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eSchool News

eSchool News
eSchool News covers the intersection of technology and innovation in education.
  • Survey: What online professional learning do teachers prefer?
    professional learningEducators from Pre-K up through higher education most often prefer to participate in professional learning opportunities that focus on training for online software and digital resources (34 percent), classroom management strategies (34 percent), and digital device training (33 percent), according to a new survey released during this year's ISTE conference. The 2016 Vision K-20 Professional Learning Survey Report is the ninth annual national K-20 educator survey from the Education Technology Industry Network (ETIN) of SIIA, and also is the first survey focusing on online professional learning (PL). The survey finds that educators from PreK-12 and higher education institutions most often enroll in courses that provide training for online software and digital resources and classroom management/behavior training. “Educators have an increasing number of online professional learning choices that provide them with a flexible alternative to traditional professional development formats,” said Karen Billings, vice president and managing director of the ETIN. “The Vision K-20 Professional Learning Survey provides educators and administrators with critical insight to how educators are taking online PL courses, why they take them and who provides them.” Nearly 60 percent of participating survey respondents said they enrolled in online professional learning in the past year. The survey defines online professional learning courses as any course that includes online, blended or hybrid learning. Seventy-five percent of participating educators said they enroll in online PL courses when they are personally interested in the subject and want to increase their knowledge in that area. The second most common reason for online professional learning enrollment is to receive continuing education credits (46 percent of respondents). Educators with less than 20 years of experience working in an educational institution are more likely to enroll in an online professional learning course than educators with more experience. Educators most commonly select learning opportunities from educational institutions (60 percent) and online communities (60 percent). Courses include videos (76 percent), discussion forums (73 percent), audio (72 percent), quizzes or assessments (68 percent), and slides (64 percent).
  • IO Education, EADMS merger will expand online formative assessment
    formative assessmentIO Education and Educator’s Assessment Data Management System (EADMS), a provider of K-12 assessment and data management software, have merged to better leverage online formative assessment capabilities. With EADMS’ fully integrated assessment and data management capabilities, IO Education will continue to strengthen its ability to utilize all student data to drive educator insight and improve educational outcomes. These complementary solutions will give educators an integrated solution across assessment, analytics and reporting, talent management, professional development and classroom management. EADMS offers a comprehensive formative assessment and data management solution that provides educators at all levels immediate results to measure student performance, and is optimized for online and paper-based assessment. EADMS enables K-12 districts to personalize instruction by providing the tools to identify performance gaps that prevent students from achieving standards mastery. “The EADMS platform will deliver instantaneous, invaluable data to IO Education users, so they can leverage it most effectively to drive instructional practices,” said Anthony Tooley, founder of EADMS. “EADMS customers will now benefit from a comprehensive data analytics solution from IO Education that will further empower educators and administrators to personalize learning and improve outcomes.” As IO Education incorporates EADMS into its product suite, Mr. Tooley will lead the company’s assessment division. “We believe that formative assessment data provides critical and timely information to personalize learning for students,” said Michael Williamson, Chief Executive Officer of IO Education. “A key driver of student growth involves equipping teachers with the ability to easily assess and measure student mastery in real-time to take personalized action for each student.” With IO Education, schools and districts can break down data silos and aggregate state, district, classroom and assessment data to develop a rich understanding of student growth. Learn more at www.ioeducation.com.
  • New Common Sense tool shows how secure your ed-tech apps are
    New educator resource is intended to find accurate, up-to-date evaluations of privacy and security practices of ed-tech applications Common Sense Education, in collaboration with over 70 schools and districts nationwide, launched its K-12 Ed-Tech Privacy Evaluation Platform to support educators in their effort to make informed decisions about the educational software being used on campuses throughout the
  • Yes, teens are addicted to mobile devices — but so are adults
    mobile-addictionInteresting infographic shares the realities behind today's mobile device addiction -- for teens and adults.
  • 5 things changing today’s CTO role
    CTO ISTEChief technology officers (CTOs) in school districts juggle any number of demands relating to IT support, technology integration into classroom instruction, and future district technology plans. But as technology changes, and as the needs of students and teachers change, so does the role of the CTO. A panel of CTOs, ed-tech specialists, and educators at ISTE 2016 in Denver, moderated by Jeremy Shorr, the director of innovation and education technology in Ohio’s Mentor Public Schools, explored some of the challenges that come along with those changes and shared their best practices for ensuring that technology continues to meet the needs of teaching and learning throughout those changes. Blended learning Blended learning has enjoyed time as one of ed-tech’s big buzz phrases. But is it still relevant today, and if so, why? When and where does blended learning make sense, and how do CTOs support that transition? The blended learning umbrella is very, very big. Is that broad umbrella an asset or a detriment? “Blended learning means flexible learning that caters to learning styles of students,” said Kevin Honeycutt, a technology integration specialist at ESSDACK. “Schools that try to do right by all students, instead of teaching one way, have never left this game. If you’re willing to be flexible to the point of contortionism on behalf of what students need, you’re in that game.” The broad umbrella “can contribute to blended learning being a buzzword, and not necessarily something that is working to make learning better for kids,” said Susan Bearden, director of IT at Holy Trinity Episcopal Academy in Florida. Open educational resources How do we support teachers in using OER? How should we share this content? “The biggest challenge is that too many people still define curriculum by their texts - they buy a curriculum,” said Andrew Chlup, director of application programming and support in Alaska’s Anchorage School District. “Every one of those is a closed ecosystem by default. You’re not allowed to modify or share. Either a district itself starts to promote the Creative Commons, or you start tapping into the amazing resources out there, and it gives people the opportunity to grab it and let you personalize it.” “I don’t think you should force people to do things,” said Alice Keeler, a Google Certified Teacher and the author of the book 50 Things You Can Do With Google Classroom. “We should be concerned about quality. It’s great that [OER] are out there and free, but do we ask that the teachers wade through things that are not high-quality? There has to be an effective way to rate that, and crowdsourcing is not necessarily an effective way to do things. How do we have administrators and teacher teams look at the resources in a way that they’re not wasting their time?” “I think there has to be a balance,” Chlup said. “Are you expecting people to go into it blindly and recreate things from scratch?”
Welcome to Kilte-Awlaelo Schools Development Association!
11th Reunion -Kilte Awlaelo Schools Development Association PDF Print E-mail
Written by Administrator   
Friday, 29 August 2014 04:55

