Education Technology by Mediaplanet_USA

A Mediaplanet Guide to Digital Education Tools

Education Technology

Vera A. The creative ways sheâ&#x20AC;&#x2122;s helped her students learn while teaching from afar

How school connectivity provider Kajeet is bridging the digital divide Explore the tech tools that can improve learning outcomes during a pandemic

DECEMBER 2020 | EDUCATIONANDCAREERNEWS.COM

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How Technology Can Provide Every Student With Transformative Learning Experiences Equitable access to learning technology can help bridge educational gaps for students around the country.

magine students in a rural school having access to the same electron microscope as their big-city peers. Or a student who’s legally blind working side-by-side with classmates to design a functional electric car. Or all students in a classroom learning at their own pace, whether they are trying to catch up or are way ahead. These are just a few of the ways technology is transforming education. And it’s happening today in schools around the world. Bridging the gap But even as the future we envision starts to appear in our schools, there remain gaps that must be addressed @MEDIAPLANETUSA

so that every learner has the opportunity to thrive. The smart use of learning technology can accelerate the right solutions. Ten years ago, there were vast gaps in which classrooms had broadband access to digital resources and which did not. Today, 98 percent of classrooms are wired. That’s a huge step forward, but when we look closer, we see that in under-resourced schools, students are more likely to be asked to use technology passively: to watch or to listen. In contrast, in wealthier schools, students are more likely to be given access to digital tools for active learning: to create, to communicate, to design, and @EDUCATIONANDCAREERNEWS

Joseph South Chief Learning Officer, International Society for Technology in Education (ISTE)

to solve. As a result, the better-off kids learn more and learn more deeply, increasing achievement gaps instead of decreasing them. Reimagined tech We need to ensure that students everywhere have opportunities to use digital tools actively for creative

problem-solving. And that takes more than wires and devices. It requires us to rethink what it means to teach and learn with students at the center. We can only accomplish this if every teacher is prepared to thrive in tech-enabled classrooms from day one. Connecting students to devices and software means nothing without trained educators to help them navigate those tools. Teachers matter Research shows that 96 percent of teachers think education technology increases student engagement in learning, but 43 percent say they haven’t received the

training they need to teach with technology. We can do better. Across the country, ISTE-certified educators are leading the way. When we have connected students in every school who are actively using technology to learn and create with teachers who are skilled in using technology in transformative ways, our education system can play a powerful part in closing equity and achievement gaps. Many of the necessary tools are already here. As educators, parents, and citizens, the power is with us to use those tools to give every single student a transformative learning experience that meets their needs. n

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Publisher Hillary Schier Business Developer Mac Harris Managing Director Luciana Olson Lead Designer Tiffany Pryor Designer Tiffany Jackson Lead Editor Mina Fanous Copy Editor Dustin Brennan Partnerships and Distribution Manager Jordan Hernandez Director of Sales Stephanie King Director of Product Faye Godfrey Cover Photo Vera A. All photos are credited to Getty Images unless otherwise specified. This section was created by Mediaplanet and did not involve USA Today.

Make Sure Teachers Are Heard Clearly in the Classroom VoiceLift Pro Microphone System Grants Available

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Amusing TikToks or clever memes can help reduce the stress and tension during these difficult times. Whatever the source, most students will appreciate the effort.

How ISTE Is Helping Educators and Students Connect During COVID-19 Using technology as a resource is more important than ever, as remote learning becomes a way of life for many children and young adults. For teachers looking for ways to make distance learning more accessible, knowing what technology is available can make a world of difference in reducing the digital divide. According to Torrey Trust, Ph.D., an associate professor of learning technology at the University of Massachusetts

Amherst, “The point of public education is to try to provide equal footing. It doesn’t have to be perfect in this emergency situation, but I want to see educators be creative in these times. Instead of shutting down, use technology as a resource. “I’m hoping we can shift to Universal Design for Learning (UDL), whether hightech or low-tech, because it will be so beneficial for making more inclusive learning environments at home, as well as when students get back to the classroom.”

Designing for accessibility Instructors should make sure that assigned videos have closed captions. If not, they can create their own. If an audio file lacks transcripts, a student volunteer can develop them. Most apps, including Google Docs, have instructions for making materials used more accessible.

