After years of working in the education technology field, I had a little revelation this week about technology and our uneasiness about trying new things that might be really good for us and good for our schools. I have to preface things by saying that for years, whenever I’ve heard a teacher say that she or he was surprised how valuable classroom sound systems are for helping kids hear better, manage classrooms and even reduce the strain of raising their voice, I used to think, “But that’s obvious. It’s in our marketing tools, on our website, and the sales force tell customers all about audio in classrooms.”
The crazy weather in Austin, Texas in late January and early February — which went from ice storms to 70 degrees in a short time period — reminded me of working in the world of education: stormy and lots of change, but followed by sunny optimism.
One of the great things about working for a company that sells products in foreign countries is you sometimes get to see first-hand how other cultures’ educators are innovating in classrooms. That was my experience a couple of weeks ago when I went to London to meet with some of our foreign distributors at the Bett 2014 educational tradeshow.
By Brianna Henneke Hodges
We’ve all seen this view of our students: just the top of the head, the eyes intent on the screen. Many believe that our technology-focused society has greatly diminished the opportunity for conversation. Moreover, the push to incorporate the 4 Cs of 21st-century learning into an increasingly device-rich classroom brings about a unique set of challenges as teachers strive to merge content with creation.
by Dennis Pierce
Over the last several years, a sea change has been occurring in K-12 education. In a growing number of classrooms, teachers are abandoning outdated, lecture-driven models of instruction in favor of more active approaches that put students in charge of their own learning.
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