paper and pencil to next generation digital assessment
When planning a technology project or initiative in a K-12 school environment, there are four pieces that need consideration for a successful outcome. Every project does not necessarily involve all four pieces, but certainly some of them. Those four pieces are the school network, educational software or web resources, hardware or equipment, and professional development or training.
1. The School Network. The school network supports an enormous number of applications and services such as access to the Internet, video, audio, shared use of files and documents and storage servers, printers, and fax machines, and use of email and VOIP phones. This formidable collection of technology requires skilled network management personnel to keep it all running reliably. Being a school network administrator is literally the saying, Jack of All Trades, Master of None. A good network admin needs to know a little about a lot of things. Continue reading 4 Considerations When Planning for New Technology
With the recent advent of online assessments, the capabilities of the school network have come to the forefront in many school districts across the nation (Cavanaugh, 2014). In November 2014, President Obama addressed school bandwidth issues during the inaugural superintendent summit on digital learning and future readiness. At the summit, President Obama stated, “Right now, fewer than 40 percent of public schools have high-speed Internet in their classrooms; less than half. It means that in most American schools, teachers cannot use the cutting-edge software and programs that are available today. They literally don’t have the bandwidth” (The White House, Office of the Press Secretary, 2014). In 2014, President Obama unveiled the ConnectED Initiative (ConnectED). At the unveiling, President Obama stated that many schools have the same bandwidth as an average American home but with many more users. Continue reading Exploring the Role of the School Network for Technology Integration
Local Administrators Chosen For National
DIGITAL Learning Leadership Program
3 administrators from the Chelmsford Public Schools were chosen to received training to lead blended learning initiatives
Chelmsford, MA, February 9, 2016 – Chelmsford Administrators Chosen For National Digital Learning Leadership Program
We are pleased to announce that, under the umbrella of The Massachusetts Computer Using Educators (MassCUE), an ISTE affiliate, a team of Chelmsford administrators were selected to participate in the inaugural cohort of the Leadership in Blended and Digital Learning program (LBDL). Developed by The Friday Institute for Educational Innovation, in collaboration with North Carolina Principals & Assistant Principals’ Association (NCPAPA) with initial development funded by The Learning Accelerator, LBDL is designed to build organizational, district, or state capacity to facilitate a blended learning program. Members of the Chelmsford leadership team include: Dr. Linda Hirsch, Assistant Superintendent of Schools, Anne-Marie Fiore, Executive Director of Technology and Information, and Kelly Rogers, Principal of the Center Elementary School.
“We are very excited to participate in the first cohort of administrators for the nationally-recognized Blend in Mass Program. We look forward to a new teaching and learning experience”, said Dr. Linda Hirsch, Chelmsford Assistant Superintendent.
Blended learning combines instruction with education technology that enables personalized learning for each student. The MassCUE Leadership in Blended Learning (LBL) program offers a job-embedded professional learning experience to prepare school administrators to lead a blended learning transition in their district and schools. For more information, please visit: http://blendinmass.org
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If you would like more information about this topic, please contact Anne-Marie Fiore at 978.251.5100 or email at firstname.lastname@example.org.