Download or read book Examining the Influence of Social Networks on Decisions Made by Superintendents During the Rapid Transition to Remote Learning at the Onset of the COVID 19 Crisis written by David J. Collins and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: On January 31, 2020, the World Health Organization (WHO) announced the SARS-CoV-2 (COVID-19) virus to be a global health emergency. Within months, schools across the nation began to suspend in-person instruction and transition to a fully remote means of delivery (Ballotopedia, 2020). This transition created an immediate crisis for educational leaders as they were instantly forced to determine how to deliver educational services in an entirely remote setting (Fernandez & Shaw, 2020; Kuhfeld et al., 2020). The purpose of this phenomenological study is to investigate how the priorities and actions of superintendents were influenced by established social networks and existing organizational culture during the rapid transition to remote instruction in the context of the COVID-19 health crisis using Daly's (2010) Social Network Theory as the conceptual frame. "Social network research suggests that informal webs of relationships are often the chief determinants of how well and quickly change efforts take hold, diffuse, and sustain." (Daly, 2010, p.2). Key findings showed that every superintendent consulted and included various internal and external social networks in the planning and decision-making during the transition to remote learning during the COVID-19 crisis. Superintendents also perceived the involvement of these network groups to facilitate rather than impede the development, communication and implementation of the resulting remote learning plans. Lastly, superintendents were able to identify key strengths, challenges and opportunities that were realized during the early stages of the crisis and how they may inform practice into the future.Several conclusions were identified from the findings. Superintendents believed it was necessary to include internal and external network groups when making decisions regarding the transition to remote learning. This provided various perspectives to strengthen outcomes and distribute responsibilities that facilitated the number of tasks necessary to be performed. Superintendents perceived that the inclusion of internal and external groups facilitated the transition to remote learning and sustained relationships throughout the crisis through consistent and frequent communication between the participating stakeholder groups. Superintendents identified key strengths of the remote learning plans to be derived from prior planning in technology, curriculum, and relationship building. Challenges during the delivery of remote learning were related to inconsistencies and inequities in the availability of technology for students, the technological competence of faculty delivering instruction and the platforms and communication methods used to interact with students. Finally, opportunities realized from the transition to remote learning included an increase in technological aptitude among faculty and a deeper understanding for the inequities that exist among students and the impact of these disparities on their educational performance. This study contributes to the literature on crisis leadership and the role of social networks in facilitating decision-making and the organizational response during disruptive change. The focus on the interrelationship between organizational structure and culture and how leadership beliefs and actions are influenced by existing social networks in education is understudied. This research will provide insight into how organizations can use Social Network Theory to promote relationships and to improve outcomes during times of disruptive change.
Download or read book Promoting the Educational Success of Children and Youth Learning English written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-08-25 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
Download or read book Social Media written by Marlynn M. Griffin and published by IAP. This book was released on 2021-09-01 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social media is a multi-faceted tool that has been used by educators and/or their students in ways both beneficial and detrimental. Despite the ubiquitous nature of this tool, there is much research still needed on the multitude of ways that social media impacts education. This book presents research on the influences of social media on education, broadly construed. Specifically, the research included in this book is categorized into four broad areas, examining the educational influence of social media on youth and college students, professional development in content areas, higher education learning, and social justice and activism. Chapter authors emphasize the opportunities of social media use in education and provide recommendations for how to address challenges that may arise with social media integration into the teaching and learning setting. These authors also advocate for use of social media to grow and enhance professional interaction among educators, moving beyond the social aspect of these platforms to advocate for educational and societal change. Individuals working in K-12 schools, teacher education, teacher professional development, and higher education, including pharmacy, nursing, dental and medical education, as well as those in other educational settings can use these findings to support and guide integration of social media into teaching and learning as well as their professional practice. Endorsements for Social Media: Influences on Education "Anyone attempting to understand these issues and the emerging, critical role of social media in education today should read the excellent edited book Social Media: Influences on Education. I’ve been monitoring educational media and technology research and practice for the past 40 years. In my view this book is an important contribution to a current perspective on social media and its impact from preschool to higher education and professional studies in general and social justice issues specifically." Richard E. Clark, Emeritus Professor University of Southern California "Social Media: Influences on Education is an essential book for those seeking to understand the relationship between education and social media or to conduct social media research in education. Griffin and Zinskie have collected a variety of essays showcasing approaches to researching social media from qualitative interviews with teachers, to meta-analyses of nascent literature, and research within the platforms themselves. Providing a well-rounded introduction to the field, this book provides a foundation for those interested in understanding and exploring the impact social media has had on elementary, secondary, and tertiary education." Naomi Barnes, Senior Lecturer Queensland University of Technology, Australia "Social Media: Influences on Education is a must-read for anyone interested in social media's impact on education and social justice. Grounded in the latest research, Griffin and Zinskie offer an informed, critical perspective on key issues – children’s social media use, cyber-harassment, misinformation, social justice through social media, professional networking, and more – as social media pervades every aspect of our lives. Educators, parents, students, activists and social media users everywhere, if you’re invested in education and social justice, this book is for you!" Christine Greenhow, Associate Professor Michigan State University
