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.
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.
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.
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.
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.
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.
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.
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.
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.
Rapidly changing technology continues to make its mark on K-12 learning. Let’s take a look at the future and see how technology will improve education in the next 100 years. What will be the new innovations in EdTech? What will future classrooms look like? Will the need to study medicine, law, and science disappear when robots start working in these professions? What about art? Sure, no robot can be better than David Bowie, Leonardo Da Vinci, or Shakespeare (not yet), but with the number of innovations we see every day, we can’t be sure it won’t happen. While these innovations could have some detrimental side effects (such as job loss, impacts to the economy, etc.), they also have their advantages. It is up to us to use these innovations with caution and maximize their benefits. Here are the technologies that I believe will transform education by 2117.
Horizon #1: In the next year, or less.
Widespread use of makerspaces: Imagine the hands-on fun and learning that happens at play stations throughout a preschool room, then add some really cool edtech tools like an earthquake table, cutting laser, high-tech microscopes, or 3-D printer. Then give the students real-life research to complete. Now you have imagined a makerspace, a blended workspace growing in popularity.
A makerspace is a shared learning experience long used in the Maker Culture, but now being honed for classrooms. They combine DIY crafts, manufacturing, engineering, and technology. Makerspaces are not limited to K12; Colleges are developing maker spaces to prepare students to solve real life problems. These stations can be mobile and shared, to decrease the cost.
Makerspaces fit well into the growing trends of Project Based Learning and Deeper Learning. Project-based Learning is learning which happens as students complete authentic projects. Deeper Learning is the process in which students meet and work with other students from around the world (Global Collaboration) as well as with experts in the field, through the use of technology.
Blended Education is another technique that will grow in significance. Classrooms will see an increase in the use of technology blended with traditional student-teacher interaction. Driven by algorithms; students will be placed in groups and given assignments. Students will often work collaboratively, broken into groups through a calculation of strengths, weaknesses, and interests.
Horizon #2: Within two to five years.
Widespread use of personalized learning: A tech-created schedule will move students through the day according to progress, focus, and interest while integrating each person’s needs with the needs of the class as a whole. Teachers will float from group to group as the face-to-face tutor and coach and periodically teach a lesson. NPR reviews this type of classroom this report, Meet the Classroom of the Future. Do you see it?
Adaptive learning will personalize learning in our classrooms. Adaptive education, at its best, is using technology to measure a student’s strengths and weaknesses and then adapting their education accordingly. When the goal of adaptive education is to develop the student, not meet pre-established standards, then real education can take place.
Horizon #3: Within ten years.
Interactive surfaces while working in groups will become a reality. The trend in education is to have collaborative group learning. We are currently at the point where every child has his or her own electronic device. As the group learning model improves, it will be harder for children to follow courses separately on their personal devices. What would happen if the desk they sat at was itself a computer? That way, the group can use a multi-touch interface and collaborate better, with less time comparing what is on each device.
Interactive surfaces are already a reality, but the costs are still big. Just a few decades ago, computers were expensive and considered a luxury item, so it’s safe to predict that these interactive surfaces will become more affordable as time passes and will be used in schools for everyday basics.
Horizon #4: Within twenty years.
Tracking every student’s move will become a reality. Student tracking is already a reality in some schools. In the future, it’s entirely plausible that all schools will track students and teachers using Radio Frequency Identification (RFID). There is currently one obstacle: costs. Once there is a cheaper way to replace lost or stolen RFIDs, it will become more common to track when students attend school and their trips around the open classroom. This way, by knowing where and when students are, more time can be spent giving instructions and explanations.
Many parents would argue that it is not fair to track their child’s every move all the time. On the other hand, this can greatly improve safety in schools. In modern schools with more than 1,000 students in a classroom, it could be very hard to locate missing child without tracking.
Horizon #5: Within fifty years.
Students will become teachers. Teachers will become facilitators and children will teach each other based on their own interests. While this concept seems strange now, it has a significant probability of becoming a reality one day. Even younger children are capable of finding their own path, and by allowing them to follow their individual interests while they are growing up, we will have more satisfied people in the future.
Horizon #6: Within 100 years.
