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Ed Tech News Roundup: Digital Citizenship, Rural Schools, and More

by Andrew Roush
written by Andrew Roush

Howdy, folks! Welcome to another in a series of periodic ed tech news roundups. We hope you enjoy this one, and if you have a story you’d like to see included, let us know.

Digging Into Digital Citizenship

Today’s students will grow up in a world full of technology. Knowing how to safely navigate that world requires good digital citizenship, and schools and districts around the country are making it a major focus.

  • Massachusetts curriculum and instruction director Matthew X. Joseph shares his “R.E.A.D.Y.” strategy for nurturing responsible digital citizens. [District Administration]
  • Want students to have ownership of their cybersecurity and digital footprint? Try giving them experience — and even certifications — as IT support. [EdTech]

Connecting with Rural Schools

Rural school districts often share a particular set of challenges, not least of which is keeping schools connected. Connecting rural communities with broadband access can have an impact in the classroom and well beyond it.

  • Think your school is remote? Try administering a district on an island off the coast of Alaska. Here’s how one administrator does it. [Education Week]
  • High-speed internet isn’t just useful to instruction — it’s vital to the kinds of careers students will take on after they graduate, even in remote areas. [Broadband Communities]

Face to Face

Safety is a top priority in every school. Now, some are turning to facial recognition technology to keep kids safe, but critics warn it may lead to violations of privacy.

  • Earlier this month, Lockport City School District in upstate New York activated AEGIS, a facial recognition system, but some students and civil rights activists are wary. [edscoop]
  • Vox’s Recode takes a deep dive into the history, uses, and concerns over student facial recognition. [recode]

… And Finally

Many students may puzzle over their physics textbook, convinced that the day they understand the subject will be the day pigs fly. And in one case, it just might be. [WGME Portland]

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Educational TrendsGood Teaching

Coaching for Results, Part 3: Terminology

by Miguel Guhlin
written by Miguel Guhlin

How do you blend technology into instruction while also providing coaching support? In this third installment of  Coaching for Results, we’ll explore several key concepts. Then we’ll put it all together. Before we do that, it’s important to clarify vocabulary, so let’s begin with that.

Overlapping Terms

The following list of words and phrases often mean different things to people. Let’s take a look at each one and define it.

  • Blended learning
  • Coaching
  • Evidence-based learning
  • Instructional strategies
  • High-effect size instructional strategies a la John Hattie
  • Technology integration
  • Strategic technology integration

As you might imagine, quite a bit of confusion exists around each of these terms and they do overlap each other.

Clarifying Vocabulary

Let’s revisit what some of the terms used in this blog entry mean to most of us:

  • Blended learning:  This term has resulted in much confusion. It is often seen as the successor to the term “technology integration.” Clayton Christensen defines the term as “not the same as technology-rich instruction.” It’s often seen as the way to blend technology into teaching and learning. Blended learning advocates incorporate the idea of active, engaged learning with a flipped classroom approach. Station rotation includes activities like small group instruction and group work. Advocates like Caitlin Tucker (see my Wakelet on her work) include online learning.  Collaborative projects are a key component of Caitlin’s brand of blended learning.
  • Coaching: Many coaching approaches are teacher-centric. That is, they are about building relationships with staff. The goal is that these will result in changes to teaching practice. When we shift our focus from the teacher to student, then we may get the results we seek. Many coaching models exist. Two worth your time include Knight’s The Impact Cycle and Diane Sweeney’s Student-Centered Coaching. Diane’s efforts focus coaches on student-centered change efforts which transform teaching practice.  We’ll come back to Diane Sweeney’s approach later.
  • Evidence-based learning: Many different kinds of activities find their way into classrooms today. Some are not evidence-based, or based on research that is in itself questionable. As Cathy Lassiter points out, “Many old assumptions about what works best in education have been disproven.” As a result, we have to rethink positions on certain instructional strategies. This requires accepting new research that challenges what we once believed to work. Evidence-based learning means no less than knowing how new research defines success. What we do as teacher and students must align to the findings of scientific research. This means new research takes precedence over what we would like to believe. Old, disproven assumptions offer opportunities for reflection and new learning.
  • Instructional strategies: This includes the entire collection of instructional strategies (sans ed tech) available to us. (Check out this extensive list here.) As educators, we’ve seen many instructional strategies. Some are research-based, many are not. How do you differentiate between cutesy activities and strategies that work?
  • High-Effect Size Instructional Strategies (HESIS): “We have no right to teach in a way that leads to students gaining less than d= 0.40 within a year,” says John Hattie (Visible Learning, 2009). These are research-based strategies that are shown to work. Now, when I say research-based, this isn’t your run of the mill research. You can learn more about these strategies online. As educators, why not use strategies that work best instead of those that are less effective? In particular, strategies that meet or exceed an effect size of >.40. These HESIS have the potential to accelerate student learning in one school year. Instead of one year’s growth that some instructional strategies offer, these accomplish more. For example, jigsaw has an effect size of 1.2, equating to three or more years of growth for a student in one year. If you focus on using high-effect size instructional strategies, students will learn faster.
  • Technology integration: This is an older term that many ed tech veterans have relied on. It is a catch-all phrase that involves using technology as part of teaching and learning. Some see it as an all-inclusive term that includes blended learning, while others dismiss it as first level use. Whatever your definition, the term is old, abused, and difficult to refresh. Many choose to abandon it in favor of “blended learning” (leading to confusion). Others use terms such as “technology-rich instruction” in lieu of it. Both replacement terms lack specificity.
  • Strategic technology integration: Weston Kieschnick coined this term. He refers to it as a merging of two components. That is, Hattie’s high-effect size instructional strategies with educational technology.  The term includes the use of both desktop and internet-based technology approaches. This includes blended learning as both Caitlin Tucker and Clayton Christiansen define them.

