Articles: Teaching & Learning

May, 2015

Using effective strategies to personalize the math learning experience is key to reaching all levels of learners, especially Spanish-speaking English Language Learners who vary in their English language abilities, math proficiency and personal circumstances.

May, 2015

While blended learning has become a common topic of discussion and an increasingly common district-level strategy for driving student achievement, strategies for successfully making the transition to this new model of learning are often ignored. In this web seminar, originally broadcast on March 17, 2015, presenters explored best practices and lessons learned from blended learning initiatives.

May, 2015

Personalized blended and online learning programs have helped many districts provide access to more courses and to improve student outcomes. But how do you start a program and then scale it across your school and district?

April, 2015

When resources are scarce and distances are vast, how can school districts leverage curriculum, technology and instructional support to deliver customized learning that breaks the industrial-age barriers of time, space, path and pace?

January, 2015

An increasing number of educators are understanding that to implement a successful digital conversion, rather than focusing solely on providing access to technology, administrators must focus instead on creating personalized learning outcomes that are the result of more effective digital teaching strategies.

January, 2015

Using community engagement, professional development, custom curricula and digital resources, the leaders of Oak Ridge Schools in Tennessee hope to transform the district into a recognized leader in STEM education.

December, 2014

As increasing STEM teaching and learning continue to be goals of many districts, administrators are looking for tools that help encourage more students to pursue future careers in these fields.

December, 2014

For the 21,000 students of Federal Way Public Schools near Seattle, the goal of the district’s administrators is to involve as much interactive technology in learning as possible. 

December, 2014

The New Lenox School District 122 serves 5,400 pre-K through grade 8 students in 12 schools, and is located about 30 miles outside Chicago. The district has been noted for its high levels of achievement, with an average of 85 percent of students meeting or exceeding the Illinois Learning Standards in each of the last nine years.

December, 2014

According to recent U.S. Department of Education and Washington Post data, millions of students are struggling with reading and math.

November, 2014

At one large suburban school system in Westchester County, New York, an online assessment tool first used to comply with state law is now the foundation for a district-wide technology program that’s preparing students for life beyond their school days.

November, 2014

Today’s students must be able to use digital tools as they develop critical thinking, problem solving and other 21st century skills. Administrators are tasked with the challenge of selecting the right technology resources that incorporate the development of these skills into the classroom.

November, 2014

Middle school is a time of development, discovery and transition for students, as well as an exciting and powerful time for math education. Math starts to get more complex, and students must build connections between content.

October, 2014

The 9,000-student Council Bluffs Community School District in Iowa was one of the first K12 districts in the country to use Chromebooks and Google Apps for Education in a 1-to-1 implementation, beginning in 2011. The district has seen improved student achievement, rising graduation rates and decreasing dropout rates, with some of the most significant improvement in the state.

October, 2014

Kimberly Moritz is in her seventh year as the superintendent of Randolph Central School District. Prior to leading the district of 977 K12 students in this rural community in western New York, Moritz worked as a teacher for ten years in a neighboring rural school district and as a principal in two other school districts.

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