There will be many new tools. Educational tools are evolving, and it will be interesting to see what happens in the future. We can predict that instead of using pens and pencils to write on paper or keyboards to write on computers and tablets, one day, children will use Google glasses (or its successor) to transfer their thoughts and notes on a computer. Other futuristic thoughts include new tools to protect devices from viruses, Cloud Learning (which would eliminate paper), increased use of e-communities, hologram lessons, and international collaboration.
Conclusion
Imagining the edtech reformation of education we will see by 2117; you may feel like you are falling through the rabbit hole. But don’t be frightened, just buckle-up and enjoy the fall into the brilliant future of edtech and education. In coming posts, I will take a closer look at each of these technologies and their implications on K-12 learners. Which do you think will have the greatest impact?
In today’s’ technology-driven world, it’s important now more than ever to prepare students for the future. Teaching robotics to young students throughout their schooling can increase their ability to be creative and innovative thinkers and more productive members of society. Many governments have already recognized the importance of robotics in the classroom and have begun to create programs and laws that would incorporate it into their public education system. By teaching our students the basics of robotics, we can open a whole new world to them and exciting opportunities that they wouldn’t have access to otherwise.
1. An Introduction to Programming
Learning to program a computer is an excellent skill to have to make students more likely to get a job in the future, and earn more money in their lifetime. Teaching young students the abstract subject of programming can be a challenging feat. Programming is often too complex for most students to grasp. Robotics is a simpler to understand and more tangible introduction to programming.
When students program physical robots, it’s easier for them to see what goes wrong as they learn what robots can and cannot do. They learn the skills needed to create precise and accurate instructions and have fun while learning valuable lessons. Teaching robotics in schools gives students the opportunity to address the growing demand of teaching STEM subjects while learning how science, engineering, math, and technology work together and interact.
2. Increases Creativity
Robotics is a production-based learning module. Students have the opportunity to create something tangible and make it perform the actions that they program it to do. Not a lot of fields combine creativity with engineering and technology—robotics does. When students are given the opportunity to create something interactive that they think is cool, their engagement levels increase, and they retain more information. You might be surprised at the things kids can create when given the right information and tools.
3. Prepare them for the future
It’s no secret that jobs in the STEM field are the fastest growing careers, and are projected to grow another 17 percent in the next decade. Industries such as the drone industry has grown dramatically and rapidly in the last couple of years. The Economist has reported that more than 15,000 drones are being sold in the US every month. Growing industries such as these are going to need people who can come up with new and innovative ideas, and be equipped with the knowledge to design and create the technology needed.
By the time all of our students graduate in a few years or so, over half of the available jobs will be in the STEM field and a large chunk of the rest will require employees to have some STEM knowledge. When students are introduced to robotics in their school years, they can discover any interests and talents that they may have in this job market. Without the knowledge or access to robotics education, there’s no way for students to build interest in these fields. Without robotics education in public schools, who knows how many potential creators and innovators there are who were never given the resources to realize their potential.
4. Teaching Children How to Turn Frustration into Innovation
Learning how to build and program a robot can be a complex and difficult process. Many students will struggle with the concepts at first and often get frustrated. Robotics in schools can help these students turn their frustration into creativity and innovation. This is a valuable life lesson that teaches our students perseverance and determination when faced with challenges. Students learning robotics are able to channel their frustration into trying harder and aiming higher. All their hard work makes looking at that finished product even sweeter at the end. Not only does teaching students robotics teach them how to persist and solve problems, but it also helps them increase their maturity levels and prepare them for real-world situations.
5. Promoting Inclusivity
Robotics is a field that is easily accessible to a wide range of students with varying talents and skills. Studies have shown robots do a great job of engaging students on the autism spectrum. A child with autism are able to easily respond to the consistent, calm, and clean interactions that robots give them. Robots like ASK NAO and Milo have been developed to aid autistic students with learning and understanding their emotions.
Robotics is also a field that has the ability to empower young girls in the classroom. STEM-focused fields are traditionally male dominated, leaving young girls to question their ability to program or build computers. Because the tech world is not one that focuses on or is created for girls, by engaging them with robotics and technology in the classroom we can begin to change that. When girls realize their ability to build robots and program, they are empowered to have successful futures and create innovative technology.