Multiple means of representation Instructors can offer students the option of watching videos, listening to audio, or reading text using Microsoft Immersive Reader. Students can also engage in virtual tours, augmented reality, and digital 3D. Thinking outside the box Teachers should be willing to design open-ended activities where students get to choose how to demonstrate what they know. They can write, create a podcast or video, or bypass technology altogether.

For example, students can build a 3D model in Tinkercad or use recycled items to make a model. The bottom line is that multiple means of action and expression are encouraged. Reaching out to students Teachers should remember that a lot of kids are experiencing anxiety during the pandemic and may need a source of comfort. Whether taking time out for a special video morning or sending them a personalized text or email, letting them know someone cares is essential.

Being in touch with other educators The International Society for Technology in Education (ISTE) has created a COVID19 Educator Help Desk to share advice with instructors about online learning, and provide answers to pressing questions. Trust says ISTE Commons is an excellent source to discover what fellow educators are doing. “Educators have been given a difficult challenge, and they are going into these communities online and figuring it out,” Trust said. “When they come back to the classroom, I hope that willingness to try technology will come back with them.” n Cindy Riley

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Why Professional Learning for Teachers Is Essential During the Pandemic With the shift to remote and hybrid learning, it is imperative that teachers have access to ongoing professional learning opportunities.

n March, the COVID19 pandemic hit and the nation was thrust into a new era of remote work and education. Teachers across the nation were asked to transform how they deliver instruction. This transformation required them to shift not only where instruction took place but also how lessons were structured. Inequitable access to technology and the internet complicated things further. To continue providing our students the best education possible in these new and challenging circumstances, it’s important that we also continue providing professional learning opportunities for our teachers. 4

New normal Like all learning in 2020, professional learning for educators looks very different now and reflects a new digital learning paradigm that is likely to be the new normal going forward. Open to any teacher anywhere, Verizon Innovative Learning’s Teacher Training Pathways focus on technology integration through free online courses. Timely topics include transitioning to remote and hybrid learning and edtech tools for online and blended learning, as well as an introduction to instructional technology coaching, all of which are aligned to Digital Promise micro-credentials.

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Micro-credentials are competency-based digital certifications that allow educators to continue their professional learning anytime, anywhere. The flexibility for teachers to continue professional development (PD) without leaving their homes is a critical element while mobility is limited due to the pandemic. Because they focus on a discrete skill or set of skills, educators can select topics that are most relevant to them at a given time. Benefits of coaching Supporting teachers in meeting students where they are and helping them to advance requires professional learning to be personalized, ongoing, and contextual. This is best

done when new content and teaching strategies are coupled with instructional coaching. Unlike outmoded sit-and-get, one-size-fits-all workshops, coaching provides sustained support around implementation of new knowledge and skills that is customized to each teacher’s specific context. Instructional coaching is one of the principal elements of the Verizon Innovative Learning Schools initiative. To ensure equitable learning opportunities, participating schools receive devices and internet access for all students and teachers. But just as important, each participating school has instructional coaching support for teachers to help with effectively integrating technology into learning in meaningful ways. This coach serves as a thought partner and a valuable resource to teachers throughout the school year, and is even more crucial now as teachers navigate the new learning environment. Coaching promotes educational equity, providing the support teachers need to close the gap in technology-use in the classroom. Research shows that when teachers have access to instructional technology coaches, they and their students use technology more frequently and more impactfully, which in turn improves student engagement and learning. By working with teachers one-on-one or in small groups, coaches are able to address each teacher’s specific needs and goals. The right tools at the right time Coaches — and particularly instructional technology coaches — became even more

valuable during the pandemic, as technology became a necessity and teachers looked for greater support around engaging students in distance learning environments. Coaches were relied upon to provide virtual PD for teachers on effective practices, strategies, and technology tools for transitioning to online instruction to help ensure learning continuity. In fact, 92 percent of Verizon Innovative Learning Schools teachers said the professional development provided through the program helped prepare them to teach remotely. We recently expanded our reach through Verizon Innovative Learning Schools Connect. This new opportunity provides hotspots for students who don’t have reliable home internet access, eliminating their barrier to digital inclusion. But we know simply providing technology and access is not enough — teachers need timely, relevant professional learning opportunities with the support of an instructional coach for the best outcomes. This is why we have included those elements, along with the opportunity to earn micro-credentials, in the Verizon Innovative Learning Schools program. The bottom line is that no matter where teaching and learning are taking place, it’s imperative that teachers have access to ongoing professional learning opportunities that are timely and relevant. Whether it’s instructional coaching, online courses, micro-credentials, or other formats, professional learning support for teachers is not optional. n Lydia Logan, Executive Director, Verizon Innovative Learning Schools, Digital Promise MEDIAPLANET