Three Aspects

Now that we have a clearer understanding of terminology, we can get to the heart of good teaching. Achieving academic standards is accomplished through the union of three aspects of teaching and learning. Those aspects include the fusion of the following:

  • High-effect size instructional strategies
  • Strategic technology use in the classroom
  • Pupil-centric coaching efforts

We merge these so that we may construct evidence-based learning experiences. These experiences lead to accelerated growth as John Hattie defines it.

  • High-Effect Size Instructional Strategies (HESIS). Past assumptions have not held up. Consider Natalie Wexler’s and Cathy Lassiter’s perspectives. Hattie provides definitive work on the subject of what strategies work and when it is best to use them.
  • Strategic Technology Integration (STI). The prevalence of technology in today’s society makes strategic technology integration critical. That is, as Weston Kieschnick says, technology integration that elevates high-effect size instructional strategies.
  • Pupil-Centric Coaching Efforts. This is Diane Sweeney’s student-centered coaching. It involves doing pre- and post-assessments of student learning followed by discussions with the teacher and student about both instructional strategies and strategic technology integration.

How do we combine these into a working model? To simplify the process, Weston Kieschnick offers five actions we can take. With some minor modifications, we can see how these three components can work together.

In part four of the series, I’ll share the fusion of these three aspects in a working model you can use in your K-12 or adult classroom.

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Educational Trends

Ed Tech News Roundup: Charts, Graphs, and a Message

by Andrew Roush
written by Andrew Roush

Howdy, folks! Welcome to another in a series of periodic ed tech news roundups. We hope you enjoy this one, and if you have a story you’d like to see included, let us know.

Visualization Nation

One skill all informed people need is the ability to read, understand, and interpret data. Often, this data comes in the form of graphs, maps, and charts, known as data visualizations. At every level of education, educators are working to bring the power of data to bear, and prepare students to comprehend and use those tools.

  • Researchers are taking a close look at what works in teaching data visualizations — and why it’s important. [Quartz]
  • Here in Texas, historian Julie Hardwick is teaching history to college students, and organizing masses of historical data using a common tool: Google Sheets. [UT Austin]
  • Plus:

Tricks of the Trades

Career readiness is an important part of K-12 education. As more Americans join a seemingly ever-changing workforce, some programs are aiming to help students get on track for skilled work in a number of trades through the revival of the apprenticeship model.

  • In Washington state, a new apprenticeship model is being put in place, but a number of implementation questions remain. [Seattle Times]
  • America’s leading community college association, the American Association of Community Colleges, has announced an initiative to create 16,000 new apprentices in three years. [Inside Higher Ed]

Stopping Cyberbullying

Each year at this time, we commit to improve something about ourselves, our communities, and the world. One place to start is with cyberbullying. Here are some ways schools and even companies are working to end online harassment. 

