A new commission comprising policymakers, education leaders, business leaders, and education stakeholders from 16 states is tackling AI’s role in education from kindergarten through postsecondary programs, focusing on AI skill readiness and policy development.
The Southern Regional Education Board (SREB) Commission on Artificial Intelligence in Education is chaired by South Carolina Gov. Henry McMaster and is co-chaired by Brad D. Smith, president of Marshall University (WV) and former Intuit CEO.
The commission will review research and industry data and hear from education experts as it develops recommendations for southern states around using AI in teaching and learning, developing AI-related policies, and preparing students for careers in AI.
Top of mind for commission members after the group’s initial meeting was how to ensure AI is thoughtfully infused in K-12 and postsecondary curricula in a manner that equips students for success in a workforce that will demand AI skills and know-how for jobs that largely do not yet exist.
“This isn’t the age of Rosie the Robot taking over jobs–there will be jobs. The question is, are we going to have people equipped to fill those jobs?” said SREB President Dr. Stephen Pruitt during a conference to discuss the group’s first meeting.
The commission’s first meeting generated discussions about what, exactly, AI looks like at different levels of education and how to integrate it in useful and actionable ways for students, educators, and stakeholders.
“We have a blueprint of what it looks like to implement this technology into different fields of education and what types of relationships that creates with the workforce. We have a plan and we’re ready to progress that plan,” said Calvin McNeil, an Advanced Placement computer science instructor with the University of Florida.
Bringing in industry members is a critical part of the commission’s success in outlining what AI skill proficiency looks like at the K-12 and postsecondary levels.
“One of the great things, from education and the legislative side, is having the active involvement of industries and knowing what they’re looking for, so we can get back to schools and know what needs to be taught,” said Charles Appleby, senior advisor to the Coordinating Council for Workforce Development with the South Carolina Department of Employment and Workforce.
Ultimately, the group’s common goal is to ensure students aren’t lagging behind a rapidly evolving workforce that is increasingly centered around AI knowledge.
“Everyone here, from diverse perspectives, recognizes the importance and the critical nature of this technology. Our charge is to balance risks and opportunities in the education space,” said Sen. Katie Fry Hester of Maryland. “In thinking about education, you can use AI to tailor education to individual students, to improve mundane tasks, and to look at large data sets and identify trends. But we want to do all that in a really careful way and make sure the AI we’re using is fair and unbiased. We want to make sure student data stays safe. We want to ensure that with our teachers’ jobs, that the AI enhances, rather than replaces, the role of teachers. I think this is the right group to do that.”
“We’re really preparing our institutions to prepare people for a world that’s changed. They say about 60 percent of our jobs will be impacted by AI. Well, how do we use that technology to better prepare students for a world that will be very different from the world we’re currently in?” said Jim Purcell, executive director of the Alabama Commission on Higher Education.
“We’re bringing together industry, students, and parents, and we’re going to take advantage of what AI offers, which is a unique tool we can use to improve skillsets for the work environment. Students end up in a position where they can meet the needs of the job market,” said Stanton Greenawalt, professor of Cybersecurity at Horry-Georgetown Technical College in South Carolina.
Ensuring all students have access to AI skill development will play an important role in equity and access if AI skill frameworks reach students across all trajectories, particularly because education is key to economic mobility.
“In Florida, we’ve developed frameworks for learning standards going through our CTE division. In this division, students are learning high-level concepts, allowing them to become employable as we talk about this new Industrial Revolution 4.0, where there are jobs that haven’t been created yet,” said Nancy Ruzycki, an instructional associate professor and director of Undergraduate Laboratories at the University of Florida. “So, what skills do they need to learn, and how do we help them prepare? Helping people get into the AI pipeline provides equity and access for all students.”
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.
Spaulding Academy & Family Services is a small, non-profit special education school and residential facility serving students with a wide range of abilities, including many who are on the autism spectrum, some who have medical or physical limitations, some who have been diagnosed with other learning challenges, and some who have been victims of trauma, abuse, or neglect. Our students are with us because they require more support than their previous schools were able to provide, and it is central to our philosophy that our programs and offerings meet the needs of all of our students.
Since our last blog post, we’ve been hard at work exploring new and exciting ways of using ClassVR to support our students! The first step in achieving this was continuing to leverage our on-campus experts. We have an extremely talented team of administrators, board certified behavior analysts & clinicians, social workers, speech-language pathologists, occupational & physical therapists, teachers, medical experts, and staff who all bring a unique perspective to this project, and their input and support has allowed us to thoughtfully expand the scope and methods of our ClassVR implementations.
ClassVR in staff training and social-emotional learning
In the past year, our school has undergone a remarkable cultural shift that centers SEL and the Choose Love program within our curriculum and everyday operation. This shift has already provided results that have been inspiring to witness among both students and staff alike, and we were very interested in exploring how to leverage virtual reality (VR) in this area.
One important thing we’ve decided to do is use ClassVR as part of our staff training process. Our interest is in using VR to strengthen compassion, empathy, and perspective-taking among new staff. We identified a video by the National Autistic Society (Autism TMI), which consulted people with autism to create a first-person simulation of what sensory overload feels like for them, and we are now using that VR experience on ClassVR headsets to help train and inform new school staff. It’s difficult for a ‘neurotypical’ person to truly understand the perspective of those who are neurodiverse, but this immersive experience brings tremendous value in helping our staff understand and empathize with our students – as a result it helps staff provide better service and support for them.
After staff experience the video, we have a discussion about how this new information can impact the way we approach supporting our students in given moments, and how we can proactively take steps to avoid those situations or to offer solutions in the moment – that could mean rethinking our learning spaces entirely, or proactively offering the student sensory tools like noise-reducing headphones, or anything in between. We’re also working with our school BCBAs and others to begin filming custom 360° perspective-taking videos for use in staff training, in which we record simulated student-staff interactions with the intent of showing the trainee a student’s perspective during various situations. The hope is that this will further develop empathy and understanding among our staff!
School Training Supervisor Brion Schaffnit demonstrates ClassVR in a staff training.
With that same logic in mind, we’re also continuing to explore VR strategies in the world of SEL for our students. We want to look beyond using the headsets as calming devices, so we’re finalizing plans to create and film custom 360° content that also focuses on compassion, empathy, and perspective-taking. We’re using various research papers as a jumping-off point, but as usual, our creative and innovative specialists have taken the ideas and run with them to develop solutions that are most likely to work for our specific students.