11th Reunion -Kilte Awlaelo Schools Development Association (KASDA)

Seattle, Washington : July 19, 2014

KASDA’s 11threunion and fundraising event was held in Seattle Washington on July 19, 2014. Members from all over of the world converged to the beautiful city of Seattle to have fun on the yearly reunion and to take part on the fundraising event to help all schools of Kilte-Awlaelo for better education and create a comfortable learning environment to all students of Kilte-Awlaelo.

The fun started on Friday night, July 18 at the beautiful residence of Haftu Hishe’s family where members were invited for dinner. The host family offered the guests the very Tigrean traditional drinks of Siwa and Miyess along with delicious enjera and Tihlo. The house was full of laughter from every corner as guests enjoyed talking to each other and shared jokes of experiences of their younger years. They all departed with a happy mood and in mind that they had a long day by the morrow to attend the annual general assembly of KASDA.

Last Updated on Friday, 29 August 2014 04:56
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The Beautiful City of Wukro PDF Print E-mail
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Sunday, 23 February 2014 02:08

Last Updated on Friday, 29 August 2014 04:51
 
10th Reunion of KASDA PDF Print E-mail
Written by Administrator   
Sunday, 07 July 2013 06:15

Kilte-Awlaelo Schools Development Association held its 10th anniversary on June 19, 2013 in the fabulous city of Las Vegas. As always, the event had two parts which one was the members meeting during the day time and the second one was the fund-raising event during the night. The volume of the participant on both parts of the event was very high. Awlaelo members from all corners of the nation attended the event. A special guest also joined us from Adi. Our brother Haji Adem Bidar was one of the participants in the event. 

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9th Reunion of Kilte-Awlaelo Schools Development Association PDF Print E-mail
Written by Administrator   
Saturday, 18 August 2012 15:43

Kilte-Awlaelo Schools Development Association successfully celebrated its 9th anniversary in Boston, MA on July 21, 2012. The Boston and Maine brothers and sisters were well prepared for the success of the event. Members who flew to Boston to attend the event were also well prepared. Most members rented their own cars from the airport which helped to reduce the burden of transportation on the hosting city brothers and sisters. The time they were going to spend to transport members used it to coordinate other activities of the event. And that strategy worked perfectly.

Last Updated on Sunday, 23 February 2014 03:16
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7th Anniversary of Awlaelo Schools Alumni Association PDF Print E-mail
Written by Administrator   
Monday, 12 July 2010 05:56

Awlaelo Schools Alumni Association celebrated its 7th anniversary on June 19, 2010 in Seattle, WA. It was very successful event and unique in nature than any other events we had in the past. For those our members who missed this year’s reunion, you missed a lot. I warned you in advance not to miss the event because I knew from the beginning that it was going to be unique. Here is how this year’s reunion was unique.

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