The number and variety of courses that can be offered in a small rural district is often limited. That was not acceptable to Erik Belcher, superintendent of Fayette Local School District in northwest Ohio.
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.
A common challenge with district technology initiatives, particularly BYOD or 1-to-1 programs, is equity of access—ensuring that all students can utilize the same technology, regardless of their socioeconomic status.
Instructional technology can enhance the classroom experience by delivering personalized learning to students on a greater level. Forsyth County Schools in Georgia successfully implemented digital learning content and tools that drive higher order thinking and increase student engagement.
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.
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. Moritz joined Randolph with the goal of raising the district’s historically average student achievement; for over a decade, Randolph was seeing mediocre results on state assessments.