Every teacher has dealt with students who don’t like reading. These students, often called “reluctant readers”, can present a real challenge for even the most experienced teachers. As the old saying goes, you can lead a horse to water, but you can’t make it drink. So it goes for reluctant readers—you can’t force them to read.
You can, however, get them excited about reading. One way teachers are getting reluctant readers engaged is through technology. Technology has produced several alternatives to the traditional style of reading. By using technology, many teachers are able to get students who hate reading to do it.
E-readers motivate and assist reluctant readers
The biggest change that technology has brought to reading is the shift from print text to digital text. Many students are excited by the idea of using tablets or e-readers to read. While the mere sight of a chapter book makes certain students groan, those same students’ eyes light up when they see an electronic device. Although reading on a Kindle or Nook is almost exactly the same as reading a traditional book, the simple change in medium can make it feel more fun for students.
For students who struggle with reading due to dyslexia, e-readers can help in a major way. A new study suggests that readers with dyslexia have an easier time with e-readers. Students can also change the font size and type on an e-reader, which may make it easier to read for students with dyslexia or vision problems.
E-readers also offer a variety of helpful tools. Most e-readers allow users to click on a word and get a definition. Apps designed with students in mind often include features like read-aloud or translation to other languages. These features can make reading less intimidating for struggling readers and allow them to enjoy reading with less frustration.
Such features help teachers scaffold their instruction. While a particular text may be too difficult for some students to read on their own, teachers can push students to read using the assistive features on an e-reader. For example, a student who is an English language learner might be too advanced for some texts, but not quite ready to move on to a higher level text due to the difficult vocabulary. With translation features on most e-readers, that student could try a more advanced text, using the translator for difficult vocabulary words.
Audio books get students reading
Another option for reluctant readers is to listen instead of read. While the ultimate goal should be to get students reading on their own, audio books can be a good start. The popular app Audible offers thousands of audio books that users can listen to on their computer, tablet, or smartphone.
Teachers can encourage students to follow along with a print or digital version while listening to the audio. Listening and tracking text is a strategy teachers have been teaching for decades. With audio books, students can do it even when there’s nobody there to read to them.
Enhanced e-books for elementary students
E-books aren’t always just a digital version of the same text. Reading apps that are designed for kids, like Meegenius, are changing the way we think about e-books. These apps offer a variety of illustrated children’s books in digital format. Students can read the text themselves, or follow along with word-by-word highlighting while the app provides audio.
Some apps also offer enhanced versions of books. Illustrations can come to life on the screen, or students can play interactive games that relate to the text. These extra features can help reluctant readers get excited about books.
How do you use technology to inspire reluctant readers? What cool apps and devices can get students excited about reading?
Technology in the classroom can serve as a great equalizer. When used correctly, technology can help teachers differentiate instruction and empower students with special needs. There are different devices and apps out there for students with all types of special needs.
Help for struggling students
One of the most common problems teachers face with students with special needs is being able to include them in classroom activities. For students who have a learning disability, simply being included can be an empowering experience. However, when a student has a deficit in basic reading or math skills, it can be hard for them to participate successfully in the same activities other students are doing.
Technology allows teachers to easily differentiate. There are tons of programs available that let teachers adjust the difficulty level of reading assignments, for example. With technology, teachers can make small changes to assignments, such as adding additional help or resources, without providing a ton of extra materials for just a few students.
When it’s impossible for every student to do the same activity, it’s easier for students to work on different activities using technology. If every student has an iPad in their hands, other students won’t notice when a few classmates are working on something different. This can make it less embarrassing for students who need remediation.
Presenting information in new ways
Many students with special needs simply have problems processing language. Seeing a page full of words, or being asked to write a full page themselves, can be overwhelming. Technology allows these students a different way to participate or express themselves. Teachers can make use of visual aids, use programs that read out loud to students who need it, or simply incorporate more interactive activities as opposed to reading and writing.
By allowing teachers to experiment with different ways to present information, technology can help students show what they know in the way that works best for them. Teachers may be surprised to find that, for many students, it’s the way content is presented and not the content itself that students don’t understand.