  • Writer Vicki Vila’s extensive commentary covers the modern landscape of digital citizenship and the tools needed to protect student safety and combat cyberbullying. [Dallas Morning News]
  • On the corporate side, Instagram is piloting the use of AI to warn posters about captions and content that may be offensive. [engadget]

… And Finally in Ed Tech News

Think a message in a bottle is just a storytelling trope? These students in North Carolina might beg to differ. [Winston-Salem Journal]

unsplash-logoPhoto: Hristina Šatalova
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Educational Trends

Ed Tech New Roundup: Space Exploration and Online Learning

by Andrew Roush
written by Andrew Roush

Howdy, folks! Welcome to another in a series of periodic ed tech news roundups. We hope you enjoy this one, and if you have a story you’d like to see included, let us know.

Learning Online and In-Person

As blended and online learning becomes seemingly universal, the distinctions and benefits of both virtual and in-person learning are beginning to emerge.

  • On the one hand, digital teaching can greatly empower teachers and students, even potentially boost a teacher’s ability to convey information, even outside of class. One example comes from Wyoming, where a history teacher has created her own online course. [Sheridan Press]
  • On the other hand, new research shows that, the benefits of digital learning notwithstanding, many students still prefer learning face to face. [EdSurge]
  • And despite signs of a potential slow down, online learning, especially in higher education, continues to grow. [Education Drive]
  • As the new methods of flexible learning grow and evolve, a new set of standards for online learning, the first since 2011, has been released. [Education Week]

Learning Out of This World

The expansion of online learning makes sense in the context of ever-growing digital technology. Some tech breakthroughs, though, like the tech that makes travel and communication into space possible, still have the ability to inspire.

  • In New Mexico, hundreds gathered for a rare lesson: having their questions answered in real time from crew aboard the International Space Station. [Albuquerque Journal]
  • All it took was a trip or two around the Earth for this California science teacher to help create a space camp for English language learners. [The Signal (Santa Clara Valley)]
  • In China, space agency officials are looking to expand cooperation around space and space tech education. [Xinhua]
  • You don’t need a rocket to study space. Students in North Dakota recently took part in an educational challenge to study near space (as opposed to outer space) with balloons. [Cavalier County Republican]

… And Finally

Have you ever had a teacher whose antics, energy, or enthusiasm kept your attention no matter what? Virginia physics professor David Wright is one of those educators. And now, his boundless love of teaching (and fun teaching aids) has gone viral, thanks to a video shared by one of his students. [Buzzfeed]

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Digital LiteracyEducational Trends

Buzzword Breakdown: Making Sense of Digital Learning

by Carolyn Mitchell, Guest Author
written by Carolyn Mitchell, Guest Author

As teachers, we all want to prepare our students for educational and career success in their future. We also know that there are multiple ways and multiple environments in which to do this, and understand that technology and digital learning can be key in delivering and differentiating instruction.

So why does the rapidly changing terminology for learning with technology confuse us and make us want to scream? (Feel free to take a moment to put your hands to your cheeks and scream aloud in your best Macaulay Culkin – Home Alone imitation).

Blending, Flipping, and Flexing

Let’s go back in time for a moment. Besides the always popular face-to-face classroom learning experience, we have heard the terms e-learning, flipped classroom/flipped learning, hybrid learning, blended learning, flexible learning, online learning, virtual learning, distance learning, digital learning, and many others. You are probably familiar with at least one of these terms and maybe familiar with all of them. If not, put the unfamiliar words in your favorite search engine and get a feel for the latest and greatest buzzwords in educational lingo.

Don’t be confused or perplexed by the plethora of terms. The following should be your mantra as an educator who has a relationship with technology but wants to increase the engagement and experience level of your students:

  • Technology is a tool to enhance classroom learning and does not take the place of the teacher.
  • I am not afraid to fail in front of my students.
  • TCEA is here to help me.

Putting Tech to Work

Want to branch out in your technology use but maintain some structure and control? In the Canopy project, a collaborative effort undertaken by the Clayton Christensen Institute in order to discover innovative schools and their approaches to student-centered learning, the schools identified as using the blended learning practice ranked the station rotation model as the number one most commonly-used model. Students rotate through online learning stations on a fixed schedule and the learning is student-centered with the teacher as the facilitator.

Everyone is familiar with the ubiquitous surveys that say the number one fear for humans is public speaking. In a Psychology Today blog post, Dr. Glenn Croston makes a connection between the survival of our early ancestors and our fear of public ostracism. I would add that, as a teacher, our number one fear is failing in front of our students.