The starting point will be filming simulated social scenarios in a similar fashion to the perspective-taking strategy mentioned above. Students will be able to experience social situations from specific viewpoints, and the intent is for teachers or clinicians to guide the implementation and elicit feedback from students in the moment, as they’re immersed in the experience. Given our focus on SEL and Choose Love, we’ll be starting with scenarios that involve courage, gratitude, forgiveness, and compassion in action.
We also plan to create student-produced SEL content where students develop materials for other classrooms to engage with. This may take the form of 360-degree videos, which could be anything from a student-produced puppet show to students writing a scene and acting it out, but I’m also interested in having students create and code custom SEL CoSpaces for other students to use. Imagine having students build a ‘Courage Castle’, full of SEL information and videos and coded interactive elements, for younger students to explore and interact with?
ClassVR in proactive needs-management
As highlighted in our last blog post, one of our most established strategies for using ClassVR is in providing vestibular-ocular stimulation for students who require movement to be successful in the classroom. We’ve amassed a library of custom-made and outsourced 360-degree videos that meet the specific needs and interests of specific students, all of which provide different levels of sensory stimulation intended to ‘trick the brain’ into thinking it has received needed movement.
With that in mind, our next step was to identify whether proactive vestibular-ocular VR implementations could lead to overall improvement in behavior and time on task in the classroom. One of our students tended to hit a speed bump at about the same time every day, where they would lose interest in classwork and we would see increases in outburst behaviors. So, every day for two weeks, we implemented ClassVR to provide simulated movement about a half-hour before the typical speed bump – we saw notable decreases in outburst behaviors and notable increases in time on task throughout the rest of each day following VR use!
The next phase is pre-loading headsets with content, customized to the students in each classroom, which will be available to classroom teachers so they can more easily, both proactively and reactively, provide students with immersive content that meets their specific needs. Once the technology is in place, we will continue to use our data collection infrastructure to help us understand whether each implementation is effective.
ClassVR in medical applications:
Based on research papers from Oxford and others, which show decreased anxiety and pain perception when VR is implemented during routine medical procedures, we began using VR for select students who struggle with things like blood draws and immunizations. This involved significant pre-teaching – we introduced the VR to the student to get them comfortable with the experience and to determine the level of sensory input they prefer, and then we separately introduced the student to the process of the blood draw. That included breaking down the steps of a blood draw and practicing by using fake equipment in a safe environment. These steps allowed the student to be comfortable with both processes when the time came to combine them.
Another specific need we’ve begun to address in the medical space is the fear of unknown or anxiety-inducing spaces, like medical and dental offices. We’ve had several students who have significant anxiety around the dentist, which can lead to refusal to attend appointments or refusal to cooperate when in the office, so we coordinated with our local dental office to film a 360° tour of their entire facility. We’re guided on the tour by their head Dental Hygienists, who meet us at the front door and walk us around while describing each step of the visit, explaining each piece of equipment, and reassuring the viewer (the student) that everything is safe.
We then took it a step further and filmed a second version of the video – in this one, a popular staff member takes the place of the student for a fake dental visit. The viewer watches the staff member as he walks into the office, sits in the chair, goes through a teeth cleaning, and assures the viewer that nothing is painful or scary.
Paraeducator Pedro Perez models a dental visit.
This type of video modeling practice is well-established, but the immersive nature of VR video modeling has proven to be even more successful for our students. We’ve since expanded this strategy to other new or scary places, including filming custom content for students who are being discharged out of Spaulding to new schools (typically in their home districts). In a recent scenario we traveled to a student’s new school and filmed a guided 360-degree walkthrough video of the student’s new environment, including their classroom and other important resources. Transitions like this are scary, sometimes particularly for students with Autism, and the hope is that this strategy will help alleviate some of the anxiety that comes along with them.
Looking forward
The thing that strikes me personally about all this is the way ClassVR uniquely expands our toolbox to help meet the individual needs of our students. Every day at Spaulding is filled with successes small and large, all of which inspire me, and I’ve found our VR implementations to be among the most interesting and inspiring that I’ve witnessed. There’s something special about a team working together to come up with a new and innovative solution to a persistent problem, and then seeing a student do something they never thought they’d be able to do, or experience something they’ve never experienced before, or smile more than we’ve ever seen them smile.
In the future we will continue to explore new and exciting methods of implementation, always with the goal of meeting the diverse individual needs of our students, and we hope that these ideas help spark other new and innovative ideas for you!
Charley Suter, M.Ed, Spaulding Academy & Family Services
Charley Suter, M.Ed is the Director of Technology & Innovation at Spaulding Academy & Family Services, where he has worked and been inspired for 9 years.He also serves on the Board of Directors of New Hampshire’s ISTE Affiliate, NHSTE, where his aim is to bring together the vast expertise that exists among NH technology educators and leaders.He’s a devoted educator, an advocate for equity and inclusion, a tech geek, a privacy proponent, and a lifelong guitar player!
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Charley Suter, M.Ed, Spaulding Academy & Family Services
MINNEAPOLIS, MINNESOTA, April 30, 2024 – Carousel Digital Signage has launched a new media delivery service that will change the way organizations engage with their audiences. Carousel Daily allows organizational leaders to take important messages direct to intended audiences, pushing need-to-know news and information to mobile devices. The service extends the reach of traditional digital signage content well beyond the facility walls, enabling seamless communications to thousands of devices.
Carousel Daily is a unique initiative that was created to cut through the noise of the workplace or learning environments where essential communications may be overlooked or forgotten. The Carousel Daily flips the script by empowering internal-facing organizations to reach the right audience, at the right place, and at the right time. Delivered to iOS devices, Carousel Daily bulletins are accessible through an app installed on organization-issued or personal devices.
Carousel Cloud customers can deliver the same visual communications that they display on their fixed digital signage or create unique feeds specifically designed for more mobile audiences. Carousel Daily Feeds are distributed as links, QR codes or configured via MDM for users. The app allows for the inclusion of external URLs within the feed, seamlessly guiding viewers to essential destinations for tasks such as training completion, video viewing, CEO messages, annual enrollment, and any other matters demanding their attention. The service also provides analytics to help administrators measure audience engagement, including responsiveness to each call to action.
