education

Matthew Lynch published in Higher Education, Higher Education EdTech

10 Habits of Tech-Savvy Professors

If you’ve ever found yourself reciting the phrase, you can’t teach an old dog new tricks, you’ve likely observed older coworkers, and family members refuse smartphones and tablets. As a professor, this kind of attitude is unacceptable. Your students need an education infused with technology, and it’s your responsibility to become a tech-expert yourself.

We’re breaking down the top 10 habits of tech-savvy professors! Implement these in your professional life and regain control of the classroom. 

  1. They Invest in Personal Development: If you’re new to the world of tech, do everything you can to invest in yourself. Invest time in trips to the library for reading material, invest money in online courses that offer advanced instruction and speak to higher-ups at your university about opportunities for additional training. Remember: great schools make internal professional development a priority!
  2. They Practice, Practice, Practice: Sometimes this means investing in new equipment or speaking to the school board about implementing new classroom resources. After all, to learn how to use technology, you must have technology that’s easily accessible. Once the physical resources are available, anyone can master an unfamiliar digital landscape by taking the time to practice, practice, and practice. We recommend having an iPad or digital device at home that mimics tools students use in the classroom for additional, at-home practice. It’s better to make mistakes in the privacy of your own home than a lecture hall filled with 200 students.
  3. They Listen (To Their Own Students!): Let’s face it. Unless you’re Steve Wozniak, the students in your classroom can handle a tablet better than you can. As a professor, it’s difficult to feel like your students know more than you. But don’t be afraid to ask them questions and listen to their advice. Get the perspective of students who love online learning and figure out how their minds adapt to new tools. Your students can be your best tech resource if you allow them to be.
  4. They Have Confidence: The less certain you feel handling technology, the less motivation you’ll have to continue mastering new resources. The more courses you take, the more materials you read, and the more Google searches you navigate through, the more inspired you’ll feel to continue educating yourself. Build up your confidence through practice and don’t let little mistakes discourage you.
  5. They Focus on the Purpose: Every edtech tool implemented should be applied with a particular purpose in mind, whether that’s to address students struggling with dense material or inspire students to improve their research skills. Likewise, every tech-savvy professors understand why they’re learning what they’re learning, whether that’s to improve their ability to navigate classroom web pages or understand how to pull information from an online database quickly. If you don’t understand why it’s important for you to master a particular program, you’ll never successfully communicate that information to your students.
  6. They Create Their Own Web Presence: Create your own blog, website, or social profile. You’ll be amazed how much you can learn navigating a web page that you’re responsible for managing and updating. You’ll learn to troubleshoot, you’ll master the principles of digital design, you’ll figure out how to communicate effectively with other influencers online, and you may even learn basic coding.
  7. They’re Fearless: Like anything else, don’t be afraid of failure. Don’t be afraid to troubleshoot and, when things get especially tough, don’t be afraid to ask questions. Even professionals who’ve mastered tools like Adobe Photoshop and Avid Media Composer have, at one point, doubted their ability to do so. Once you have a little experience under your belt, technology begins to feel less frightening and more enjoyable.
  8. They Communicate: Communicate with fellow faculty members who’ve been in your shoes, communicate with higher-ups who’ve recommended resources to other professors and communicate with your students. If you’ve got a classroom full of tech pros, figure out how they’ve learned to adapt quickly and implement their advice.
  9. They Stay Up-To-Date on Tech Trends: Read articles about software updates, follow the launch of new products, watch news stories on cutting-edge technology, and subscribe to blogs outlining digital trends. Once you’ve got an understanding of the modern tech landscape, mastering specific tools becomes much easier.
  10. They Love Change: This takes serious practice. The tech world is constantly evolving, and the minute you revert back to old resources, you’ll stop learning. Accept software updates with open arms, listen to fellow professors who’ve implemented tools in their classrooms that you’re unfamiliar with, and make an effort to shed stubborn habits. Otherwise, the modern world will leave you behind.

Technology is a part of the professional landscape. It requires knowledge of digital citizenship, and it allows for effective communication and collaboration. Not to mention, many schools that have implemented tech programs for students have witnessed incredible student growth, increased efficiency, and higher test scores. Like it or not, technology is here to stay. It’s your job as an educator to prepare students for the dangers our digital landscape presents while instilling essential habits for healthy tech consumption. For that to happen, you as the professor must master technology and become savvier than those who’ve grown up with an iPad glued to their hands.