Assistive technology for physical disabilities
Though when we think of special needs in the classroom, we may automatically think of learning disabilities, there are many other types of special needs. Students who are blind, deaf, or who have limited mobility can struggle to participate in class. Older assistive technology devices could be clunky and difficult to use or transport.
Luckily, assistive technology has come a long way in recent years. Instead of using devices designed just for one purpose, such as text-to-speech, students can download apps on the devices they already use. This makes it easier for students to carry their assistive technology with them. Since devices like tablets are already mainstream, it can also feel more normal for students to use a tablet. With older assistive technology devices, the student using the device might feel like they stand out. Now, students with special needs can use assistive technology without the stigma.
Participation leads to empowerment
In all of these cases, technology is used to help students participate. In today’s education system, the goal for students with special needs is to allow them to be in the least restrictive environment. That means allowing them to participate in the same activities and learn the same material as non-disabled peers. This can be an empowering experience for students with special needs. Instead of segregating them in separate classrooms, teachers are now finding ways to allow students with special needs to showcase their knowledge and talents, and technology is making this possible.
How have you seen technology used for students with special needs? How can the EdTech industry continue to reach out to students with special needs? Let us know your thoughts!
School boards have often been portrayed as old-fashioned and dysfunctional, so much so that some school reform leaders have advocated for eliminating school boards altogether.
It is no surprise then that school board elections have mostly been known as being sleepy affairs. Most candidates in the past have been known to spend less than US$1,000 toward campaign expenses such as campaign literature and name recognition efforts. In 2010, for example, less than 3 percent of candidates reported spending more than $25,000.
However, this reality, as we have known it, is changing. Of late, out-of-state donors are writing very large checks to support candidates and political action committees (PACs) in local school board elections. Yes, there are PACs now involved in local school board elections.
Recent school board elections in places such as Denver, Indianapolis, Los Angeles, Minneapolis and New Orleans have seen candidates routinely raising at least 50 times as much money as the 2010 national average.
Why is this happening? And how might the involvement of these large wealthy donors change our local schools?
We are scholars of politics and education. Our research shows that such large donations have the potential to change who is elected to govern and, as a result, how our schools are reformed.
Why do school boards matter?
First, let’s look at the unique arrangement of power in the U.S. education system to understanding why this new infusion of funding is significant.
It is true that of late, the decision-making power of school boards has been curtailed by recent national (e.g., No Child Left Behind and Every Student Succeeds Act) and state (e.g., state takeover laws) policies. For example, when NCLB came up with its own guidelines for “highly qualified teachers,” school boards had to ensure that their definition for teachers’ qualifications aligned with federal standards and not only with local priorities and standards. Ignoring these federal guidelines was accompanied by the potential loss of federal funding.
Even with these recent limitations, however, school boards nonetheless remain important. They can modify, regulate, innovate and resist state and federal policy demands.
This ability to resist or modify policy guidelines was evident recently after the Obama administration released its “Letter on Transgender Students,” which advised school districts to treat transgender students based on their expressed gender identity rather than their sex assignment at birth.
School boards across the country were called upon by local citizens to resist this policy. In some cases, local school boards voted to not comply with the Obama administrations guidelines.
Thus despite their relatively low profile, school boards have the power to dramatically shape local educational experiences by modifying, or even at times ignoring, state and federal rules and regulations.
How widespread is outside money?
This ability to alter or resist state and national policy may be the motivating force behind the recent investment by wealthy, national donors.
To examine this rise in donations to local school board candidates, we investigated over 18,000 campaign contributions in local education elections between 2008 and 2013 in five cities (Bridgeport, Denver, Indianapolis, Los Angeles and New Orleans). We selected these five sites for examination because they were geographically and politically diverse and yet all five had school board elections where national donors became involved.
We found that donations from outside donors were widespread and significant. In the 2012-2013 elections, for example, we found that large outside donors gave over $2.8 million to school board candidates and committees, comprising 44 percent of all funds contributed by individuals. This represents a significant increase from 2009-2010, when large outside donors comprised only 4 percent of donations in the cities we examined.
The figure below shows the growth of out-of-state donations by individuals in each city.
