Pedagogue Blog

Matthew Lynch published in Policy & Reform

The U.S. Education System is Under-performing and Here’s Why

The U.S. public school system was originally established to educate America’s youth. More specifically, it was created to teach children basic skills, and to make them into productive citizens. Fast forward to now, and it is plan to see that the U.S. education system is failing to live up to its original intent. In the piece, I will discuss 4 reasons why we find ourselves in this predicament.

  1. Schools are closing left and right. It’s been a rough year for public schools. Many have found themselves on the chopping block. Parents, students and communities as a whole feel targeted, even if school board members are quick to cite unbiased numbers. There is no concrete way to declare a winner in these cases, either. Sometimes, a school closing is simply inevitable but communities should first look for other solutions. Instead of shutting down underutilized public schools – icons of the community – districts should consider other neighborhood uses, such as a community center or adult education classes. Closing public schools should not be a short-sighted procedure. The decision should focus on the only investment that really matters: a quality public education for all our nation’s children.
  2. S. schools suspend too many students. Statistics tell us that not only do urban students more often come from tumultuous home lives, but they are often punished more harshly for the same infractions than suburban peers. Over 68 percent of all incarcerated adult American men do not have a high school diploma. Removal from school as a disciplinary measure, while potentially the easiest short-term solution, feeds the school-to-prison cycle that is built primarily in urban schools. Instead, mentorship programs would go a long way toward directing urban students toward higher academic engagement and graduation rates. Many colleges have implemented mentorship programs for at-risk students, like first-generation college students, so why can’t K-12 schools do the same?
  3. For underperforming urban school systems, a lot of the “plans for change” are full of hot air. At least, they often seem to be. The problem usually lies with the inability to sustain existing reform efforts and initiatives. Mayors and school superintendents in these areas often concoct grandiose reform plans that are merely political devices meant to woo voters into believing they genuinely care about educational reform. It is sad and sobering to realize that often, politicians create school reform to gain popularity and votes. It is discouraging to realize that our children’s futures might be used as a political device to win elections.
  4. School spending is stagnant, even in our improving economy. As the U.S. economy continues to improve, according to news headlines, one area is still feeling the squeeze from the recession years: K-12 public school spending. A report this month from the Center on Budget and Policy Priorities found that 34 states are contributing less funding on a per student basis than they did prior to the recession years. Since states are responsible for 44 percent of total education funding in the U.S., these dismal numbers mean a continued crack down on school budgets despite an improving economy. If we cannot find the funding for our public schools, how can we expect things like the achievement gap to close or high school graduation rates to rise? It was understandable that budgets had to be slashed when the bottom dropped out of the economy. Now we are in a more stable place, though, it is time to get back to funding what matters most: the education of our K-12 students.

Can you think of any additional reasons why U.S. education system is failing?

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation

Edtech Solutions: Improving Learning Opportunities for Students with Special Needs

The number of students with special needs is on the rise across the United States, making it increasingly difficult for educators to teach effectively to their entire student body. Did you know that there are approximately 7 million students in the United States with disabilities? Did you know that only 62.7% of students with special needs in the US graduate high school? With the increase of students with special needs in the US and the current trend in education to increase inclusion in the classroom, educators are experiencing difficulties dividing their time and attention equally across their students. This is where edtech solutions come in.

Advances in technology are making it possible for teachers to best assist students with special needs and or limited language skills, to learn alongside the average student. Through the use of computer programs and games and other devices, students with special needs can participate in the same activity as their peers or a slightly altered program based on their specific needs and skill set.

What programs are available and how much do they cost?

Although not every teacher has equal access to materials including expensive technology resources, there are some options that are free or are usually provided by the school district to all their teachers. From the cost of free to thousands of dollars, there are edtech solutions that enhance learning in the classroom for all learners, and enable special education students to express themselves more completely and to learn more effectively.

Here are just a few edtech solutions:

  1. Augmentative and Alternative Communication Devices (AAC)- AAC devices enable students who have limited verbal skills to have a voice. Students can select a picture on a screen that speaks for themselves. These programs also allow deaf students to reply to questions through the use of these devices. The cost of AAC devices can range from as little as $180 to as much as $2,100.
  1. MangoMon– MangoMon is free for many educators, and provides interactive reading and mathematics lessons. This program also makes it possible to specialize education plans for each student using the program, and it offers direct parent access for viewing student progress.
  1. Photo Vocabulary– Typically funded through the school, Photo Vocabulary enables students to learn through vocabulary flash cards and audio pronunciation. This program enhances learning opportunity for students with multiple types of disabilities.
  1. Sounding Board- Sounding Board is an app on the iPad which changes a student’s iPad into a storyboard This program enables students with a variety of writing disabilities such as Dyslexia, and communication disorders, such as Autism Spectrum Disorders, to develop their message through the use of pictures. This program offers an endless supply of pictures and symbols and helps largely non-verbal students express themselves. *Note: Some schools are now offering iPads to all their students as a way to enhance their curriculum. One iPad per student can cost $500-$950.
  1. VoiceThread – The VoiceThread program functions as a substitute for the traditional way of writing. This free software program records students’ voices with the intention of allowing students to narrate their project or task.
  1. TechMatrix – TechMatrix is a program sponsored by the National Center for Technology Innovation, which describes information and details links and resources for a wide variety of subjects for students with special needs.

Limited budget? What are other possibilities?

If your school’s budget is limited, try considering using the technology you may already possess in your school. To assist some students, it may be easier than you think. When working with a student with a visual or a fine motor disability, you can use a regular desktop computer that your school already has, and purchase only a large-font keyboard, and or a color-coded keyboard. Also, if a student is experiencing difficulty in pressing computer buttons due to their size, switches are available to serve in place of the “enter key,” or of a computer mouse.

Why Use Edtech Solutions?

When it comes to teaching in the classroom, technology can serve as an equalizer. Edtech in the classroom is making it increasingly possible to offer equitable learning opportunities to students with special needs. Even if your school may not have sufficient funding to purchase iPads for every student, there are computer games and programs that are available for free on the internet. As technology continues to march humanity through the 21st-century smartphones, iPads, mobile devices, and computer programs that identify speech patterns are just a few of the widely accessible tools that teachers now have access to. Other equipment such as screen reading tools, specialized keyboards, Braille displays, and text-to-speech solutions are additional ways that we can assist all students with all levels of ability to learn and improve their life opportunities.

