The report includes
individual school district technology profiles, a statewide analysis of data, and a comparison of findings between school districts and charter schools.
Not exact matches
In 2005, Kathy Shirley,
technology director for the Escondido Union
School District near San Diego, observed a teacher conducting «fluency assessments» of her students, spending a full day in
individual sessions with students, marking on worksheets the pace, accuracy, and expression of each student's reading.
Recommendations for states,
districts, and
individual schools include improved teacher training, support for e-learning and virtual
schools, stronger
technology leadership, a move toward more digital content and away from reliance on textbooks, better use of broadband, and integration of data systems for such uses as online testing, understanding relationships between decisions, allocation of resources and student achievement, and tailoring instruction to
individual students.
Curricula, teaching methods, and schedules can all be customized to meet the learning styles and life situations of
individual students; education can be freed from the geographic constraints of
districts and brick - and - mortar buildings; coursework from the most remedial to the most advanced can be made available to everyone; students can have more interaction with teachers and one another; parents can readily be included in the education process; sophisticated data systems can measure and guide performance; and
schools can be operated at lower cost with
technology (which is relatively cheap) substituted for labor (which is relatively expensive).
To help rural
districts overcome these challenges, FRS developed a research - based framework and five - step planning process to guide
schools and
districts as they transition to a personalized learning model centered on
individual student learning and facilitated by innovative instruction accelerated by the smart integration of
technology.
It will also reveal the investments states and
districts have made in upgrading the
technology infrastructure of
individual schools to accommodate the increased bandwidth, hardware, and training needs associated with online assessments.
Educators from traditional K - 12
district public
schools or public charter
schools in those cities, along with leaders of innovative non-profit organizations, will then be invited to submit proposals on how to redesign new or existing
schools to personalize learning for every student by tailoring
individual instruction through the use of
technology, better preparing them for success in the 21st century.
The Consortium for
School Networking (CoSN) and EdScoop are calling on U.S. school district leaders to nominate promising individuals who are making a difference in K - 12 education techn
School Networking (CoSN) and EdScoop are calling on U.S.
school district leaders to nominate promising individuals who are making a difference in K - 12 education techn
school district leaders to nominate promising
individuals who are making a difference in K - 12 education
technology.
Our
school district does a good job of focusing on each student's
individual learning through the use of
technology.
This PD is ideal for
individual teachers,
technology and instructional coaches and
school or
district - based PLC teams.
The Christina
School District in Delaware, comprised of both urban and suburban
schools with a diverse group of learners, was interested in how
technology could be used to improve their math instruction while still giving
individual schools and teachers as much autonomy as possible.