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Using technology effectively at the early elementary level has the potential to improve achievement across grade levels in a district, by preparing elementary students to use the digital tools they will need later on in school, and in college and career.

It’s crucial for today’s students to develop foundational technology skills that can be applied to their core subject learning. To accomplish this goal, districts need to coordinate the efforts of technology and academic staff to embed digital learning into the curriculum.

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. In this web seminar, originally broadcast on February 17, 2015, educators from an innovative school with an 85 percent Latino population in Milwaukee, Wisconsin, discussed the success they’ve had combining face-to-face instruction with online learning to drive math achievement for their ELL students.

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.

Today’s interactive parents are mobile and always connected, and they expect the same of their school districts. They want access to real-time, personalized information about their student, and they want to know that you can reach them when it counts. More and more, school communication plans must incorporate mobile to more effectively and efficiently connect with digitally fluent parents and students. In this web seminar, originally broadcast on March 3, 2015, presenters discussed some key strategies for successfully developing and implementing a mobile app for any district.

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? In this web seminar, originally broadcast on February 19, 2015, an administrator from TIE (Technology and Innovation in Education) in the Black Hills Online Learning Community in South Dakota discussed how the organization is leveraging online learning resources to create customized and blended learning opportunities for students.

Districts today are often making do with very lean maintenance staffs.

With California’s adoption of the Common Core State Standards, it became apparent that all students in Placentia-Yorba Linda USD in Orange County needed better keyboarding, higher order thinking and information fluency skills in order to perform well on the Smarter Balanced assessment.

The Oakland Unified School District (OUSD) has been California’s most improved urban school district for the past eight years. A key part of the district’s improvement plan has been a personalized learning vision that utilizes technology, including providing all students with access to a reliable wireless device, a Google Chromebook. This web seminar featured an expert from the Google for Education team and an administrator from OUSD, who discussed how tools like Google Chromebooks can be used to improve student learning, collaboration and innovation.

At the 27,000-student Richland School District Two in South Carolina, goals and strategies focus on fostering learning, character, community and joy. 

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.

Scott Drossos

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.

Schools want the robust functionality of a student information system with the analytics of a data warehouse.

When Linda Quinn became superintendent of Washington’s Ferndale School District in 2009, it was the start of a new era for the district, one that included some unprecedented challenges. 

The stand-and-deliver model of mathematics teaching is an instructional technique that is being replaced by a more dynamic and interactive style.