Marketplace K-12
MAY 18, 2016
In 2015, 47 percent of K-12 teachers and almost two-thirds of K-5 teachers reported using game-based learning environments in their classes, up from 23 percent of K-12 teachers in 2010. T he 2015 Speak Up survey findings are the latest in a series of reports released each year by the Irvine, Calif.
Edsurge
JANUARY 1, 2020
I made three assumptions back in 2010 that still hold sway today. They inform my day-to-day work as well as the important learnings I’ll take forward for years to come. Technology can be pen and paper, or adaptive software, or whatever is most helpful for the learning task at hand. Today, 99% of U.S.
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Doug Levin
APRIL 21, 2016
Note that the last category is the most subjective and one might reasonably argue some reports (including those conducted under contract with the U.S. Federal Program Evaluations and Program-Related Reports: The First-Year Implementation of the Technology Literacy Challenge Fund in Five States (American Institutes for Research, 2000).
Doug Levin
JANUARY 15, 2016
In so doing, it is important to note that for all intents and purposes, the new educational technology program described in ESSA represents a dramatic turnaround in direction for Congress, which last funded a federal educational technology program in 2010 at the request of former U.S.
Edsurge
AUGUST 14, 2017
A new report, “ Strategic Policy Playbook: Driving Innovation In Education for All Students ” summarizes this important story. Full disclosure: Entangled Solutions, where I am a principal consultant, helped prepare the report.) The fundamental lesson from this story goes beyond digital learning.
Digital Promise
FEBRUARY 5, 2015
So when Piedmont is looking for great digital science and social studies programs for its middle school, it’s hard for them to know where to look and what’s out there. WHAT: Piedmont Middle School is seeking to pilot digital learning programs that support competency-based learning in science and social studies.
Edsurge
APRIL 8, 2020
Encouraging that kind of student empowerment can work well for asynchronous assignments, where students can be given an objective, like analyzing how protagonists function in fictional stories, and asked to work through an assignment like writing a report about the protagonist in a particular work of literature.
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