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Does Ownership of Instructional Materials Matter?

Doug Levin

If technology doesn’t disrupt the very notion of the textbook first, its future is surely digital. While plenty of folks are touting the affordances of digital textbooks and instructional content and prognosticating about how fast K-12 schools make the switch to digital – including me and Arne Duncan among many others, etc.,

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The Intersection of Inquiry-Based Learning and High-Quality Instructional Materials in Social Studies

Edsurge

High-quality instructional materials (HQIMs) are educational resources designed to effectively support student learning. They can include textbooks, lesson plans, digital resources and other materials carefully crafted to meet the needs of diverse learners and facilitate meaningful learning experiences.

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It’s not about technology!

Ascend Math

“Write the following on the blackboard 100 times: Schools don’t want technology. Schools don’t want technology. Okay, we have certainly gotten past the premise that technology itself holds answers for education. As we know, it is technology’s ability to save teachers time or focus student attention that can be advantageous.

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Universal Design for Learning and Blended Learning: Action and Expression

Catlin Tucker

As schools think about making learning accessible for all students, it is important to consider how instructional materials allow students to interact with information. Similarly, teachers may want to explore the tools available in the technology tools they are already using with students.

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Mentoring Minds - instructional materials to develop critical thinking skills

Educational Technology Guy

Mentoring Minds is an educational publishing company that develops K-12 instructional materials to help students develop critical thinking and problem solving skills. This post originally appeared on Educational Technology Guy. Disclaimer - this article is a paid sponsored post by Mentoring Minds.

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The Fans, Fanboys, and Fanatics of OER

Doug Levin

I also tend to think that educators make rational responses in selecting instructional materials and tools (including using social media) – and certainly in the U.S. K-12 context, individual teacher’s choices about instructional materials are constrained by district and state policy anyway.

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Choosing Edtech: Three Learnings from Five Districts

Digital Promise

As students and teachers return to school this fall, they will be using more technology than ever before. Understanding what works, and what doesn’t, from a user perspective is critical before deciding on wide-scale technology adoption. How might districts find edtech to support learning?

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