District CIO

CoSN survey highlights lack of classroom broadband and greater need for E-rate funding

The Consortium for School Networking, in partnership with Market Data Retrieval, released the final results of its first E-rate and broadband survey on the challenges K12 schools face as the demand for digital learning grows.

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ISTE 2014

June 28-July 1, 2014

Atlanta, Ga.

CoSN 2014 Annual Conference

March 19-22, 2014

Washington, D.C.

2013 Missouri CTO Clinic

November 7, 2013

St. Louis, Mo.

SETDA Leadership Summit and Educational Forum

November 3-6, 2013

Arlington, Va.

iNACOL Blended and Online Learning Symposium

October 27-30, 2013

Orlando, Fla.

Missouri K12 tech director honored nationally

The Affton School District’s director of technology and innovation, Dr. Robert Dillon, has been named a fellow of the Martin Institute for Teaching Excellence. The relationship with the institute will help connect Affton students to innovation, ideas, resources, and opportunities.

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Iowa district tech director wins state award

Efforts to expand technology in the Sioux City school district have earned Technology Director Neil Schroeder an award as one of the state’s top administrators. Schroeder was named Iowa Technology & Education Connection’s administrator of the year Friday. The award is given to a principal, superintendent, or other administrator who expands the use of technology in their district.

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Schools must better balance technology and privacy rights

One side to the technology debate revolves around storage of the copious amounts of data collected by schools, districts, and state education departments. So much data is floating around that districts across the U.S. have turned to private companies to store information in the cloud. These companies protect files with high-level encryption, but still, privacy rights advocates are challenging districts that rely on third parties to store data outside of schools.

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Language-gap study bolsters a push for pre-K

New research by Anne Fernald, a psychologist at Stanford University, showed that, at 18 months, children from wealthier homes could identify pictures of simple words they knew—“dog” or “ball”—much faster than children from low-income families. By age 2, the study found, affluent children had learned 30 percent more words in the intervening months than had children from low-income homes.

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