edWeb.net

JUNE 16, 2017

Unfortunately, teachers and students are often unable to be sure there will be dependable, robust access outside of school depending on family and community circumstances. She has spearheaded the district’s first 1:1 iPad program where more than 700 students are afforded 24/7 personalized learning opportunities.

Equity of Access 40

Equity of Access Accessibility Elementary Instructional Materials 40

Digital Promise

JUNE 23, 2021

In partnership with the Consortium for School Networking (CoSN) and the State Education Technology Directors Association (SETDA), we hosted a roundtable with district and organizational leaders to understand how students with learning differences were supported during remote learning necessitated by the pandemic, and to imagine the future.

Adaptive Learning 212

Adaptive Learning Meeting AEM UDL 212

Edsurge

JUNE 11, 2021

And while systems might not continue to operate as 100 percent virtual schools in a post-COVID world, better access to learning technology is no longer negotiable in this increasingly-digital world.

Broadband 138

Broadband Digital Divide E-rate Policies 138

eSchool News

JUNE 9, 2017

Unfortunately, teachers and students are often unable to be sure there will be dependable, robust access outside of school depending on family and community circumstances. She has spearheaded the district’s first 1:1 iPad program where more than 700 students are afforded 24/7 personalized learning opportunities.

Resources 81

Resources Equity of Access Instructional Materials Elementary 81

SETDA Says

JUNE 13, 2019

Why do we spend the time to research and report on policies and practices? Often when coordinating a focus group or presenting a new SETDA resources via a webinar, I mention the Why. Why do leaders gather to collaborate on topics of interest? The Why always relays back to the students. State department of education […].

Policies 52

Policies Report Groups Resources 52

edWeb.net

NOVEMBER 8, 2023

Reporting: Educate the school community about how to report incidents or concerns. As they did this, they realized that as they learn together, they can grow together with this new technology. As they consider reporting processes, district leaders should: Identify and define the concern. David Miyashiro, Ed.D.,

Policies 109

Policies Guidelines Training Report 109

edWeb.net

FEBRUARY 18, 2018

While teachers may understand the need to collect the information, they resent inputting the same data over and over again in every learning management system, educational application, and state and federal accountability report. More important, the data entry can seem pointless when the outcomes aren’t applicable to the students.

Data 40

Data Report OER Policies 40