The Challenges of Easy Data Access

edWeb.net

Tactical student data privacy questions like “What can I do right now?” should be asked by all CIO’s, teachers, administrators and policymakers in this changing landscape of data access, student privacy and interoperability.

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16 Great NonProfits Working to Support EdTech in Schools

Tom Murray

This post is the first of a short series meant to highlight the great work of many nonprofit organizations that are working diligently to support students’ learning on a daily basis. To give further context, I’ve sorted them alphabetically, into four categories; (1) those organizations that are instructionally-focused; (2) those that provide supports for technology leadership; (3) those that focus on connectivity and access; and (4) those that focus on data privacy and security.

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Get to the root of the edtech issues with three key questions

edWeb.net

Mention edtech, and the first thought that usually comes to mind is collecting data to evaluate students’ progress. By asking three key questions, leaders can get a better sense of their K-12 edtech ecosystem.

A Thinking Person’s Guide to EdTech News (2017 Week 10 Edition)

Doug Levin

A Thinking Person’s Guide to EdTech News (2017 Week 10 Edition). Tech devices won't fix our education system | Lockport Union Sun & Journal → Former Education Secretary Arne Duncan recently issued a plea for greater student access to high-tech tools. "This This from the school district that is still reeling from a major student data privacy breach. Blog EdTech News News news

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The top 10 school IT leader concerns

FETC Converge

Broadband and network capacity is school technology leaders’ top priority, according to the results of an annual IT leadership survey from CoSN. also revealed that school IT leaders are spending more time and devoting more resources to student data privacy and security. Uncategorized ed tech edtech education technology Educational technology technology

Does Ownership of Instructional Materials Matter?

Doug Levin

There also was only one dominant business model in the market: districts purchased one textbook per subject per grade per student from approved publishers. Nor did a district purchase the right to translate the language of the book into the language spoken by a student and/or their family.