eSchool News

eSchool News
eSchool News covers the intersection of technology and innovation in education.
  • 8 ways school leaders can support the digital transition
    Administrators at the local, district, and state levels are essential to leading and supporting the digital transition in schools across the nation, and at a Sept. 29 summit, a panel of education leaders outlined a number of key ways that leadership can support and sustain a digital transition. More than 100 educators, policymakers, and stakeholders convened for the Empowering Educators to Enhance Student Learning in the Digital Era, in Washington, D.C., which featured sessions focusing on preparing teachers for digital learning environments, professional development opportunities, and supporting the digital transition from all sides. Moderated by Jeff Mao, senior director of Common Sense Media’s Learning Solutions Program, the panel featured Mark Edwards, superintendent of the Mooresville Graded School District in North Carolina; Rosanne Javorsky, assistant executive director of the Allegheny Intermediate Unit in Homestead, Pa.; Joshua P. Starr, superintendent of schools in Maryland’s Montgomery County Public Schools; and Johnny L. Veselka, executive director of the Texas Association of School Administrators (TASA). The discussion ranged from leadership preparation programs to efforts to ensure that leadership is allowed to thrive at all levels, and a number of actionable recommendations emerged. 1. Don’t rely only on external programs to prepare school leaders. In Mooresville, Edwards said, the district partners with two universities on higher education degree cohorts. District leaders developed content and curriculum and aligned it directly to the district’s needs. “I think we informed the university about some missing links. We were able to use and develop some systems, particularly in the area of digital leadership, in terms of universities and what they bring to the table,” Edwards said. “Partnering is the way to go—building the work together and evolving the leadership practice.” “We don’t rely on external programs [to prepare leadership],” said Montgomery County’s Starr. “We’re investing a significant amount of resources into leadership, and it’s a cultural shift. We take full responsibility for leadership development, and we don’t rely on universities.”
  • Blended learning and the paradox of the experienced teacher
    Assuming a good teacher in the traditional classroom will be a good teacher in a blended learning environment is wrong. The terminology alone provides a clue; after all, it is “blended learning”—not “blended teaching.”
  • How do teachers, parents approach online safety?
    Today, children in elementary school often have just as much, if not more, technology know-how than adults. But as children’s tech use increases, and as they spend more time online, digital citizenship and safety issues become even more important.
  • The Key to Personalized Learning? Having Useful Information
    Two exemplary school systems have taken very different paths towards a more personalized approach to instruction-but in both cases, officials havefound that knowledge is power.
  • Oracle Partners with Leading Universities to Design and Develop Oracle Student Cloud—a Comprehensive Set of Services for Higher Education
    Oracle also joins Internet2 coalition to accelerate delivery and certification of new cloud solutions for higher education institutions EDUCAUSE, ORLANDO, FLA. and ORACLE OPENWORLD, SAN FRANCISCO – September 29, 2014 News Summary Earlier this year, Oracle announced several major investments in its higher education solution portfolio, including Oracle Student Cloud, a new cloud-based student information  [ Read More ]
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