Sentences with phrase «school technology leadership»

(Summer 2013) Yinying (Helen) Wang won 2013 UCEA Program Centers Graduate Student Fellowship to conduct research on school technology leadership at CASTLE.

Along with earning a certificate in school technology leadership, he is diligently pursuing advanced course work in research methodology / analysis, along with computer programming coursework.

The CASTLE Interview Series is a new resource for scholars and practitioners in school technology leadership.

CASTLE is hosting the Interview Series on school technology leadership (STL) research.

Consequently, the articles in this issue of Principal magazine provide a forward - looking overview of school technology leadership — from comprehensive topics like digital equity to specific strategies like using digital badges to motivate students.

Her research focuses on social network analysis and text data mining in the field of educational leadership and policy, as well as school technology leadership.

The articles in this issue of Principal magazine provide a forward - looking overview of school technology leadership — from comprehensive topics like digital equity to specific strategies like using digital badges to motivate students.

Not exact matches

But most employers today think high school and college graduates are seriously deficient in skills like leadership and innovation, and Americans face a steep shortfall of graduates majoring in science, technology, engineering or mathematics.

WCPSS offers five magnet themes: leadership and technology, gifted and talented, international baccalaureate, language immersion / global studies and application schools.

The School of Engineering's mission is to educate engineers committed to the innovative and ethical application of science and technology in addressing the most pressing societal needs, to develop and nurture twenty - first century leadership qualities in its students, faculty, and alumni, and to create and disseminate transformational new knowledge and technologies that further the well - being and sustainability of society in such cross-cutting areas as human health, environmental sustainability, alternative energy, and the human - technology interface.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadschools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

Through training, time, strong administrative support and leadership, and long term planning, however, all schools can reach their goals for technology integration.»

Techknowledge for Schools aimed to quantify how the use of technology is helping students to develop these skills by surveying education professionals, ranging from ICT teachers to English teachers to school leadership teams.

At participating schools, Seton is helping them rethink school leadership, providing coaching, supplying regular assessment, offering back - office services, tackling challenges like recruiting and technology, and seeking ways to energize these schools» faith - based mission.

A former director of schools, secondary college principal, and technology company director, Mal has written extensively in leadership and instructional technology journals, with a regular column in Education Technology technology company director, Mal has written extensively in leadership and instructional technology journals, with a regular column in Education Technology technology journals, with a regular column in Education Technology Technology Solutions.

She has written extensively on education policy issues including school leadership and the use of technologies in schools, school improvement, professional standards and on a range of issues relating to school leadership.

It is central to a vibrant community of students who are pursuing doctoral and master's degrees in areas that include education policy, school leadership, international and comparative education, technology and innovation, language and literacy, teaching and learning, and education research.

The plan for the ISTE Student Technology Leadership Symposium was for high school students to have an opportunity to use their leadership and technology skills in educational change and to develop models for learning that involve youth and adults working together in full paTechnology Leadership Symposium was for high school students to have an opportunity to use their leadership and technology skills in educational change and to develop models for learning that involve youth and adults working together in full patechnology skills in educational change and to develop models for learning that involve youth and adults working together in full partnership.

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.

Diverse investments in innovative approaches to scale, such as back office and data management services, leadership training, and technology platforms for promising stand - alone charter schools, might have vastly increased the quality and number of new schools throughout the country.

A growing disconnect is occurring between school leadership and the 40 + percent of teachers who are eager and / or prepared to use technology in the classroom.

The gap is becoming a crisis in schools where leadership has supported or initiated purchasing initiatives (especially such high - profile technologies as tablets, laptops, Internet - connected handhelds and such high - volume technologies as handhelds and AlphaSmart) that create expectations within the school community, and then has failed to articulate or energize a vision for using those technologies.

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The combination of evermore sophisticated digital technology, ever rising expectations and ever greater appreciation of the opportunities availed by technology, ensures that the schools that move to a digital operational base will experience significant natural growth and, when under the leadership of an astute head, will continually transform their operations.

SMB: We should take a page from the successful, ongoing efforts that address the lingering lag in girls» and women's participation in STEM (Science, Technology, Engineering, and Mathematics) fields and leadership positions: 1) mentoring and role - modeling programs that involve more men in schools, particularly men who hold other than traditionally male jobs so that students see men in a variety of careers; 2) a national fathers» reading campaign to engage more fathers in reading to their children; and 3) increased funding for innovative programs that engage students in literacy activities in and out of school.

Your development as a teacher will be guided and influenced by conversations and inquiry with colleagues studying adolescent development, language and literacy, technology in education, school leadership, and more.

Under Bob's leadership, Envision Education put in practice a highly successful redesign model that has opened a path to college and college retention for underserved urban students at Envision's three Bay Area arts and technology high schools.