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5 Ways to Advocate for Better Technology for Teachers and Students In today’s learning environment, technology and education are a package deal. This was especially true when so many schools had to shift to online learning with the spread of COVID-19 earlier this spring. And as the pandemic continues, online learning is continuing into the 2020-21 school year. While technology provides great opportunities for teaching and learning, many teachers lack the connectivity they need to instruct and support student learning, and students do not have the proper technology to continue their studies. The COVID-19 crisis has exacerbated inequities in our public education system, particularly when it comes to accessing the internet and dependable devices. According to Pew Research, 37 percent of rural Americans do not have broadband internet access at home, and 35 percent of students from households with annual incomes below $30,000 do not have access to high-speed internet. Additionally, 25 percent of African American households and 23 percent of Hispanic households with school-age children do not have access to high-speed internet at home.

The tools they need It is critical for every teacher and student to be equipped with the appropriate tools they need to teach and learn — and access the wealth of online learning materials available. It is vital that we take immediate steps to make a dedicated financial investment that will close our nation’s connectivity gap.

It is our duty to raise our voices to ensure every teacher and student has access to technology...

We must advocate at the federal, state, and local levels to make these robust and equitable investments in education and technology. Here are five ways you can advocate for change: 1. Learn more about the barriers to access in your community by visiting EveryStudentConnected.org. 2. Participate in district and school board meetings and

speak about the issue. 3. Send emails and letters, and make phone calls to decision-makers. 4. Conduct meetings with decision-makers and their staff. 5. Use social media and work with traditional media outlets to get your message out, garner support, and mobilize. When speaking with school district leaders, school board members, and local, state, and federal lawmakers, ask them how your school district’s technology plan ensures all teachers and students have equitable access to technology and broadband. If there is no sufficient plan in place, ask what steps they’re taking to ensure every child and teacher has access to the technology and connectivity needed to teach and learn in a virtual setting. It is our duty to raise our voices to ensure every teacher and student has access to technology, and the opportunities that help them teach, learn, grow, and thrive. We can work together, especially during this challenging time, to ensure our teachers and students are well equipped to have a successful school year. n Leslie Boggs, President, National PTA

How Mickey Revenaugh Says We Can Deliver on the Promise of Online Education Mickey Revenaugh launched the federal E-rate program and Connections Academy, one of the nation’s first fully online K-12 schools, 20 years ago. The self-professed ed tech “rabble rouser” shared her thoughts on COVID-19 remote schooling, and online learning’s promise of equity and access to quality education.

What do you think about being called an EdTech pioneer? I’m passionate about how technology can democratize education; we can reach people of all ages and

around the globe. I’m incredibly proud of co-founding Connections Academy and that over 1 million K-12 students have attended the online schools we support. Now, at Pearson, I continue to innovate as vice president for Global Online Learning/ director of New School Models. With the pandemic, online/hybrid school is a new normal for students. How is America doing? At the outset of the pandemic, American educators — and families — were heroic. With little warning or training, they rolled out a patchwork of virtual learning almost overnight.

These emergency solutions, however, really don’t reflect a true online school experience. Connections Academy was built for the online environment. The model relies on an intentional mix of synchronous and asynchronous learning, giving students flexibility in terms of when, where, and how they complete lessons, and teachers are trained in online teaching. How can we improve “emergency” online programs and deliver on online learning’s promise? The American public education system is extraordinary in its uni-

versality and its accessibility to all. But there are gaps in resources and opportunities, often based on a child’s zip code. These differences existed pre-pandemic and are now painfully glaring. We need to up our learning game by: • Closing the digital divide. Internet access is a basic human right. Period. • Improving and creating more online learning options, and training teachers in online teaching. Hours of Zoom calls are not sustainable. • Committing to actively engaging learners whether they are online, in person, or in some hybrid model that combines both. n