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation, EdvocatePD

The A-Z of EdTech Literacy: Letters G-M

Click here to access all of the articles in this series.

In this series, we are discussing all of the terms, concepts, and technologies that you need to know to be literate in all thinks edtech. In the previous article, I introduced letters C-F and in this one, I will discuss letters G-M.

Gamification. Gamification refers to the process of bringing in aspects of video games and using them to increase the intrinsic motivation behind completing certain tasks. Often, these systems include aspects like the ability to earn points, reaching new levels, and even advancing on a leaderboard.

Hardware. refers to the physical elements of a computer system (mechanical, electrical, and magnetic).

Holography. Holography was just science fiction a few years ago, but it’s now becoming a reality in some fields, such as medicine. This imaging technique, which allows one to see a 3-D view of an image, has yet to become a part of everyday classroom activities. Holography introduced in classroom activities would change entirely how some subjects are taught. Biology, physics, astronomy, and chemistry could be taught on an entirely different level.

Internet. refers to a global system of interconnected computer networks to serve billions of users worldwide, which are linked by electronic networking technologies.

LAMP. Language Acquisition through Moor Planning, or LAMP, connects neurological and motor learning in a way that makes communication easier for students with autism and related disorders. These principles have proven especially helpful for students who do not speak or have very limited verbal skills. Paired with technology, LAMP principles empower a growing student population with autism to effectively communicate and reach higher academic achievements. LAMP is present in technology – from specially made computers to learning apps.

Learning analytics. This evolving concept in K-12 classrooms is different from educational data mining in that it focuses on individual students, teachers, and schools without direct implications to the government. Learning analytics is the education industry’s response to “big data” that is used in the business world for improvements and redirection of focus. Learning analytics essentially show students what they have achieved and how those goals match up with their peers. If implemented correctly, this technology has the potential to warn teachers early of academic issues while keeping students more accountable. Using the mobile and online technology already in place, students can better track and tailor their academic experiences.

Lecture capture. Lecture capture is typically used in colleges and universities. It gives professors a way of not only recording lectures (the original intent was as a backup to class lectures), but it lets the lecturer interact and supplement the information they teach in class. For example, a professor makes the lecture available. Students can then go back and post comments at any point during the recording and receive responses almost immediately from other people in the class, as well as from the professor.

Makerspaces. Are creative spaces located in communities, schools, and public and academic libraries. These areas are designed to engage participants in hands-on activities that teach twenty-first-century skills. The emphasis in makerspaces is placed upon educating students in STEAM (science, technology, engineering, and mathematics) subjects as well as digital and information literacy.

Mobile learning. Tablets and smartphones in the classroom are no longer a matter of “if,” but “when, and how quickly?” Administrators and educators can tap into the convenience of mobile technology in the classroom and the potential for student learning adaptation. Over half of school administrators say there is some form of mobile technology in their classrooms and that they plan to implement more when it is financially feasible. School districts should keep in mind that the purchase of mobile devices for K-12 use is only one piece of the learning puzzle. There must be funding for teacher training and maintenance of the devices too.

Well, that’s it for G-M. Did we miss any?

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation, EdvocatePD

The A-Z of EdTech Literacy: Letters C-F

Click here to access all of the articles in this series.

In this series, we are discussing all of the terms, concepts, and technologies that you need to know to be literate in all thinks edtech. In the previous article, I introduced letters A-B and in this one, I will discuss letters C-F.

Cloud computing. When it comes to greater educational collaboration, cloud computing has unlimited potential. This is true for teacher-to-teacher, teacher-to-parent, and teacher-to-student applications. By using a common location, academic expectations can be better accessed, along with actual student work. Instructors can also share learning materials and experiences through the remote opportunities that cloud computing provides.

Cognitive tools. refers to programs and applications, such as word processors, spreadsheets, and email. When used effectively in a classroom setting, they improve the learning process, enhancing thinking and understanding, and often removing some of the manual effort required in performing tasks.

Cyberspace. is a metaphorical concept referring to the world of information provided through the Internet.

Customized learning experiences. Self-initiated and self-directed learning experiences are based on the needs, preferences, and abilities of individual students. The traditional way to look at learning is via the creation and assignment of work by teachers in a one-size-fits-all approach for every classroom. Customized learning, however, allows students to direct focus on feedback techniques that provide strategies for improvement during the process, instead of waiting for a given test period see if the methods are working.

Digital divide. refers to the societal division in which all people do not experience the same degree of access to modern digital information and communication technologies (ICT), particularly on the basis of their socioeconomic status.

Digital native. is a person who has been raised in an environment of digital technology- such as the use of computers, the Internet, mobile phones, and MP3s.

Flipped classroom. The traditional model of teachers lecturing in the classroom and students completing practice and homework on their own is changing. Instead, students are learning on their own and using the classroom as a place to dig more deeply into what they’ve learned. This model, known as the flipped classroom, is gaining popularity thanks to the rise of EdTech. How does the flipped classroom work? Students watch lecture videos or complete readings at home. The following day in class, the teacher clarifies anything students didn’t understand. Students then work with the information to answer questions, complete projects and do other activities that used to be reserved for homework. The flipped classroom provides benefits for students and teachers alike. Teachers spend more time helping students with the content they don’t understand. This means more one-on-one help for students and less time listening to boring lectures in class.

Freemium models. Following the successful mobile gaming application business model, ed-tech companies are starting to offer free services with paid upcharges. Consider Candy Crush Saga way of doing business. Anyone with a smartphone, tablet or desktop Facebook access can download the game at no cost. As users progress through the addictive, sugar-laden levels, they are prompted to make small purchases (usually between 99 cents and $3) to gain access to higher levels, add more lives or buy level “boosters” to help their luck. But giving away a product for free? What sort of business sense does that make? In the case of Candy Crush, it has proven to be savvy indeed. The game’s owner King brought in $1.9 billion in revenue in 2013 and its initial public offering earlier this year was valued at $7 billion.

Well, that’s it for C-F. Did we miss any?

