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U.S. K-12 Educational Technology Policy: Historical Notes on the Federal Role

Doug Levin

Integrated Studies of Educational Technology: Implementing the Technology Literacy Challenge Fund – Educational Technology State Grants Program (Review Copy) (American Institutes for Research, 2002) **Note: Despite the fact that the report was conducted under the direction of the U.S. FY 2003 $700,500,000. The post U.S.

Policies 150
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Computer literacy: The invisible skills gap?

Neo LMS

In the early 80s there was much hand-wringing among teachers and education policy-makers regarding how to teach computer literacy given that many teachers did not having sufficient training, and “micro-computers” were prohibitively expensive. Can use online resources for basic device troubleshooting.

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When a college degree is no longer a ticket to the middle class

The Hechinger Report

trillion, according to the Federal Reserve, compared with less than $250 billion in 2003. But Lawrence Mishel, a labor market economist with the Economic Policy Institute, sees it much differently: “I think we’re way past that tipping point.”. Outstanding student loan debt now tops $1.5

Policies 109
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Why I’m Optimistic About the Next Wave of Education Technology

Edsurge

In 2002, our team at Microsoft Education created an LMS for a world where every teacher and student had a tablet computer. As recently as 1997, only 27 percent of America’s K-12 school had internet access—a number that skyrocketed to 92 percent by 2003. SchoolNet helped many of these districts—and benefitted as well.

Kaplan 160
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Study: Holding Kids Back A Grade Doesn’t Necessarily Hold Them Back

MindShift

Guido Schwerdt of the University of Konstanz in Germany, Martin West of Harvard, and Marcus Winters of Boston University, followed the fates of almost a million Florida students who were in third grade in 2002-2003. ” On the other hand, he adds, the worst fears of critics were not borne out by the results.

Study 50
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A traditional model of organizational knowledge creation

Connecting 2 the World

It also becomes a tangible representation of tacit knowledge for both group members and those outside of the group (Conceicao, Heitor, & Veloso, 2003; Yaklief, 2002). While individual members may have differing levels of competency, the group must be able to work collaboratively to achieve group norms and defined level of competency.

Groups 52
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Inside Maine’s disastrous roll out of proficiency-based learning

The Hechinger Report

Ragan Toppan, a junior at Deering High School, took part in a walkout last fall to protest a change in the school’s grading policy. The result today is a patchwork of local policies, with pockets of proficiency-based grading surrounded by schools that have stuck with traditional methods of evaluating students — or reverted to them recently.

Learning 111