Master K–12 online learning Since 2001, we’ve partnered with hundreds of districts and served over one million students online. Connect with us to bring the experience and flexibility of Pearson Online & Blended Learning to your students. pobl@pearson.com

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Educators: Join us January 9, 2021 for REMOTE K12: The Connected Teacher Summit. In this free virtual event, hosted by Arizona State University and sponsored by Pearson, discover effective online learning techniques and earn an ASU-certified credential. Register at remotek12.org Copyright © 2020 Pearson Education, Inc. or its affiliate(s). All rights reserved. 11327 LO 1120

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With time and resources short, raising awareness of cybersecurity is the best chance schools have to defend themselves against bad actors. Since schools moved to remote learning this spring, cybersecurity incidents have become breaking news stories. We hear daily stories about security breaches (“zoom bombings”) of video conferencing classes, hacks of online learning platforms, phishing scams of students, and ransom attacks on school districts. Attacks have resulted in well-publicized shutdowns of school districts in Alabama, Nevada, Florida, New York, and more. The Louisiana governor declared a state of emergency after a virus disabled three school districts’ computers. Because school systems are responsible for protecting vast amounts of confidential student and employee data, cyber criminals are targeting our students and teachers. What can we do? We must make cybersecurity awareness education a top priority. Often learners, and even teachers and parents, do not understand how to protect their information. Being a good digital citizen means understanding and practicing safe, secure digital habits. How do you start a discussion about cybersecurity? Keep it simple. To effectively raise awareness, users need to connect with messages that are personal and easily actionable. Using negative and fear-based messaging can turn people off. Relying on overly technical language can leave people feeling that the messages don’t apply to them. Second, we must ensure our school networks have current detection and prevention technologies. Unfortunately, the Federal Communications Commission decided the E-rate program — the largest federal funding source for education technology — should not cover the most essential cybersecurity costs. This is a new and challenging moment. Resources are stretched and time is short. We can and must ensure students have a safe and secure learning environment, and that means we must invest in cybersecurity. Keith Krueger, CEO, CoSN (Consortium for School Networking)

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Finding Creative Solutions for Remote Learning For the majority of her 15 years as a teacher, Vera A. enjoyed the rewards of her profession in person. She received simultaneous “oohs” and “aahs” during story time and group high-fives when a lesson would click for the entire classroom. “That’s gone,” Vera said. “So, I’ve had to try to find and recreate those moments to help myself feel like it’s still happening — like all these things are still happening — regardless of our disconnect.” Plus, during the COVID-19 pandemic, lessons are riddled with frozen video and, in the case of some students, lack of access to quality learning tools and WiFi. This has caused teachers, including Vera, to find creative solutions for creating personalized learning experiences, fostering a sense of community, and enabling equity. Learning together, apart One of the ways Vera has tried to build community in her virtual classroom is by creating visual and audible experiences for them to remember, such as by repurposing the colorful

tutus she used to wear during in-person lessons. “I’d drape them behind myself, so when I’m online it’s full of color, and it’s exciting and engaging,” she explained. “Or I would bring in my dog and the dog would tell a story. “I would do a read aloud and say, ‘Let’s get close, find a comfy position, and listen to the story,” Vera added as another example. “Even though we’re not together, we have togetherness.” Technology, she said, is “a curse and a blessing” because it has allowed her to recreate these moments when enjoying them in person with her students isn’t possible. Overcoming challenges Speaking of technology, during COVID-19, at some schools, including Vera’s, access to digital tools has increased for teachers, with devices like iPads and Chromebooks becoming more widely available. However, among students, the pandemic has highlighted inequities that have always existed in the education system, Vera said. Access to technology aside, some children may not have tools like tweezers, LEGOs, journals, pens, and beads

PHOTO: COURTESY OF VERA A.

