Even seasoned industry members can be overwhelmed by the number of new acronyms, movements, and tools coming from the edtech market. In a new post for GeekWire, Frank Catalano, Principal at Intrinsic Strategy, tries to help out newcomers and veterans with his cheat sheet to “ten trends, fads, and inexplicable WTFs of edtech.” Continue reading

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Digital tools provide many opportunities for students to receive more personalized education experiences. Two recent studies show, though, that actual physical, hands-on interaction enhances learning and helps students understand concepts better. While neither study discounts digital tools, they suggest that an all-digital environment would not necessarily help students to reach their full potential. Continue reading

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A new report from the Alliance for Excellent Education shows that the majority of PreK-12 federal funding is for birth to fifth grade ($26 billion) compared to grades 6-8 ($2.5 billion) and grades 9-12 ($3.1 billion). At the higher education level, funding rises again to $31.1 billion. The report, Never Too Late: Why ESEA Must Fill the Missing Middle, does acknowledge that graduation rates have risen over the past decade. However, the authors contend that if the stagnant funding for grades 6-12 continues and low-performing schools don’t have help in turning around, the U.S. will cease making progress on the goal to have every student college- and career-ready. Continue reading

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At the 2014 Technology-Enabled Personalized Learning (TEPL) Summit hosted by the Friday Institute for Educational Innovation at NC State University in collaboration with Digital Promise, the Software & Information Industry Association (SIIA), and the Michigan Association of Intermediate School Administrators (MAISA), participants discussed challenges and potential solutions for implementing TEPL. The outcomes of the Summit have now been released in a report, Technology-Enabled Personalized Learning: Findings and Recommendations to Accelerate Implementation. Continue reading

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Early political opposition to the Common Core State Standards (CCSS) appeared to mostly come from conservatives concerned about what they perceived as an increasing federal role in state education. A new report from the Brookings Institution shows how criticism has evolved to include the wider political spectrum when it became linked to other initiatives, like teacher reform, and when speed of implementation seemed to take precedence over other classroom concerns. “The evolving politics of the Common Core” by Ashley Jochim and Lesley Lavery theorizes that the growing opposition occurred because issues like evaluation, accountability, and privacy were ignored in the fervor over adopting the CCSS. Continue reading

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