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation, Higher Education

How Technology Can Expand Creativity and Innovation in Education

 Creativity has always been a part of a successful classroom, however recent advances in technology are making it possible to increase the ability for students to use their creativity in academia. With the ability to take and store thousands of pictures and videos, and listen to music in the palms of our hands, our students have the ability to be more and more creative in their projects, assignments, as well as group and individual tasks. As universities are encouraging the expansion and use of technology in the classroom, many professors are also encouraging the development of their students’ creative minds.

  1. Getting Creative Through Photographs and Video Projects

One way many professors and teaching assistants are using technology to help students get creative is through the use of devices and media that students already have! Almost all, if not all of today’s students have access to a photo and or video recording device. Professors can use digital media in projects for their students, regardless of the subject. By asking students to step outside their comfort zone and produce their own piece of media, we are asking students to be creative, to think in a variety of ways, and to apply their learning through the use of technology. Nicole Flynn writes on Cielo24 that the concept BYOD (or bring your own device) to class will increase the concept that students can use technology to enhance their own learning. The BYOD idea will likely take hold immediately within the next one to two years, states Nicole Flynn.

  1. Innovation and Creative Design in STEM Subjects

 In STEM subjects, the use of technology and the need for creativity go hand-in-hand. Technology provides the opportunities for learners of STEM students to be more creative than ever before. Students have the opportunity to build virtual models of their devices, programs, robots, and other gadgets. According to Meghan Cortez, of EdTech Magazine, technology has enabled engineering students more opportunities than ever before to create and innovate. In the future, we can look for advances in robotic technology through “Generation Z,” the name of our current generation growing up with technology. The article “Technology Can Help Expand Creativity,” discusses how Generation Z students believe that learning to use technology in a creative way is essential to being career-ready.

  1. Video Game Design, Film Animation and Media Development

As professors are being given more freedom in the classroom to design lessons, learning materials, and assignments, professors are also able to encourage and support students in the dual use of technology and creativity, according to Norman Jackon. Technology is also advancing growth in the gaming industry, as technology related to game design and program development is developing at a rapid pace. Video game design students, computer programming students, and students are able to access today’s technology and information about programming to create and innovate new ideas, games, and solutions to every-day problems. In game and software development, technology thrives where creativity is present, and vice versa; creativity thrives where technology is present.

  1. The Makerspace Movement: Changing Our Creative Spaces

Another way that technology is changing our classrooms in universities and colleges is the recent trend called Makerspaces. Makerspaces are designated spaces in libraries, in labs, on college campuses, and in other learning centers for artisans, scientists, and learners to engage using given space, materials and supplies. Makerspaces, according to Nicole Flynn, will become a significant part of the learning process in academic spaces within the next three to five years. Makerspaces will provide space for students and teachers to collaborate and learn by engaging with building materials such as advanced 3D printers and laser cutters and even simple tools such as plywood, a hammer, and nails.

  1. Encouraging Ideas and Growth Through Social Media

Social media is also encouraging creativity among our current generation of students. Through social media programs such as Tumblr, Pinterest, and Instagram, students are combining technology with inspiration, to create a wealth of resources and information available globally. Students in higher education are able to innovate, engage in online discussions, and share creativity through social media platforms. Through these platforms students can share ideas with each other, collaborate, and keep even their professors on their toes!

Regardless of the types of media that professors introduce, and students suggest, use, and implement, technology is taking hold in our universities to expand opportunities for the use of creativity inside and outside the classroom. Often times students can contribute new ideas to discussions and development regarding creative design, STEM learning, robotics, film animation, game design, and other arts. As we advance into the 21st Century, we are all learners. We can all make use of both the left and right sides of our brain to advance the technology we already possess by using our creativity.

 

 

 

 

 

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation

Benefits and Drawbacks of Technology in the Classroom

The late Reverend Martin Luther King Jr. once famously said, “Change does not roll in on the wheels of inevitability, but comes through continuous struggle.” Though he was speaking about the road to true equality for all people, I have often attributed this quote to the role of education in America, particularly public education for K-12 students. Despite the quickness with which our society has become accustomed to having everything, all at once, educational reform and progression is still a slow-turning gear in the great machine of time.

The truth is that the face of K-12 education is in a constant state of change. Educators that have been in the field for several decades may notice that the speed at which changes in methodology and student population are taking place is on a high-speed course compared to the past. Many factors play into this but none as strongly as technological advancements. The Internet, wireless devices and improvements in communication all heighten the immediacy of information both within and without the classroom.

This is both a blessing and a curse, of course. It is really too soon to tell if the first Internet-raised generations will fare better or worse in life and succeed on a global scale. The assumption is that technology equals improvement and I would argue that overall, it is a true statement. More access to information and a shrinking world can only lead to beneficial results for K-12 students. The children graduating from high school in the next decade will have a broader view of the world than ever before and that is thanks to traditional geographic boundaries becoming non-issues in communication, workforce and learning. I take no issue with the actual technology. It is great. Where I see existing and potential problems is in the indirect effects of technology on the comprehension habits of our youngest learners.

You have to look at the overall influence of rapidly advancing technology to realize how it is also an obstacle to K-12 classrooms. In its broadest sense, technology has totally transformed the way that our children view life. A recent study by Common Sense Media for children age eight or younger found that 72 percent have computer access at home. Television use is almost universal, with 98 percent of children in this age group having at least one at home and 10 percent reporting that theirs is kept on all the time.

While television consumption by children is nothing new, programs targeted toward toddlers and even infants are on the rise.  Consider cable and satellite television staple Baby First TV. The channel plays continuous programming aimed at infants and toddlers that is commercial free. I bring this up not to spark a debate about whether this type of television viewing is helpful or hurtful to developing youngsters; I mention it as an example of just how ingrained screen culture has become in the lives of our kids. The journal Pediatrics found that between the ages of birth and six, kids watch an hour-and-a-half television per day. These measurements do not even address indirect exposure, which puts the amount of time a television plays in the background at four hours per day for kids under the age of two. Love it or hate it, screen culture is a foundational element of the contemporary American childhood.

As a result, our kids arrive at Kindergarten with an advanced idea of instant gratification. They know that any game, program or form of communication is available at the touch of a button. This easy access to everything translates to the way that these children are programmed for learning, especially when moments of frustration arise. There is not a “quick fix” solution for everything but most children have limited firsthand experience with waiting. It has always been very difficult to keep the attention of students, particularly in the elementary set, but advancements like smartphones, tablets and Web sites directed at young learners have complicated this truth even more. Teachers and administrators today must find ways to keep students interested but not completely abandon tried-and-true methodology. Thus the great problem with technology takes its toll on K-12 classrooms across the nation.

