This online summit will examine the ways in which technology has reshaped K-12 education during COVID-19 and what that means for teaching and learning now, next school year, and beyond.鈥� The pandemic has forced teachers across the country to learn all kinds of new tech skills and integrate them into their instruction, the country has seen an expansion of 1-to-1 computing programs for K-12 students like never before, and valuable lessons were learned about virtual learning and what works and what doesn鈥檛 work.鈥���
At the same time, the push to put more technology in the hands of students has exposed huge equity gaps between the tech haves and have nots, regarding access to digital devices and reliable WiFi.鈥� Schools and states have tried to bridge those gaps, but the inequities will persist even once most students and teachers are back in school buildings.鈥� What does that mean for how technology is used in education?鈥�
澳门跑狗论坛 has been covering all these developments closely, supplementing our reporting with monthly surveys of educators during the pandemic.鈥� This summit will bring that reporting and survey work together with our featured guests and audience members to tackle issues surrounding this important question: When it comes to the use of technology, what鈥檚 next for schools?鈥�
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Agenda
How Pandemic Tech Use Is (Is Not) Transforming K-12 Education
The past year was arguably the most disruptive amount of change for the modern K-12 system, which has a reputation for relatively slow, deliberate, gradual change. It was forced to tackle huge challenges quickly and, out of necessity, experiment with a wide range of teaching and learning models and approaches like never before. A dizzying array of hybrid learning models were used, states and districts had to relax policies around seat-time requirements, districts threw together virtual learning academies and are now planning to keep them for the long haul, and at-home internet connectivity challenges were addressed more directly and ambitiously than before the pandemic. 鈥疶his discussion will examine how all of those developments might (or might not) shape the K-12 system for years to come.
Kevin Bushweller oversees coverage of educational technology and learning environments for 澳门跑狗论坛.
Shari L. Camhi
Superintendent of Schools,
2022-23 AASA President and Superintendent, Baldwin Union Free School District, N.Y.
Camhi is the superintendent of schools for the Baldwin Union Free School District located in New York State, as well as the presidentof AASA, The School Superintendents Association), effective July 2021. She is a 2020 澳门跑狗论坛 Leader To Learn From for her innovative practices and creativity in K-12 instruction and advocacy work in ensuring educational equity.
Mark Finstrom
Chief Technology Officer,
Highline Public Schools
Finstrom, who has served as the chief technology officer for the Highline Public Schools in Washington for more than 15 years, helps create strategies to maximize the use of technology to improve digital learning, enhance teaching approaches, and optimize the management of schools in the 18,000-student district. He is also a board member for the Association of Computer Professionals in Education.
Lorrie Owens
Chief Technology Officer,
San Mateo County Office of Education
Owens is the chief technology officer for the San Mateo County Office of Education. She has served as an educational technology leader for over 26 years; prior to that, she worked for IBM for 14 years. Owens is a member of the Board of Directors for CoSN; a member and past president of CITE, and a member and past chairperson of California鈥檚 Technology Steering Committee.
1-to-1 Computing Takes Off: Promise and Perils Ahead
The wide-ranging, nationwide efforts to put digital devices in the hands of students so they could continue learning at home (or in school and at home) has very quickly expanded the percentage of schools with 1-to-1 computing environments, or something close to that ratio. 鈥疊ut the 2021-22 school year will see the vast majority of students and teachers return to their school buildings, giving them the opportunity to return to familiar and proven teaching approaches they used before the pandemic, many of which did not feature the use of digital learning devices.鈥� Now that schools have purchased all these devices, how will educators integrate them into teaching and learning in meaningful ways when students are in classrooms?鈥� What should that look like? How might all these big technology purchases turn into a huge waste of money?
Holly Doe
Director of Technology,
Bedford School District (N.H.)
Doe is the director of technology for the Bedford School District in New Hampshire. She has over 25 years of educational technology experience and previously worked as a classroom teacher and instructional coach. Doe is a Google Certified Innovator, a Future Ready Technology Advisor, and a member of the CoSN National Board of Directors.