“The Carousel Daily allows our customers to get the most value out of their communications efforts, and it does so without bombarding audiences with endless feeds full of information they don’t need,” said Eric Henry, President, Carousel Digital Signage. “Users can target people with the precise information they need to act on. Our corporate customers can go straight to the employees to announce a new training, or remind them to sign up for new benefits. Our K12 customers have the flexibility to create alternate feeds for students and parents, and retail operations can send internal updates relevant to store managers. The beauty is that nothing fundamentally changes about how they use Carousel Cloud. Customers use the same scheduling and content management toolsets to reach their audiences in new, exciting and impactful ways.”
Carousel Daily comes free with a Carousel Cloud subscription and is licensed by audience size to meet the organization’s needs. Carousel Digital Signage partners with JAMF for customers that leverage mobile device management (MDM) services to manage, secure and deploy Carousel Daily onto end-user devices. As Apple Education Partners, Carousel and JAMF are dedicated to bringing the best Apple Experience to education and corporate customers.
About Carousel Digital Signage
Carousel is Digital Signage Content Management Software that is easy to use, scalable, and reliable. With a deep feature set and strong technology partnerships Carousel gives you the most value in digital signage. Carousel Digital Signage is a division of Tightrope Media Systems. You can reach the Carousel team at (866) 866-4118, or visit www.carouselsignage.com.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
● Bensalem Township School District (PA) ● P.S. 74 Future Leaders Elementary School (NY) ● Arts & Technology Academy of Pontiac (ATAP) (MI)
This innovative and engaging platform includes personalized needs assessments that elevate teacher and student voice, custom-ranked, evidence-based instructional strategies for every classroom, and an easy-to-use, teacher-designed progress monitoring system. Additionally educators will receive expert guidance for coaching evidence-based strategies and effectively leading PLCs via Administrator dashboards where they can see teacher engagement, needs assessments, strategies selected, and impact on student learning and well-being and responsive technical support from QoreInsights’ customer success team.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
While virtual field trips are not a new phenomenon, they gained popularity shortly before COVID due in part to their ability to expose students to places and experiences they may not otherwise access due to funding barriers or geographical limitations.
When COVID mandated at-home and hybrid learning, many educators turned once again to virtual trips to keep students engaged in learning during pandemic-related instructional challenges.
Virtual field trips
In a nutshell, virtual field trips are digital experiences and explorations through places such as landmarks, museums, or even outer space. They employ animations, images, videos, sound clips, and 3D technologies to give students an authentic-as-possible opportunity to explore pyramids, underwater ecosystems, the Grand Canyon, well-known landmarks, and more. Some virtual trips for kids are accessible with a simple device, while others employ virtual reality headsets for a more immersive experience.
Virtual field trips and STEM learning
Hands-on STEM subjects are challenging to teach when students aren’t in the classroom all the time, and student engagement remains a challenge even after COVID. Virtual field trips address both of these persistent roadblocks. These trips can help students get a front-row look at STEM outside of the classroom. Where can those engineering concepts you learn during school take you in adulthood? Is it possible to be creative in a STEM career? Here’s how to boost STEM learning with virtual field trips for students.
Bringing real-world issues into the classroom with virtual trips
Climate change is an increasingly important subject in school curriculums. Today’s students will almost certainly inherit a climate-affected world and will need to understand the mechanisms of global warming if they are to grow into climate-conscious, civic-minded members of society. However, many students are dissuaded from pursuing environmental science due to mundane textbooks and complex diagrams. This is a serious issue, as students will need an in-depth understanding of greenhouse gases and ecological damage in the future. Educators can engage students and build excitement around environmental science using the latest virtual reality (VR) technology. This tech can take students on free interactive virtual field trips, meaning they can virtually visit climate-affected areas from the safety and comfort of the classroom. Make real-world issues more relevant for students.
Virtual field trips through augmented reality
Augmented reality gives educators the opportunity to bring the world to life. But first we need to see the world. For example, educators might enrich students’ learning by taking field trips to the heart of their capital city and asking students to draw landmarks, interview tourists, use iPad voice recorders, and make films using the camera on iPad, editing them in iMovie to bring those landmarks to life. Then, using augmented reality apps, educators can link the children’s artwork to their videos and embed it all in a Google Map. This means that anyone can point their camera at the trigger image and find out more about the landmark they are visiting that day–all narrated by students. Here’s how to do it.
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.
Malvern, PA – Frontline Education, a leading provider of administration software purpose-built for educators in K-12, today announced the release of its inaugural “K-12 Lens: A Survey Report from Frontline Education.” The comprehensive report, developed by the Frontline Research & Learning Institute (Institute), highlights the company’s commitment to understanding emerging trends impacting school leaders and districts across the country. Informed by survey responses from nearly 700 K-12 administrators nationwide, the report is tailored to help district leaders thoughtfully plan initiatives that drive meaningful improvements for their staff and students.
The report underscores three critical opportunities revealed by the data, offering districts guidance and targets for strategically improving operations and maximizing outcomes. These include growing human capital, supporting students holistically and protecting essential district resources. The report presents key data and insights related to each critical opportunity. Among its most noteworthy findings include:
Growing human capital:
67% note increased staffing difficulty in the past year
41% report a staff retention rate between 81 and 90%
96%+ believe professional development will lead to greater engagement and retention
Supporting students holistically:
52% track EWI for grades 1-5 (early warning indicators of risk) like attendance, behavior and grades
1/2 know for sure which students are receiving intervention based on EWI
1/3 know the percentage of students in their districts who are chronically absent
Protecting essential district resources:
1/4 lack confidence in budgeting for future technology needs
45% saw decreased funding due to legislative changes
#1 tech challenge is boosting cybersecurity
“Our commitment at Frontline is to equip K-12 leaders with the tools and insights they need to navigate the ever-evolving landscape of education effectively. This report is not just a snapshot; it’s a roadmap for informed decision-making, providing actionable data and strategies tailored to empower school leaders in addressing both current realities and emerging trends. We’re proud to announce that this report is just the beginning. We plan to release similar reports annually, ensuring that the K-12 community has access to the latest insights and resources to drive positive change in their schools and communities.” – Mark Gruzin, CEO of Frontline Education.
Developed in partnership with C+C Research, the comprehensive report establishes benchmarks that will be tracked annually to monitor trends over time. In doing so, it aims to assist district leaders in aligning their strategies to recent research. In addition to key data findings, the report provides practical strategies to guide district leaders’ decision-making and improve staffing, student support, and budgeting operations.
In addition to the release of “K-12 Lens,” Frontline plans to share more valuable information through various channels, including webinars, blogs and podcasts. These resources will offer deep dives into the areas of Human Capital Management (HCM), Student Management and Business Management within K-12, providing comprehensive insights and strategies for school leaders. Additionally, Frontline will provide K-12 persona-specific guidance, ensuring that educators can access tailored resources to address their unique needs and challenges.
