Learning Forward and Education Counsel’s new toolkit, A New Vision for Professional Learning, helps states use ESSA to establish learning systems in schools that transform educator practice and improve student learning. The toolkit includes an overview of ESSA’s provisions related to professional learning, checklists for states aligned to the five conditions states must establish to improve professional learning, and a number of new tools to establish a state vision for professional learning, examine current investments, and write a question in ESSA local plans that gets at the heart of professional learning that works.
A free computer literacy course designed to prepare learners for a growing number of jobs that require basic digital skills.
Assessment of student mastery of content takes many forms. This pages includes support materials for assessments that work with the Common Core State Standards and rubrics for many different assessment products. It also contains some information on the creation of rubrics and assessment in general.
See how the strategic Integration of In-Person Learning and Technology enables the use of Real-Time Data, improves Personalization, and promotes Mastery-Based Progression.
The Learning Accelerator and Getting Smart joined with DLN to update this popular guide. Version 2.0 reflects feedback from schools and districts, developments in the field, and new educational technology trends.
The Roadmap is a free planning tool for school leaders consisting of an interactive website, a detailed report, and an infographic. It is designed to help schools get the most value out of their investments in high-speed broadband and digital content by crafting a holistic strategy to create 21st century learning environments. Cable Impacts, the industry’s pro-social foundation, teamed with two leading education organizations, the Partnership for 21st Century Learning and the State Educational Technology Directors Association, to create this dynamic resource for schools to help them plan their transition into 21st century learning environments.
Coaching educators to create digital learning environments is a challenging, important, and highly collaborative role. Individuals who play this role are instrumental in cultivating a digital, personalized blended learning culture within their school, district and/or state. This course allows you to learn along with your colleagues from other schools and districts to enhance your digital learning content knowledge and further develop coaching strategies.
Compare & Connect K-12 makes broadband and pricing data transparent so that state and school district leaders have the information they need to get more bandwidth for their broadband budget in order to support digital learning today and in the future.
Computer Science Education Week or CSEdWeek is an annual program designed to inspire K-12 students to take an interest in computer science. The program was originated by the Computing in the Core coalition, Code.org, and is supported by partners and educators worldwide. The philosophy is simple but significant: every student deserves the opportunity to learn computer science.
Hall and Hord’s process-oriented approach that examines individual reactions to change, particularly in school contexts, is helpful in examining where issues lie and how focused supports can raise awareness and implementation.
The CSforAll Consortium is a national network of computer science (CS) education
providers, schools, funders and researchers working to support the mission of expanding access to CS education for all K-12 students.
Funded by the National Science Foundation (NSF) and managed by the American Institutes for Research (AIR), CS for All Teachers is a virtual community of practice, welcoming all teachers from PreK through high school
who are interested in teaching computer science.
Common Sense Media’s interactive curriculum provides a Scope & Sequence tool to find the perfect lesson for your classroom.
Digizen is a repository of resources to teach students of all ages about becoming upstanding digital citizens. Produced by the U.K.-based child safety nonprofit ChildNet International, Digizen features videos, lesson plans, and games, and there are different sections for parents, students, and teachers.
The Ed-Fi Data Standard is a set of rules that allow (previously disconnected) educational data systems to connect. Any educational technology that’s powered by Ed-Fi—whether a student information system, a rostering tool, assessment software, etc.—can connect with any other.
Edcamps are organic, participant-driven professional learning experiences that help create authentic learning opportunities for all participants, while offering voice, choice, and a collaborative approach to professional learning. Join the movement and change the face of professional learning in your district!!
Founded by Harvard University and MIT in 2012, edX is an online learning destination and MOOC provider, offering high-quality free courses from the world’s best universities and institutions to learners everywhere.
If personalized learning models prove promising enough for more widespread adoption, we will need to know how such schools can be developed and sustained at scale. It is also important to address whether personalized learning, as many fear and others hope, means that schools will begin to substitute technology for labor. At the Center on Reinventing Public Education, we have taken the first systematic look at costs associated with implementing personalized learning schools, how leaders of these schools choose to allocate their funds, and what it might take to make personalized learning financially sustainable on public dollars.
