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How School Districts Are Shaping the Edtech They Use

eSpark

Under the leadership of Superintendent Dr. Christine Johns, Utica Community Schools saw the lasting impact that using purposeful technology with fidelity can have on student achievement and engagement. Committed to transforming every K-2 classroom in her district, Dr. Johns worked with eSpark to ensure that teachers received the support and professional development they needed to successfully transition to student-centered learning and adjust to new technology.

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. But, when the technology fails and you can’t take a breath no matter how hard you try, it’s called a panic attack. We used the terms “Differentiated Instruction,” “Adaptive Learning Software,” “Individualized Instruction” and now, “Personalized Learning.”

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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. But, when the technology fails and you can’t take a breath no matter how hard you try, it’s called a panic attack. We used the terms “Differentiated Instruction,” “Adaptive Learning Software,” “Individualized Instruction” and now, “Personalized Learning.”

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

EdTechTeacher

To be successful in a knowledge economy, students will require the ability to complete non-routine tasks, solve unstructured problems, and employ technologies for communication, collaboration, and creation (Autor, & Price, 2013; Collet, Hine, & Plessis, 2015). Even if teachers and students have access to technology, they may lack the knowledge and experience to use it for creation, analysis, and synthesis (Reich, Willett, & Murnane, 2012).