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Media Literacy Blog

A Growing Danger of the Digital Use Divide: A Media Illiterate Generation

digital equity, edtech, evolving delivery / By

Since the introduction of computers into classrooms, the premise has been that increased access to technology would result in more creative, rigorous, personalized, and meaningful learning than what was possible in an analog world. However, despite decades of progress toward equitable access to devices and the internet, this promise has not been universally realized. A […]

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Digital Privacy Blog

There’s No Digital Equity Without Data Privacy

digital equity, edtech, student-centered learning / By

Whether consciously or unconsciously, apps, internet service providers, and even schools could be selling or releasing data related to students’ — and teachers’ — locations, browsing habits, email content, and even direct messages. Over the past several months, the White House and Congress have called on the Federal Trade Commission (FTC) to increase protections for

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HSL leveraging blog

Big Ideas from Hop, Skip, Leapfrog: Leveraging technology to “do education differently” and focus on equity, social-emotional learning (SEL)

edtech, evolving delivery, seeking and measuring broader aims, social-emotional learning / By

Dr. Jilliam Joe is the Vice President of Learning Insights at LEAP Innovations. Jilliam has dedicated her career as an educational researcher to measuring effective teaching practices. At LEAP, she provides research and evaluation leadership for LEAP’s programs and leads their personalized-learning educator competency framework development. As part of our Hop, Skip, Leapfrog interviews with

Big Ideas from Hop, Skip, Leapfrog: Leveraging technology to “do education differently” and focus on equity, social-emotional learning (SEL) Read More »

FallFocusAreas blog

School Leaders: Four Focus Areas for the Fall

deploying and developing experts, edtech, seeking and measuring broader aims, social-emotional learning, student-centered learning / By

This piece was originally published on Edutopia. This article, written by TLA Partner Beth Holland, outlines the research done by The Learning Accelerator (TLA) in partnership with Lindsay Unified School District (LUSD) to gain insight into remote learning as a result of COVID-19. From the research, four key areas were identified for leaders to focus

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LBLF blog

Looking Back and Looking Forward: Lessons from Lindsay Unified School District

digital equity, edtech, innovation, policy, seeking and measuring broader aims / By

Schools across the country (and around the world) are in the throes of responding to the challenges of remote learning as a result of the novel coronavirus crisis. For the moment, many schools might feel as though they are in survival mode, but perhaps we can draw actionable lessons from systems uniquely poised to not

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JFPD blog

How can we help? 5 ways to shift in-person professional development online

digital equity, edtech, professional development / By

Great professional developers, trainers, and coaches lean on a variety of face-to-face tools and supports when working with teachers in person. Through actions like whispering in a participant’s ear to give specific guidance, “reading the room” and deciphering body language to decide what people are ready for next, and engaging learners through small group chats

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TLAOT 1

Week 1 – Today’s One Thing for Teachers: Building Connections

digital equity, edtech / By

Find all installments of Today’s One Thing on our Blended & Personalized Learning at Work site. This week, we’ll be launching our series with a focus on building connections through technology. Maintaining connections is a key, research-based strategy in any learning environment, and we know many of you are looking for ways to engage and

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OEWeek blog2

Addressing Equity with High-Quality Instructional Materials: Learnings from Virginia

digital equity, edtech, professional development / By

Since its launch in 2015, the #GoOpen initiative has expanded discussion, networking opportunities, and resources for states and school districts across the country seeking new ways to build curricular resources. The motives for “going open” range from abandoning the traditional textbook adoption cycle to personalizing curricula for students. Regardless, it is clear that there is

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