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Second, technology is here to stay. So, how do we design and facilitate learning experiences to remove barriers and allow all students to succeed? How can we leverage technology to provide meaningful choices within a learning experience and create the time and space needed to work with individual students or small groups of learners?
To capitalize on this energy, most school districts organize mandatory professional development opportunities for teachers designed to teach them a new teaching strategy or introduce them to a new piece of technology. As the spark , I explain the WHY behind blendedlearning.
As I work with leadership teams, many are struggling to engage their teachers in professionallearning this year. They are excited about the potential of leveraging this technology to create more dynamic, differentiated, and student-centered learning experiences. Just as with students, every teacher is unique.
This year, traditional approaches to professional development may feel daunting because teachers are spread thin due to substitute shortages and the challenges associated with returning to physical classrooms. A book club may present a more manageable, self-paced approach to professionallearning.
This will be easier to do if school leaders harness the talent on their campuses and create systems that encourage teachers to learn with and from each other. Professionallearning should not be relegated to a handful of all-staff training days. The members of the PLC determine the focus of their inquiry and learning.
Will kids go back to school or continue to learn remotely? How will educators get the professionallearning support they so desperately need? Some key aspects to consider are face-to-face instruction, personalization, blendedlearning, adaptive tools, flex schedules, social distancing, health and safety, and remote learning.
They shared how teachers got better using technology, reached out more for feedback, collaborated more, and improved classroom management. What are your exemplars of effective remote or hybrid teaching and learning, and why? How are you sharing these with colleagues and staff or using them for professionallearning and feedback?
While initially, it’s beneficial to have a clear roadmap to follow when implementing a new curriculum; as teachers gain confidence using it, they will desire to exercise their creativity to tailor the learning experience to the unique needs of their students. During a recent blendedlearning training, a teacher was overwhelmed.
As of late, I have been working with quite a few districts on personalization through a variety of blendedlearning strategies. I can honestly say that I have learned so much from them over the years as to what pedagogically-sound blendedlearning really is, and, in my mind, they are a global exemplar for others to emulate.
The premise of a hybrid learning model is to combine traditional and non-traditional methodologies to improve education while ensuring that high-quality learning for all kids is the gold standard. Take this definition from LearningTechnologies: Hybrid learning combines face-to-face and online teaching into one cohesive experience.
How K–12 Schools Should Define and Act on Digital Learning. To be honest, I hate the term blendedlearning. Let me explain why: In today’s world of education, blendedlearning gets thrown around for any type of new education involving technology. . What Does BlendedLearning Mean for K–12?
The key is to continue to ensure systemic use K-12 to support pedagogically-sound blendedlearning , self-paced activities, and the continuation of quality learning during extended school closures. It can also set the state to the creation of a viable virtual learning option for students who prefer this model.
Difficult decisions have had to be made regarding grading, making funds available to get technology in the hands of disadvantaged kids, getting school work to kids where the digital divide could not be overcome, and figuring out how to provide professionallearning support virtually. HERE you can check out some free options.
It also should not require them to be on a device for all of their learning activities. When technology is used, sound planning ensures there is a balance between synchronous and asynchronous learning while building in breaks for movement, mindfulness, and other essential brain breaks.
What will be the role of technology? What professionallearning support is needed to maximize the use of flexible spaces? One strategy that addresses all of the questions I posed is a move towards pedagogically-sound blendedlearning. Blended instruction is what the teacher does with technology.
BlendedLearning We have seen schools make considerable investments in technology during the pandemic. Such a blended pedagogy has become an integral component of remote learning plans. Strategies to help all kids, no matter where they are, will need to be emphasized. Budget It is difficult to sugarcoat this one.
BlendedLearning In my opinion, the best 21st-century classrooms are “bricks” and “clicks,” blending together the best of face-to-face and online. Blendedlearning is not new. BlendedLearning Classrooms are made of “bricks’ and “clicks” and every teacher should be ready.
Here are some of my thoughts from 2013 , which have aged nicely: Digital leadership considers recent changes such as ubiquitous connectivity, open-source technology, mobile devices, and personalization. The purposeful use of technology and sound pedagogy that empowers kids to think through relevant applications should be the drivers.
Teachers will likely be expected to engage students at least part time online, which may also require that teachers spend time this summer engaged in professionallearning focused on online pedagogy and technology training. Leadership must build this time into the teachers’ workday.
Nights and weekends were spent at the local office store getting transparencies made for the overhead projector, which was the primary technology tool at the time. With the new tech technology in hand, my days of making transparencies were done, and the overhead projector was retired. Add in movement and brain break activities.
One of the best parts about job-embedded, on-going work with school districts is facilitating a variety of professionallearning opportunities. Recently the district asked me to be a part of their professional development day, which consisted of seven different learning strands specific to the needs and interests of their teachers.
I have seen incredible lessons and activities that have both engaged and empowered learners through the purposeful use of technology, sound pedagogy, and personalized strategies. For virtually everyone, hybrid learning represents a monumental shift from what has been done in schools.
