Can micro-credentials reboot professional development?
Edtech entrepreneurs and school choice advocates sometimes invoke disruptive innovation as an indomitable force that will redeem and transform broken school systems.
A recent report found that most educational software licenses go unused in K-12 districts. The findings unveil a clear disconnect between district software procurement and classroom practice.
What’s the key to getting teachers on board with new approaches to instruction?
Simulations can help educators and school leaders get practice and feedback in low-stakes settings.
In addition to being content instructors, we also expect teachers to be curriculum designers, assessment creators, and experts at evaluating student work and analyzing student learning data, not to mention experts in classroom management and culture, coaching students on self-management, providing students with social and emotional support, and being the primary school connection with parents and families.
We don’t have a clear pipeline for preparing and developing personalized learning teachers. What we really need is a single organization with an integrated solution to show us how to do personalized learning and teacher development really well.
Simple innovations, like digital lesson plans, can go a long way toward improving teacher effectiveness and student outcomes
For those concerned, I want to offer some words of solace: K–12 public schools are not getting disrupted.
When I observed classrooms and interviewed teachers and administrators, the thing that stood out was high-quality teaching practices, inspired and supported by effective school leadership.
Here are a few reasons why blended learning may not live up to its time-saving potential.
Imagine an ideal world in which all student data flows seamlessly and securely between software applications:
Will overturning the Obama administration’s teacher preparation regulations lead to progress or stagnation in teacher quality?
Many teachers find themselves on a pathway to burnout, but it doesn’t have to be this way.
Teachers need resources like this to help them transition successfully to the student-centered learning practices that blended learning enables.
Machines can’t imitate acts of heroic teaching, but with the help of performance-augmenting technologies, teachers will have an unprecedented ability to impact their students’ lives for the better.
Mainstream adoption of blended learning will come not from policy reform but from persuading the people who work at the ground level in education.
Rather than seeing technology as either a threat to or poor substitute for teachers, we need to determine how best to use technology to enhance teachers’ capabilities.
Breakthrough innovations come from finding ways to use new technologies to rethink old processes.
Personalization should not compromise students’ mastery of core knowledge; indeed, it is a powerful means for enabling students to master core knowledge
OER content gives schools and teachers instructional “Legos” that they can organize, revise, and combine more easily to create custom learning solutions that meet their students’ needs.
An interview with Megan Toyama, a blended-learning teacher of AP US history and 10th-grade modern world history at Summit Tahoma
An interview with Amy Carlson, a blended-learning coach at Highline School District in Seattle.
We put teachers in a tough spot, asking them to motivate their students to excel at learning and also asking them to give their students grades.
Is it possible to integrate human-graded assessments into online learning software?
Leaders from the charter sector have founded three innovative teacher education programs.
We can provide more students with the teachers they need by leveraging online learning.
A new paper describes the roles and essential competencies of blended-learning teachers and provides guidance to school leaders for recruiting and selecting blended-learning teachers.
As blended learning continues to grow, one of the challenges education leaders are facing is the fact that knowledge of the concept spreads faster than expertise on how to foster and support it.
Course access programs allow students to enroll in a variety of online, blended, and face-to-face courses from a wide selection of accountable providers, in addition to the courses they take through their local schools
The power of educational technology does not come from replacing teachers, but from empowering teachers to provide better instruction.
As more and more schools adopt blended learning in the years to come, the nature of teaching is going to change.
At one credit recovery program, it is fascinating to see how blended learning impacts students’ relationships with their teachers and improves the non-academic aspects of their learning.
How can we capture the benefits of course choice while also protecting students from poor-quality course choice providers?
Historically, new innovations have the best chance for success if they deliberately decide not to start off in the big league with the most demanding applications and customers.
Established programs face competing demands from other conflicting priorities that they have developed through years of operation in the traditional system of higher education.