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The Next Generation Science Standards (NGSS) were finalized in April 2013 after a lengthy research and development process by the National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, Achieve and a group of 26 states. Not a set of curricula, the NGSS serves to provide teachers with guidelines for teaching practical, more in-depth science.

MITCH KRUEGER
Director of Technology
Goddard USD 265
Goddard, Kansas
(5,400 students)

JANICE ARTHUR-TOWNS
IT Director
Carson City School District
Carson City, Nevada
(7,900 students)

DOUG PEARCE, Director, Technical Services
ANGELA COLUZZI, Director, Network Integration
Broward County Public Schools
Broward County, Florida (235,000 students)

Bruce Burger has been the superintendent of the Gibraltar School District in Michigan for the past five years, which serves 3,700 students and includes four elementary schools, one middle school, one high school and one alternative school. When Burger first came to the district as superintendent, one of his most serious concerns was the state of the preschool program already in place. “We had an early childhood program housed in one building, which was losing a considerable amount of money each year,” says Burger.

Edmonton Public Schools in Alberta, Canada, has been a Google Apps for Education district since 2008. Realizing the power of Google Apps to enable collaborative learning, leaders in EPSD introduced Google Chromebooks to replace computer labs and network-based machines.

When Kim Mathey, manager of instructional technology at Edmonds Public Schools (Lynnwood, Wash.), was approached by the district audiologist about the need for classroom sound systems for their 20,000 students, she was initially skeptical. “In 2004, we passed our first technology levy in a while,” she says. “I was focused on using that money for projectors, laptops and document cameras to enhance visual learning. I did not think audio systems were as necessary.”

Students need differentiated learning experiences to meet key goals and standards. Truly adaptive technology can give students an optimally personalized experience. This web seminar, originally broadcast on December 3, 2013, featured a blended learning and adaptive technology expert who shared data about the use of adaptive learning technology, defined what true adaptive technology looks like, explored the pedagogical implications of adaptive technology, and discussed how adaptive technology empowers students to authentically learn and deepen their understanding.

Individualized learning and flexible schedules are part of the philosophy at Falcon School District 49 (Colorado Springs, Colo.). After beginning as a fully virtual model and transitioning to a blended model, student outcomes have vastly improved at the district’s Falcon Virtual Academy. Its brick-and-mortar building facilitates collaboration and communication through open learning spaces, helping students to become more engaged and excited about learning.

More and more districts are pairing digital resources with classroom instruction. The variety and number of available curricula is also growing, which may leave administrators confused about how to evaluate their options for tools that help to meet Common Core and other standards, boost achievement, and more. This web seminar, originally broadcast on November 7, 2014, featured interactive, adaptive technology expert, Tim Hudson, and his tips for selecting the appropriate digital curricula for your district’s blended learning program.

It took less than three years for Tipton School District’s server-based technology program, once considered state-of-the-art, to become obsolete in 2007. At about the same time, the state legislature added a 21st-century skills requirement, including technology literacy, to the Iowa Core curriculum. And so, the search began for a new provider of technology literacy curriculum for the district.

The web enables unlimited teaching and learning experiences. By implementing Google Chromebooks and Apps for Education, district leaders can engage stakeholders, provide students with dynamic learning opportunities, and prepare students for future careers by utilizing the power of the web. This web seminar, originally broadcast on October 9, 2013, featured an administrator and a student representative from Leyden High School District 212 in Franklin Park, Ill.

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