A foundation can then be established for more personalized approaches such as pedagogically-sound blendedlearning, self-paced activities, and bitmoji classrooms. It also sets the stage for structured cooperative learning activities that could occur live or asynchronously as part of virtual learning.
In fact, two-thirds of responding parents from diverse communities (rural, suburban and urban) say in the Speak Up survey that classroom technology, when used properly, helps their children develop college and career readiness skills. Collaboration and BlendedLearning Fosters Critical Skills. Buying Cycle. Content Length.
3 Key Findings on the State of Digital Learning in K–12. It should not be news that technology plays a major role in modern education because it is used in almost every school across the United States. But what is the actual state of digital learning when it comes to accessibility, implementation and effectiveness? 1 priority.
The overhead projector began to fall out of favor in the early 2000s with advances in technology. It should be noted that in both examples above, direct instruction was followed by some sort of student-centered learning activity. In many cases, every classroom is outfitted, as well as conference rooms and professionallearning spaces.
Three years ago, with the help of the education agency the Grant Wood Area Education Agency (GWAEA), Iowa rolled out its initiative to implement blendedlearning as a model for the state. In a competency based system, students advance upon proficiency and receive rapid differentiated support based on their individual learning needs.
Much of that time has been focused on how to teach in online or blendedlearning environments. However, to make significant and sustainable long-term changes in education, our perceptions of what teaching and learning “look” like have to fundamentally shift to avoid stagnation and make progress.
Practices such as BYOD, 1:1, blendedlearning, personalized learning, classroom and school redesign, branding, makerspaces, professionallearning, etc. The DPA creates the context for our work with leaders and teachers, providing authentic baseline data to support personalized professionallearning.
Schuler and Gaines shared five imperatives for technology leadership in K–12 schools in the first installment of CoSN’s webinar series, “ The Empowered Superintendent ,” which seeks to guide district leaders and encourage teachers, students and parents to embrace and support new technology initiatives.
We talk about the potential of technology to connect learners as opposed to isolating them. As advocates of blendedlearning, Tiffany and I explore both the pitfalls and potential of integrating technology into classrooms. How do you currently use technology? If so, how?
It’s pretty clear that very few people in education enjoy those typical sit-and-get professional development sessions. And when blendedlearning gets thrown into the mix, the situation gets even more complicated—what happens when educators seem afraid of products? Who should deliver PD, the administrators or the teachers?
STEM, 21st century learning, and technology integration please sign up for 21centuryedtech by email or RSS. Are you looking for a practical and affordable professional development workshop for your school or conference? As 1 to 1 programs become more popular, educators are talking a lot about BlendedLearning.
Ubiquitous access to technology means that acquiring knowledge is no longer dependent solely on a classroom teacher. Today’s students believe technology should be seamlessly connected to their academic experiences. The case for blending and online learning.
million dollar grant from the Ohio Department of Education’s Straight A Fund , the district remade 65 classrooms in six months with state-of-the-art technology and furniture. The district-wide implementation and emphasis on blendedlearning was strategic. As a result of a $13.8
The post BlendedLearning with Google Toolkit for Teachers – SULS0101 appeared first on Shake Up Learning. In this episode, I share The BlendedLearning with Google Toolkit, a free download to help teachers create dynamic, blendedlearning experiences for students with Google tools.
In these conversations, one topic that has regularly come up over the last few weeks is the relationship between blendedlearning environments and engaging, relevant learning experiences. Commit to the shift by including blendedlearning in every curricular decision the district makes.
Go to coolcatteacher.com/modern right now to sign up for the Modern Classrooms essential course for free where you will learn about the strategies, research, and resources that can drive student-centered, self-directed learning in your classroom.
These detailed stories have the ability to provide great context through an explanation of the following: Goals Challenges Solution Success Overall, a case study provides readers with details on how problems were solved, outcomes achieved, and how investments in professionallearning led to a positive cultural shift.
If you don’t “get” why technology is important, or know people who don’t, take a listen to understand and learn about transformative practices that work in education. I wanted to talk today about why I think Teachers Using Technology are Super Heroes. Idea #1: Use Formative Data to Improve Learning.
From the Cool Cat Teacher Blog by Vicki Davis Follow @coolcatteacher on Twitter Mark Sparvell cites current research about what students really want in their classroom and how social-emotional learning relates to education technology. Mark has taught both pre-service and post-graduate studies.
As educators, finding the balance between meaningful technology integration and effective teaching practices is an ongoing challenge. Technology has become such a huge part of our classrooms, and lately, I’ve been hearing more calls to remove devices completely. The core of the model is still about learning, not technology.
As mentioned in my previous post 16 Great NonProfits Working to Support EdTech in Schools , prior to my role as the Director of Innovation for Future Ready Schools, I spent 14 years in a public school in Pennsylvania as an elementary and middle school teacher, middle school and elementary principal, and district level technology director.
From the Cool Cat Teacher Blog by Vicki Davis Follow @coolcatteacher on Twitter Early exposure to technology can help children develop digital literacy skills. But it stands to reason that we must help students know how to effectively use these tools so they do not hinder and that they help But do they know how to use technology effectively?
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