Phrases like “hitting the books” may soon be non-existent as budgets for e-readers slowly chip away at the book budgets for school libraries. An electronic book has a lot of appeal: it is cheaper to manufacture, lighter to carry and even manages to reduce the carbon footprint of the student. Since students are so comfortable with touchscreen methods, it stands to reason that reading may actually come more easily when learned through an electronic device. The problem again is not that the technology harms the actual learning mechanics, but it leads to another issue altogether.

When was the last time you bought or borrowed a book, electronic or hard copy, just to admire the rhetoric? Have you ever found yourself reading simply because you enjoy grammar? Most of us would have different responses to why we read for leisure. Special interest. Excitement. Chance to escape reality. People that love to read have an interactive relationship with the material. Cracking open a fresh book is an experience unlike any others and is a reserved, special moment. Kids that are introduced to literature in the same way that they learn math problems, or have video calls with grandparents, or play non-educational games do not have the same reverence for reading because it is nothing special.

I’ve heard the argument that it is not the delivery method but the content that matters in getting kids excited about reading but I’m not sure I’m biting. Again, this is an issue that is still too young to have definitive answers. It is just one area of the indirect impact of rapidly advancing technology that keeps me up at night.

So what then is the answer? If technology is embraced by some and rejected by others, how can K-12 students be expected to know the right way to learn? It seems that the answers are about as clear as mud. I believe that technology has provided the swift kick that K-12 education has needed for decades to make the sweeping adjustments required to reach contemporary students and inspire education. I am just not sure yet which traditional teaching elements deserve to be clung to and which ones are meant to for the curb. The debate of how to best prepare our children for a lifetime of achievement is one that I believe deserves constant fueling in order to give K-12 students the best shot at academic, and life, success.

Read all of our posts about EdTech and Innovation by clicking here. 

  • no reactions
0
Share
Matthew Lynch published in Education Leadership, Policy & Reform, Trending Topics, Year-Round Schooling

How to Implement a Year Round Schooling System

Do you feel year-round schools would be a good choice for your district? The article that follows offers information on how to transition to a year-round school format, if you choose to go that route.

First, you need to decide what type of year-round school scheduling system you will use. Year-round schools are usually set up as single-track (ST) with unified attendance or multi-track (MT) with staggered attendance programs. Some schools use a combination of the two. The main difference between the two systems is that single-track allows the entire student and staff population to adhere to the same calendar, and multi-track separates students and teachers and places each in one of several staggered instructional blocks and vacation schedules.

To make this even more complicated, the single-track and multi-track systems can have different variations. In the 60-20 schedule, the school year is separated into three sixty-day sessions with three twenty-day vacations. A variation on this schedule is the 60-15, which provides for an additional three- to four-week collective vacation. This plan can be used with either the single-track or multi-track system. Collectively, these calendars are used by a little more than a third of year-round schools in America.

Lastly, let’s talk about two year-round calendars that are used by around 40 percent of year-round schools. In the 45-15 schedule, forty-five days of instruction are followed by fifteen days of vacation time. The related 45-10 schedule provides an additional four-week vacation for staff and students. Again, these plans can be implemented in either a single-track or multi-track system (Quinlan et al. 1987).

Choosing an implementation team

Before attempting to set up a year-round school in your district, it is important to get approval from at least 80 percent of your faculty, staff, and parents. This will require a number of meetings, presentation of literature on the subject, and time for discussion. If you do not get approval, you should strongly reconsider implementing a year-round system in your district. Assuming that you will receive the necessary approval, let’s move on to the next steps.

When transitioning to a year-round school setup, you must first assemble the implementation team. Groups no larger than seven usually work best. The team can be made up of a variety of district personnel and staff. Implementation teams normally consist of a school board member, the superintendent and assistant superintendents, principals, teachers, and other pertinent individuals.

Once the team is created, efforts must be made to assess the district’s capacity for implementing and sustaining year-round schools. The team must ask itself whether the district has all of the resources needed to implement and sustain a year-round system. In extreme cases, when the district feels it is unable to coordinate its own implementation efforts, the team may want to consider hiring an experienced educational consulting firm to oversee the process. There are many well-qualified firms that will be able to either work in conjunction with an implementation team or oversee the process themselves. Note, however, that this can turn into an enormous job with a significant price tag.

The consulting team or team leader must be committed to developing and implementing innovative strategies that have the potential to effectively produce educational change. Simply assembling a top-notch team is not enough, however. All of the major administrators, including the superintendent and school board, must fully support the decisions of the implementation team.

Remember that parents, community leaders, and policymakers must also be included in the process. Many parents are involved in their students’ educational plans and want to be informed of any changes. The implementation team will need to decide if parents and community leaders should be included as formal members of the team, or to simply elicit their advice and expertise as needed. When making decisions concerning which individuals will populate the team, remember to include members that have the expertise to be taken seriously within the district.

Involving parents and community members in the implementation process might provide the restructuring team with a way to engage other members of the community, such as grassroots organizations, local business leaders, and area politicians. Community members can also assist the school in choosing the correct year-round school system and schedule. It is vital for the team to understand the culture of the community, its needs and wants, and the life skills its young people require.

If the school would like to create fundraisers to assist in the efforts to transition to a year-round school system, it is important that the community members understand why the school wants extra money and why they should give the extra money. If the community members disagree with the changes being made, they will be less likely to participate or contribute to the cause.

Having an implementation team is an important component in a successfully transition to a year-round school system. The task of choosing the leader and deciding on the roles of the implementation team should not be taken lightly. In many instances, the leader of the implementation team will be the superintendent or someone he or she appoints. Alternatively, the leader and other members of the team can be voted in. The leader must be held accountable for ensuring the success of the entire team as it moves to implement and sustain year-round schooling. The leader’s roles might include, but are not restricted to, determining the areas of expertise the team members bring to the table and how he or she can utilize that expertise.

Implementing a year-round schooling system

 To ensure the minimum amount of time is spent on implementing the system, the leader will need to establish a standing meeting time and develop an agenda to utilize time to the fullest extent possible. The leader must decide if the team should have mandatory or optional meetings. If the meetings are optional, the leader must decide how information is disseminated to members who do not attend meetings. Prepared agendas are essential for smooth meetings and excellent communication within the team.

