The 2015 Content in Context (CIC) conference, Development & Delivery for Digital Learners, offers expert insights from industry leaders, researchers, and educators. Get a sneak peak of these thought leaders and their perspectives on the current state of education.

Part one of the series focuses on general session speakers. Visit the CIC website for more information and to register. Continue reading

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The 2015 Content in Context conference features a session on untangling the Next Generation Science Standards (NGSS), examining the challenges, goals, and learning resource needs for the new science classroom. In this Q&A, David Beacom, Publisher and Associate Executive Director for the National Science Teachers Association, and his colleagues provide insights into the key issues facing educators concerning the NGSS. Continue reading

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The White House Science Fair, a key part of the President’s Educate to Innovate campaign, celebrates the student winners of a broad range of science, technology, engineering and math (STEM) competitions across the country. At the Science Fair held on March 23, Obama announced more than $240 million in pledges to boost the study of STEM subjects. Continue reading

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Politicians, educators, and parents agree that the ESEA needs to be rewritten, moving U.S. education past the No Child Left Behind (NCLB) era. But despite the criticism of the current incarnation, not all aspects of NCLB are negative. An analysis of the law by the New York Times examines the legacy of NCLB and why some federal oversight is necessary in education. Continue reading

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A new report by the World Economic Forum, written in collaboration with The Boston Consulting Group, examines how technology can play a role in helping students become proficient in 21st century skills. Titled New Vision for Education: Unlocking the Potential of Technology, the report defines the 16 critical skills for students to learn, the gaps in proficiency around the world, and case studies where edtech contributed to success. The report’s authors conclude that technology is a key tool for increasing achievement, but it’s not enough just to have digital resources. “For technology to reach its greatest potential it needs to be better integrated into an instructional system we call the ‘closed loop,’” argue the authors. “For instance, at the classroom level, education technologies should be integrated within a loop that includes instructional delivery, ongoing assessments, appropriate interventions and tracking of outcomes and learning.” Continue reading

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