| 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. | |
| 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. | |
| 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. | |
| 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 Three (PDF) | |
| The Internet can provide information for parents from all communities. A parent portal that provides information in the primary languages served by the school can help improve parents' involvement and engagement in their students' education. Properly constructed, parent portals can provide information about student assignments and performance, two-way communication with teachers and administrators, and paperwork reduction, as well as announcements of school and community events and activities to parents from all language backgrounds. | |
| 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. | |
| District Office: Part One (PDF) | |
| The collection and use of data are critical for documenting successful programs that should be expanded and for identifying those programs for which alternative strategies are needed. Data allows district leaders to demonstrate effectiveness necessary to make programmatic and funding decisions. | |