Technology plays a pivotal role in classrooms, and as it becomes more sophisticated, educators realize that creating active learning environments can help them effectively and efficiently use technology engage students in their learning.
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Latest posts by Laura Ascione (see all)
More from eSchool News
The U.S. Surgeon General has issued an advisory warning about a mental health crisis for children.
The COVID-19 pandemic has presented education with challenges and opportunities. On one hand, the massive move to digital learning and one-to-one programs has accelerated districts’ plans for edtech adoption. On the other, state and district leaders must ensure safe learning environments as schools strive to remain open—and paying attention to indoor air quality is critical.
Following the 2020-2021 school year, educators can look back with pride–and exhaustion–on all we have learned. We have learned to teach in brand new modalities like remote and hybrid learning, foster more student independence, and adapt instruction to a huge variety of learning needs.
Although wide learning gaps still exist for students across the U.S., those gaps do show signs of somewhat stabilizing, according to new research illustrating the scale and disproportionate nature of the disruption to students’ learning from the COVID-19 pandemic.
Over the last two years, educators have been forced into all kinds of unplanned experiments as we’ve searched for ways to keep students safe while continuing to advance their education amid a global pandemic.
As we head towards the last half of our second school year in a pandemic, there is no doubt that the impact of learning loss has exceeded all predictions. As reported by McKinsey, students are behind an average of four months in reading and five months in math.
Even though schools are back to in-person learning, the pandemic taught us something about how automating processes can save time–and if educators need more of anything, it’s time.
One of my favorite parts of being an educator is the sense of community that is created with each new class of students. Fostering that feeling in person has its challenges of course, but is a bit easier to administer and coach when you’re face to face. When asked to build that same sense of community with my students through a computer screen as we went into a distance learning mode, my brain started to misfire. How am I going to do that? Are the students going to be engaged in their learning? Will they be able to feel that sense of belonging in a virtual classroom setting? So, after a few days of crying and worrying, I accepted this new challenge.
Digital transformation is about more than making incremental changes to instruction or layering technology on top of existing practices.
Connected students and families don’t attend and partner with “the” school–they do so with “their” school. They aren’t guests who meet, exceed, or fall short of someone else’s expectations, but rather, architects of environments that reflect what is important to them.
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