| Schools Mull Needs Of Adult Distance Learners |  |
| Many ed-tech advocates have voiced support for distance learning as a way for K-12 students to take courses not offered at their regular schools or enroll in courses for college credit. But another group of learners--adults who turn to distance learning to return or expand their schooling--is attracting more and more national attention. |  |
| Civic Center: Part Two (PDF) | |
| Business leaders, local employers, city leadership, and community members in general can be vocal advocates for effective and meaningful use of technology to support student learning and school operation. It is not enough to be competent in basic word processing, spreadsheets, and presentation programs. Businesses need employees who can use tools in creative ways to approach work issues in new ways. Technology is not a separate skill in the workplace; rather, it must be leveraged to the fullest extent for competitive value. | |
| Community: Part One (PDF) | |
| Technology can help community members and businesses share their expertise to help address students' academic needs and interests. This can provide opportunities for ongoing school-community engagement beyond volunteering or occasional presentations. Technology can also expand the size of a schools' community, allowing students to access expertise in their region, state, nation, or throughout the world. | |
| Technology Demands Educational Changes | |
| According to a new study from the Pew Internet & American Life Project, there's a long way to go before adults embrace interactive online media to the degree that teens have. | |
| Home: Part Five (PDF) | |
| Just as students can use technology to access information outside of school, teachers can benefit from the opportunity as well. By providing remote access to school and district networks, teachers can have access to school-based resources and web-based tools to streamline administrative tasks, enhance planning opportunities, and support student learning. | |
| Community: Part Two (PDF) | |
| Online learning offerings can expand access to life-long educational opportunities that transcend traditional schooling. When courses are available online, community members can connect to classes that interest them or that they need to improve their employment prospects. Public access to technology can ensure that these educational opportunities are available for those who lack access at home. | |
| The Practical Principals | |
| Two principals, Melinda Miller, principal at Willard East Elementary just outside of Springfield, Missouri and Scott Elias, the 11th grade 11th grade assistant principal at Loveland High School in Loveland, Colorado are using podcasts and blogs to share their practice with other principals and to connect with the community and districts they serve. They have a shared podcast called Pratical Principals for sharing their insights with others and both have individual blogs. Miller has a school based podcast. These sites that serve as examples of some of the ways that technology can help support communication among staff and community. But they also raise issues about privacy and what is appropriate to share with the internet world about a school. | |
| Civic Center: Part One (PDF) | |
| When there is representation and communication among all stakeholders in strategic planning for education, the community can reach across boundaries to find solutions that benefit students and support the broader community. As technology and software continue to evolve, schools and districts have taken steps to align technology with their teaching needs and to provide the technology students need. With a systemic approach to technology, needs can be prioritized and budget funding allocated where they are most needed. | |
| Exhibition Night 2006 | |
| This video shows students demonstrating their projects to the school community in the form of exhibitions. Exhibitions are a great way of moving learning out of the classroom and into the community as parents and community members benifit from the learning efforts of the students. | |
| Dollars And Sense | |
| The Ariel Community Academy provides a K-8 curriculum that infuses financial literacy into every subject. The school was created from a public school/private buisness partenership, because the founder believed that by exposing African American children to the stock market, their math scores would improve. Each class receives $20,000 in the 6th grade to invest, and in the 8th grade, the class donates half of the profits to charity and splits the second half emong themselves. Each student also learns how to write a business plan, and students are exposed to successful community members and African American business executives on a regular basis. | |
| Critical Issue: Technology Leadership | |
| This Critical Issue focuses on leadership qualities responses to change, and effective uses of technology. The article examines important findings associated with leadership in general and considerations specific to education. Next, it provides summaries of major factors associated with change in general and their implications for education. Finally, it examines research findings and best practices as they impact technology leadership and educational productivity. | |
