Districts around the country are making the transition to digital learning in order to better prepare their learners to be active participants in a digital-first world. When schools make the switch effectively, technology can be a cognitive tool that provides learners with differentiated learning experiences and teachers with the ability to adapt instruction based on feedback, all leading to greater, measurable achievement (Weston & Bain, 2010).
Our New Blog Series, What we hear from the Hapara Certified Educators, is focused on sharing Hapara Certified Educator’s insight and best practices.
What’s in a number like one million? Well, if we are talking about one million Belarusian Rubles, the answer is about fifty US, Canadian, NZ, or AUS dollars.
Allison Mollica, Google Certified Trainer, and active thought leader, recently shared this post about the cost of Going Google Apps. In brief, she cautions school innovators not to sell Google Apps as a free alternative to prior information and knowledge management systems.
The Hapara Team will be hosting a theater at ISTE in Atlanta this year. We know that our most valuable asset is you, our community of solution oriented school leaders. In our last monthly email update, we asked for volunteers to present at this largest of global education technology conferences. Many of you submitted your proposals, and they all look fantastic. There is still space for more.
If you are already using Google Apps for Education and you are looking for a portfolio solution for your students, or even just a simple eBinder, look no further. The solution is right under your nose!
Image: Adam.J.W.C. CC BY 3.0 , via Wikimedia Commons
1. Ask Why? Then Engage a Diverse Array of Stakeholders from the Beginning to Find a Good Answer.
There are millions of connected educators around the world who would be delighted to answer that question for you. You must answer it for your own education context. Best not to try doing so alone. Moving teachers and students to a digital workflow, and considering all of the associated infrastructure and cultural changes that come along with this switch, is a big deal. Bring in student and parent voices. And lift the voices of the classroom educators as facilitators whenever possible.
No. Really. Not kidding. And it didn't happen overnight. The educators and district leaders in the Richland 2 district of South Carolina, located in the Southeast of the United States, took their time. A four year capacity building, pilot testing, and evaluation process, heavily laced with solid professional development, has resulted in a sustainable 1:1 technology rollout that all stakeholders helped to shape. Have a look at the case study.