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During the pandemic, many districts reported that family engagement in IEP meetings increased dramatically, because the virtual platforms provided flexibility and opportunities to share in more depth on student progress and support. Read blogs on other roundtables hosted by Digital Promise, SETDA, and CoSN: SETDA: Equity of Access.
I have been critical of the treatment of technology in both the 2015 and 2016 Education Next back-to-school polls for a variety of reasons, including sloppiness in reporting, bias, and lack of relevance to education policy and practice considerations.
As Lisa Petrides and I write in a new op-ed for The Hechinger Report (“ What’s the high-tech tradeoff for students and teachers? Indeed, the issues and tradeoffs that school leaders and teachers face in using technology in schools and for education — whether free or for a fee — are more complex than they have ever been.
The report also includes strategies to help states strengthen their work-oriented learning infrastructure: 1. Establish a statewide work-based learning hub: One of the first steps toward providing accessible, high-quality work-based learning opportunities is for states to better coordinate work-based learning efforts.
Unfortunately, teachers and students are often unable to be sure there will be dependable, robust access outside of school depending on family and community circumstances. She holds firm to the belief that student access to technology is the great equalizer.
What if we said that the 4Cs were important and we measured and reported on that–I dont know how wed do that; thats messier, thats not black and white. If we can be more strategic about what we measure and what we report, maybe we can change our attitudes about assessment and focus on the things that can really move the needle.
Ultimately Renton decided that the benefits outweighed the risks, and that this change would bring the district one step closer to its commitment to equity of access. As part of the decision process, the district considered the risks such as making the network more vulnerable to attack or providing free internet to everyone.
The Perspectives Report. The project’s newly released Perspectives Report , based on analysis of National Center for Education Statistics (NCES) data, examines school library employment in the United States from 2009 to the latest data available at the time of analysis, 2018-19. The report’s Executive Summary (pp.
Reporting: Educate the school community about how to report incidents or concerns. As they consider reporting processes, district leaders should: Identify and define the concern. Ask who is reporting the incident—parent, student, teacher, administrator? Determine what kind of private information is being exposed.
A new report urges care when purchasing digital instructional materials, and notes that factors such as interoperability, accessibility, and device access should be considered during the process. The report also outlines next steps for strategic support of the transition: 1. The DMAPS site is available here: [link].
While teachers may understand the need to collect the information, they resent inputting the same data over and over again in every learning management system, educational application, and state and federal accountability report. The post Data Interoperability: Beyond Accountability and Reporting appeared first on edWeb.
Unfortunately, teachers and students are often unable to be sure there will be dependable, robust access outside of school depending on family and community circumstances. She holds firm to the belief that student access to technology is the great equalizer. Communicate with Families.
Digital tools are part of students’ virtual communications backpack with their teachers and schools and are becoming vital to academic achievement, which Project Tomorrow and Blackboard highlight in their joint report Strengthening the Bonds of Communications. Communications Conversion. This article was modified and published by eSchool News.
SETDA strongly opposes Chairman Pai’s draft Educational Broadband Service Report & Order, which proposes to further marginalize rural students that lack access to high capacity broadband.
What if we said that the 4Cs were important and we measured and reported on that–I don’t know how we’d do that; that’s messier, that’s not black and white. If we can be more strategic about what we measure and what we report, maybe we can change our attitudes about assessment and focus on the things that can really move the needle.
Indeed, even though there is still a need for greater equity of access to technology itself, the department took care to note that it was more important for educators to work to ensure equity of access to transformational learning experiences enabled through the technology. “It
Indeed, even though there is still a need for greater equity of access to technology itself, the department took care to note that it was more important for educators to work to ensure equity of access to transformational learning experiences enabled through the technology. “It
Why do we spend the time to research and report on policies and practices? Often when coordinating a focus group or presenting a new SETDA resources via a webinar, I mention the Why. Why do leaders gather to collaborate on topics of interest? The Why always relays back to the students. State department of education […].
The State Educational Technology Directors Association (SETDA), the principal membership association representing U.S. state and territorial digital learning leaders released the following statement of. read more.
First, policymakers should agree upon and identify access to 1:1 devices and broadband internet as a fundamental right for all students—as necessary as food and security. COVID-19 may have been hard, but perhaps it can lead to better policy to ensure equity of access to technologies that will remain crucial for all K-12 students.
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