Download or read book Maximum Impact written by Brian K. Creasman and published by Rowman & Littlefield. This book was released on 2020-11-01 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: Maximum Impact is an affirmation of the importance of communication by America’s local boards of education and superintendents. The book is based on principles developed in our professional roles as authors, a district superintendent, educational researcher, broadcast journalist, public affairs and social media director and government spokesperson. Each chapter - highlighting critical aspects of team communication by boards of education and the superintendent - is grounded in our work and experience. Our belief in communication as a tool for district transformation leads us to focus on dynamics between school leaders and the need to deploy a strategic communication strategy, a first book in today’s literature. We endeavor to help boards of education and superintendents - aspiring, novice or veteran – to recognize the vital nature of communication in the governance and leadership of public education, now and in the future. With the call for more transparency in government, including public education, we offer our primary target audience of school leaders with new principles of communication that will help them to engage the community, employees and stakeholders in helping to make their school district successful!
Download or read book Superintendent Perceptions of Online Learning in Rural Public Schools written by Ashley Rednak and published by . This book was released on 2021 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: In March of 2020, the education landscape changed drastically due to the closure of schools from the COVID-19 pandemic, forcing educators to quickly transition from traditional brick-and-mortar environments to online learning. This qualitative study examined the perceptions of superintendents from rural school districts in Pennsylvania in response to the challenges they encountered during that shift. The study also considered how online learning opportunities in their schools changed from what was offered previously, and if the administrative training superintendents received prepared them to lead the shift to online learning. Through the use of surveys and interviews, perceptual data was obtained from 37 Pennsylvania rural school district superintendents. Supported by the research, this study uncovered that access to broadband internet was the most common online learning challenge encountered during the COVID-19 pandemic. In addition, professional development for quality online instruction, equitable funding for technology, and support to meet the needs of special education students were identified. Research revealed that the increase in the number of rural school districts implementing a district-led cyber program was motivated by a need to combat the high costs of cyber charter school tuition that school districts are responsible to fund. Superintendents in this study also reflected on their administrative training programs, confirming that crisis planning and management must be added to the program curriculum. This skill set will help future superintendents effectively lead during a time of crisis, whether it is due to a fire, natural disaster, school shooting, or pandemic. The findings of this study will be used to help educational leaders make more informed decisions about the implementation of their current and future online learning programs.
Download or read book An Educational Calamity written by Uche Amaechi and published by . This book was released on 2021-03-27 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Covid-19 pandemic caused major disruptions to education around the world. Since the World Health Organization declared a pandemic on March 11, 2020, most students on the planet were affected by the interruption of in-person schooling. To mitigate the educational loss such interruption would cause, education authorities the world over created a variety of alternative mechanisms of education delivery. They did so quickly and with insufficient knowledge about what would work well, for which children, and for what aspects of the schooling experience.Having to create such alternative arrangements in short order was the ultimate adaptive leadership challenge, one for which no playbook existed, one for which solutions would have to be invented, rather than drawn from existing technical knowledge. The nature of the challenge differed across the world and regions, and it differed also within countries as a function of the differential public health and economic impact of the pandemic on communities, and of variations in institutional and financial resources available to redress such impact, including availability of digital infrastructure and previous knowledge and experience of teachers and students with digi-pedagogies and other resources to create alternative education delivery systems.Sustaining educational opportunities amidst these challenges created by the pandemic was an example of adaptive education response not to a unique unexpected challenge but to one in a larger class of problems, just one of the many adaptive conundrums facing communities and societies. Beyond the challenges resulting from the pandemic, other complications of that sort predating the pandemic included those resulting from poverty, inequality, social inclusion, governance, climate change, among others. In some ways, the pandemic served as an accelerant for some of those, augmenting their impact or underscoring the urgency of addressing them. Adaptive puzzles of this sort, including pandemics, are likely to continue to impact education systems in the foreseeable future. This makes it necessary to strengthen the capacity of education systems to respond to them.Reimagining education systems so they are resilient in the face of adaptive challenges is an opportunity to mobilize new talent and institutional resources. Partnerships between school systems and universities can contribute to those reimagined and more resilient systems, they can enhance the institutional capacity of education systems to devise solutions and to implement them. Such partnerships are also an opportunity for universities to be more deliberate in integrating their three core functions of research, teaching and outreach in service of addressing significant social challenges in a context in rapid flux.In this book we present the results of one approach to produce the integration between research, teaching and outreach just described, resulting from engaging graduate students in collaborations with school systems for the purpose of helping identify ways to sustain educational opportunity during the disruption caused by the pandemic. This activity engaged our students in research and analysis, contributing to their education, and it engaged them in service to society. The book examines what happened to educational opportunity during the Covid-19 pandemic in Bangladesh, Belize, the municipality of Santa Ana in Costa Rica, Guatemala, Kenya, in the States of Sinaloa and Quintana Roo in Mexico, South Africa, United Arab Emirates, and in the United States in Richardson Independent School District in Texas. It offers an systematic analysis of policy options to sustain educational opportunity during the pandemic.