In-state vs. out-of-state individual donations by city and by year. Data Source: Authors’ Data, CC BY
Who’s making the contributions?
By examining publicly available campaign finance disclosure reports, which are filed by all candidates, including school board candidates, and list each donor and the amount donated, we were able to track a list of wealthy donors who contributed at least $1,000 in one election cycle (see here for an example of how to access these data). In total, we found 96 large national donors involved in education philanthropy and education reform. These donors included, for example:
Reed Hastings, CEO of Netflix, who donated in Los Angeles in 2011 ($150,000) and 2013 ($100,000) and in New Orleans in 2013 ($2,500). The high-tech billionaire is active in supporting the development of new charter schools and founded educational organizations such as NewSchools.org and Aspire Public Schools.
Alan and Jennifer Fournier, who donated in Indianapolis in 2012 ($4,000), Los Angeles in 2013 ($2,000) and New Orleans in 2012 ($2,200). Alan Fournier is founder of Pennant Capital Management, which manages $6 billion in assets. Alan Fournier cofounded (with David Tepper, a hedge funds manager), Better Education for Kids, which advocates for tenure reform and greater teacher accountability.
Katherine Bradley, the president of CityBridge Foundation, which “finds, incubates and invests in the most promising practices in public education,” who donated in Denver in 2009 ($500) and 2013 ($6,500), New Orleans in 2012 ($2,500) and Los Angeles in 2013 ($2,000).
Laurene Powell Jobs, wife to the late Steve Jobs and founder of Emerson Collective, who donated to Los Angeles in 2009 ($1,000) and 2013 ($103,000), New Orleans in 2012 ($2,500) and Denver in 2009 ($2,525). She is active in school reform and is a board member for several education nonprofits including Teach for America, the New Schools Venture Fund, and Stand for Children.
Could the top 0.01 percent change local schools?
Outside money may not be a bad thing if the values and interests of donors align with residents in the communities. It might even be a good thing if outside donations raise the visibility of school board elections, so often plagued by disengagement.
Perhaps bigger campaign war chests and close election battles will fuel engagement in school board elections, increase voter turnout and increase awareness of education issues. But these presumed benefits rest on the assumption that these elite donors share the same values and interests of the local community.
Research suggests that this assumption is unlikely to hold because policy preferences among the very wealthy differ from most Americans. Research by prominent academics working on economic inequality, Benjamin I. Page, Larry M. Bartels and Jason Seawright, captures these differences. These scholars found that,
“[o]n many important issues, the preferences of the wealthy appear to differ markedly from those of the general public.”
These different preferences are borne out in our data as well. We found that national donors favored “reform” candidates, or, put simply, those who supported policies such as school choice, performance-based accountability and adoption of the Common Core of State Standards.
School choice offers parents the ability to choose a their child’s public school rather than being assigned one based on one’s home location. Performance-based accountability plans generally require that school or teacher performance evaluations be based upon student standardized test scores. Schools or teachers may face sanctions if these targets are not met. The Common Core of State Standards (CCSS), adopted voluntarily by states, outline what students should know and be able to do at the end of each grade.
We found that candidates who received union support received almost no support from large, national donors. This targeted funding ultimately shaped, at least in some cases, the focus of the election debate.
Here is why it matters
The concentration of funds on candidates with particular policy agendas can squeeze out other policy issues. For example, a candidate we interviewed who was very interested in restoring adult education programs for immigrant parents noted,
“It [money] changes the discourse…their [the reform candidates] message is the only message. Not just the dominant message anymore. It’s the only message that people are hearing.”
While this candidates wanted to focus on the importance of providing adult education programs for immigrant parents, he felt his message about the importance of this issue was unable to compete with the messages being put forth by the reform candidates because he lacked funding to promote his policy agenda.
In our interviews, candidates who received outside funds noted that additional funding enabled them to reach voters more often and through multiple strategies. One candidate supported by large, national donors explained that in addition to mailings and yard signs, more traditional forms of reaching voters, the additional funds enabled him to hire a professional videographer who filmed and edited three vignettes that were shown on TV: one at his home with his family, one in a local library in the community and one in a classroom.