Oscar Rico
IT Director,
Canutillo Independent School District
Rico is the information technology director for the Canutillo Independent School District in El Paso, Texas. Through his work as a teacher, principal, and director and his research work studying disenfranchised groups, Rico strives to continue the fight to close the education gap. Recently under his leadership, the Canutillo district teamed up with Apple to deliver a 1-to-1 PreK-12 computing initiative and with Cisco and Fluidmesh Technologies to provide a universal Wi-Fi solution to the district.
Virtual Learning: What It Should Look Like for 2021-22
One of the big lessons learned during the pandemic was that most students and teachers do not like virtual learning.鈥� But one of the other big and related lessons is that some students love it and many educators are now quite skilled at delivering it.鈥� As a consequence, many school districts that started virtual academies during the pandemic to provide instruction during a crisis are now planning to continue running those academies even after most students return to school buildings.鈥� Those districts want to make virtual learning a legitimate option for students and parents who want it.鈥� But what should post-pandemic virtual learning look like and how should it be delivered?鈥�
Michael K. Barbour
Associate Professor of Instructional Design,
Touro University California
Barbour is associate professor of instructional design for the College of Education and Health Sciences at Touro University California. He has been involved with K-12 distance, online, and blended learning for over two decades as a researcher, evaluator, teacher, course designer, and administrator. Barbour鈥檚 research has focused on the effective design, delivery, and support of K-12 distance, online, and blended learning environments.
Jamie King
Assistant Superintendent for Teaching, Learning, and Professional Development,
Guilford County Schools
King is currently the assistant superintendent for Teaching, Learning, and Professional Development for Guilford County Schools, the 47th largest school district in the nation. He supervises the curriculum, content and professional development that is delivered to the 70,000 students and nearly 10,000 staff members. King began his career 18 years ago as a high school science and math teacher. He spent some time working as educational consultant, where traveled to different school districts and trained staff on instructional technology. He then returned to the K-12 setting where he continued his work as a teacher. King then served as assistant principal before becoming principal at a middle college that served students that had previously dropped out of school or that had a desire to drop out of school. King earned his undergraduate degree from Appalachian State University in Sports Medicine and Biology, his Master of School Administration from the University of North Carolina at Greensboro and his Doctorate of Education from High Point University.
Pandemic Lessons Learned About Tech and Better Teaching
The past school year has been a challenge for remote and hybrid teachers, who have had to figure out how to build community with new students virtually and follow a traditional year鈥檚 academic calendar in an environment that was anything but traditional. But many teachers say it鈥檚 also been a year of growth. Join teacher-experts in this discussion about lessons learned, and how they鈥檙e planning to apply them to their instruction in future鈥攅ven after the pandemic ends.
Sarah Schwartz is a reporter for 澳门跑狗论坛 who covers curriculum and instruction.
Jasara Hines
Teacher & Program Coordinator,
Thornwood High School (South Holland, Ill.)
Hines is a teacher and program coordinator at Thornwood High School. She is in her 17th year of teaching and providing professional development opportunities for educators around the globe.
Ericka Mabion
K-8 Career and Technical Education Coordinator,
Kansas City Public Schools (Kansas City, Mo.)
Mabion is the K-8 career and technical education and Project Lead the Way coordinator for Kansas City Public Schools. During her career, Mabion has been passionate about STEM, technology integration, and helping fellow educators create engaging project-based learning experiences. She is a liaison for educators to connect with each other for personal and professional growth.
Content Provided By Istation
Tech With Staying Power: How Schools Can Get the Most from Blended Learning
As the Covid-19 pandemic transformed education, teachers and leaders turned to technology to deliver instruction, stay connected to students and families, measure skill growth and much more. Now, as schools and districts plan for a successful 2021-2022 school year, blended learning is an essential part of any strategic plan.