| Las Vegas: Environments | |
| In Clark County, NV, two schools have built unique learning labs with help from community members. One school built a 1 million dollar rainforest biosphere and a second built a replica of a silver mine. Students learn about concepts in history, earth science, geology, etc - all while having a fun, hands-on learning experience. Community members funded and built both labs, and they often volunteer as guides in the labs. | |
| How To: Get A Whole Community On Board For School Reform | |
| The author highlights a school district in Alaska which underwent significant reforms when a new superintendent was hired in 1994. He engaged the community and developed a standards-based system that has become a model for other school districts. | |
| Around The Clock Learning | |
| Spry Community School is a new school model in Chicago. This school combines pre-K through high school students into one space where K-8 starts at 9am, and High School runs from 11-7pm. The school aims for a 100% graduation rate, and its philosophy is that the greatest influence on students is family, and the greatest influence on family is community; therefore, they aim to be a resource for continuous community learning and involvement. Spry offers programs such as partnerships with hospitals where students serve as interns, a high school-elementary school tutoring program, and an afterschool program that teaches computer and life skills. | |
| Vegas Virtual | |
| Clark County, in Las Vegas, has a virtual school program which serves approximately 4,500 students. Online education allows students to have more control over their curriculum. Both teachers and students cite increased communication, access, and convenience as benefits of online learning; however, they acknowledge that in order to be successful, students must be self-motivated. | |
| Learning By Design | |
| The Build San Francisco Institute is a small school which was created through a partnership between the Architecture Foundation of San Francisco and the San Francisco Unified School District. This school targets students who haven't performed well in traditional schools. They come to the Institute three days per week and work on projects there that satisfiy core curricular objectives in math and the arts. They complete design challenges and apply math and art to real-world problems. Seniors also intern with design firms twice a week. The Institute's policy is to not accept second-rate work, because this is unacceptable in the real world. Students report that they have a more positive attitude after working at the Institute, and that they enjoy the collaborative atmosphere. | |
| Online Learning: School Goes High Tech | |
| The Florida Virtual School started in 2000 and is the first internet-based public school in the country. In Florida, some students are faced with a lack of qualified teachers or access to courses, and FLVS fills these gaps. The school serves grades 7-12 but does not offer a diploma. Teachers like FLVS because they feel that they can relate to their students more while online and get to know them better. Students enjoy the flexibility, increased support, and one-on-one attention that FLVS provides; however, they caution that procrastination is not acceptable in this environment. | |
| Online Learning: West Virginia Virtual School | |
| In West Virginia, 7th and 8th grade students are required to take a language. In rural school where there is a shortage of language teachers, the students can take online langugage courses through the West Virginia Virtual School. Teachers instruct large groups via speakerphone, and each student uses a Wimba to exchange individual voice messages and recordings with their teachers. A classroom facilitator monitors the students as they engage in online activities during the day. | |
| Virtual High School: Education On Demand | |
| The Virtual High School is a non-profit collaboration between 300 high schools in 26 states and 16 countries. VHS offers students over 150 courses. Each participating school lends a course to VHS and agrees to free up a teacher to instruct students online. The goal is to build a community of learners and engage students online. Students learn 21st century skills, and kids at all levels are able to accelerate their learning. Teachers also learn a new way of teaching and interacting with students. | |
| Schools As Hubs Of The Community | |
| The West Des Moines school district in Iowa believes that their schools should serve as magnet for community activies, cultural enrichment, and social services for both students and community members. All 15 schools are open day and night, 7 days per week, for use by everyone in the community. The Community Education Program coordinates over 400 classes and social services at the school. The belief in West Des Moines is that education and technology creates equal opportunity, and they hope to instill a culture of learning throughout their entire community. | |
| Hula To High Tech | |
| Nuuanu Elementary School in HI integrates technology and hands-on learning into lessons at every grade-level. From producing a newscast to following sea turtles to studying streams, every student is exposed to technology at an early age to become comfortable with the tools, and to connect them to the world. The community is involved with the school, and they can view the many videos that students post on their website. | |
