A growing number of examples show that used well, blended learning—and hence education technology—can help boost student achievement in both charter and district school settings.
Course access is a powerful tool to make particular courses available to students who otherwise wouldn’t be able to take them.
We need more opportunities for education leaders to help their peers with solutions to the problems and barriers they confront as they move toward blended learning.
Florida high school students taking Algebra or English I online perform at least as well on state math and reading tests as do students taking the same courses in a traditional format.
We are witnessing a particularly exciting breed of edtech that focuses on relationships and networks as much as academic content and assessment.
Course Access is still a new policy, but for many students, no matter where they live or what school they attend, it will give them a significantly greater chance to fulfill their potential.
A 1-to-1 laptop or iPad roll out is not a new instructional model. Whether a student can or cannot carry a machine around all day tells us little to nothing about a school’s actual pedagogy, about the quality of interactions between students and teachers, or about the rigor of the software programs delivered through those devices.
In Korea, where popular teachers become millionaires by broadcasting their lectures online, schools and families are only very slowly warming up to other kinds of online learning.
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.
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?