Cyber Criminals Are Targeting Students & Teachers

that are necessary for building essential fine-motor skills. Inequities such as these require more attention, but more immediately, it’s led Vera to reconsider some aspects of her teaching approach. “It’s made me rethink what I need to be, quote, in control of, unquote,” she said, including examples like whether a student needs to have their microphone or video on during online lessons, or whether they can turn in an assignment using a voice recording rather than digitally.” When it comes to remote learning, Vera argues there’s additional room for improvement. Namely, she said that more challenges could be tackled if more teachers were involved in educational technology, or so-called “EdTech,” decisions from the get-go. That involvement may be critical if technology remains a key part of the educational experience in the years to come, which Vera predicts will be the case. “I don’t think we’ll ever go back to education as we knew it before,” she said. “I think technology will always be integrated into our classrooms.” n Melinda Carter

The COVID-19 pandemic put a magnifying glass on the educational technology inequities across our country. Districts with the resources and a vision for technology integration had an easier time transitioning from brickand-mortar instruction to a remote learning platform. These gaps were seen in both the affluent and impoverished schools across America. Even students with reliable connectivity can have challenges when there are several people in the household simultaneously participating in video conferencing sessions. Some federal funding has been available to help meet these needs, but a clear sustainable plan for keeping all students connected remains elusive.

nected is just the beginning, though, as districts with a clear vision for 21st-century learning were better positioned to adapt to the new environment. Online learning is vastly different from the classroom. Perhaps the most successful teachers are letting go of the idea that they have to re-create the classroom experience in an online format. They’re embracing the abundances and scarcities of the online world. Schools that can leverage technology can provide instructional experiences that are different from brick-and-mortar schools, yet meet the instructional experiences for the students. Experiences like STEM integration through virtual classrooms via Seesaw and Zoom, instruction centered around Engineering Design Thinking, use of household items or items found in nature, coding, and a focus on perseverance and creativity open doors for students to apply the content they’re learning to the real world. As we turn the calendar year and approach a full year of facing COVID19, one truth remains constant: Nothing can replace the value of faceto-face interaction between teachers and their students. But educators are the embodiment of lifelong learners and they will continue to find ways to leverage technology to reach students. Only time will tell if how we “play” school will look drastically different when the pandemic is over. My hope is it will be even better! n

Adjusting approaches Making sure students can get con-

Matthew L. Montgomery, Ph.D., Superintendent, Revere Local Schools (Bath, Ohio)

The Common Denominators of Successful Online Classrooms School leaders across the country are facing unique challenges unseen by their predecessors. Since March, schools have been thrust into providing instruction in novel ways as the COVID19 pandemic wreaked havoc on in-person schooling. While some schools fared better than others, each district continues to provide robust learning opportunities to their respective students, whether they are in-person, hybrid, or remote. As a school superintendent, I have seen firsthand our triumphs and shortcomings over the past eight months, whether it be providing food to our families, supporting student and staff social-emotional well-being, or ensuring students have devices and internet accessibility.

In our school district, we work hard to incorporate engaging, hands-on activities in our classes. Students take an active role in their learning and they’re often collaborating with their peers on design, problem-solving, and critical thinking tasks that go well beyond the capabilities of a pre-recorded video or a lecture delivered through a video conference. Access is key The one factor I believe made the largest impact on success in terms of instruction was a district’s ability to provide each student with a device and access to the internet. The digital divide, or gap in access to technology, is not a new issue for schools; it has been a constant challenge for schools since the turn of the 21st century.

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3 Myths About Teaching Digital Citizenship While many students are more tech savvy than their instructors, that doesn’t mean they know how to be good digital citizens. Kelly Mendoza of Common Sense Education explains how teachers can guide their students toward creating a better digital world. Today’s students grow up with the power of digital media and technology to explore, connect, create, and learn in new ways. With this power, young people have great opportunities, but they also face challenges and dilemmas. Below are some common myths about digital citizenship I hear from teachers, and an explanation of how to overcome each obstacle. “I don’t have time.” It’s true that teachers have a lot on their plates. Digital citizenship may seem like just another flavor of the month, but more and more, teachers are realizing that teaching digital citizenship is an essential foundation for their students’ digital learning abilities. “My students are already tech savvy.” Your students may be tech savvy but that doesn’t mean they’re tech smart. Knowing how to use apps and tools is one thing, but knowing how to be a citizen in the digital world requires a set of socialemotional competencies teachers need to guide students through. Try asking students about the websites, games, and social media they use, and then discuss how to address digital dilemmas they face. “Our librarian or tech coordinator already teaches digital citizenship.” I advocate for a whole-community approach to digital citizenship, including teams of teachers teaching students, parent and family education, and professional learning for all staff. The more people involved in creating a positive culture of digital citizenship, the more likely it will become the culture of the school. Do any of these obstacles resonate with you? How can you think about them differently? The reality is this: Our future in the digital world lies in our students. They are shaping what the digital world will be, for good or for bad. It is up to us to guide them as citizens of the digital world: a world we want to be proud of. Kelly Mendoza, Senior Director of Education Programs, Common Sense Education

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How EdTech Is Shifting Education Away From a One-Size-Fits-All Approach Our panel of experts explains the potential EdTech holds for personalized distance learning experiences, and what it will take for these digital tools to remain when the pandemic subsides.

