Overcoming fears to implementing mobile-learning programs Fear of stolen or lost devices, and student cheating, are some of the primary obstacles schools must overcome when implementing mobile-learning programs, says Scott Newcomb, a teacher at St. Marys Intermediate School in Ohio. During a recent webinar, Newcomb said that such programs in reality are very beneficial, and he offered several steps for schools interested in implementing them. Among them are to start small, have a clear vision and goal, observe successful programs, model appropriate behavior and offer professional development, he advised. eSchool News (free registration) (7/18)  |
When Writing with Technology Matters shows how to take advantage of students' affinity for technology to change and improve the writing process. Includes detailed descriptions of elementary and middle school literacy projects that teachers can follow step-by-step or use as a guide when planning their own technology-based projects. Preview the entire book! |
 | High-tech, low-tech strategies for connecting with parents It is difficult to engage parents in education despite evidence that students benefit when their parents are actively involved in their education, asserts Lisa Mims, a fourth-grade teacher in Delaware. In this blog post, Mims writes that her old-school approaches include agenda books, test folders and phone calls, while her new-school approaches include a class website, ClassDojo to keep parents informed and Reminder101 to connect via texting with parents. Edutopia.org/Lisa Mims' blog (7/17) Mich. district expands robotics offerings The Monroe County Intermediate School in Michigan launched a summer camp for robotics this year, offering students opportunities to build robots that transport, lift and push. Students also visited local businesses that use robotics. "It's something new for them," student volunteer and camp mentor Stacee Dohm said. "A lot of the kids have never done any robotics because their schools don't offer them. They get really excited," Dohm added. The Blade (Toledo, Ohio) (7/15) Other News | Mass. district, town partner on fiber-optic installation The Barnstable, Mass., school district has spent years working with the Town of Barnstable on a plan to tap into the town's fiber-optic network, which in June expanded high-speed fiber cables to its eight school buildings. Officials say the installation of high-speed Internet in schools will help relieve infrastructure issues that resulted when a large number of users -- particularly at the high school -- tried to go online at the same time. CapeCodToday.com (South Dennis, Mass.) (7/17) Other News | Conn. high school invests in Google Chromebook laptops A Connecticut high school has purchased 1,800 Google Chromebook laptop computers -- enough for each student to have access to a device. The devices, purchased with a grant from the Nellie Mae Education Foundation and through a state program, cost $270 each. "We bought a bunch of things and we started checking them out for students to use here in the library," Pamela Fontaine, a library media specialist, said of the process the school used to select the device. "This was the device that allowed them to do the things they needed to do." The Hartford Courant (Conn.) (7/17) | Social networking can forge stronger parent-child relationship Teens who used Facebook, Twitter and other social media sites to communicate with their parents felt closer to them and were less likely to manifest aggressive behavior and depression, Brigham Young University researchers found. The study, published in the journal Cyberpsychology, Behavior, and Social Networking, also found that these teens had increased "prosocial behavior," compared with peers who did not engage with their parents on such sites. Medical News Today (7/17), The Deseret News (Salt Lake City) (7/17)
| Top teachers share attitude of constantly working to improve Top teachers have adopted a mindset that they are always trying to get better at their craft, writes long-time educator Jim Dillon, director of The Center for Leadership and Bullying Prevention. To promote this "works in progress" mindset for education, Dillon suggests in this blog post that schools set aside time for teachers to discuss instruction, include teachers in the development of self-evaluation rubrics, and provide the necessary support and professional development for teachers to improve. SmartBrief/SmartBlog on Education (7/17)
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