To read the full research brief, visit here. To learn more about tools that help with district operations like human capital management, student services, and financial management, visit here.
About Frontline Education Frontline Education is a leading provider of school administration software, connecting solutions for student and special programs, business operations and human capital management with powerful analytics to empower educators. Frontline partners with school systems to deliver tools, data and insights that support greater efficiency and productivity, enabling school leaders to spend more time and resources executing strategies that drive educator effectiveness, student success and district excellence.
Frontline’s broad portfolio includes solutions for proactive recruiting and hiring, absence and time management, professional growth, student information systems, special education, special programs, Medicaid reimbursement, school health management, inventory control and asset management, payroll benefits and financial management, and analytics solutions that help district leaders tap into their data to make more informed decisions for the benefit of their students and communities. Over 10,000 clients representing millions of educators, administrators and support personnel have partnered with Frontline Education in their efforts to develop the next generation of learners.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
BEAVER, Pa. and SUNNYVALE, Calif./PRNewswire/ — As artificial intelligence begins its disruption of curriculum development, Lincoln Learning Solutions and Prof Jim are positioning themselves at the forefront of the emerging educational space with the announcement today of their partnership and the release of two immediately available innovations.
“Our collaboration with Prof Jim has already shown promising results, improving the pace of creation and expanding our content offerings,” said Charles Thayer, Chief Academic Officer at Lincoln Learning Solutions. “We are excited to offer these innovative tools to our partner schools, enabling teachers to create more engaging and effective learning environments.”
The partnership introduces several key offerings:
AI Slide Assistant and AI Assessment Assistant: Customizable tools designed to align with the specific preferences and requirements of school districts, facilitating the creation of personalized slide decks and assessments.
AI Video Assistant: This tool revolutionizes how educators can deliver instruction, allowing for the creation of videos featuring either an AI version of the teacher, historical figures like Ben Franklin, or other characters to enhance lesson engagement and effectiveness.
“This AI technology enables educators to bring lessons to life in ways previously unimaginable,” Pranav Mehta, CTO and Co-Founder of Prof Jim, said. “Without having to own a studio, teachers can use their own AI avatar to teach their lessons, and they can include historical cameos — from the likes of Jane Austen or Pythagoras or George Washington Carver — to teach and serve as role models.”
Integral to this initiative is the Lincoln Content Bank, an award-winning, multi-modal, educational content library that equips teachers with nearly 110,000 highly vetted learning assets they can configure and assemble to meet the needs of their students. The team intends to use this as the curricular foundation for these AI tools; so, the co-offering is based on vetted, trusted content — unlike many other AI edtech offerings.
Lincoln Learning is also working with Prof Jim to create an AI tutor product. It is in development and slated to be launched at the start of the 2024-25 school year.
“As more and more studies reveal that tutoring is essential to elevating student confidence and success — especially in the wake of the pandemic — we believe this is a tool educators will welcome with open arms,” Chief Business and Development Officer at Lincoln Learning Solutions, Dr. Rachel Book, said.
The team expects to have the first wave of AI assisted tools in classrooms before the end of the 2023-24 school year.
About Lincoln Learning Solutions
Lincoln Learning Solutions is a 501c3 nonprofit organization dedicated to collaborating with educators and maximizing their talents to facilitate student success. Based in western Pennsylvania, it is the developer of Lincoln Empowered™, a digitally based curriculum that delivers engaging, standards-based, instruction in online and blended learning environments. Lincoln Empowered™offers a dynamic array of courses in language arts, mathematics, science, social studies, physical education, and the creative and performing arts. Lincoln Learning Solutions currently serves more than 100 school districts in 14 states, and upward of 20,000 students.
About Prof Jim
Prof Jim Inc equips organizations with AI-powered instructional tools. In the next few years, AI is set to revolutionize learning, as it boosts quality, increases personalization, and taps into easy translations – all while slashing costs. However, technical hurdles and the high cost of expertise prevent many organizations from accessing AI’s benefits. Prof Jim partners with these organizations to create dynamic teaching materials, interactive videos, and assessments using its patented AI. Research indicates that Prof Jim’s AI increases content creation efficiency 3x-15x, improves learning outcomes by up to 15%, and elevates student engagement by 25%.
SOURCE Lincoln Learning Solutions
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
BETHESDA, Md./PRNewswire-PRWeb/ —EPS Learning, the leading provider of PreK-12 literacy solutions, announced that four of its programs have been recommended by the Virginia Board of Education for evidence-based literacy instruction that’s aligned to science-based reading research. The recognition supports Virginia schools in a multi-year effort to improve early learning outcomes for students who are below proficiency levels in reading.
According to the 2022–2023 Virginia Assessment Results, which demonstrate significant and persistent learning loss in reading and math, more than half of students in grades 3-8 either failed or were at risk of failing their reading SOL exam. To remedy reading proficiency beginning in the 2024–2025 school year, the Virginia Literacy Act (VLA) will mandate core literacy and research-grounded instruction for K–5 students. The enacted legislation provides tools, resources, technical assistance and funding to schools within the state.
EPS Learning programs meet the required parameters to be recommended as top literacy intervention solutions, including alignment with evidence-based literacy instruction, comprehensive and intensive intervention, support that is accessible and can be easily implemented into any curriculum, inclusivity and representation. The EPS Learning programs included in the recommendation are:
SPIRE Family (Specialized Program Individualizing Reading Excellence): Provides explicit, systematic, multisensory instruction through an easy-to-implement intensive program.
Reading Assistant for SPIRE: Offers assessment, including a dyslexia screener, highly personalized reading practice for students and real time performance data for teachers through an AI-powered virtual “tutor.”
Megawords: Teaches the reading, spelling and contextual uses of multisyllabic words through multisensory instruction and a systematic progression of skills.
Wordly Wise 3000: Provides direct academic vocabulary instruction to develop the critical link between vocabulary and reading comprehension.
SPIRE Next™: Provides skills-based, genre-specific instruction and practice that uses close reading to build comprehension.