When I started out as an instructional technologist more than a decade ago with a mandate to help teachers integrate technology into their instruction, the main reason for not integrating technology was “I don’t want to look stupid in front of my students.” I would hope that we are past that reasoning. But if not, utilize your students’ knowledge of technology! Ask a friend/colleague/mentor for help. 

Your Support System

Finally, TCEA is here to help you with a vast array of opportunities to add to your pedagogy and skills. There are special interest groups (SIGs) that cover a wide range of technology specialties. And if online, blended, virtual, or whatever-you-call-it learning is an area of interest, check out the Virtual Learning SIG during the 2020 Convention. We are stronger together!

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ChromebooksContent AreasEducational TrendsGood Teaching

Fun with a Holiday Fliphunt

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

Add some fun to your holiday season and learning by completing this holiday fliphunt. You’ll find a variety of options so you can start with any of the tasks. All you need is the Flip app on a phone or tablet and enter the code fa530c13. Or, if you are using a Chromebook or laptop, then you can point your browser to https://flip.com/fa530c13. Enter the guest password TCEAGuest if you do not want to log in with your Microsoft or Google credentials. Since this fliphunt is open to the world, don’t share your first and last name when recording. Instead, make up a holiday name or use a different fake name to protect your identity. To make it easier, consider printing out the holiday fliphunt tasks sheet.

What Is a Fliphunt?

A fliphunt is a fun way for students (and adults) to share their learning, interact with content, or just get to know each other better. Participants refer to a task list that is provided with the specific fliphunt that gives a variety of activities to record. Younger students and “newbies” to Flipgrid may find it easiest to work in pairs as they collaborate with other pairs to complete the tasks. Unless otherwise noted, you can start with any task on the sheet. You can find out more information about fliphunts by reading other blog posts I’ve written on the topic.

There’s Even a Reward!

Complete all the tasks on the holiday fliphunt this month and I’ll email you a special certificate recognizing your accomplishment! To receive your certificate, complete the following:

  1. Use your fake name which should appear as the Display Name (if not, edit the display name to be your fake name).
  2. Use the hashtagged task title (#tradition, #song, #worldgift, etc.) as the Title. (see the graphic below for an example)
  3. After you complete and submit all seven tasks, Send Me an Email to let me know. Tell me the fake name you used so I can verify your submissions and your real name for the certificate. I’ll email you a PDF certificate to recognize your accomplishment!
Video submission screenshot

More Winter Resources from TechNotes

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Educational Trends

Ed Tech News Roundup: Google, Student Health, and the Census

by Andrew Roush
written by Andrew Roush

Howdy, folks! Welcome to another in a series of periodic ed tech news roundups. We hope you enjoy this one, and if you have a story you’d like to see included, let us know.

The Census and Schools

The 2020 federal census will have substantial impacts on American schools. Learn how the once-a-decade count could affect education.

  • The U.S. Census Bureau explains how the census can determine the future of many programs, including technology applications. [U.S. Census Bureau]
  • In advance of the census, the bureau is launching a new program called Statistics in Schools. [EducationDrive]

Ed Tech News about Google Growth

Google’s everyday tools for spreadsheets, slide presentations, word processing, forms, and more are in use on campuses across the country. But the search and web service giant is also pushing into new educational areas in AI (artificial intelligence) and student self-assessment.

  • Now Google tools can empower students to track their learning. Here’s how Sheets and Forms can be transformed into tools for self-assessment. [edutopia]
  • Google is also expanding the capabilities of Teachable Machin. A webcam-based AI learning program has been relaunched with the ability to integrate AI to design web pages, apps, and more. [engadget]

Health Beyond Health Class

A school’s work often goes beyond education, ensuring that students are, for example, fed, cared for, and kept healthy. Here, too, technology can help.

  • In Wisconsin, elementary students are using tech not only to make math learning more efficient, but to learn more about self-esteem and mental health. [Chippewa Herald]
  • In our home state of Texas, one school district is helping students with free, digital doctor’s visits. [Valley Central]

…And Finally in Ed Tech News

ed tech news

Want to feel old? What NPR has called “perhaps the most popular educational computer game of all time,” The Oregon Trail, debuted in an eighth grade history classroom in Minnesota on December 3, 1971 — that’s 48 years ago!

unsplash-logoPhoto: Siora Photography
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Educational Trends

Ed Tech News Roundup: Sports, STEAM, and Coding

by Andrew Roush
written by Andrew Roush

Howdy, folks! Welcome to another in a series of periodic ed tech news roundups. We hope you enjoy this one, and if you have a story you’d like to see included, let us know.

