| 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. | |
| 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. | |
| 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. | |
| 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. | |
| 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. | |
| 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. | |
| 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. | |
| 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. | |
| 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. | |
| 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. | |