Additionally, EPS Learning offers several sets of decodable readers and other materials not subject to VLA approval that complement these programs:
Readfetti – full-color fiction and non-fiction decodable readers and read aloud cards that align with many popular phonics programs
Mac & Tab – decodable readers featuring an adorable cat and rat, made popular through the Primary Phonics program
Alphabet Series – decodable readers including charming stories, made popular through the Recipe for Reading program
“The recognition of EPS Learning solutions by the Virginia Department of Education further validates our framework for literacy instruction that’s backed by nearly 70 years of experience,” said Steven Guttentag, Chief Executive Officer at EPS Learning. “We champion Virginia’s significant efforts to ensure that all students in the state can access literacy as the springboard to lifelong learning and opportunity.”
About EPS Learning EPS Learning has partnered with educators for more than 70 years to advance literacy as the springboard for lifelong learning and opportunity. The 20+ literacy solutions included in the EPS Literacy Framework are based on the science of reading and support grades PreK through 12, all tiers of instruction, and every pillar of reading. EPS Learning offers evidence-based intervention and customized professional learning to help move students toward growth, mastery, and success. Visit http://www.epslearning.com to learn more.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
Disclosure: Our goal is to feature products and services that we think you’ll find interesting and useful. If you purchase them, Entrepreneur may get a small share of the revenue from the sale from our commerce partners.
Moe than 700 million people worldwide play the guitar, and there are numerous enterprises associated with the skill. Of course, it’s also one of the most fun instruments to play and not very difficult to learn. If you’d like to have a business, or even a hobby, related to playing guitar then the 2024 Guitar Lessons Training Bundle can help you quickly learn to play guitar even if you are a complete novice.
You need no experience whatsoever to start with the Beginner Guitar Lessons Crash Course, a student favorite with an average rating of 4.6 stars out of 5. It assumes you know nothing at all about guitar, but you’ll get quickly up-to-speed without skipping anything important.
You can then follow up with Guitar Technique, another highly-rated course. It will teach you the most important techniques for playing guitar. This course is actually for students at any level because the lessons are easy to start off with, then become more difficult as you gradually advance. You’ll begin to develop your own style in this class.
Blues lovers will thoroughly enjoy the Easy Blues Guitar Crash Course. It’s another beginner course, but you’ll quickly learn to play real blues guitar and the basic terms used in this genre. One of the best, easiest and most fun ways of improving your soloing is to play children’s songs. So you should love the Children’s Songs for the Guitar course, in which you’ll learn 20 children’s songs.
Once you’re done with the previous courses, or if you’re already at an advanced skill level on guitar, then you’ll be ready to take the Guitar Jam Method course.
It’s for just the intermediate and advanced guitar students, focusing on teaching you how to jam without needing to play a specific song. Creative guitarists can really improve their jamming and soloing skills in this class.
The course also contains seven modules “…for the Curious Guitarist”. These are Fingerstyle, Ear Training, Songwriting, Guitar Lessons, Jazz, Blues and Christmas Songs.
All of the courses are presented by Dan Dresnok, who has taught guitar to tens of thousands of students online and in-person. He’s also been a performer and recording studio session guitarist, specializing in music theory, guitar, blues, jazz, rock and bluegrass.
Disclosure: Our goal is to feature products and services that we think you’ll find interesting and useful. If you purchase them, Entrepreneur may get a small share of the revenue from the sale from our commerce partners.
Everyone should have a strong interest in their own professional development, but that’s especially true for entrepreneurs. Business owners have to wear a lot of hats to drive their companies to success, and that means staying on top of trends and developing skills needed to take their business to the next level. You can’t just hire somebody all the time.
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What does it take to run the tech for a school district in 2024? A lot more than resetting the router. At #CoSN2024 next week, a cohort of news CTOs will convene as part of the year-long CTO Academy. Kelly Sain, Thompson School District (CO) CTO, was gracious enough to give eSchool some details. She emphasizes the evolving role of a CTO, moving beyond technical aspects to focus on improving student learning experiences through technology; Stresses the necessity of digital access and equity for students and the integration of technology into curricula; And underscores the value of collaborative learning and mentorship provided by programs like the CTO Academy in addressing challenges and staying updated with industry trends. Have a listen.
Details for the program: The CTO Academy For K-12 Early Career and Aspiring CTOs is a program to address the needs of education technology leaders who are new (less than four full years) to their CTO or Technology Leadership position or aspiring CTOs and EdTech leaders currently working in a technology department. Participants will have the opportunity to develop edtech leadership skills including; managing diverse teams, leading a variety of projects simultaneously, and collaborating with a variety of stakeholders. Academy participants make a positive impact on student-centered and digital learning in their school district and enhance their career trajectory.
MOUNTAIN VIEW, Calif.–( BUSINESS WIRE)–A new survey published today found that 85% of US high school students are interested in learning about financial topics in school. To close the gap in financial literacy, Intuit Inc. (Nasdaq: INTU), the global financial technology platform that makes Intuit TurboTax, Credit Karma, QuickBooks, and Mailchimp, today launched Intuit for Education, a new financial literacy program that provides high school teachers and students with free personal and entrepreneurial finance courses. The company also launched the Intuit Hour of Finance Challenge to challenge schools to spend one hour on financial education during Financial Literacy Month in April.
“Without personal finance knowledge, students struggle to make informed financial decisions, jeopardizing their long-term financial success after graduating,” said Dave Zasada, vice president of Education and Corporate Responsibility at Intuit. “We know that financial education works. Our survey shows that 95% of students who receive financial curriculum at school find it helpful. As an organization that has been powering prosperity globally for 40 years, Intuit recognizes our unique opportunity and set a goal to help 50 million students become more financially literate, capable, and confident by 2030.”
Intuit for Education
Available now, Intuit for Education is a free financial literacy program for US high school educators that offers a flexible, interactive curriculum leveraging real-world tools. Intuit for Education includes comprehensive personal and entrepreneurial finance courses, and features interactive lessons and simulations powered by Intuit products such as TurboTax, QuickBooks, Credit Karma, and Mailchimp. By providing educators with easy-to-use resources to teach essential skills like budgeting, saving, managing credit, and understanding basic finances, the company aims to prepare students to make smart financial choices. Intuit has set a goal to help 50 million students become financially literate, empowered, and confident through their use of Intuit for Education content by 2030. Intuit for Education includes more than 150 hours of curriculum that is customizable and supports educators by offering free live and on-demand professional development for educators, including webinars and podcasts.
Hour of Finance Challenge
As part of Intuit for Education, Intuit today announced its first-ever Intuit Hour of Finance Challenge to encourage all schools to spend one hour on financial education during Financial Literacy Month in April. The challenge includes plug-and-play lesson plans based on Intuit for Education curriculum, and an online game designed to teach critical financial concepts such as taxes, credit, and investments. Intuit Prosperity Quest is an interactive online game that makes financial education fun and relevant for students. This nationwide challenge gives schools a chance to compete against each other to win a celebration worth up to $25,000, $50,000, or $100,000, depending on the school size.