 

 

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Matthew Lynch published in Diversity, Trending Topics

The A-Z of Education: Diversity

In this series, I hope to guide you in acquiring the vocabulary that you need to know to be considered a competent education professional. In this article, we will discuss education vocabulary centered on multicultural education.

Click here to view all of the articles in the series.

Bisexual is the term given to sexual behavior or an orientation involving physical or romantic attraction to both males and females. It is one of the three main classifications of sexual orientation, along with a heterosexual and a homosexual orientation.

Cyber Bullying refers to bullying in which the offenders use Internet service or mobile technologies — such as email, chat room discussion groups, instant messaging, web pages, or SMS (text messaging) — with the intention of harming another person.

Differentiation refers to the practice of adjusting curriculum and assessments to the abilities, learning pace and learning styles of students, offering a variety of assignment choices to maximize opportunities for success.

Dual Exceptionality A term applied to students who are identified as gifted in one or more areas but simultaneously learning-disabled and possibly low achieving as a result.

English as a Second Language (ESL) A method of language acquisition where students are placed in regular English-speaking classes for part of the school day, and pulled out for intensive small group language focus during other classes. A modified form of immersion.

FAPE, LRE Fair and Appropriate Public Education, Least Restrictive Environment. Legal terminology applied in the Public Law 94-142; The Education for All Handicapped Children Act of 1975, which requires that students with disabilities must be placed in regular classrooms with their non-disabled peers, to the extent that their abilities allow.

Giftedness Defined variously as an IQ test score over 130, and/or a high level of natural ability, motivation, and creativity in a given field or area of study. It can refer to a combination of these elements.

Globalization The inclination to integrate societies and communities at the multi-national level, including linguistic, economic, technological, and societal elements of world culture.

Homosexual Someone who practices homosexuality; having a sexual attraction to persons of the same sex.

Individuals with Disabilities Education Act (IDEA) is a federal law specifically mandating that schools provide equitable education for the mentally and physically disabled.

Individualized Education Program (IEP) is an education plan developed specifically for each student with a disability. In Canada and the United Kingdom, an equivalent document is called an Individual Education Plan.

Inclusion The participation of students with disabilities in regular education classrooms, usually with support services.

Inclusive and Particularistic are two key terms referring to characteristics of a culturally responsive curriculum that ensures all students are welcomed and included in all aspects of the school, while acknowledging their unique differences with respect and acceptance.

Learning Disability Underdeveloped skill in one or more areas, usually related to neurological disorders. Applies to students whose intelligence level is average or above and often the result of information processing issues, psychological problems or motor dysfunction, hearing or visual problems.

Multiple Intelligences refers to a theory proposed by educational psychologist Howard Gardner, suggesting that certain areas of specialized intelligence become more developed than others. Includes 10 distinct areas of intelligence: visual/spatial, mathematical/logical, musical/rhythmic, kinesthetic, intrapersonal, interpersonal, naturalistic and existentialist.

Response to Intervention (RTI) is a three-tiered approach to identifying learning disabilities, intervening to address, accommodate, and remediate students identified with these disabilities and helping them to be successful in school.

School Climate is a collective, descriptive label for the social interactions and relationships among students — with each other and with their teachers — and teachers’ interactions with their peers and administrators. The ways students experience the school and culture: the ways teachers and administrators interact and collaborate.

School Culture refers to the values, traditions, and infrastructure in each school. These characteristics govern how the school functions as an entity.

Team Teacher is a certified special education teacher who cooperates with content teacher in a regular classroom, provide special services, additional attention, and support for students identified with learning disabilities.

Transgender A general term applied to individuals, behaviors, and groups involving tendencies to vary from the usual gender roles.

Title IX refers to a Federal law passed in 1972 that prohibits discrimination on the basis of gender in public schools and private schools that receive federal funding.

Wechsler Intelligence Scale for Children (WISC) is the most frequently administered IQ assessment for students 6–16 years of age, developed by David Wechsler in the late 1940s. Scale ranges from 10–140. Measures a variety of skills and aptitudes, and is most frequently used as a predictive indicator of academic success.

