Spirals of Innovation in Schools – From Pockets of Excellence to Sustained Change from Beth Holland

EdTechTeacher

And even if a teacher possesses the willingness to change their practice, without the support of their broader school community, that sustained change may not be possible (Zhao & Frank, 2003). This post originally appeared on EdTechResearcher.

4 Important Lessons from 15 Years in EdTech

Gaggle Speaks

One of my very memorable failures was in 2003, when I went to Austin ISD to present to the technology team as the final step of a large purchase.

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Classroom prizes and grants available!

Educational Technology Guy

24th, they say “how to use technology to differentiate instruction” (51 percent) and “how to use educational games in the classroom” (35 percent) are at the top of their wish list for professional development this year. One of last year’s winners reported back, “I have been participating in the Speak Up survey ever since it started [in 2003]. Since 2003, more than 3.7

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4 Important Lessons from 15 Years in EdTech

Gaggle Speaks

One of my very memorable failures was in 2003, when I went to Austin ISD to present to the technology team as the final step of a large purchase.

Tuesday Show - Teachers Becoming Their Own Khan Academy

The Learning Revolution Has Begun

Shane joined TechSmith in 2003 with over eight years of management and production experience in video and television. Join me on Tuesday, December 4th, for a live discussion with Stacey Roshan, a high school math teacher at Bullis School in Potomac, Maryland.

How School Districts Are Shaping the Edtech They Use

eSpark

Matt Akin was a visionary early adopter of classroom technology when he deployed iPads throughout his district in 2003, long before edtech was the norm. Piedmont partnered with us to differentiate instruction for 300 students, and Piedmont students who are using eSpark have grown an average of 13 percentile points on national assessments in 2014.