Ed Tech for Physical Education

There’s no subject untouched by technology. And just as technology moves into many aspects of life, it’s also changing the way we teach physical education.

  • Physical education teacher Jon Szychlinksi isn’t simply running students through drills, he’s having them reflect on health and fitness (with the help of technology). [Hechinger Report]
  • At the higher ed level, art, athletics, and tech are meeting on stage, as dance education gets a lift from a National Science Foundation STEM grant. [Colorado Arts and Sciences]

Diversifying STEAM/STEM

  • Longstanding knowledge and traditions meet contemporary science in an “Indigenous engineering” class at Salish Kootenai College, which serves the Bitterroot Salish, Kootenai, and Pend d’Oreilles tribes of the Flathead reservation near Pablo, Montana. [Missoulan]
  • Meanwhile, in Philadelphia, the Urban Youth Racing School is helping find pathways into careers through high-octane STEAM learning. [Philadelphia Inquirer]

Coding, Online and Offline

  • Middle school students in Longmont, Colorado are trying a new kind of programming: screen-free coding. [Daily Camera]
  • A new hourlong course is training teachers to facilitate coding lessons in Minecraft: Education Edition, and helping them earn Microsoft Educator badges. [THE Journal]

And Finally…

Wisconsin Public Radio raises an important question of the digital age: Should students still learn to write in cursive?

unsplash-logoPhoto: Daniil Vnoutchkov
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Educational Trends

Ed Tech News Roundup: More LEGOs, More Gamers, and More Internet Access

by Andrew Roush
written by Andrew Roush

Howdy, folks! Welcome to another in a series of biweekly ed tech news roundups. We hope you enjoy this one, and if you have a story you’d like to see included, let us know.

Esports for All?

The 2019–2020 school year has been packed with discussion, activity, and growth around esports. Not just a major trend in education, competitive video gaming is a nationwide trend, and the fast pace of change can make it challenging to keep up. Here are some of the latest esports items to cross our desk.

  • In a detailed opinion piece, Silicon Valley tech analyst Carolina Milanesi lays out a case for esports, looking beyond the headline-grabbing payouts and toward potential educational benefits. [Tech.pinions]
  • A new report notes that, while almost half of all women 18 to 29 years old say they play video games, the diversity of gamers isn’t always reflected in burgeoning esports programs. [THE Journal]

Making LEGOs Work

Many educators know the power of LEGO in the classroom. It’s a great tool for robotics, but that’s not the only trick these toys can perform.

  • Teaming up with Amazon, LEGO is challenging teachers and students to use the toy-maker’s MINDSTORMS kits and the tech giant’s Alexa Gadgets tools to program voice-controlled LEGO robots. [STEAM Universe]
  • American Public Media’s popular radio show Marketplace interviewed middle school robotics teacher Ian Chow-Miller about the benefits of LEGOs in education, from STEAM to SPED. [Marketplace]

Casting a Wide Internet

As educational resources are increasingly digital, access to high-speed internet is vital for education and everyday life. In Texas, efforts are emerging to ensure all residents of the state have access.

  • In San Antonio, a new initiative called Wash and Learn has set up WiFi connections at local laundromats. The idea is meant to help the 25% of area families without high-speed internet access at home. [KSAT]
  • According to the state comptroller’s office, only 70% of Texans even have access to broadband internet. Now, state and local agencies are looking to change that. [KFDA]

…And Finally

It seems like every year or so, a new social media app rises to become the dominant vector for memes, fashions, songs, trends, and other aspects of young people’s worlds. The app of this moment just might be TikTok. Now the video-sharing app is launching a first-of-its-kind education initiative in the massive market of India.

Jonas Koel

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Speak Up
CTO/CIOEducational Trends

Insights Learned From Your Speak Up Data

by Jennifer Bergland
written by Jennifer Bergland

I am going to be very up front with my intention in writing this blog. My goal is to persuade school district technology directors or other administrators to seriously consider having their school or district participate in the annual Speak Up Survey.

Speak Up is a research tool districts use to learn what students, educators, parents, and the community have to say about educational issues. Yes, there are quite a few questions on the survey that deal with technology, but there are many other types of questions that will provide you with some much-needed insight into the attitudes of your stakeholders.

