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Technology plays a pivotal role in classrooms, and as it becomes more sophisticated, educators realize that creating active learning environments can help them effectively and efficiently use technology engage students in their learning.
What’s your edtech plan post-COVID? Join this eSchool News webinar to learn how to assess your classrooms and ensure they are immersive, engaging, and embracing active learning practices.
You’ll learn from a team of experts and educators who can share important insights on the practices and components of active learning. Join today!
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.
More from eSchool News
When we posted our 2020 predictions on January 1 last year, we–along with the majority of the world–definitely didn’t anticipate the curveball that was (and continues to be) the global COVID-19 pandemic.
According to the National Council on Teacher Quality (2012), the average teacher in the United States gets 45 minutes of planning time per day. If a teacher has five classes, that gives them just 9 minutes per class to create an engaging lesson that meets the needs of every student in the room.
Educators know project-based learning (PBL) isn’t simply another teaching strategy. Project-based learning gives students deeper learning experiences, and as they apply their knowledge, they develop soft skills such as critical thinking and team work–skills they’ll carry through to college and the workforce.
Some of the quick shifts schools navigated during pandemic learning have become permanent parts of learning–what will this look like moving forward?
In 2020, students, teachers, and parents made an extraordinary pivot to distance learning with no preparation at all. From the district perspective, investments have been made in technology and infrastructure that may not have been made otherwise. We all gained phenomenal skills and insights as a result of having to make this abrupt turn, and then having to sustain that as the global pandemic persisted.
As an educator, with over 17 years of experience, I’ve heard the word diversity used in various contexts throughout my career. However, over the last 16 months or so, the importance of diversity–and especially inclusion–has been highlighted to Americans across the country, in very visible, and sometimes unsettling ways.
During pandemic learning, educators have seen a plethora of digital learning tools and resources, and they’re figuring out what does and doesn’t work for their instructional methods.
It’s January. Winter break is over, and the rest of the school year–whether in person, hybrid, or virtual–seems never-ending. And while traditional field trips are on pause while COVID still spreads, virtual field trips are still very much possible.
COVID-19 ushered forth a plethora of new safety guidelines and strategies intended to bring students and teachers back to the classroom as safely as possible. Indoor air quality has topped the list of school leaders’ concerns.
We live in a world where learning and technology are intrinsically linked, especially in the minds of our youth. But do today’s students process information differently because it comes on a digital device? Is there a correlation between technology use and plummeting literacy rates? And is the way our young people consume information negatively impacting their growth as learners?
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