Districts looking to implement blended learning often ask, “What does it cost?” We like to take a step back and frame the discussion around “What does it cost to scale?” This question is universally important, but to provide a comprehensive answer, it’s necessary to explore why smart financing is key to scaling blended learning.
This toolkit provides leaders with a multi-step decision-making process, practical tools, and numerous examples for setting a trajectory of positive change, moving assertively toward achievement of student learning and improvement goals. The toolkit recognizes that improvements in student learning are related to improvements in educator practice and that strengthened practice is supported by research- and standards-based professional learning.
Gain insight from the reflections and experiences from St. Vrain Valley School District who made intentional shifts in school culture to support teachers in the transition to connected and collaborative digital learning both with students and peers.
Girls Who Code was founded with a single mission: to close the gender gap in technology
Hour of Code is a global movement in over 180 countries, and is a quick way to introduce coding to students or anyone. By spending as little as one hour, you can spark coding interest in your students with one-hour lesson plans, tutorials, interactives and games.
“Improving Ed-Tech Purchasing” is a report from Digital Promise and the Education Industry Association that identifies the key obstacles and potential solutions for the procurement of K-12 personalized learning tools. The Johns Hopkins University Center for Research and Reform in Education surveyed district leaders, educators, and learning technology developers from across the country for this study, with a subset participating in in-depth interviews.
This video, Les Foltos brings clarity the key features of peer coaching. Peer coaching has been a longstanding and effective way to improve teaching and learning across all educational contexts. In fact, teachers in over 40 countries have found peer coaching useful as a way to improve teaching and learning with thoughtful technology integration.
International Society for Technology in Education Standards for Technology Coaches (ISTE Standards•C)
The International Society for Technology in Education (ISTE) is the premier membership association for educators and education leaders engaged in improving teaching and learning by advancing the effective use of technology in PK-12. The ISTE Standards•C serve as a lens for identifying and assessing the skill sets and professional knowledge coaches, technology facilitators, and technology integration specialists need in order to support teachers’ practice in an increasingly digital world.
The 4 C’s (Critical Thinking, Communication, Collaboration, and Creativity) framework, from the Partnership for 21st Century Skills, describes skills that students need to develop, in addition to their content knowledge, in order to be ready for college, careers, and civic life.
In an increasingly digital world, computer science plays a star role. The ISTE Standards·CSE describe what computer science teachers must know and be able to do to help students effectively integrate these essential concepts.
The ISTE Computing Teachers Network provides resources for computer science teachers.
The ISTE Standards for Students are designed to empower student voice and ensure that learning is a student-driven process.
These case studies examine four school districts of varying sizes and settings from California, Minnesota, Pennsylvania, and Utah. Users can also request access to the TCO tool to determine their own district’s data.
OTO offers a One-to-One Implementation ProtocolTM designed to guide the planning and implementation process, as well as the development of leadership and instructional practices that will lead to a successful and sustainable 1:1 program. OTO is the only organization in the world to design a comprehensive approach to 1:1 implementation based on our Project RED research and 7 Implementation Components.
The Maker Promise is a campaign to equip more schools with the resources and support they need to provide quality maker learning experiences for their students.
MakerEd contains a large variety of activities, organized into topic-based modules, that encourage educators to explore, engage, read, watch, reflect, learn, and share. Each bite-sized activity allows educators to engage with curated materials, tackle a hands-on activity, reflect on a resource, and/or share thoughts with the wider community of maker educators.
Modern States Education Alliance is a non-profit dedicated to making a high quality college education free of cost and accessible to any person who seeks one. Its founding principle is that access to affordable education is fundamental to any philosophy that respects all individuals, and fundamental to the American dream.
The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, Future Ready Learning: Reimagining the Role of Technology in Education, articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible.