| Let's Be Clear | |
| Public schools are often subject to criticism from many stakeholders. Rather than ignore ciriticsm though, schools should promote transparency in an effort to educate critics. In this article, the authors discuss how to promote transparency and what the pitfalls may be. | |
| In Some L.A. County Libraries, Video Games And Noise Are Welcome | |
| Some school libraries are turning to video games to connect with teenagers who have outgrown story time. Almost a quarter of libraries surveyed last year by Syracuse University's School of Information Studies had put on video game events. | |
| Assistive Technology And The Story of Lukas Bratcher | |
| Lukas Bratcher was born with a birth condition that limited the use of his limbs. He was unable to play a musical instrument, until a community member developed a euphonium that could be controlled by a joystick, which opened and closed the valves. This technology fulfilled Lukas' dream of playing in the school band. | |
| Middle School: Part Four (PDF) | |
| School-based computer labs can serve a resource not just as for students, but for community members as well. Schools can host informal "parent nights" for parents to come to school with their children to see firsthand how their children are learning and using technology. School-based computer access can provide formal learning opportunities for parents and other community members who may need technology skills and also serve those who wish to pursue GED or other education experiences through distance learning. | |
| USA's Top Principal Could Teach CEOs A Thing Or Two | |
| There are few leadership positions more challenging than high school principal, especially if the school has a history of under performance. Molly Howard is the 2008 Principal of the Year selected by the National Association of Secondary School Principals and MetLife. Her Jefferson County High in small-town Louisville, Ga., has increased graduation rates, raised test scores and believed enough in students -- 80% of whom live in poverty -- to eliminate remedial courses. Howard, 52, spoke to USA TODAY corporate management reporter Del Jones. Following are excerpts, edited for clarity and space. | |
| Home: Part Four (PDF) | |
| The Internet and telecommunications networks can be an important part of a community's communications system for both routine information and especially emergency information. Through applications like automated telephone messages, text messaging, e-mail, and websites, schools can alert community members about a wide range of topics from routine changes in scheduling and reminders for upcoming events to dismissal, lockdown, evacuation, or other information critical in an emergency. | |
| Fayette County Public School's Technology Assessment | |
| A report from the ongoing evaluation of Fayette County Public Schools' technology initiative. This is the second yearly report and includes recommendations for the next year of the initiative. | |
| Hoosiers Go High-Speed | |
| City leaders in Fort Wayne, Indiana plan to infuse the city with new life by convincing Verizon to wire the entire city as a business investment. As part of this effort, all of the schools were also linked with broadband. | |
| Report Urges U.S. To Think 'Big' About Broadband | |
| Higher-ed group says it's time for nationwide, open access to high-speed internet service | |
| Animating Dreams | |
| The ACME Animation Program is a school-based program where studnets connect with professional animators through teleconferencing technology and receive instant feedback from these experts on their animations. The program has also developed a website for anyone in the world to get similar feedback. This allows students to form relationships with professional mentors, which has improved the quality of their work. Teachers report that students produce better work when they know that professionals will be judging it, and that they also learn to work with deadlines in mind. | |
| A New Way To Teach: Begin With The End | |
| At the Marin School of Arts and Technology, teachers have implemented a project-based learning curriculum. Students work in the field, take their data back to the labs, and ultimately present their findings through digital media. School administrators believe that the students should be doing the learning work in project based learning, not the teachers. However, this curriculum requires teachers to brainstorm and work together to develop questions and projects for their students. | |
| Beginning The Journey: Five-Year-Olds Drive Their Own Project-Based Learning Projects | |
| At the Auburn Early Education Center, kindergarten students engage in learning by completing long term projects as a class. The kids decide on the theme of each project, based on their own curiosity and experiences. The teachers then guide them to resources, and the students learn how to cooperate, solve problems, and critically think and write about their solutions and experiences. The activities have meaning and value to the students, which makes them more engaging. The Center also incorporates technology into the classroom by using smartboards, which gives students access to a wide variety of information. | |