Once the year-round system is approved by all team members, the plan will need to be approved by the superintendent before it is presented to the school board. The same rules apply whether implementation is needed by one school or by all the schools in the district.

A concern, alluded to in the comments above, is the need to assess the district’s capacity for implementing and sustaining a year-round schooling system. To appropriately assess the abilities of the district or school, the leader will need to complete an inventory of the pros and cons. If the inventory concludes that the district or school does not have the capacity to implement or sustain the plan, it may be wise to suspend the idea until you have the necessary capacity.

Often, volunteer team members do not understand the dedication and length of time it will take to carry out the transition to a year-round schooling schedule. Before the team starts to implement the necessary changes, the leader will need to stress to all team members the enormity of the task, the number of hours the members will need to dedicate to the project, and what is at stake.

Once the team’s year-round schooling plan has been approved, it is time to implement the approved plan. First, the implementation team will discuss possible impediments to the approved plan and ensure the team has a contingency plan in place to deal with the issues as they arise. Next, they should implement their target goals and timelines. The leader will need to appoint a member of the implementation team to take on the responsibility of collecting, reporting, and evaluating any data collected. The leader will use the data collected to continuously revise and refine the team’s implementation efforts, as well as report their findings to the superintendent and/or the school board.

A useful tool for education specialists considering a move to year-round school years is the “Year-Round Education Program Guide” published by the California Department of Education. The guide takes you through the process of deciding on and implementing a year-round schooling calendar. The steps below are taken from the guide.

Implementation steps

  • Select schools and grade levels.
  • Establish a process for resolving issues.
  • Select and approve a calendar by working with employee groups.
  • Assess the need for facilities modifications, including shade modification and storage areas for off-track teachers.
  • Submit budget requests to district business office.
  • Decide if year-round education will be implemented on a voluntary or mandatory basis for students and employees.
  • Develop and approve a track preference and assignment policy for students, keeping in mind the need for same schedules for family members. Balance tracks by ethnicity, academic ability, socioeconomic level, and educational need.
  • Develop and approve a track assignment policy for teachers and staff.
  • Determine staff in-service schedule.
  • Institute a year-round education informational network for certificated and classified staff members and parents.
  • Send choices of tracks to parents by early spring.
  • Notify parents as soon as possible of track assignment.
  • Develop a policy and system for track-change appeals.
  • Develop a system for delivering services during the summer (e.g., classroom supplies and textbooks).
  • Modify/expand food services according to need.
  • Modify payroll periods.
  • Develop a system for plant maintenance and utilization of empty rooms.
  • Ensure that air conditioning and insulation are able to provide summer comfort.
  • Bargain with all appropriate classified and certificated units.
  • Develop a work schedule for office, custodial, and administrative staff members.
  • Develop a system to deliver electives and special services, such as special day classes, psychological services, resource specialists, and bilingual education.
  • Ensure appropriate cash reserves to meet summer payroll and supply expenses.
  • Modify transportation system as required, including routes, number of buses, and service schedules.
  • Establish a system for teacher room rotation or roving.
  • Develop a community-school communication system for notifying off-track families of important school dates and activities.
  • Provide activities for connecting off-track employees and parents.
  • Reschedule special events such as holiday programs.
  • Design attendance accounting system as required.
  • Modify report card schedule.
  • Coordinate with community services, such as the recreation department, youth organizations, church groups, and the police department.
  • Identify and coordinate with child care providers.
  • Identify intersession instructional programs and schedules.
  • Modify student testing program (California Department of Education 2015).

Track assignment considerations

General axioms

Establish the following priorities in deciding who gets first track preference, of a track:

  • Respect district employees and keep parents on the same track as their children.
  • Respect the terms of divorce settlements by respecting parents visitation schedules.
  • Consider unique family circumstances (e.g., predictable annual visits of families located in different parts of the country or the world).
  • Acknowledge unique educational opportunities (e.g., a cello prodigy who is offered a summer camp).
  • Use a fair, balanced track assignment policy once priorities have been honored. Each track should mirror the ethnic and socioeconomic composition of the entire school population.
  • Minimize ability and/or special education need track segregation. If a special population must be put on one track, isolation and segregation can be minimized by partial day integration of self-selection of track.
  • Develop an appeals process, including:
  • A site administrator.
  • An appeal committee (made up of an administrator, a teacher, and a board member).

Do not:

  • Load tracks by ability level.
  • Load tracks by special groups (e.g., band or football).
  • Move students from track to track each year (unless requested).
  • Wait too long to announce track assignments.

Operational strategies for special services

Special day classes

  • Typically confined to one track (or two if the population warrants).
  • Extended school year days are typically offered during intersessions (California Department of Education 2015)

Evaluation of a year-round schooling system

In order to validate their efforts, the implementation team will need to evaluate the effectiveness of its year-round schooling system. The process of evaluation can be completed in-house, or the district can hire outside consultants to perform the task. Hiring outside consultants is preferable, as it provides an impartial evaluation of the year-round schools. However, this can be costly, so many school districts may have no choice but to do it themselves. If the implementation team is willing to evaluate the success of the year-round school system, they must first develop a plan for evaluation.

The team’s evaluation plan should have been developed before the year-round schooling system was implemented. Performance goals that were created at the beginning of the implementation process should be used to guide the evaluation process. The team will need to decide who will collect, analyze, and interpret the data. In order to avoid biased results, it may be in the best interests of the school to hire an outside consultant who may provide a more objective assessment. The team will also use the results to determine whether the year-round schooling system was effective. The results may indicate that the plan was not a success. In this case, the best solution is to build upon the small successes and learn from the mistakes.

Implementation of a year-round school system is a long-term process. Reform occurs on a continuous cycle that must be sustained in order for improvements to be maintained and furthered. Keep in mind that not every reform effort bears fruit. Even the best schools have to continue to work in order to perfect their year-round schooling system.

References

Adler, Rachel, Rebecca Franckle and Kirsten Davison. 2014. “Accelerated Weight Gain among Children During Summer Versus School Year and Related Racial/Ethnic Disparities: A Systematic Review.” Preventing Chronic Disease 11:130355. Accessed September 9, 2016. http://dx.doi.org/10.5888/pcd11.130355.