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Matthew Lynch published in Ask An Expert, Trending Topics

The A-Z of Education: The History of Education

In this series, I hope to guide you in acquiring the vocabulary that you need to know to be considered a competent education professional. In this article, we will discuss education vocabulary centered on the history of education.

Click here to view all of the articles in the series.

American Spelling Book was the name given to the 1783 publication designed to promote nationalism following the Revolutionary War. The book included moral lessons, word lists, and guides to pronunciation, as well as the change from British to American spellings.

Abstraction refers to the act of taking something away, or separating something from something else, though not necessarily with a decrease in complexity.

De jure refers to an occurrence or phenomenon sanctioned and supported by formalized legislature.

De facto refers to an occurrence or phenomenon existing in reality, particularly in the absence of any formalized legislature.

Equality refers to the state of being the same or equal.

Equity refers to impartiality, or the state of being fair and free of prejudice.

McGuffey Readers One of the most popular and widely used textbooks in history. While not overtly religious, the books emphasized moral lessons and were intended to develop students into good citizens.

New England Primer was an illustrated textbook comprised of religious readings used in schools during the colonial period.

Progressive Education Movement was a reform movement in education which began in the 1880s and lasted over 60 years. The progressive movement emphasized learning by doing and the creation of curricula to suit children’s interests.

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Matthew Lynch published in Policy & Reform, Trending Topics

The A-Z of Education: Education Reform

In this series, I hope to guide you in acquiring the vocabulary that you will need to know to be considered a competent education professional. In this article, we will discuss education vocabulary centered on education reform.

Click here to view all of the articles in the series.

A Nation at Risk: The Imperative for Education Reform A 1983 report suggesting that student performance and other problems with the U.S. educational system placed the nation at risk of falling well behind other industrialized nations.

Decentralized System refers to an organizational structure where decision making and authority, particularly with regards to finances and policy, are transferred away from state and district administrators and progressively handed over to schools. This facilitates more efficient and relevant administration.

Diverse Educational Models refers to the various educational models, developed through successive reforms that are available for schools to adopt in an attempt to implement reform in their particular district or community.

Educational Reform refers to the changes that continually take place to address the changing needs of the national society and workforce at school level. These changes to the educational system are intended to improve the educational experiences and outcomes of students in the United States.

Equity refers to policies and practices that are impartial, seeking not to favor certain groups over others. In terms of educational funding, equity relates to an equitable and balanced distribution of funds to both poor and wealthy districts.

Five-Factor Theory is a theory proposing that schools with effective leadership, ongoing monitoring, safe environments, clear vision, and high expectations of students and teachers have a higher likelihood of being more effective.

Schools-within-Schools refers to a practice based on research showing that students in smaller classes do better, particularly in higher grades. Using the same resources and staff, student groups are subdivided to allow them to receive focused or specialized training, according to their needs.

Standards-Based Education is an approach adopted on a nationwide level to create uniformity around what students are expected to gain from their school career. This is intended to ensure that all students participating in the educational system are offered the same education, regardless of their choice of school.

Virtual Schools refer to schools that are predominantly based on virtual interactions; that is, interactions mediated through the use of technology independent of student or teacher location. This is also known as eLearning.

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Matthew Lynch published in Higher Education

All About Accreditation: How It Works, Who to Trust, and More

 It doesn’t matter whether you are researching for your first-ever college program or hunting for a practical advanced degree; there is one piece of advice that always rings true: Look for accreditation.

Because higher education in America is such a profitable enterprise, there are thousands of schools trying to convince you to enroll, and accreditation helps you sort the institutions providing high-quality educations from those just after your money. Yet, even as most prospective students recognize the need for accreditation, many don’t understand how the process works. Thus, plenty of students accept any and all accreditations without a second thought.

The accreditation process is a rigorous test for universities looking to be branded as legitimate institutions of higher learning. To help you find the best possible school where you can gain the best possible degree, this guide should tell you all you need to know about accreditation.

What Is Accreditation?

At its simplest, accreditation is recognition that a school’s programs contain valid education fit for preparing students for professional practice or else admission into other reputable institutions of learning. Organizations that evaluating universities and colleges are working on behalf of the U.S. Department of Education, endorsing credentials based on national standards.