The National Week of Making is a week-long celebration of the creativity and ingenuity of makers and is dedicated to engaging people all over the country in opportunities to make.
This resource provides tips for district leaders who are managing network upgrades and helps ensure that district broadband infrastructure is digital learning ready.
Next Generation Learning Models for English Language Learners: Promising Practices and Considerations for Teaching and Learning
The purpose of this paper is to highlight the promising practices and trends in personalized learning and competency-based education for English language learner (ELL) students. This paper shares case studies and examples from schools and programs that are currently creating personalized, competency-based learning environments for ELL students.
The Cost Comparison Tool provides an analysis of the specific technology expenses related to implementing education technology. Implementation costs for student to device ratios of 3:1 and 1:1 are compared.
Project RED provides a free Cost Savings Calculator that districts can use to estimate the saving they can redeploy by undergoing a full digital conversion. The calculator identifies 14 categories of potential savings and provides gross savings and savings per student, based on the district’s financial metrics.
The RED Design Model Project Plan guides district leaders along the path of a thoughtful, detailed education technology implementation. The RED Design Model Project Plan is a powerful Gantt chart offering a template to lead and manage your district plan and customize the plan to reflect the unique needs, culture and organizational structure of your schools.
The U.S. Department of Education’s website to provide schools and school districts with best practices to use in their management of information about students. This site aims to assist stakeholders in protecting the privacy of students by providing official guidance on FERPA, technical best practices and the answers to Frequently Asked Questions.
The Digital Promise Research Map is a visualization of academic journal articles on educational topics that help education leaders, policymakers, and technology developers quickly access education and learning science research findings that can inform their work.
TLA and 2Revolutions’ new framework for state and school district leaders working to build a culture of innovation. This resource includes a helpful assessment tool and suggested action steps.
InCtrl is a series of lessons for students in grades 4-8 designed to introduce digital-citizenship concepts. Topics covered include media literacy, copyright laws, and privacy. Teachers can browse lessons by subject and topic, and each lesson includes plans and materials.
Technology, Coaching and Community: Power Partners for Improved Professional Development in Primary and Secondary Education
The International Society for Technology in Education (ISTE) released this white paper in conjunction with a “first look” at the ISTE*C standards (originally called NETS*C). This paper focuses on the transformation of professional development for a new digital generation. This is a fairly lengthy read, however you may really benefit from learning about ISTE’s three-pronged approach (pp. 8- 15) that better prepares teachers to help students learn and unlock their potential with and through technology.
SETDA continues to advocate for increasing robust access both in and out of school to best prepare all students for college and careers. This 2016 report expands on earlier recommendations from SETDA’s groundbreaking report, The Broadband Imperative: Recommendations to Address K-12 Education Infrastructure Needs and SETDA and Common Sense Kids Action’s State K-12 Broadband Leadership: Driving Connectivity and Access report.
The Guide to Implementing Digital Learning (GIDL) is a free web-based resource to support school and district leaders as they work to ensure that investments in digital learning spark positive results. GIDL includes six topic areas: planning, professional learning, content and software, broadband, devices and tech support. Each topic’s section includes background information, key considerations for implementation, resources and exemplars of digital learning in action.
Effective coaches understand that their peers need a colleague who provides a safety net, the kind of support that encourages innovation. Instead of playing the role of expert too often, successful coaches call on strategies suggested in this article that ensure that their peers develop the capacity to improve their practice.
TIM illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion and transformation) with each of the five characteristics of meaningful learning environments.
This rubric can help coaches “begin with the end in mind” as they deepen and refine their practice and skills with their peers and when planning professional learning activities.
There are many complexities involved in developing new forms of assessment, developing professional development and creating plans of action. This protocol was developed as a facilitated process to support educators in sharing their ideas and work with colleagues, reflecting upon the information that is embedded there. This collaborative reflection helps educators design and refine their assessment systems, and supports higher quality performance. Consider using protocols like this in your work and practice, as well as in our Unit Discussion this week.