For example, in last year’s survey, they asked several questions about social and emotional learning. They also asked students how they prefer to learn subjects like math or science. Oh, and did I tell you that the survey is completely free and that they make it really easy for your district to participate? 

A Texas-Sized School District

In order to help you see how a school district administrator could use this data, I’m going to take the state of Texas’ data and pretend I am the technology director of the “Texas School District,” covering the entire state. Let’s see what the data tells me about my district or what questions come to mind when I review the data.

Community 

First, I’m very interested in the use of technology in my community. 78% of the members of my community use the internet to conduct research and 76% use mobile apps. 75% of my community use technology to watch an online video to learn how to do something. This tells me that a large portion of my community has internet access and is using it for research and to learn new things. However, it appears there is still some type of digital divide in my community. Is it an access or a skill problem, or both? I’m also surprised that only 26% of my community say they use Twitter. Since I spend a large amount of time on Twitter, I had assumed others did, too. This lets me know that I need to use a wider variety of social media to communicate with the members of my community. 

Students

There are a series of questions in the survey that are posed to middle and high school students to see how often they seek ways to learn something because of their interests. This helps me see how students are using technology when they are looking for specific information or want to learn a skill. Only 9% of both middle and high school students post a question on a discussion board or a forum. Do we need to be more intentional in using this type of application? Do they just not know how, or have they found better ways to seek answers to their questions?  

There are a greater number of students who are researching the internet for information: 32% of middle schoolers and 42% of high school students. Students are also using YouTube and other video services to learn how to do something. 42% of my middle school students and 57% of my high school students often use videos to teach them a skill. I need to talk to the instructional staff to see if we are taking advantage of this type of technology. Should we be posting short videos that teach one of the standards our students are struggling with? If so, what skills do my teachers need to know in order to do this and what technology do they need?

Teachers

Speaking of teachers, I really want to know what they are doing with technology. The data tells me that 45% of them are customizing digital content they find online to meet their students’ needs. This sounds an awful like Open Educational Resources (OER). Hmm, maybe we need to have more conversations about OER.

SpeakUp I also discovered that 43% of my teachers are facilitating student collaboration projects using online tools. This is such a great skill. How can I leverage these teachers to help other teachers do this as well? Also, I’m pleasantly surprised that 44% of my teachers are using an online curriculum. However, I want to know more. What is the frequency? Are they occasionally doing this or is this something they use every day? I also want to know what they are using. Are they using the district’s Learning Management System, or is it an online textbook? 

I am a little disappointed that only 9% of my teachers are creating their own online professional learning networks. I had pretty high hopes that platforms like Twitter could help connect educators, especially those who may be the only one that teach their subject at their school. Maybe I need to do my own survey to see if, in fact, that is the case. Maybe the 9% are the teachers who do not have a colleague at their school that teaches their subject. Sounds like I need to do some more digging. 

Finally, there is one question I am very interested in. It asks the teachers what they need to more efficiently and effectively speakupintegrate digital content, tools, and resources into their daily instruction. 51% said they wished they had a classroom set of digital devices. 49% said they needed to know that their students had adequate broadband access outside of school and 46% indicated they were concerned that they didn’t have consistent, reliable internet access within school. Maybe I need to have my staff do some focus groups related to internet access and speed. Looking at my network resources, they should have adequate bandwidth, but maybe something is happening on campus that I am not aware of. While my team is on campus, I probably should also have them ask teachers about the availability of technical support since 47% of the teachers indicated it was lacking. And lastly, my teachers still need time to plan with their colleagues (60%) and additional professional development (50%).  I need more staff to be able to meet this need! 

Whew, I learned this much in less than an hour by looking at this data. This will come in handy when I go to the superintendent and tell her I need more funding to do the things she wants me to do. It will also help me know where I need to place my time and energy. 

Your Turn

Seriously, I gained this information in less than an hour. Just think what you and your team could glean from your district’s data. 

If nothing else, I hope you will sign up to watch one of their webinars so that you can learn more about the survey and how it can assist you in your work. On October 23, you can watch the livestream of Julie Evans, the CEO of Project Tomorrow, provide a congressional briefing on the latest data. Julie does an excellent job of weaving a story with the data. She is always extremely interesting. In addition, check out this site for other webinars the Speak Up team is hosting. 

Register Now

The Speak Up survey is open until June 30, 2020. What are you waiting for? Register today!

Photos of student and teachers by Brooke Cagle on Unsplash

Photo of hands and laptop  by Mimi Thian on Unsplash

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