Download or read book Broader Bolder Better written by Elaine Weiss and published by Harvard Education Press. This book was released on 2021-02-23 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Broader, Bolder, Better, authors Elaine Weiss, of the Broader, Bolder Approach to Education campaign, and Paul Reville, former Massachusetts secretary of education, make a compelling case for a fundamental change in the way we view education. The authors argue for a large-scale expansion of community-school partnerships in order to provide holistic, integrated student supports (ISS) from cradle to career, including traditional wraparound services like health, mental health, nutrition, and family supports, as well as expanded access to opportunities such as early childhood education, afterschool activities, and summer enrichment programs. The book builds on nearly a decade of research by the Broader, Bolder Approach to Education, a national initiative endorsed by more than sixty policy experts and leaders from across the country, and draws on the work of Harvard’s Education Redesign Lab. It pulls from case studies of effective ISS efforts in twelve diverse communities to illustrate the variety of strategies that can be adopted locally. A call to action that also provides examples of communities that are successfully leveling the playing field for poor children, this book offers a detailed vision for building—through field work, mobilization, and financing—comprehensive systems to prepare all children for success.
Download or read book Examining Education related Twitter Discourse and Networks from Different Points in Time During the COVID 19 Pandemic written by Yiyun Fan and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The COVID-19 pandemic disrupted educational activities and created a long-lasting impact on educational systems worldwide. Multiple educational stakeholders were challenged by the pandemic, including students and families, teachers and administrators, schools and districts, and the government/policy makers. As an increasingly popular platform for educational purposes (e.g., teaching, teacher learning, professional networking), social media such as Twitter has been used by educational stakeholders to voice concerns and stay connected during the COVID crisis. This exploratory study draws from Twitter data from four separate weeks during the first three years of COVID, each representing a distinct stage of the pandemic. By combining computational techniques (social media scraping, natural language processing, social network analysis) and thematic content analysis, this multimethod work investigates common educational topics and the nature of interactions around these topics on Twitter in COVID. Findings highlight an overall consistent discourse and network patterns among educational stakeholders over time. From a discourse perspective, multiple themes emerged from tweets reflecting on the reality of pandemic learning, teachers' experiences, and governmental responses to COVID. From a network perspective, social network analysis revealed overall sparse educational COVID networks featuring pair-wise interactions, limited influential figures, and few sub-groups. These findings further suggest that Twitter served as an affect-driven affinity space for diverse perspectives, a multi-purpose platform that can potentially unite or divide educational stakeholders, and a social monitor that reflects different experiences at different times. Based on these findings, it is essential to facilitate a trusting social media environment, develop well-formed communities through active curation/participation, and build resilient educational infrastructure that can adapt to drastic changes in an emergency context.
