Before COVID-19, home internet access for all students was a goal—one that some districts even thought they had achieved. But the pandemic and forced distance learning have exposed a plethora of inequities in schools that many district leaders now see as issues they must address. In the edWebinar, “Digital Equity Strategies for Learning Beyond the Classroom,” the presenters talked about how they are managing digital equity in the COVID-19 era and what they see as the critical next steps.
Dr. Stephanie Jones emphasizes that when implementing effective social and emotional learning (SEL) strategies, educators, practitioners, and administrators need to think about the what, the why, and the how of the essential skills of SEL. In a recent edWebinar, Jones, Director of the Ecological Approaches to Social-Emotional Learning (EASEL) Lab, explained that there are six SEL domains studied and documented by researchers. The first three domains are skills and competencies: cognitive, emotional, and social, and the next three are belief ecologies: attitudes, habits of mind, and ways of thinking about the world. One way to think about how these two sets go together is that on the one hand are things that you learn and know how to do, and on the other is a set of internal guideposts that tell you to use those skills when it’s essential and when it matters.
With the Common Core Standards came an increased focus on reading informational texts, starting with kindergarten. But integrating informational texts isn’t as simple as having students read a couple of biographies every marking period. In PBS TeacherLine’s edWebinar, “Strategies to Engage Young Learners with Informational Text,” Nell Duke, Professor of Literacy, Language, and Culture at the University of Michigan School of Education, offered her advice for understanding and incorporating informational texts in the classroom.
In this edWebinar, Dr. Stephanie Jones will share three big ideas to consider for reimagining how SEL can happen in and outside of school.
The goal of digital equity is to ensure that all students have access to devices, high-speed internet, and opportunities to learn both in school and out. While digital equity is a challenge for all school districts, Dr. Beth Holland, Digital Equity and Rural Project Director for the Consortium for School Networking (CoSN), points out that it becomes a very complex issue given the challenges within rural schools and systems. In a recent edWebinar, Holland along with Jennifer Austin, CETL, Instructional Technology Coordinator at Lac du Flambeau Public School in Wisconsin, Michael Flood, Vice President of Strategy at Kajeet, and Tammy Neil, Computer Science Teacher at Suwannee Middle School in Florida, discuss the unique challenges rural districts face when providing students’ online access to their education. Flood explained that when students don’t have equal access to devices and high-speed internet, it prevents them from having the same kinds of learning opportunities as their more connected peers.
This edWebinar is a great opportunity to learn effective ways to meaningfully engage your children with informational text.
This edWebinar will make a clear case for the need and responsibility of schools to equip students with tools to learn despite the trauma in their lives.
In this edWebinar, practitioners and researchers will discuss the attributes of an effective instructional coaching program.
In this first edWebinar of the 2019-2020 season, Superintendents Dr. Deborah Kerr and Dr. David Schuler, and CoSN CEO Keith Krueger share best practices and recommended strategies for leading technology transformations.
edWeb.net is delighted to announce a partnership with CoSN (Consortium for School Networking) to help leaders in rural school districts who are dedicated to taking the Digital Leap. edWeb and CoSN will be launching an online community and series of edWebinars titled “Tech for Rural Districts.” The program will leverage CoSN’s expertise and network of district leaders to help rural districts with the unique challenges and opportunities that they face with acquiring and implementing technology.