As there are different types of education, there are different types of accreditation. Institutional accreditation recognizes an entire university or educational organization, asserting that each of the institution’s parts contributes effectively to the qualitative achievement of that institution’s goals. For example, the Higher Learning Commission (HLC) — one of the more common U.S. accrediting agencies — provides institutional accreditation.

Additionally, organizations can award specialized accreditation, which recognizes individual programs, departments, or schools within a broader institution of learning. For example, you might find an AACSB-accredited online MBA program, which is at a business school that has received international recognition for specialized quality. This often applies to programs that require licensing or certification on a state or national basis, but some programs receive specialized accreditation to make distinct their high quality within their field.

Who Does the Accrediting?

Accrediting agencies are private associations dedicated to the enhancement of education. While the standards they set and the types of institutions they accredit are their decision, they ultimately report to the Department of Education (DOE), which can choose to accept or reject their reviews. There is also a private, non-governmental organization, the Council for Higher Education Accreditation (CHEA), that distinguishes legitimate accreditation agencies. The difference between the DOE and CHEA is that the DOE limits official recognition to agencies reviewing schools that participate in federal programs, like the Federal Student Financial Aid Program.

Few accrediting agencies are familiar enough with all industries to provide reliable ratings for all programs. Therefore, individual agencies tend to be expert in precise areas of learning. For example, there are national agencies specializing in trade and technical colleges and religious colleges and there are regional agencies that review all colleges within a certain boundary. As a result, there are dozens of accrediting agencies active in the United States, and you might find it difficult to keep legitimate organizations straight.

Fortunately, both the DOE and CHEA offer online lists of accreditation agencies to help you parse the respectable from the disreputable. Because their recognition can change from year to year, it is wise to check this list every time you apply to a new school or enroll in a new program.

How Do Schools Become Accredited?

The path to accreditation isn’t easy, but it is relatively straightforward. Before an institution is considered for evaluation, it must submit to a candidacy period, during which time, the agency will observe the instruction and determine whether it is eligible for accreditation. The candidacy period typically lasts four years, and it must prove itself eager to comply with the agency’s standards before the true evaluation may begin.

Though the precise accreditation process will vary from agency to agency, there are a few steps that are similar throughout the industry. For example, schools typically must prove that they are financially sound and that they plan to continue operating continuously into the future. Additionally, schools must submit to on-site assessments of courses and curricula, which will primarily influence most agencies’ criteria for accreditation. Often, the results of an accreditation evaluation will be made public, so you can learn whether a potential program has failed accreditation efforts in the past.

Accreditation matters, but who provides what accreditation matters more. Before you start paying tuition to any institution, you must research that school’s accreditations thoroughly to ensure you are getting the education you deserve.

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Matthew Lynch published in Diversity, Trending Topics

The A-Z of Education- Multicultural Education

In this series, I hope to guide you in acquiring the vocabulary that you need to know to be considered a competent education professional. In this article, we will discuss education vocabulary centered on multicultural education.

Click here to view all of the articles in the series.

Assimilation refers to a process of gradual, but imposed, adjustment to and absorption of the values, attitudes, and customs of a new culture until conformity is established. This new culture is often the dominant culture in the area or country.

Culturally Responsive is the term given to the practice of respectfully accepting, acknowledging, and incorporating the students’ diverse cultural knowledge, background experiences, and values into the curriculum and all aspects of learning.

Deculturalization is a term denoting the loss of “home culture” that occurs when immigrants achieve complete assimilation. This will generally happen across a generational gap, causing difficulties for both the deculturized children and their culturally intact extended family members.

Diversity A wide range of unique individual aspects, including race, language, ethnicity, religion, gender, sexual orientation, political ideology, socioeconomic level, and academic ability.

English Language Learners (ELL) refers to student who are non-English speaking, or students who may have a basic grasp of English, but who have a different home language that they use more regularly.

Equity denotes the concept or idea of fairness, equal treatment, and equal opportunity.

Multiculturalism The acceptance of multiple cultures coexisting in society with equitable status accorded to distinct ethnic groups.