Even traditional forms of contact were given an upgrade. For example, a candidate noted that her materials were “more polished” with “nice photos,” something other candidates were unable to do because of a lack of funds.
Some candidates we interviewed felt voters benefited from this, whereas others worried that voters were “inundated” with information from just a few candidates. One candidate described how a friend received seven mailers from a candidate supported by outside funding in a single day. Candidates without this level of funding repeatedly noted that their message couldn’t compete.
Increasing polarization
As with state and national elections, we heard from several candidates that outside donations were also leading to increased conflict during campaigns and less willingness to compromise once elected.
One candidate described the polarization of the local board as being “very much like our federal government” where board members were either “a charter school candidate or a union backed candidate” and when on the board, “nobody can cross the line.”
As a result, some expressed concern that voters were becoming more cynical and less confident in their local public schools.
One candidate shared that she heard from voters on several occasions to “please stop calling” because “I’ve already gotten 10 calls this week about the election.” This candidate was concerned that disengagement in the form of low voter turnout was a direct result of citizens being turned off by the election.
What does this mean for public schools?
We certainly support greater attention to improving our public education system. But reform takes time. It takes compromise. It takes understanding of the day-to-day realities of local schools.
The old fashioned school boards, with all of their faults, were often slow and pragmatic, a force that could shield school leaders, teachers and students from broader political forces that whip the local agenda back and forth.
It remains to be seen whether school boards are strengthened by the nationalization of local school board elections or whether the injection of national funds will hinder the ability of schools to improve.
While it may seem like almost everyone has internet access, a shocking number of families lack fast or reliable internet connections. There are roughly 5 million households with school-age children who don’t have broadband internet access at home. That means millions of students are being left behind.
There are many ways that a lack of internet access can affect a student’s academic performance. Students without internet can’t connect with teachers or classmates, do independent research, or get online homework help. For families, not having internet access can mean missing out on information or losing out on a direct line of communication with schools and teachers.
One of the biggest problems faced by students without internet access at home is their inability to complete homework. Homework has long been a source of hot debate within the education community. Should homework be assigned? Those who say yes argue that homework allows students to continue learning at home and prepares them for the rigors of college. Others claim that homework is unfair—home is not an even playing field, and some students have access to more resources and a better environment for completing homework.
The internet has only intensified this debate. Up to 70% of teachers assign homework that requires the use of the internet. About 65% of students use the internet to complete homework, which includes doing research, submitting assignments, emailing teachers, and collaborating online with classmates. But what does that mean for students who don’t have internet access at home? They may fall behind, or they might spend hours looking for free Wi-Fi access points.
Schools increasingly expect parents to be able to log on, too. Teachers use email lists to update parents on field trips, class activities, and more. School websites may be the only place for parents to find valuable information. Even grades are going online, with many schools using internet-based grade books. In theory, this allows parents easier access to their child’s grades. In practice, this can mean certain parents are left behind—namely, those without reliable internet access.
Who exactly are these students without internet access? In 2015, the Pew Research Center analyzed data from studies on internet access and found that the problem is mainly in low-income families. Among households with an annual income under $50,000, 31.4% don’t have broadband internet access. For households with an annual income over $50,000, the number is much smaller—only 8.4% lack access to broadband internet.
There is also a racial gap when it comes to internet access. Eighty-eight percent of White households and 92% of Asian households with school-age children have high-speed internet access. On the other hand, only 72% of Black and Hispanic households with school-age children have high-speed internet access.
Students from low-income families and minority students are often already at a disadvantage. Black and Hispanic students score lower on standardized tests and are less likely to earn a college degree. Students from wealthier families consistently make better SAT scores than those from lower income families.
A lack of reliable, high-speed internet will only make the so-called achievement gap wider. Now low-income and minority students may also have to fight against the gap between students with internet access and those without. This new inequality is often called the digital divide, and it is a growing problem in education.
There are many proposed solutions. Some school districts now provide free Wi-Fi on school buses, allowing students to complete homework during their commute. Programs sponsored by the government and other organizations help provide low-income families with internet access. But nothing has yet completely eliminated the digital divide, and there are still millions of students who don’t have internet access.
How can school districts and other stakeholders help students who lack high-speed internet access? Tell us what you think!