Download or read book Exploring the Role of Superintendent Leadership in Managing the COVID 19 Crisis written by Jennifer L. Steimle and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literature over the past several decades offers a plethora of information regarding crisis management in the private sector (Burnett, 1998; Fink, 1986; Coombs, 2007; Pauchant & Mitroff, 1992; Pearson & Clair, 1998; Pearson & Mitroff, 1993). Conversely, there is little research regarding crisis management in a school setting (Gainey, 2009; Smith & Riley, 2012). Leadership in a school setting is often discussed in terms of student achievement (Fullan, 2014; Marzano & DuFour, 2011; Waters & Marzano, 2006; Waters, Marzano & McNulty, 2003) or through change initiatives (Bennis, 2009; Boleman & Deal, 2006). School district leaders need to have a more diverse skill set and management techniques specific to the challenges that a crisis presents. The purpose of this qualitative comparative case study is to explore the crisis leadership actions of Superintendents while managing the COVID-19 pandemic. Four key members of four school districts were interviewed to capture the Superintendent's perceived actions while managing a crisis. The Superintendent, a building principal, the teachers' union president, and the board of education president were interviewed using Fink's (1986) Four-Stage Framework for Crisis Management. Data was collected using an interview process and hand-coded to identify themes. The key findings for this study included actions most valued by school district leaders in relation to how the Superintendent addressed the COVID-19 crisis. The actions identified included a portrayal of consistent decision-making, consistent communications, and the ability to collaborate. Twelve of twelve participants noted the high value of confidence in decision-making and providing consistent communications. All of the districts studied continued to emphasize the importance of collaboration with all stakeholders, including the importance of collaboration with the regional BOCES groups and regular Superintendent meetings. Participants from all four school districts discussed the importance of these actions to effectively and successfully address the challenges of the ongoing pandemic.
Download or read book Primary and Secondary Education During Covid 19 written by Fernando M. Reimers and published by Springer Nature. This book was released on 2021-09-14 with total page 467 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.
Download or read book Failing Forward written by E. Thomas Colboth and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: he focus of this study centered around superintendent's responses to the emergency remote learning period caused by the COVID-19 global pandemic. Forms of remote learning have been around since the 1700s, albeit, in many different forms. Technological advances of the 21st Century have significantly increased the ability of schools to provide instruction to students not on campus. Results of this study identified two elements, reception of instruction, and delivery of instruction, as critical components to superintendents leading a district in relation to remote learning.
Download or read book Charter Schools in Action written by Chester E. Finn, Jr. and published by Princeton University Press. This book was released on 2001-07-30 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: Can charter schools save public education? This radical question has unleashed a flood of opinions from Americans struggling with the contentious challenges of education reform. There has been plenty of heat over charter schools and their implications, but, until now, not much light. This important new book supplies plenty of illumination. Charter schools--independently operated public schools of choice--have existed in the United States only since 1992, yet there are already over 1,500 of them. How are they doing? Here prominent education analysts Chester Finn, Bruno Manno, and Gregg Vanourek offer the richest data available on the successes and failures of this exciting but controversial approach to education reform. After studying one hundred schools, interviewing hundreds of participants, surveying thousands more, and analyzing the most current data, they have compiled today's most authoritative, comprehensive explanation and appraisal of the charter phenomenon. Fact-filled, clear-eyed, and hard-hitting, this is the book for anyone concerned about public education and interested in the role of charter schools in its renewal. Can charter schools boost student achievement, drive educational innovation, and develop a new model of accountability for public schools? Where did the idea of charter schools come from? What would the future hold if this phenomenon spreads? These are some of the questions that this book answers. It addresses pupil performance, enrollment patterns, school start-up problems, charges of inequity, and smoldering political battles. It features close-up looks at five real--and very different--charter schools and two school districts that have been deeply affected by the charter movement, including their setbacks and triumphs. After outlining a new model of education accountability and describing how charter schools often lead to community renewal, the authors take the reader on an imaginary tour of a charter-based school system. Charter schools are the most vibrant force in education today. This book suggests that their legacy will consist not only of helping millions of families obtain a better education for their children but also in renewing American public education itself.
Download or read book The Wounded Leader written by Richard H. Ackerman and published by Jossey-Bass. This book was released on 2002-04-05 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: "These are the questions at the heart of the stories in The Wounded Leader. In these stories leaders struggle to make sense of their wounding experiences. We meet a principal who felt undermined by a contentious staff, another whose early mistakes ignited rumors and discontent, a leader who felt shunned when she took a position at a failing school, and a superintendent at odds with the school board."--Jacket.