Nativism is an academic term denoting the ethnocentric belief that the established inhabitants of a nation should have favored status over immigrants or other newcomers.

RaceUsually refers to the categorization of humans into populations or ancestral groups on the basis of various sets of heritable characteristics.

School Climate is a collective, descriptive label for the social interactions and relationships among and between students, teachers, and administrators. The ways students experience the school and culture: the ways teachers and administrators interact and collaborate.

School Culture The values, traditions, safety practices, and organizational structures within a school that cause it to function and react in particular ways.

Segregation refers to the unjust separation of different kinds of humans into racial groups in daily life that may apply to activities such as eating in a restaurant, drinking from a water fountain, using a washroom, attending school, and going to the movies, or in the rental or purchase of a home.

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Matthew Lynch published in Policy & Reform, Trending Topics

Pass or Fail: Effective Teachers Instead of Retention and Social Promotion

In this multi-part series, I provide a dissection of the phenomenon of retention and social promotion. Also, I describe the many different methods that would improve student instruction in classrooms and eliminate the need for retention and social promotion if combined effectively.

While reading this series, periodically ask yourself this question: Why are educators, parents and the American public complicit in a practice that does demonstrable harm to children and the competitive future of the country?

What if the tools to eliminate retention and social promotion already exist in our classrooms?

What if all we need are more effective teachers?

Given their centrality to the student’s learning experience and to the management of education as a whole, it’s obvious why effective teachers form the most important alternative to retention and social promotion policies. With qualified, competent teachers, most students exhibiting learning difficulties should nonetheless be able to achieve enough academic progress to warrant advancement to the next grade. Indeed, what this conclusion might indicate is that there should be some internal streaming within grades of the American education system.

Students struggling with literacy or math skills could be streamed into a specific classroom either for a specific grade or for the teaching of a specific subject. The focus of the teaching could be to address the specific challenges experienced by the individual learner, to essentially teach to the student, to interpret standards and expectations for the particular student, and to play to their strengths and target their weaker areas for development.

According to Bellanca, the most successful attempts to teach for intelligence entail several basic assumptions. First, teachers must acknowledge that traditional methods for teaching are not always wrong. There are, Bellanca suggests, many high-achieving students who thrive under the traditional approach to teaching and many typical students or low-achieving students who can improve under a more traditional teaching focus. The key is that traditional methods are inadequate for many students who are less achievement-driven.

Because all students are expected to learn a specific curriculum, it is important that all students have the opportunity to be taught in a manner that enriches their learning. This applies to high achievers as well as to those who struggle academically. When faced with a less motivated student, however, a teacher must be able to develop a strategy to target their specific needs. Individual teachers must have a greater repertoire of methods.

More than this, best teaching practices should concentrate on building new theories of intelligence. Teachers should be familiar with new theories of intelligence and be able to build on them in their teaching practices. We do not have the space in this volume to elaborate on specific theories, but it is appropriate to mention Howard Gardner’s theory of multiple intelligences, Robert Sternberg’s theory of successful intelligence, Daniel Goleman’s theory of emotional intelligence, and Reuven Feuerstein’s theory of structural cognitive modifiability.

The second point is that the public education system should encourage teachers to regard the process of teaching as a strategic act of engagement, consistent with new theories of intelligence that identify active engagement of students’ minds as a prerequisite for learning. Indeed, teachers have support to apply planning as a means of facilitating the effective application of proven engagement strategies. By regarding teaching as a strategic act, teachers can go about the designing lessons and units that integrate a variety of strategies with targeted content so that each student understands the required knowledge and develops the required skills.

Third, teachers have to understand that it takes more than a review of theoretical information to change teaching practices. Continuing education for teachers is crucial but it must include more than theoretical discussions. There must be some effort for teachers to learn to apply new teaching strategies in the classroom, with guidance to ensure that best practices are actually achieved. In other words, the education system should develop scenarios for teachers to receive regular practical training in addition to theory-based continuing education instruction.

Finally, teachers must also be aware that changing their teaching style or otherwise enhancing it is also going to require, in most instances, that students make changes in their own learning styles. Indeed, when teachers encounter students who are struggling academically, the need to change learning styles may be very immediate. It should, however, be recognized that changing learning styles can be extremely challenging for students. Especially when teachers are making changes to their teaching, it is important for them to be aware that the change process has equally significant ramifications on the student’s side of the desk.

