Oakland teachers learn how to blend
Oakland teachers learn how to blend
Disrupting our K–12 schools or our public school districts is impossible today because there is no nonconsumption of education in this country, but helping our schools use disruptive innovation to disrupt the classroom—the way they arrange teaching and learning—is possible.
Most educational apps are nothing more than “chocolate-covered broccoli,” but there are some less structured (and more fun) ways for kids to learn.
Great educational apps recommended by people who are tech experts, education policy wonks, parents, or all three.
As more and more schools adopt blended learning in the years to come, the nature of teaching is going to change.
The main reason personalized learning is needed is that each student learns at a different pace and each student’s pace tends to vary based on the subject or even concept one is learning.
“Course choice’ policies give K–12 students the option of taking courses from a range of providers, often but not always online, and public dollars follow students to the chosen course.
What is the NCAA objecting to that California, land of input-based regulation for schools, isn’t?
As online learning marches upmarket, we can’t ignore the basic unmet infrastructure needs inside the vast majority of America’s school buildings.
The ambitious program could fund the development of truly disruptive models for educating students in a manner that is tightly connected to workforce opportunities.
When we talk educational technology, there’s far too much excited talk about big purchases of tablets or assessment systems and far too little about just what educators and students are supposed to actually do with these.
Julie Young’s guiding vision for the Florida Virtual School (FLVS) began in 1996 as she wrote the word “student” at the center of a piece of paper and then asked a series of questions of the team gathered around her. What could school look like if the student was at the center?
Summer 2009 | Education Next
Julie Young, who launched Florida Virtual School 17 years ago as the first statewide online school in the country, has announced her retirement.
How can the government best incentivize and speed up the creation of “high impact” learning technologies?
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.
Education Elements is one of the few entities helping schools do the most basic work of implementing blended learning into traditional classrooms.
In addition to altering instruction, technology stands to reshape how we guide and mentor students, and how we might expand their social and professional networks.
The more customization a student requires, as is often the case with kids with special needs who need adaptations in pacing, methodology, presentation and curriculum, the more attractive virtual ed can be.
Personalized-learning models powered by technology posted more promising gains in the 2012-13 school year, according to a recently released Columbia Teachers College study.
The edtech market consists of numerous niche solutions that fail to provide educators with integrated solutions.
The move to blended learning matters because learning science has long told us that students learn at different paces, have different working memory capacities, and possess different background knowledge when they enter a learning experience.
The power of blended learning—to let students learn individually paced basics online, so teachers can focus on personalized, enriched face-to-face instruction—can bring excellent teaching to more students, and enable all teachers to earn more.
Manufacturers have been hoping that kid-friendly tablet computers will gain market share, but many families seem to prefer full-scale tablets for their kids.