For more information on these free nationwide programs, visit Intuit.com/education. To learn more and sign up your school for the Intuit Hour of Finance Challenge, visit intuit.com/houroffinance.
Intuit Financial Education Survey
To better understand the experiences of high school students and their relationship with personal finances, Intuit surveyed 2,000 U.S. high school students between March 15 and March 25, 2024. The survey revealed that 95% of students who receive financial education at school find it helpful, and 85% of all high school students surveyed want financial education at school. To learn more about the insights from Intuit’s Financial Education survey and Intuit for Education, visit the Intuit blog.
About Intuit
Intuit is the global financial technology platform that powers prosperity for the people and communities we serve. With approximately 100 million customers worldwide using products such as TurboTax, Credit Karma, QuickBooks, and Mailchimp, we believe that everyone should have the opportunity to prosper. We never stop working to find new, innovative ways to make that possible. Please visit us at Intuit.com and find us on social for the latest information about Intuit and our products and services.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
School districts are in a precarious state. Post-pandemic, institutions are still grappling with learning recovery, teacher shortages, and other societal struggles. Never have those in positions of management been so vital. Susan Enfield has been there. And in her opening keynote, she intends to help. She indulged eSchool News with some starting points. Susan delves into lessons learned with the rapid deployment of technology during COVID, the necessity of equitable access to devices and digital resources for students, and the importance of embracing discomfort to foster innovation. Have a listen:
Dr. Susan Enfield is the former superintendent for the Washoe County School District in Reno, Nevada. Prior to this, Dr. Enfield spent a decade serving as superintendent for Highline Public Schools outside Seattle, Washington. Under her leadership, Highline worked to deliver on its promise to know every student by name, strength and need so they graduate prepared for the future they choose.
Boston – Across the nation, flexible self-paced learning is capturing the interest of students and their families due to the flexibility it offers. That interest is reflected in the ever-increasing popularity of VHS Learning’s flexibly paced courses. The number of students enrolled in at least one of VHS Learning’s Flexible self-paced course offerings increased by 430% between the 2022-23 and 2023-24 academic years.
The flexible self-paced courses remove the restrictions of set semester and school-year start dates, allowing students to create customized academic schedules. VHS Learning first offered flexible self-paced courses during the 2022-23 academic year. At that time, 221 students enrolled. In the 2023-24 academic year, the number enrollees rose to 1,172, including almost 200 students that have signed up for VHS Learning’s new Flexible self-paced half-credit courses.
Flexible Self-paced courses are available in three categories:
Advanced Placement (AP)® courses
Full-credit non-AP® courses
Half-credit non-AP® courses
Students can enroll in Flexible self-paced Advanced Placement® courses (both half-credit and full-credit) any Monday from September through December to be ready for the AP® exams in May. The remaining full-credit courses (non-AP®) are available to start any Monday, September through February. For both AP® and full-credit Flexible self-paced courses, students must complete their work by the end of the school year, meaning students who enroll later will progress through the material at a faster pace.
The new Flexible self-paced half-credit category allows for enrollment on a rolling basis year-round. It includes courses like Personal Finance, Cybersecurity, and Chinese Language and Culture. Students have up to 20 weeks to complete the course.
The Flexible self-paced AP® full-credit courses have proved the most popular option for students. Between the 2022-23 and 2023-24 academic years, enrollment rose 476%, from 135 to 778 students. Flexible self-paced full-credit courses (excluding AP®) were the second most popular option, with enrollment rising 473%, from 51 to 292 students, during the same period.
“The soaring enrollments in our Flexible self-paced courses show that we’re meeting a very important need,” said Carol DeFuria, President & CEO of VHS Learning. “These Flexible self-paced options are teacher-led courses that give students the flexibility to enroll at the time that best suits their academic schedule. For many students, it’s a winning combination.”
About VHS Learning
VHS Learning is a nonprofit organization with almost 30 years of experience providing world-class online programs to students and schools everywhere. More than 500 schools around the world take advantage of VHS Learning’s 200+ online high school courses — including 29 AP® courses, credit recovery, and enrichment courses — to expand their programs of study. VHS Learning is accredited by Middle States Association Commission on Elementary and Secondary Schools (MSA-CESS) and the Accrediting Commission for Schools, Western Association of Schools and Colleges (ACS WASC). Courses are approved for initial eligibility by NCAA. For more information about VHS Learning please visit https://www.vhslearning.org/ and follow on Twitter at @VHSLearning.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
You probably know that Nintendo came up with the A and B buttons in video game controllers. But did you know that they were not the first to use Start and Select? Or that we have Sega to thank for the ergonomics of the Xbox controller layout? Learn all that and more from YouTuber Lextorias’ deep dive into the origins of video game controller buttons.
Academic esports programs aren’t simply a group of students sitting in a classroom playing video games. Rather, teams and tournaments promote collaboration, critical thinking, communication skills, and offer inclusive environments that welcome students from all backgrounds and with all abilities.
How can schools create esports programs and teams?
Conversations around the benefits of esports have centered on collegiate and secondary levels, but recently, the conversation has expanded to include elementary esports, too. Like any new venture, this is something that takes time to fully understand. The beauty is that there is a room full of experts to journey alongside their teacher. It is incredibly powerful when the classroom is flipped and students have an opportunity to share their passions and expertise with their teacher. Here are 6 tips to start an elementary program.
Where are esports tournaments held?
Esports tournaments can be held in any number of places, including online platforms, sponsor locations, community centers, or in schools. There are many resources out there from educators who have been working to build academic programs globally. One of these resources, the North American Scholastic Esports Federation, focuses specifically on the scholastic implementation of esports, with free curriculum modules created by educators through their scholastic fellows program. Learn more about the basics of esports program creation and tournaments.
Is esports a good career?
Esports is a solid move in an academic career–and, if you put in the work, in a professional career as well. Programs instill important leadership, critical thinking, and communication skills that students will carry with them throughout their education. As we look at examples in schools and the real world, we realize just how much potential these programs have for students. When schools invest in esports teams, they’re investing in high-level hardware that also integrates into STEM and STEAM programs, which means students wind up having more opportunities to get hands-on experience and learn in-demand skills for careers. Many of the skills that students develop by participating in esports also translate to STEAM and STEM career tracks, according to UC Irvine research. Here’s how esports careers help students thrive.