Beginning from an abstract, theoretical point of view and using that to construct a framework or big picture may work in some classroom scenarios. On the other hand, starting with a hands-on classroom test of a new method may be the best approach, and will allow students to be involved in the subsequent evaluation.

As alternatives to retention and social promotion, effective teachers function as the most immediate tools available to the education system in terms of identifying at-risk students and applying all that is known about education and teaching strategies and the capacity to adjust teaching models and the like. This could help at-risk students to master the knowledge and skills needed for them to be able to successfully meet standards for graduation. Like any tool, however, teachers need effective handling as well. They need to receive regular training updates, access to research information, and access to networking opportunities.

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Matthew Lynch published in Education Leadership, Teachers, Trending Topics

The A-Z of Education: School Finance and Organization

In this series, I hope to guide you in acquiring the vocabulary that you need to know to be considered a competent education professional. In this article, we will discuss education vocabulary centered on school finance and organization.

Click here to view all of the articles in the series.

Adequate Yearly Progress is a No Child Left Behind requirement that schools make annual incremental progress toward 100 percent of students reaching the proficient level on state reading and mathematics assessments by the 2013–2014 school year.

American Federation of Teachers (AFT) is a nationally organized association, intended to represent the interests of all affiliated classroom teachers. It is comprised of professional teachers who advocate for teachers’ concerns, educational reforms, as well as for changes to current legislation.

American Recovery and Revitalization Act (ARRA) refers to a law passed in 2009 regarding the provision of a stimulus package to assist, among other things, in the creation and retention of teachers and school staff.

Authentic Assessment refers to the testing of students which measure accomplishment and mastery in a more holistic manner than standardized testing. The outcomes of these assessments are sometimes considered being more representative of a teacher’s effectiveness than the results of standardized testing.

Block Grant is a means for educational funding where federal government monies are paid to the state in a “block,” rather than being specifically designated to particular programs or purchases.

Categorical Aid refers to the means of federal funding for education where monies are targeted to specific federal programs or services and must only be used for those purposes. These monies are required to be accounted for and reported on periodically.

Chief State School Officer is the title given to the head of education for the state. This position may be elected, but is often appointed by the governor.

Elementary and Secondary Act (ESEA) was passed in 1965 in regards to various aspects of educational policy. This includes the funding of education up until the end of high school, and aims to promote the removal of achievement gaps between students of differing socioeconomic backgrounds.

Local School Board is the term used to describe the governing body for educational policy and funding at the local level. Members are usually elected by the community.

Local School District refers to the organization that channels funding and policies at the local level.

Local Superintendent is the head of education at the local school district. They are hired by the local school board.

National Education Association (NEA) is the largest professional organization and labor union, representing not only public school teachers and related personnel, but also retired educators and college students who wish to become teachers.

No Child Left Behind (NCLB) Act is an act which promotes the setting of high standards, as well as the setting and conducting of standardized testing, with a view to develop certain fundamental and core skills, such as basic literacy. Schools are rated in terms of performance, with sanctions imposed against schools that are not performing adequately.

Parent Teacher Association (PTA) refers to a formally organized association of parents, who work in conjunction with the school teachers in bringing about changes within the school. PTAs can receive federal funds.

Parent Teacher Organization (PTO) refers to a locally organized group of parents who work in conjunction with teachers in bringing about changes in a school. PTOs do not receive federal funds.

Privatization refers to the movement away from management by local or state-level government structures, and the move towards management by private individuals or corporations.

Site-based Management/Decision-Making is the process by which all school-related decisions are made at the school level with input from all interested stakeholders. As these decisions are taken by parties who are based at the school, they generally more accurately represent the true needs of the school.

State Board of Education is presided over by the Chief State School Officer and responsible for upholding the state educational legislation is observed.

State Department of Education is the department that channels funds and policy decisions from the governor and the legislature, to local educational authorities.

Title I Federal legislation that makes funds available to improve the educational experiences of children from low income families.