| Cinema Program: Cultivating A Career In Film | |
| At the Northeast School of the Arts, students are engaged in a filmaking class which instructors use a context for developing their thinking and writing skills. Students document school projects and trips in the class, and their films have been screened at festivals. The students learn how to write and develop a storyline, all while realizing that their stories do matter, and that the public is interested in what they have to say. | |
| Engineering Success: Students Build Understanding | |
| Freshmen at Aviation High School participated in a 6 month long project where they worked in teams of three to build an airplane wing. Project-based learning is prevalent in all subjects at Aviation High. This project was designed to make science and engineering seem more accessable to students. Local engineers analyzed their results and listened to student presentations, and there was time to provide feedback at the end, because the philosophy at Aviation High is that reflection is equated with retention. | |
| High Expectations: Students Learn To Rise To The Occasion | |
| The teachers at Faubion Elementary School are the ones responsible for the high performance exhibited by their students. Three quarters of the student population at Faubion qualify for free or reduced price lunch, however 97% of fifth grade students meet or exceed state expectations in reading and math. Teachers cite the fact that they set high expectations for all students, they engage parents as partners and visit students at home before the school year starts, the teachers work in grade level teams to plan lessons together or even teach together, they incorporate a social emotional learning curriculum called Life Skills into every grade in order to teach students how to be good citizens, and they enhance their lessons through technology use. | |
| Las Vegas: C.P. Squires Elementary | |
| The C.P. Squires Elementary School meets the needs of english language learners, both in school and out of school. About 90 percent of their student popoulation does not speak english, so reading is the main focus at the school. Teachers reinforce english language skills through a variety of methods, and by first grade, 98% of students demonstrate mastery of letters and sounds. Technology is an important part of the process; each student works on the computer and recieves individualized instruction. There are also many after school and adult programs to enrich the students and their families. | |
| No Gamer Left Behind | |
| Games and simulations are an effective way for students to learn the skills that they will need in the 21st century; however, many schools have not implemented these new technologies. Proponents of serious games argue that simulations tap into students' interests and allow them to channel their energy in a positive manner. The McKinley Technical High School in Washington DC is an example of a school which has turned itself around by incorporating games and simulations into its curriculum. Kids at McKinley see the connections between their academic subjects and the real world, and they have been very successful. Students enjoy the school atmosphere and report that the energy in their classrooms motivates them to learn more. | |
| The Global Dimension: Walter Payton High School | |
| Walter Payton College Prep in Chicago infuses a global perspective into every subject that they teach in order to achieve their goal of teaching students to be global citizens and leaders. Four years of language studies are recommended for students. The school hosts many international visitors to gain a global perspective. Technology plays a key role, both within the school and as a means to connect students to real-world experts and to their international sister schools. | |
| The Business/Education Partnership Forum | |
| The Business/Education Partnership Forum is a resource for anyone involved with or interested in building successful partnerships between business and education. The Forum offers a directory of resources, list of organizations active in the field, and regular updates of news and announcements through its free monthly e-newsletter. | |
| Community/School Partnerships: A National Survey (PDF) | |
| This survey offers insights into how school/community partnerships are structured, and what kind of relationships schools and districts have established with external stakeholders. | |
| Public-Private Education Facilities And Infrastructure | |
| Grants responsible public entities the authority to create public-private partnerships for the development of a range of projects. | |
| What Works? Seven Strategies For Success In School Business Partnerships | |
| This tool takes the user through "7 strategies" of creating successfull school/business partnerships,and puts focus on what has worked in examples. CTO's can get tips and ideas for many of the 7 strategies. The website also identfies best practices through case studies, "Success tips" in the areas of program development, partners, communication, evaluation, and samples, and it provides examples of potential barriers and how to overcome them. | |