But how do you ensure that your blended learning approach is effective? What blended learning practices still have legs, whether instruction is delivered in person or virtually? And what are the essentials to consider when leveling up your school or district鈥檚 tech tools for measuring growth? Join Istation鈥檚 educational experts Artrella Speed and Dr. Karen Ingram for a lively, interactive discussion. Learn how schools can maximize technology for powerful student growth including how to maximize education stimulus funding for tech tools, why making the switch to digital assessments saves teachers time and much more!
But how do you ensure that your blended learning approach is effective? What blended learning practices still have legs, whether instruction is delivered in person or virtually? And what are the essentials to consider when leveling up your school or district鈥檚 tech tools for measuring growth? Join Istation鈥檚 educational experts Artrella Speed and Dr. Karen Ingram for a lively, interactive discussion. Learn how schools can maximize technology for powerful student growth including how to maximize education stimulus funding for tech tools, why making the switch to digital assessments saves teachers time and much more!
Content Provided by Promethean
Reinvigorate Student Engagement Through Technology
As we get back into classrooms, either through a hybrid model or full time this year and next, educators will be able to refocus efforts to student engagement, bridging the learning divide experienced by all students during the pandemic. Technology will be key to student success, building on the progress made in 2020 and 2021. With the right technology portfolio, including network connectivity, personal devices, and front of classroom technology, students and educators can stay connected and engaged.
Content provided by Microsoft
Learn. Anywhere.
Over a year into the global pandemic we continue to address the disruption in education that came with Covid-19. Many of the world's students are finishing the school year outside the walls of a traditional classroom. The uncertainty of what education forward looks like post-pandemic is forcing new models and environments for learning. What remains constant is the diversity of needs in the average classroom. Join Microsoft Learning Consultants, Danielle Olson and Shavonne Smith as they discuss how Microsoft can help educators use technology tools to help support new frameworks and structures for deep, inclusive learning and student success.
Danielle Olson
Microsoft Learning Consultant (MLC) Program Manager,
Microsoft
Danielle Olson is the Microsoft Learning Consultant (MLC) Program Manager. With over 17 years of experience in education as a teacher, professional development specialist, and trainer, Danielle has worked to find meaningful ways to implement technology across the curriculum. As the MLC Program Manager, Danielle works with districts and schools across the country to use Microsoft鈥檚 Tools to improve instruction and meet the learning needs of all students.
Shavonne Smith
Microsoft Learning Consultant (MLC),
Microsoft
Education is in her blood, literally. Shavonne Smith is a 3rd generation educator with over 15 years鈥� experience spent in high school classrooms as a business and vocational instructor, building level administration in alternative education schools, and district level leadership in large urban school districts. Her focus and drive burn as strongly as they did DAY 1. Shavonne is guided by the quote 鈥淭he function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education鈥� and continues her work as an educator now in the field of education training and consulting ensuring that teachers and staff are prepared with the tools they need to ensure our students are receiving a TRUE EDUCATION.
Content Provided by GradeCam
Using Assessments to Identify Learning Loss and Strategize Solutions
Given the unprecedented issues that have arisen as a result of COVID鈥檚 impact on education and the extraordinary ARPA funds to address learning loss, the most efficient way for educators to get students where they need to be is to understand where they are and have an action plan for moving forward. Formative assessments can be a powerful tool for implementing data-driven interventions in order to maximize student outcomes.
Dr. Kecia Ray
Dr. Ray is a member of the International Society for Technology in Education, past board president, and winner of their lifetime achievement award. She is a four-time recipient of the President鈥檚 Volunteer Service Award and was named 鈥�20 to Watch鈥� by the National School Board Association, Woman of the Year by the National Association of Professional Women, a top 10 EdTech Leader by Tech and Learning magazine, and most recently a Top 100 EdTech Influencer by EdTech Digest. She leads a leadership community forum and consulting group, K20Connect, along with other passion projects.
Eric Wheeler
Director of Marketing,
GradeCam