“Benefits of Year-Round Schools Touted.” n.d. Education News. Accessed September 9, 2016. http://www.educationnews.org/articles/benefits-of-year-round-schools-touted.html.

Breslow, Jason. 2012. “By the Numbers: Dropping Out of High School.” PBS Frontline. Accessed September 9, 2016. http://www.pbs.org/wgbh/frontline/article/by-the-numbers-dropping-out-of-high-school/.

Burgess, Matt. 2013. “Mapped: How Many Hours Do Children Spend at School around the World?” Help Me Investigate. Accessed September 9, 2016. http://helpmeinvestigate.com/education/2013/04/mapped-how-many-hours-do-children-spend-at-school-around-the-world/

California Department of Education. 2015. “Year-Round Education Program Guide.” Accessed September 9, 2016. http://www.cde.ca.gov/ls/fa/yr/guide.asp

Chaika, Gloria. 1999. “Is Year-Round Schooling the Answer?” Education World. Accessed September 9, 2016. http://www.educationworld.com/a_admin/admin/admin137.shtml.

Dessoff, Alan. 2011. “Is Year-Round Schooling on Track? Summer Learning Loss and Overcrowding Drive Alternative Schedules.” District Administration. Accessed September 9, 2016. https://www.districtadministration.com/article/year-round-schooling-track

“Education Policy: Advantages.” n.d. K12 Academics. Accessed September 9, 2016. http://www.k12academics.com/education-policy/year-round-school/advantages#.V9VFZ_krLDd.

Fitzgerald, John. 2009. “Minnesota School Year Requirements Too Casual.” Minnesota 2020. Accessed September 9, 2016. http://www.mn2020.org/issues-that-matter/education/minnesota-school-year-requirements-too-casual

Holzman, Seymour. n.d. “Year-Round School: Districts Develop Successful Programs. Education USA. Accessed September 9, 2016. http://eric.ed.gov/?id=ED062682.

Lederman, Doug. 2009. “The Impact of Student Employment.” Inside Higher Ed. Accessed September 9, 2016. https://www.insidehighered.com/news/2009/06/08/work.

Mendez, Edgar. 2014. “Congressional Report Highlights Year-Round Schools.” Milwaukee Journal-Sentinel, July 8, 2014. Accessed September 9, 2016. http://archive.jsonline.com/blogs/news/266264841.html

Morin, Amanda. 2016. “The Pros and Cons of Year-Round Schooling.” Child Parenting. Accessed September 9, 2016. http://childparenting.about.com/od/schoollearning/a/year-round-school-pros-cons.htm.

O’Brien, Daniel M. 1999. “Family and School Effects on the Cognitive Growth of Minority and Disadvantaged Elementary Students.” University of Texas at Dallas. Accessed September 9, 2016. http://www.utdallas.edu/research/tsp-erc/pdf/wp_obrien_1999_family_school_affects.pdf .

“President Obama Wants to Keep Kids in School Longer: Extended Days, Weekend Hours, Shorter Summers.” NY Daily News, September 28, 2009. Accessed September 9, 2016. http://www.nydailynews.com/news/national/president-obama-kids-school-longer-extended-days-weekend-hours-shorter-summers-article-1.407418

Quinlan, Claire, George, Cathy and Emmett, Terry. 1987. Year-Round Education: Year-Round Opportunities. A Study of Year–Round Education in California. Los Angeles, CA: California State Department of Education.

Rogers, Kate. 2014. “How to Keep Your Electricity Bills Cool This Summer.” Fox Business. Accessed September 9, 2016. http://www.foxbusiness.com/features/2014/05/27/how-to-keep-your-electricity-bills-cool-this-summer.html

Von Hipple, Paul. 2007. “Save Iowa Summers.” Accessed September 9, 2016. http://www.saveiowasummers.com/wp-content/uploads/2010/07/Paul-von-Hipple-Research1.pdf.

Washington, Jessica. 2013. “Year-Round School Could Be the Answer to the Minority Drop-Out Problem.” Politic365. Accessed September 9, 2016. http://politic365.com/2013/05/20/year-round-school-could-be-the-answer-to-the-minority-drop-out-problem/

American Academy of Child and Adolescent Psychiatry. “WatchingTV/Screen Time and Children.” n.d. Accessed September 9, 2016. http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-And-Watching-TV-054.aspx.

 

 

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation

10 Ways Edtech Tools Can Change The Way You Teach

For many education professionals, the thought of implementing technology into the classroom can often be a worry. Not wanting to offer learners new distractions that will hinder their progress, teachers are wary of using education technology. However, if implemented in the right way, technology can be used as a tool to facilitate both teaching and learning inside and outside of the classroom. Here are ten ways that education technology can be used for both you and your students.

1) Shift the Focus in the Classroom

Traditionally, focus in the classroom is directed at the teacher, usually placed front and center. The teacher has an active role in giving information that the passive learner is then expected to retain. The use of education technology can allow learners to take a more active approach to learning, creating a learner-focused classroom. The learners are given responsibility for their learning, through the use of technology, that creates a more engaged classroom.

2) Organization of Course Content

Through online syllabus’, teachers can outline course content which gives students clear and progressive learning goals. This further implements a more learner-focused approach to teaching and learning that gives power to the students. Both teachers and learners can keep up-to-date with the progress of the course, changing it as needed.

3) Encourage Collaboration

While group projects aren’t new, when it comes to creating a collaborative classroom education technology can have a real impact on how learners communicate. With collaborative tools such as those found in the Google Apps, teachers can invite learners to share, edit and present findings in real-time. A collaborative effort is needed when deciding on information, design and presentation, while still allowing learners the freedom to work separately in the physical sense.

4) Fast Feedback

Getting useful feedback can often be a difficult and time-consuming task for teachers. Using an online polling tool means teachers can get fast, efficient feedback. Collecting feedback in this way can help a teacher to be more considerate of their students, adjusting the trajectory of the course where necessary without taking time away from learning.

5) Broaden the Horizon

The internet provides a plethora of information on any subject. Exposing learners to different perspectives on their subject matter encourages them to develop their analytical skills. Building the learners own perspective on the subject through exposure to a broader pool of information encourages critical thinking and discussion in the classroom.

6) Expand the Learning Environment

Education technology effectively takes learning out of the classroom. With the collaborative resources and independent study programs, learners can take charge of their study schedule. Learners can make the most of their time by studying on-the-go while still being connected to their virtual classroom.