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Matthew Lynch published in Black Boys in Crisis, Digital & Mobile Technology, Early Childhood & K-12 EdTech, EdTech & Innovation, EdTech Companies List,

Four “Not to Miss” Education Conferences for EdTech Leaders

The field of education has a plethora of conferences and assemblies where educators and industry leaders gather to learn about emerging developments, instructional trends and market disruptors. If you are interested in attending a highly beneficial education conference to share, learn, and find new solutions to current challenges, consider these four “not to miss” conferences that stand out with effective programming and networking opportunities.

  1. The EdNET Conference – September 17-19, Scottsdale, AZ

Hosted by MDR, EdNET2017 provides senior executives from PreK-12 education companies the latest information on market trends, business partnering opportunities, funding sources, new technologies, and activities for key market players.

Now in its 29th year, EdNET is a business-to-business leadership forum, with peer-to-peer interaction. The conference  attracts senior personnel responsible for marketing, sales, business development and strategic initiatives, as well as top management from all industry sectors selling products and services to U.S. schools, including nonprofits and consumer goods.

Speakers include influential voices in education, such as representatives from innovative corporate players, education-focused investment and analyst groups, education institutions, education administrators and policy makers.

EdNET provides a forum for discussion and an opportunity for senior executives to consider not only the market they are currently working in, but also where the industry is headed. It has brought together top executives of companies whose products and services for schools constitute the most important source of instructional and assessment resources available to schools in America and beyond.

This year’s programming is built from conversations with an Industry Advisory Board, and leaders from various segments of the education industry. These Board members identify critical issues in the market, from both the business and customer perspective, and help to shape the topics, speakers and presentations of highest interest. This is one of the most well-established and well-attended educational industry conferences of the year. For more information, click here to visit the conference site.

  1. The iNACOL Symposium – October 23-25, Orlando, Florida

The iNACOL Symposium is sponsored by the nonprofit organization iNACOL, and it focuses on the education of children in grades K through 12. This conference is designed for anyone within the education field, whether a teacher, professor or administrator.

In addition to the opportunity to develop your network, the symposium offers a broad range of topics to help you explore new ways of teaching. There are over 200 sessions covering a wide variety of issues that fall one of the following foci:

  • Personalized learning
  • Policies
  • Competency education
  • Blended and online learning
  • iNACOL national quality standards

It is the kind of event that you must attend to get a real understanding of the scope and breadth of knowledge that is on display. You can check out the areas being highlighted at the symposium to see if they are covering a particular field. If you are interested in setting up an exhibition, they are still accepting applications.

While there are still months before the event, there are already several hashtags associated with it. You can post some of your own ideas or look up what others are saying with the hashtags #Policymakers and #Edleaders. You can also follow details about the symposium and other news and events by iNACOL by following @nacol on Twitter.

  1. DevLearn 2017 – October 25-27, Las Vegas, Nevada

If you are actively involved in using technology to help students learn, this is a conference you need to add to your calendar. The entire event is dedicated to different learning technologies and how they can best be used to enhance the learning experience. Sponsored by the eLearning Guild, you will have three days devoted to technology in education. You can speak with some of the leaders in the industry or share ideas with others who are enthusiastic about what technology can do to help students perform better both in the classroom and outside it.

You can follow the latest news and information on Twitter @eLearningGuild.

  1. ExcelinEd’s National Summit on Education Reform – November 30-December 1, Nashville, TN

To round out the year, you can go to the National Summit hosted by ExcelinEd for a look at ways to improve and reform the American education system. The focus goes beyond the classroom and examines how state and local policymakers and advocates can keep up with the latest trends to help students get ahead in their education. Some of the conference’s primary focus include the following:

  • Holding schools accountable for learning
  • Creating incentives for students to achieve more
  • Using technology to improve and customize education based on the student
  • Expanding the options for students and parents

By focusing on these details before the holiday season, you can establish some resolutions to help improve the way you, the local government, and the state approach education. To stay current on the latest news and changes to the event, you can follow the event on Twitter @ExcelinEd.

Final Thoughts

As the field of education continues to evolve at a furious pace, the need to assemble and share our thoughts and best practices is more important than ever. The conferences that were discussed in this piece are just a sample menu of all the valuable and relevant gatherings that will take place this fall. Our hope is that it provides a starting place for educational professionals that are planning to attend a conference in the near future.