How do I participate in esports tournaments?
You can participate in esports tournaments by finding leagues in your school district and jumping in. Often, program directors will offer tips and best practices when it comes to creating your own program in your school or district. An elementary program that meets young learners’ needs should include considerations for learning space design and high-quality furnishings. Here’s how to get started.
What do esports players do?
The benefits of esports are well documented. A significant body of research has found that students who participate in these organizations benefit from increased emotional regulation, academic achievement, and graduation rates. Competitions have made their way into the hearts and minds of students and youths across the country. An increasing number of schools are launching clubs and competition teams as extracurricular activities that appeal to a broad range of students and can excite fans and viewers all over the world. For institutions of learning, particularly schools that compete for student enrollment, having an established esports program or team can help them stand out the same way a good football or volleyball team can attract both student athletes and fans. Some colleges have even begun offering full scholarships to talented players. Here’s what players can do once they leave K-12 schools.
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.
New York City, NY – In theFootsteps of History, an adventure-based educational platform is proud to announce the release of its newest immersive learning game, In the Footsteps of Matthew Henson, which was made in partnership with 3D experts, Ultisim.
This learning module illuminates the remarkable journey of Matthew Henson, an African American explorer who achieved a monumental feat in the early 20th century by becoming the first person to reach the North Pole. Despite this groundbreaking accomplishment, Henson’s name is often overshadowed by that of his better-known companion, Admiral Robert Peary.
“My family and I are so proud to see my great-grandfather’s legacy being carried forward in this way, says Aviaq Henson. “It’s truly inspiring to see how his adventures and discoveries are being shared with the younger generation. It’s such a good reminder of the importance of passing down these untold stories.”
“This immersive game takes inspiration from Henson’s historic expedition to the top of the world, allowing players to embark on a thrilling journey through the Arctic wilderness, engaging with the northernmost Inuit community of Greenland, who played an important role in the expedition,” says CEO of In the Footsteps of History, Denis Belliveau, an Emmy nominated filmmaker, Explorers Club member, and the creator, writer, and director of the game.
In the Footsteps of History’s immersive Journeys, presented by world-famous explorers, fill a much-needed role in an often challenging subject to teach. The program’s unique mix of documentary-quality videos and cutting-edge, web-based 3D games and simulations https://prod-demo.itf-ibn-battuta-build.pages.dev/, provide a valuable teaching tool for building knowledge, expanding world views, and fostering respect for other cultures.
“We believe it’s essential to highlight the accomplishments of individuals like Matthew Henson, whose remarkable feats deserve recognition,” said Richard Boyd, CEO of QuestSIM, funders of In the Footsteps of History’s new 3D simulations. “This educational simulation game aims to provide educators and students with a deeper understanding of Henson’s legacy and the importance of recognizing diverse perspectives in historical narratives.”
In the Footsteps of History’s programs are designed to work on existing classroom technology with no downloads required and offer standards-aligned lesson plans that spark meaningful discussions in the classroom with measurable outcomes. For more information on In the Footsteps of History’s journeys, and to access free trials, visit https://inthefootsteps.org/free-trial/
About In the Footsteps of History In the Footsteps of History is a tech-forward social studies enrichment program based on journeys of discovery, comprising 3D gaming, activities, and optional VR delivered through beautifully crafted modules that enrich any World History, Global Studies, Economics, Geography, or Ancient History curriculum. For demos and free trials, visit https://inthefootsteps.org
About UltiSim QuestSim is proudly created by UltiSim, a company powered by a unique combination of leading-edge gaming technology, learning simulation, and artificial intelligence expertise. Based in Chapel Hill, North Carolina, UltiSim was founded by executives from Lockheed Martin and IBM with deep backgrounds in computer gaming, building fully immersive 3D simulation experiences that solve real-world problems. UltiSim empowers companies to transition from static two-dimensional data to interactive, three dimensional, real-time data visualization, and analytics. UltiSim creates new opportunities for businesses through AI-powered simulations for immersive training, collaboration, and customer insight. Learn more by visiting https://www.ultisim.com
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
The Social Institute, whose mission is to empower millions of students to navigate their social world — including social media and technology — in positive, healthy, and high-character ways, released its 2024 Student Insights Report: How Social Media, Tech, and Current Events Impact Student Well-Being. This report reflects insights shared by more than 29,000 students in TSI’s Annual Student Survey and more than one million responses from its K-12 collaborative learning platform, #WinAtSocial — making it the largest data set of its kind, spanning grades 3 – 12 in schools across the U.S., Canada, and Puerto Rico.
Each year, The Social Institute asks students nationwide to share insights into trending apps, positive ways to navigate common but complex social situations, everyday challenges faced online and off, and what adults should know about well-being, social media, and technology. Educators can use the insights to gain a deeper understanding of their students, helping them to improve school culture and community well-being.
Among this year’s key findings:
The majority of students are getting their first smartphone at 11 years old
73% of students say social media is the most popular way to get news
87% of 9th – 12th graders say social media helps them explore hobbies and interests
60% of 6th – 8th graders say that social media helps them learn social skills
61% of 3rd – 5th graders say social media helps them do well in school
“These insights are invaluable for educators, because the better you understand students, the more effectively you can empower them to navigate their social world — including social media and technology — to fuel their health, happiness, and future success,” said Laura Tierney, Founder and CEO of The Social Institute. “As a team of digital natives and educators, we have seen first-hand how this ever-changing, complex world of technology impacts students.”
Other key student findings include:
48 percent of 6th-grade students said they would speak up if a family member is using their phone while driving
49 percent of 7th-grade students say they feel the need to respond to a text within 10 minutes of receiving it, or even sooner
64 percent of 10th-grade students say their social media profile genuinely reflects who they are
The survey also asked students how they would respond to certain situations on social media, such as dealing with explicit content and navigating mean behavior in group chats. To learn more and view the full 2024 Report, including more insights, visit https://app.hubspot.com/documents/7235441/view/723211956?accessId=cf7165.
YouScience®, the leading technology provider dedicated to solving the skills gap crisis for students and employers, and Black Girls Do STEM, a 501c3 nonprofit organization empowering Black girls to achieve equitable Science, Technology, Engineering and Math (STEM) representation, today announced the release of the 2024 Black Students and STEM Report. This new report reveals that Black students across the nation possess the aptitudes for in-demand STEM careers, but lack interest in pursuing them. This indicates that a significant career exposure gap exists, likely due to underrepresentation in STEM careers.