Moreover, the teacher can send learners out on assignment while still keeping connected through real-time updates on online documents.

7) Teach at the Learner’s Own Pace

A traditional classroom is often split between students who need more time on a subject, students who are on track and students who are excelling and need more challenging material. Through the use of education technology, teachers can tailor the course to meet the students needs rather than risk leaving some students confused or some students bored.

By providing resources that are easily accessible online, teachers give learners the option to study at their own pace. Recording lectures and posting them online, providing online quizzes that have different difficulty ratings and providing information in a variety of multimedia options allows learners to choose the learning style and pace that best suits them.

8) Tech Saves Time

Education technology tools that help teachers to grade and track progress are great time-savers. Self-grading quizzes aid teachers by saving them time while also providing learners with instant feedback on their progress. Taking education technology one step further and harnessing the learners’ collaborative efforts can also open up the option of self-grading. Learners are able to give each other feedback by commenting on and editing each other’s work. This can encourage learners to share ideas or even just proof-read each other’s work, whether they are working separately or as a team.

9) Practice Makes Perfect

Using technology can simulate real-world situations which learners can benefit from. Practical study allows students to learn by doing. This approach can improve problem solving skills and give learners valuable experience in their field of study.

10) Express Yourself

The multitude of different education technology tools available means that learners can present their work however they choose. By being allowed to express themselves freely in their work, whether through images and animation, video, text or audio, learners are encouraged to think outside the box and get creative with their studies.

If edtech can facilitate the teaching and learning process in any way, it is by changing the relationships built in the classroom. Teachers become enablers for the learners who are in charge of learning in their own preferred style.

Hopefully this approach will encourage a more productive and engaged learning environment for both to benefit from.

 

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation

5 EdTech Companies That Sell the Best Tools

With thousands of edtech products on the market, consumers are met with the daunting task of picking out products that address the needs of their students, better teaching practices or make the schooling experience better. With over $537 million spent on K12 education in 2015, there is no doubt that this industry is booming and that teaching establishments are investing in edtech more than ever.

So, in the hopes of bringing to light some of the best edtech tools in the industry; below are 5 edtech tools that everyone should be using. Some are age specific, but most can be adapted to any classroom.

  1. Digital Techbook Series (Discovery Education)

Discovery Channel has always offered a variety of resources for students young and old. Their Digital Techbook Series aims to transform textbooks into easy to use digital resources. Not only are there preloaded curriculums around science, geography, and other social sciences but Techbooks is changing the textbook and how educators utilize them.  The Techbooks come varying levels of difficulty and are custom made to suit the needs of students from elementary to high schools. This edtech product is seeing great results with students in Arizona seeing an 11 % improvement in Arizona’s Instrument to Measure Standards (AIMS), due to the use of Techbooks and similar results have been recorded in other states.

  1. Connect

Aimed at university students and professors, Connect is a digital learning platform that boosts content knowledge, provides live feedback and encourages student engagement. In 2016, over 3 million university students used Connect to better their grasp of subject matter and to communicate with their professors. All content is written by subject experts, and the analytical tools give educators insight into how students are performing. Other features, such as” voice recording lecture capture” make this app a great addition to any higher learning education class.

  1. MyOn

This digital library has more than 7000 books in it and acts as a learning space where students can create a profile of books based on their interests and subject needs. MyOn provides educators with live feedback and tracks students’ reading achievements as well offers them quizzes and additional resources to explore the content they have read. Reading is an essential element of education, and this edtech is pushing both educators and students to explore and engage with age-specific content.

  1. Formative

Formative has been labeled as a “game changer,” and its soaring popularity speaks to this. This edtech feature allows teachers to set assignments, receive live results and provide feedback. It can be utilized with students of any age and educators can tailor their feedback and assess class performance at a glance. Some features are pre-aligned with Common Core and Next Generation Science Standards (NGSS) standards. What makes this app so worth using is that it gives teachers alternative options for assessment and tries to move away from the overused multiple choice option. Formative is changing the way that testing is done and both students and educators will appreciate it’s easy to use interface.

  1. DimensionU

The notion of play has always been an important aspect of education. DimensionU pushes students to play to play multiplayer games in order to promote math and l literacy in grades 3- 9.  Students are encouraged to compete against one another and turn, foster a positive relationship with the subject content. The games can be downloaded onto a device or played online.

What all five of these tools have in common are their commitment to students and their academic achievement. Whether this is through games or better Digital learning tools are becoming increasingly important in education and if they are to be used to their full potential both educators and students need to be using the very best.

 

 

 

  • no reactions
0
Share
Matthew Lynch published in Diversity, Higher Education

How Can We Increase Minority Graduation Rates at Our Nation’s Colleges?

Many schools focus on recruiting a diverse student body. But, once the students arrive on campus, not every institution spends a significant amount of time on retention. Neglecting retention strategies means that fewer students ultimately graduate from the college and that shortcoming disproportionately affects minority students.

If colleges and universities want to see higher graduation rates amongst their minority students, then support after enrollment is the key. And here’s how it can be improved.

Changing the Student Population

Often, minority students can have trouble fitting in when a student body doesn’t contain a large number of minority students. While many institutions have diversity initiatives in place, they aren’t always functional when financial capacity are also a factor. One method for increasing the diversity of the population as a whole is to need-blind approach during the admissions process; an approach that had significant success at Vassar.

By eliminating financial status as a consideration, low-income, minority applicants may have increased opportunities for admittance as the school doesn’t limit the number of students admitted based on factors like the receipt of funds from the Federal Pell Grant. As the minority population rises, other minority students will see the college or university as having a policy of inclusion.

Student Support Services

Onsite student support services can be a major factor in overall retention. This includes access to no-cost tutoring programs, work-study opportunities, and even financial aid assistance.

Many students dedicate less time to securing scholarships after they begin their college experience. And educational institutions should consider this a shortcoming in their financial aid services. If costs can be controlled for lower income students through the acquisition of more financial assistance as they progress, retention rates can be improved.

By helping students find funding, they are less likely to have to work significant hours to help pay expenses. Most colleges and universities recommend students work no more than 10 to 15 hours per week while attending school full-time. However, low-income students may not have that luxury. As more hours are required, less time can be dedicated to their education. And, if the student ultimately has to change from a full-time class schedule to a part-time one, their chances of graduating degrade significantly.

