Monthly Archives: May 2013

Harnessing technology’s full potential

Ben Rimes, author of the Tech Savvy Educator blog, laments that, “the more things change, the more they stay the same,” in technology education in a recent post. Despite the far-reaching possibilities of technology tools, too often they are simply used as electronic typewriters and portable televisions, says Rimes.

Project RED’s research supports Rimes’ assertion. Effective technology implementation is complex, with many interrelated factors playing a part. Our research identified 9 Key Implementation Factors (KIFs) that are linked most strongly to successful use of technology in the classroom.  These KIFs include change management leadership by the principal, use of daily technology for online collaboration, and weekly online formative assessments.

Does your district employ all 9 KIFs? Have you reached beyond the “electronic typewriter” phase that frustrates Rimes? Are you harnessing the full benefits that technology offers? If so, please share your experiences here or in the Project RED Forum.

Four Critical Steps to Understanding and Reducing Digital Inequities

At a recent American Educators Research Association workshop, experts from around the country discussed how to better understand and address the ever-changing Digital Divide.

Four critical needs were uncovered by the group:

  1. Increased professional development at the leadership level for an aligned vision for digital fluency and computational thinking;
  2. Selecting and adapting current digital learning and teaching tools to meet the needs of different audiences;
  3. Being more inclusive to underrepresented minorities, women, and those living in poverty; and,
  4. Focusing on more comprehensive evaluation tools.

The full article can be found on EdWeek’s blog. How is your school, district, or state rising to the challenge?

The Role of Technology As We Transition to the Common Core State Standards

Is your district struggling to implement the new Common Core State Standards (CCSS)? Is it clear to your district leaders how technology can support and ease the transition to the new CCSS? If not, Project RED’s Standards & Curriculum webinar can help.

Quakertown Community School District in Pennsylvania has developed a robust transition plan. Learn from the district’s curriculum director and technology director as they share guidance on how to thoughtfully prepare for the new CCSS. Their award-winning Cyber and Blended Learning program plays a large role in the process by enabling online access to all curricula district-wide and following a standards-based model.

Listen to the recorded webinar on Standards & Curriculum (March 2013) on ProjectRED.org today to help your district on the path to CCSS readiness.

The Flipped Classroom Delivery Model: Evidence of its Impact

The Flipped Classroom model is gaining momentum. And now there is evidence of higher attendance for participating students, and even some evidence of higher achievement.

According to the Emerging EdTech blog, a rural U.S. high school compared math scores of traditional classrooms to those of flipped classrooms that relied on podcasts and inquiry-based learning. Findings showed that the students in the flipped learning model had a 3.2 (B) average versus a 2.52 (C+) average GPA for students in the traditional delivery method after two semesters.

In another study, a college-level physics course netted similar results—and one very notable statistic: attendance rose by more than 20% among students participating in the flipped classroom model.  Read the full article here.

Have you experimented with a flipped classroom model? How did you change the pedagogy in the classroom? Was it successful? What tools did you implement? Tell us about it on the Project RED Forum.

The Blended Learning Approach

Blended learning—combining face-to-face classroom methods with computer-based activities—is a well-used approach in schools around the country. But, does research support the integrated learning experience? EdWeek poses important questions to determine how to make blended learning as meaningful as possible.

Read the full article here.