Ultimately, encouraging teachers to embrace technology and undertake regular professional development is a responsibility which lays with school leadership teams.

District leadership has a clear vision for how teaching and learning with technology should look: «Computational thinking,» «human - centered design,» «innovation mindset» — the district's intermediate school is literally built to reflect its embrace of such concepts.

Dr. Patricia Green, principal at Cedar Heights Junior High School in Port Orchard, Washington, thought her building's leadership team might focus on technology purchases too.

Themes and areas of focus include: unlocking enthusiasm and impact: the secrets to implementing ed - tech for acceptance and expertise, a wealth of online safety, different approaches to your computing curriculum, IT in special schools settings, Technology in Early Years, blogging, mastery in computing, engaging parents, creative coding, progression, collaborative learning in leadership and much more..

Her work centers around five essential school priorities: • Supporting school leadership • Using data transparently for accountability • Coordinating a multitier system of support • Providing embedded professional development based on best practices • Engaging parents and families This free one - hour webinar is sponsored by Learning Ally, a national nonprofit providing resources, training, and technology for teachers and schools; and 80,000 human - voiced audiobooks for students with learning & visual disabilities.

Because at ISTE, we believe that using technology is a major change in schools, we know that leadership is absolutely critical.

With new technologies and teaching approaches becoming more accepted in the classroom, educators have more opportunities than ever to assume leadership roles and affect grassroots change within their schools, districts, and states.

The role of the chief technology officer in school districts is evolving into one of the most important leadership positions in education, yet many who currently fill that job lack the skills and background to make the best decisions for the educators and students in the districts they serve.

Don Knezek: We think that ISTE has a role in leading the agenda that says, «Take student achievement as your primary focus and look at all the ways in which technology supports it — including school management, school leadership, data management, and the actual learning process.»

In partnership with the NJDOE and the New Jersey Association of School Administrators, she has assisted in writing and successfully implemented a $ 5.1 million grant for training Superintendents and Principals in leadership and technology in the state of New Jersey.

Proactive leadership develops a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents and the community.

He later founded a management and technology consulting company, and held several strategic leadership positions with Chicago Public Schools, including serving as its Chief Information Officer, Chief Administrative Officer, Chief Area Instructional Officer, and Chief of Staff to the Board of Education.

Under his leadership, the school establishes several new master's and doctoral programs, including Technology in Education (now Technology, Innovation, and Education), International Education (now International Education Policy), and School Leadeschool establishes several new master's and doctoral programs, including Technology in Education (now Technology, Innovation, and Education), International Education (now International Education Policy), and School LeadeSchool Leadership.

Sheninger is an author of four books and numerous articles about digital leadership and learning, and he travels the world spreading his message of how he used digital technology to transform New Milford High School in New Jersey into a top - rated sSchool in New Jersey into a top - rated schoolschool.

Accreditation also measures different aspects of a district or school, in addition to student performance, such as parent communication and participation, improvement plans, leadership effectiveness, curriculum and instruction quality, student mentoring, use of technology, and professional development.

Frequent topics include school improvement, leadership, standards, accountability, the achievement gap, classroom practice, professional development, teacher education, research, technology and innovations in teaching and learning, state and federal policy, and education and the global economy.

She has served as the Chief Academic Officer for the District of Columbia Public Schools as well as the Deputy Chief for the Office of Teaching and Learning, providing leadership for PK - 12 education by managing the offices of Curriculum and Instruction, Professional Development, Early Childhood Education, College and Career Readiness, Youth Engagement, Bilingual Education, Out of School Time, School Counseling, Educational Technology, Gifted and Talented, and Library Media Services.

Fellows will also be required to develop an Independent Learning Project (ILP) / Portfolio based on fellowship experience and directly relating to innovations in new methods of instruction, integration of educational technology and its applications, charter school management and its operations, leadership and staff development, and other project options as determined by cohort leadership.

«The results of the Digital School Districts Survey exemplify how visionary leadership in the board room supports the innovative use of technology in the classroom and in the delivery of district services,» said National School Boards Association Executive Director Thomas J. Gentzel.

Dr. McLeod has received numerous national awards for his technology leadership work, including recognitions from the cable industry, Phi Delta Kappa, the National School Boards Association and the Center for Digital Education.

In his role as Director of Learning, Teaching and Innovation for Prairie Lakes Area Education Agency, McLeod has come to understand the intersection between school leadership and digital learning technology.

These customized professional development workshops allow you to choose the topics and experts that best meet your school or district needs, including achievement, culture and equity, leadership, and technology.

Topics focus on school leadership, curriculum and theme development, project - based learning, technology integration, and much more.