Due to pandemic-driven increases in school districts’ purchases of devices and software, there’s now a need to develop cohesive systems in which data can be transferred and analyzed quickly and easily in order to improve student outcomes and district operations.
Maintaining motivation, especially when facing extreme adversity, is crucial in every occupation. But when teachers are already looking forward to the end of the school year in December, they need additional resources to help them feel inspired and ready to tackle classroom challenges.
Readers may decode a word, but do they know what it means? Is the language in the texts they read compatible with what decodability dictates? And ultimately, does all that decoding make for reading comprehension?
Now that the third school year in a row has been disrupted by COVID-19, many students are struggling with academics and other issues that make it difficult for them to focus fully and enthusiastically on learning in the classroom.
Technology and assessments seem like natural partners—after all, the goal of assessments is to collect data on student progress. But as leaders of the Lexington School District Two (LEX2) in South Carolina discovered, just collecting data is not enough.
Education ranks high among industries where cyber incidents and threats occur frequently. From DDoS attacks to ransomware to malware encounters, school districts are at increased risk for harmful and costly security breaches that wreak havoc on systems and programs across departments.
As highlighted in the EmpowerED Superintendent Toolkit, there are three essential focus points of smart IT decision making: total cost of ownership (TCO), student outcomes and budgeting management, and the value of the investment. In “Leadership Strategies for Scaling, Sustaining, and Budgeting for Education Technology Innovations,” three education leaders discuss critical strategic technology planning and investments implemented in their districts to scale and sustain long-term innovation effectively.
edWeb.net has just released results for its annual 2022 Teacher Professional Learning Survey with five years of data benchmarking teachers’ attitudes and experiences with professional learning.
With modern assessments, teachers don’t want students to just recite facts from their lessons–teachers want to know whether or not students understand the skills and how to use them. And while there are pencil-and-paper assessments that can provide this information, presenters from a recent edLeader Panel believe, when available, video offers a powerful alternative.
While some students have thrived during the switch to remote and hybrid learning that was caused by the pandemic, many others have had their learning disrupted and fallen behind the timeframes established for meeting state standards.