 

 

 

 

 

 

 

 

 

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Matthew Lynch published in Education Leadership, Teachers

How to Create Your Own Personalized Learning Network

Going to Google and searching for answers to your education-related questions is not the same thing as carefully constructing a deep network of resources customized to your professional endeavors.

There are several ways to approach building a system, and we’re breaking down how to create a personalized path to PLN success.

Be Selective

Know who you’re connecting with before you connect.

Everyone in your network should have personal or professional experience with your topic or field. They should also have credentials visible on their online profiles or verified by mutual connections.

On that note, it’s important not to create an “echo-chamber” when you’re building a network. Having an online community with varying and, sometimes conflicting, ideas and perspectives about your topic will help shape your ideas and further your understanding.

If you’re looking for a group of people who all think and act the same way, you’re not honestly looking for an educational experience. Sometimes it takes individuals with the opposite outlook to really make a difference in your classroom and your life.

Be Thoughtful

Hitting connect with someone on LinkedIn or following them on social media isn’t enough to create a successful PLN. Reach out to professionals and explain why you believe it would be beneficial to connect.

And before you even press send, figure out what steps you would like to take with someone post-connection. In your initial message, help them understand how their credentials might help you, and what you can provide for them in return. Then break down your plans for starting a network.

Whatever you say to a potential connect, make sure you know your intention so that you can accurately express your intention and ultimately live your intention.

Start on Social Media

If you’re lost as to where to begin, start on social media sites like Twitter or Instagram. It may seem counterproductive, but some of the most productive connections and conversations take place via social media.

Create a Twitter or Google Plus account and follow influencers in your field. We suggest starting with 20. You’ll be amazed at the content and conversations you’ll watch play out if you limit your followers to individuals who share your passion for the same educational issues. Social media sites are also great ways to stay up-to-date on the latest education-related news and breakthrough innovations. You’ll be bombarded with retweets of relevant articles and see commentary unfold between journalists, researchers, and educators alike.

After you’ve followed a select few, begin to direct message influences, share your resources, and comment on existing conversations. You’re guaranteed to receive back interesting and relevant information.

Social sites are a great place to continuously learn and watch a nonstop stream of information work its way through one online influencer at a time. One day, that influencer may be you.

Ask Questions

If you’ve stumbled upon a blog or online profile that interests you, read what they have to say and ask questions. People with excellent credentials and an existing network are great resources to help narrow your education-related questions and point you in the right direction. They’ll provide recommendations of who to connect with, resources for additional research and ways to relate your personal or professional needs to an existing network. Who knows, maybe the exact circle you’ve been searching for already exists! 

Create Your Own Content

If you’ve got ideas, you’re dying to share about a hot topic issue, write a blog post, share it with as many people as possible, and the network will come to you.

Having content to share with others is also a great way to introduce yourself and prove to potential connects that you’re legitimate and will add value to any PLN conversation. Think about what you look for in potential connects, and make sure your online presence mirrors those requirements.

We also recommend commenting on other influencers’ blog posts, photos, and research papers. See how people are innovating, then interact with them and ask questions. React to their ideas, provide original ideas of your own, and do everything possible to add value! Thoughtful commentary, whatever it may be, will instantly grab the attention of those you wish to connect with most.

Give Credit

When you’re communicating with other professionals, give people credit for their ideas and contributions. Everyone likes to be acknowledged and thanked personally, and the more amiable of an atmosphere you create within your network, the more productive work will arise from conversations.

It’s also important that your network trust you with their thoughts. If they’re concerned you’ll steal their ideas or leave their hard work unacknowledged, they’ll be hesitant to share anything else and may end up leaving your PLN.

Remember the WHY

You’re connecting with others to improve yourself as an educator and solve issues in the education world.

Every great conversation you have online helps the students you work for every day and improves the quality of your classroom. Every milestone you reach in your PLN is one step closer to finding solutions that you can advocate for to policy-makers who often have the final say in the structure of your school.

Remind yourself why you’re making an effort to connect and stay motivated throughout your PLN endeavors.

At the end of the day, becoming a vessel in the improvement of tomorrow’s classroom is an invaluable position. Become that vessel and add value to your community with the help of a successful personal learning network that’s custom built and thoughtfully constructed.

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