The career exposure gap is measured by the difference between a student’s aptitudes and interests, and identifies which careers a student hasn’t been exposed to and which ones might be a good fit. Most notably, the 2024 Black Students and STEM Report found:
A 75% exposure gap in Advanced Manufacturing
A 57% exposure gap in Health Science
A 56% exposure gap in Finance
A 53% exposure gap in Architecture & Construction
A 51% exposure gap in Computers & Technology
The 2024 Black Students and STEM Report combines data from YouScience and Black Girls Do STEM to highlight Black student career exposure gaps for in-demand STEM careers and the importance of programs that address the gaps. The report analyzed anonymized data from 328,000 Black U.S. middle and high school students who took YouScience’s Aptitude and Career Discovery tool from 2019 to 2023. This is the only scientifically-backed tool to apply computerized performance measures of aptitudes, interests, and AI-powered algorithms to activities that help identify best-fit career matches of all students, regardless of race or gender.
Historically, there has been limited Black representation in STEM-related fields. As of 2021, 9% of the STEM workforce was Black, which was an increase from 7% in 2011. While this growth is positive, new solutions are needed to help Black students explore STEM-related education and careers earlier.
“As a Black woman in STEM, I have seen first-hand the lack of representation for women, especially Black women, in these in-demand career fields. However, I have long felt that the solution to this lies within redefining education for Black students through access to identity affirming informal learning environments; so they understand the full scope of their aptitudes, and also the full scope of what careers are possible.” said Cynthia Chapple, Founder and CEO of Black Girls Do STEM. “Working with YouScience has confirmed that notion by truly showcasing the possibilities for our students based on their unique, individual aptitudes.”
While both Black male and female students have aptitude for STEM careers, the report found that significant exposure gaps exist for female students in particular:
88% more Black female students have an aptitude for careers in Advanced Manufacturing than interest
73% more Black female students have more aptitude for careers in Computers & Technology than interest
72% more Black female students have an aptitude for careers in Architecture & Construction than interest
“For decades, Black students have encountered inequities that have impacted their pathways in education and then career. It’s imperative to recognize that Black students possess the aptitude for all STEM careers, but the glaring exposure gap remains a formidable challenge due to resource deficiencies and lack of representation. By bridging the exposure gaps and doing so earlier in education, society can help Black students understand all of the opportunities available to them and connect them with education and career pathways and programs that can foster even more skills and understanding,” said Edson Barton, Founder and CEO of YouScience. “One of the most notable programs helping to bridge the gap for students is Black Girls Do STEM. This organization and Cynthia Chapple are working diligently to provide female students with the opportunity to learn, create and build confidence in their abilities to pursue STEM careers.”
To access the complete findings from the 2024 Black Students and STEM Report as well as recommendations from YouScience and Black Girls Do STEM on how to address the career exposure gaps in STEM, click here.
Connected Nation (CN) has partnered with Utah Education Network (UEN) to release the fifth iteration of the Utah School Technology Inventory, a statewide report that compiles critical data about technology usage and gaps in UEN schools. The national nonprofit has collaborated with UEN for nearly a decade to track how technology is used in Utah’s school districts and charter schools, and the access teachers and students have to digital materials, devices and platforms. The inventory once again had a 100% participation rate.
“Starting in 2015 through 2023, UEN’s partnership with Connected Nation has conducted these inventories in the fall every other year,” said UEN Senior Project Manager Cory Stokes. “Completing these inventories helps leaders at the state, district and school levels make better decisions based on data to improve, enhance and support technology in education.”
UEN chose the nonprofit to develop the data collection portal and lead the inventory effort. They collected more than 82,600 data points, representing 1,034 schools across Utah. The final report provides a comprehensive summary of the Utah school system and an overview page for every school district and charter school in the state.
“School districts use these reports to determine how they are currently using technology funds to support their students and teachers,” said Stokes. “The data provides and accounts for how technology is supporting and helping to meet the needs of students and teachers in public education.”
The inventory found that, statewide, 7 out of 10 schools (70%) report that they deploy mobile learning devices such as laptop or tablet computers to students on a 1:1 basis.
Other key findings include:
Device-to-student ratio increased since 2015 but remain the same between the 2021 and 2023.
Google Chromebooks remain the most popular computing device for students, with schools reporting that more than 594,000 Chromebooks are made available to students statewide.
Nearly 2 out of 5 Utah schools (38%) offer mobile learning devices on a 1:1 basis and allow students to take those devices home, maintaining a similar rate from 2021 (39%).
“UEN’s focus has always been to provide equitable network services and resources to all students in Utah, regardless of where they live, how they participate in school and how they most effectively learn,” said Stokes. “This was all made possible through the School Technology Inventory report.”
About the Utah Education Network: UEN is part of the Utah Education and Telehealth Network (UETN), which connects all Utah school districts, schools, and higher education institutions to a robust network and quality educational resources. UEN is one of the nation’s premier education networks.
About Connected Nation: The national nonprofit’s mission is to improve lives by providing innovative solutions that expand access, adoption and use of high-speed internet and its related technology to all people. They work with consumers, local community leaders, states, technology providers and foundations to develop and implement technology expansion programs with core competencies centered on a mission to improve digital inclusion for people and places previously underserved or overlooked. For more information, please visit connectednation.org.
Kevin is a forward-thinking media executive with more than 25 years of experience building brands and audiences online, in print, and face to face. He is an acclaimed writer, editor, and commentator covering the intersection of society and technology, especially education technology. You can reach Kevin at KevinHogan@eschoolnews.com
Three elementary schools will be selected to become QorePremium Partners and will receive CEP licenses for all general education K-6 teachers at the awarded sites (administrators and coaches are free). Schools will be able to award teachers up to 36 job-embedded continuing education credits!
This innovative and engaging platform includes an entire school year of personalized needs assessments (3x per year) that elevate teacher and student voice, custom-ranked, evidence-based instructional strategies for every classroom, and an easy-to-use, teacher-designed progress monitoring system. Additionally educators will receive expert guidance for coaching evidence-based strategies and effectively leading PLCs, Administrator dashboards to see teacher engagement, needs assessments, strategies selected, and impact on student learning and well-being and responsive technical support from QoreInsights’ customer success team.
The AI-Enabled Personalized Professional Learning MicroGrant is open to any learning institution serving K-6 students. Winners will be selected based on their vision for involving their learning community and creative plans for engaging all members, school wide.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
