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If your school librarians are feeling beleaguered these days, well, they have good reason. Consider:

• The ranks of certified school librarians have been decimated in recent years by districts struggling to balance budgets.

• The explosive growth of anywhere-anytime digital content in K12 districts threatens to make the concept of library-as-media-center an anachronism.

A robust network that allows students and staff to access the internet is critical for every school district. However, to protect students and comply with CIPA and local regulations, a multi-strategy approach with reporting, monitoring, and flexibility tools is essential.

Collaborative virtual workspaces are one of the most effective new ways to assist in providing a high quality 21st century education. ePals’ latest platform, LEARN365, fosters social learning by providing a virtual space that is not bound by space or time for students and teachers to come together and exchange information. This web seminar, originally broadcast on November 14, 2012, addressed the importance of social and collaborative learning technology and Web 2.0 tools in providing a holistic, connected, social education for today’s students.

The Speak Up National Research Project’s Fall 2011 findings revealed that students want technology effectively utilized in their schools. They, as well as parents, teachers, and administrators, are seeking a high level of personalization that will engage and motivate them. The future of personalized learning is dependent on the new technologies and digital content that transform learning.

To implement blended learning effectively, administrators must gain a thorough understanding of the best tools, training, and processes necessary for teacher and student success. Thesys International offers custom curriculum designed to improve learning outcomes through blended learning. This web seminar, originally broadcast on October 25, 2012, featured Fairmont Preparatory Academy and the Pasadena (Calif.) Unified School District, which are in varying stages of implementing blended learning, with help from Thesys International.

A strong strategy and rock-solid network foundation are necessary to successfully implementing iPads in schools. Administrators in San Francisco’s Archbishop Riordan High School decided to implement a 1:1 iPad environment beginning as a voluntary program in 2012, taking on all infrastructure obstacles head-on. With parent, student, and teacher feedback and support, iPads will then be a mandatory purchase for the 2013-2014 school year.

Digital literacy is certainly necessary for K12 students in order to succeed in school and beyond. However, instilling proficiency with technology can be challenging for students to learn and teaches to teach. Tools such as’s easy-to-use instructional activities can aid teachers in ensuring their students are ready for the 21st century workforce.

In 2007, as part of their goal to meet technology literacy standards passed by the state of New York, administrators at the Longwood Central School District on Long Island were looking for a tool that would help them both integrate digital skills into core curriculum, and assess whether those skills were being taught effectively.

James Dent knew ST Math would help the students at the charter school he co-founded two years ago because he’d seen its power at other schools. But he had no idea how effective it would be with teachers.

An East Leyden High School student selects a Chromebook from a charging cart. With Chromebooks, students can work on any device in any class period and access their work from anywhere, including from the Chrome browser installed on a home computer.

For students of Leyden High School District 212, two miles from O’Hare Airport in Illinois, Aug. 14, 2012 felt more like their birthday than the first day of school. The district, comprising East and West Leyden high schools, realized its long-planned hope of providing a computing device to every student and gave out 3,500 new Google Chromebooks.