Download or read book Understanding the Influence of Social Networking on New York State Female Administrators as They Advance to the Superintendency written by Camille L. Harrelson and published by . This book was released on 2019 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological qualitative study is to understand the influence of social networking on New York State female administrators as they advanced to the superintendency. The impact of the critical constructs of social network theory on the acquisition of knowledge, skills, and dispositions, the quality and availability of structures and supports and the barriers and challenges for females will be explored. The researcher used a self-designed semi-structured interview protocol with a three-part format (Alemu, 2016). The first part gathered demographic information about the participants. The second part of the protocol included open-ended questions formulated around Daly’s Social Network Theory (2010). The third part of the interview protocol included a closing that let the participant ask any clarifying questions. The selected population was current female New York State superintendents. The sample size of twelve sitting female superintendents was created by using the geographic location of upstate New York school districts, which were comprised of school districts that are located north of Duchess, Sullivan, and Ulster Counties. The results of the study indicate that there is bias against the female superintendent. The use of social networking is limited in its access and use amongst the female superintendents in this study. A state-level policy recommendation is to create resources about the process and procedures of running a school district. This resource could be a bank of retired or experienced superintendents and online courses through state organizations in the areas of budget, facilities and operations and capital improvements. A local policy recommendation is to have boards of education and community members who are members of the superintendent hiring committee undergo mandated equity training to avoid hiring bias. For implementation of practice, informal networks should be set up to tap into the local pool of possible female superintendent candidates, build their confidence, and make them aware of open positions. Statewide organizations, higher education, and BOCES should prioritize and develop plans to encourage increased participation of females in the SDP, leadership doctoral programs and informal regional networking to support a larger pool of aspiring female superintendents and locally, female administrators with potential to be superintendents should be tapped and coached throughout their development as leaders providing experiences that are relevant to building their leadership capacity. Formal networks should be sensitive to the needs of all members and design activities for social connection that are meaningful and relevant.
Download or read book The Lived Experiences of Principals in the Northeast United States in Supporting the Social emotional Wellbeing of Their School Community During the COVID 19 Pandemic written by William Castro and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the lived experiences of (12) elementary and middle school principals in the Northeast United States throughout the COVID-19 pandemic. In light of the emergency COVID-19 guidelines that have been implemented across schools in the United States, the purpose of this phenomenological study was to understand how principals support the social-emotional wellbeing of their school community and make emergency policy decisions during crisis. Through virtual interviews, elementary and middle school principals shared their unique perspectives around the perceived impact that COVID-19 emergency guidelines had on their schools, actions they took to support their schools' socio-emotionally, and the ways in which they made decisions around emergency policy. The study revealed that leaders and teachers experienced higher levels of stress due to the COVID-19 emergency guidelines, and students had fewer opportunities for social interactions. Principals also had to leverage existing socio-emotional supports and develop innovative methods to promote the socio-emotional wellbeing of their school communities throughout the pandemic. Throughout the crisis, policy decisions were made by leaning on experts, considering safety and operational feasibility, and deliberating community perception. The ways in which principals individually perceived and interpreted emergency guidelines also influenced the decision-making process and implementation. School communities were impacted by emergency guidelines in profound ways and principals recognized the critical importance of supporting their school community socio-emotionally during crisis. Principals prioritized the overall safety of their school communities regardless of the impact on socio-emotional health. Lastly, this study provided recommendations not only for future policy in education, but potential practices that will provide targeted socio-emotional interventions to students and strengthen community connections. Recommendations for future studies are also included to help bring to light the degree COVID-19 emergency guidelines have impacted schools throughout the United States for generations to come.
Download or read book The Power of Place written by Tom Vander Ark and published by ASCD. This book was released on 2020-03-09 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Place: it's where we're from; it's where we're going. . . . It asks for our attention and care. If we pay attention, place has much to teach us." With this belief as a foundation, The Power of Place offers a comprehensive and compelling case for making communities the locus of learning for students of all ages and backgrounds. Dispelling the notion that place-based education is an approach limited to those who can afford it, the authors describe how schools in diverse contexts—urban and rural, public and private—have adopted place-based programs as a way to better engage students and attain three important goals of education: student agency, equity, and community. This book identifies six defining principles of place-based education. Namely, it 1. Embeds learning everywhere and views the community as a classroom. 2. Is centered on individual learners. 3. Is inquiry based to help students develop an understanding of their place in the world. 4. Incorporates local and global thinking and investigations. 5. Requires design thinking to find solutions to authentic problems. 6. Is interdisciplinary. For each principle, the authors share stories of students whose lives were transformed by their experiences in place-based programs, elaborate on what the principle means, demonstrate what it looks like in practice by presenting case studies from schools throughout the United States, and offer action steps for implementation. Aimed at educators from preK through high school, The Power of Place is a definitive guide to developing programs that will lead to successful outcomes for students, more fulfilling careers for teachers, and lasting benefits for communities.
Download or read book National Education Technology Plan written by Arthur P. Hershaft and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is the key to America's economic growth and prosperity and to our ability to compete in the global economy. It is the path to higher earning power for Americans and is necessary for our democracy to work. It fosters the cross-border, cross-cultural collaboration required to solve the most challenging problems of our time. The National Education Technology Plan 2010 calls for revolutionary transformation. Specifically, we must embrace innovation and technology which is at the core of virtually every aspect of our daily lives and work. This book explores the National Education Technology Plan which presents a model of learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure and productivity.