Colleges and universities that fail to support the students they admit will see low-income, minority students disproportionately affected by the lack of options. But, by creating support programs that are directed specifically to the needs of these students can increase graduation rates significantly.

Bringing it Together

Educational institutions should consider it their responsibility to level the playing field during and after admissions. By removing the financial component from admissions, and adding services to help lower-income, minority students, colleges and universities can see graduation rates rise across the board. And, once a reputation for providing support is earned, the level of diversity in applicants will rise, helping meet any diversity initiatives that may be present. Ultimately this creates a win for students and for the institution, and many would consider that an ideal outcome.

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation, EdvocatePD

The A-Z of EdTech Literacy: Letters A-B

Click here to access all of the articles in this series.

As a teacher, it’s your job to make sure your students are technology-literate. Limiting students’ exposure to today’s digital devices in favor of sticking with more traditional media will only hurt them in the end. Students need to be able to learn and compete effectively in a world where technology is only becoming more and more important to higher education, work, and everyday life. To introduce your students to the latest technology, you need to be technology-literate. To help, I decided to create a guide that explains the A-Z of what it means to be literate in all things edtech. In this article, we will tackle A-B.

3D printing. Also known as prototyping, this technology will allow K-12 students to create tangible models for their ideas. Many fields, like manufacturing, already make use of this technology to determine the effectiveness of ideas on a smaller, printable scale. In education, this technology will bolster creativity and innovation, along with science and math applications. The STEM Academy has already partnered with Stratasys, a leading 3D printing company, to start integration of the technology in programming classes.

Alternative input devices. These tools are designed to allow students with disabilities to use computers and related technology easily. Some alternative input devices include touch screens, modified keyboards, and joysticks that direct a cursor through the use of body parts like chins, hands, or feet. Some up-and-coming technology in this area is sip-and-puff systems, developed by companies like Microsoft, to perform computer functions through the simple process of inhaling and exhaling. On-screen keyboards are another area of input technology that is providing K-12 learners with disabilities better use of computers and mobile devices for learning.

Assistive technology. Is any device or piece of equipment that helps compensate for a person’s disability.

Blended learning. Blended learning is the best of both worlds. Online courses, especially in higher education, have become extremely popular. Online courses allow students to watch lectures and complete classwork when and where it’s convenient for them. The rise of online classes has allowed adults who wouldn’t otherwise be able to attend college to earn their degrees while continuing to work or raise a family. However, there are some drawbacks to online learning. Many students feel that it is impersonal. Students can feel isolated without the in-person support of classmates. It can also be difficult to get help from professors or ask questions in an online course. By combining online and in-person elements, educators today are creating the best learning environment possible through blended learning.

Blog. Is the name given to a type of website, usually maintained by an individual, with regular entries of commentary, descriptions of events, or other material such as graphics or video.

BYOD. As a kind of movement within education, BYOD has already gained momentum in many districts across the country but should continue towards mass adoption within this calendar year. Places like Chesapeake Public Schools are already allowed to use privately owned electronic devices to access the wireless network on the school system’s filtered Internet. In Chesapeake, as in the other public and private schools where BYOD policies exist, students must sign a responsibility form that says they will only use the mobile device for academic enrichment while on school property. Students who bring their own devices into the classroom eliminate the initial costs and are also already comfortable with the technology. The downside is that not all students can readily afford such technology. Many must look for schools to develop technology financial assistance programs for families to help offset the full cost and maintenance of school-owned devices.

Well, that’s it for A-B. Did we miss any?

  • no reactions
0
Share
Matthew Lynch published in Diversity, Higher Education

What Should We be Teaching Minority High School Students about College?

It’s a well-known fact that a college education is becoming necessary for many jobs. Companies are listing bachelor’s degrees as requirements on vacancy announcements, automatically screening out anyone who doesn’t have the needed education. And as technology replaces the work of employees in certain traditionally unskilled labor positions, the number of opportunities for those with just a high school diploma only seems to shrink.

But going to college isn’t an automatic choice for many. In fact, what they are taught in high school about the college experience has a major impact on a student’s decision. So, what should we be teaching minority high school students about college? Here are some places to start.

How to Pay for It

One of the most intimidating things about going to college is the cost. Stories about graduates drowning in student loan debt are plentiful, making many hesitant to take loans even if they are offered. And, for students from particularly low-income families, just seeing the number associated with a school’s annual tuition may be more than they can manage mentally.

It is critical that minority students have a thorough understanding of all of the options for paying tuition. This includes everything from need-based government grants, such as the Federal Pell Grant, to merit-based institutional scholarships to private scholarship opportunities offered by industry organizations and charities.

Taking the time to teach minority students about what is available, as well as how to apply for these funds, can make the financial burden more manageable, or even non-existent. As financial barriers are removed, more high school students may be able to take advantage of the opportunities provided by a college education.

The Range of Options

Going to college doesn’t mean you have to pursue a traditional four-year degree. Currently, there is a looming shortage of skilled tradespeople like welders, electricians, machinists, plumbers, and carpenters. And that shortage means there are significant opportunities for those interested in exploring these careers.

Often, obtaining education focused on a skilled trade is less expensive than a traditional university education, and many programs can be completed in just a couple of years. In some cases, those attending classes can gain experience through apprenticeships, allowing them to work on their education while earning wages.

Additionally, many programs focused on skilled trades don’t require the same general education requirements as a four-year degree. That means that, if a student struggled in classes like history or literature, it is a non-issue for completing many trade-oriented programs.

Helping high school students understand that these options are available can encourage those who may think that a college education isn’t for them to reconsider.

There is Help for Struggling Students

Colleges and universities often have departments and services created to help students succeed. This includes access to tutors and study groups. Additionally, some college instructors are available outside of their classroom hours to assist students who want to learn but are having trouble grasping a particular topic.

Institutions of higher learning want their students to succeed, so there are mechanisms in place to help make the dream of obtaining a degree a reality. But students need to know that they are there when assistance is needed.

With the right information, more minority students may feel comfortable pursuing more education once they graduate from high school. By managing concerns about tuition costs, educational requirements, available programs, and the availability of assistance, the college experience may feel more accessible to everyone.

  • no reactions
0
Share
Latest Posts