Bryan Davey, Ph.D., BCBA-D President, Gemiini Systems

Eli Crow, Ph.D., Founder and CEO, Education Advanced

While the transition to hybrid learning has been a tremendous challenge, how can we make sure students receive a personalized learning experience? Bryan Davey: As educators, it’s important we ensure our students are appropriately placed at their educational level. EdTech, such as Gemiini, allows for easy, accessible educational programming through on-demand skill and placement assessments, and automated program placement and progress monitoring. Eli Crow: Technological advancements have helped teachers provide students with personalized learning experiences, but this is not a full-stop replacement for humanto-human interaction. Using technology to support curriculum-driven instruction and data to analyze progress toward standards mastery is valuable, but the key in any learning model is building and maintaining relationships with students. Vicki Davis: Hybrid learning is a massive challenge for teachers and students everywhere. The best schools will understand that multitasking is a myth and let teachers focus on students in either a face-to-face or distance-learning experience at one time. However, teachers that don’t have this opportunity should appoint classroom “team

Vicki Davis Teacher and IT Director, Sherwood Christian Academy (Albany, Ga.)

leaders” in the physical classroom to pair up with those learning at a distance. What are the benefits of personalization in education? BD: In general, personalized education is directly linked to existing skills for those in need of targeted instruction, and thus this approach has the potential to increase student engagement and learning. EdTech allows for automated personalization and on-demand learning opportunities. EC: Creating a perfect fit for every learner is no easy task but it can be a life-changing investment for students. Personalization develops student agency, encouraging active participation in learning and supporting the development of advantageous goals. Personalization also provides opportunities to shift the paradigm from grade level progression to competencybased mastery of content. In today’s educational environment, we cannot afford a one-size-fitsall approach to instructional practice. VD: We must engage students and remember that the greatest personalization comes from the relationships teachers have with students. We must relate to educate. We human beings are relational in nature and students will push through the struggle when they know the teacher cares. n

The Virtual Education Strategies That Deliver Better Learning Outcomes In spite of the COVID-19 pandemic, teachers and service providers have knocked down barriers to learning for students with disabilities.

any teachers say that being creative, collaborative, and sharing accessible materials extends learning engagement for students of varying abilities. Data shows that the regressions in math, reading, and language skills many predicted as a result of distance learning are not coming to pass. At the local level, we have found little regression of basic literacy and numeracy skills. However, academic language, proper grammar, and syntax have been impacted. That effect is greater for students living in poverty. These anticipated regressions have not materialized because teachers mobilized with three strategies.

Creativity & flexibility The Individuals with Disabilities Education Act (IDEA) calls for specially designed instruction, and special educators are the most creative people I know. From singing a lessonâ&#x20AC;&#x2122;s content, to dressing up on screen, to reading aloud via phone calls during remote learning to gain and hold youngstersâ&#x20AC;&#x2122; attention, teachers have been engaging in inventive practices during COVID. Collaboration & trust Students and families learning remotely who have trusting relationships with their teachers and service providers stay connected. Ideally, building that trust would have begun long before COVID-19, however, families have shared

that out of a pandemic comes an opportunity to get closer to their school community, and teachers agree. Accessibility & crowdsourcing As students were asked to learn at home, the world fast-forwarded web accessibility standards. Though not perfect, teachers learned quickly that posting and

sharing materials that can be read independently by screen-readers, and allowing students to accommodate for themselves, leads to more independent learning. The field will not unlearn The teachers exercising creativity, collaboration, and accessibility are allowing students within special education to thrive during

a pandemic. In fact, some students have grown and families attest that their educational outcomes have improved. n Kelly J. Grillo, Ph.D., Coordinator of Special Education, Cooperative School Services; 2020 Council for Exceptional Children (CEC) Teacher of the Year;â&#x20AC;? Daniel McNulty, M.S., State Director, PATINS Project

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