Listing of Recent Resources

A place to record important new documents.  The list is sorted with the by the date that they were added to the list (most recent first).
Showing 18 items
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Institute of Museum and Library Services Strategic Plan 2012-2016 IMLS places the learner at the center and supports engaging experiences in all libraries and museums that prepare people to be full participants in their local communities and our global society, promotes museums and libraries as strong community anchors paired with all institutions of learning, promotes the use of technology to facilitate discovery of knowledge and cultural heritage, supports policies and activities to sustain and build equitable access to knowledge. http://www.imls.gov/about/strategic_plan.aspx   
SmarterServices, LLC, 2001-2011 SmarterMeasure is an assessment that measures learner readiness and is an indicator of the degree to which distance learning and/or learning in a technology rich environment will be a good fit for a learner. http://witc.smartermeasure.com/  
Technology for Learning: a guidebook for change This eBook summarizes recent reports and initiatives that set the scene for today's digital learner and relevant learning for all students in 2011. This eBook reviews and affirms the key ingredients for successful K-12 education as equal access for all students; personalization of learning and teaching; increased engagement and achievement of students; development of "universal" skills and competencies for the global workplace; ust-in-time student assessment, data gathering, feedback and adjustments; and viable communication between home and school. http://reg.accelacomm.com/servlet/Frs.FrsGetContent?id=80601784  
Keeping Pace with K-12 Online Learning K-12 online learning is growing rapidly and evolving in many different directions. As it evolves it is merging with face-to-face instruction. The result, blended learning, is the fastest-growing segment in online learning. Other ways in which online and blended learning are evolving mix online instruction with other elements of educational technology. Instruction and curriculum may be entirely classroom-based but use computers, the Internet, and other technology to enhance learning. http://kpk12.com/cms/wp-content/uploads/EEG_KeepingPace2011-lr.pdf  / 
Take a Giant Step. Joan Ganze Cooney Center at Sesame Workshop and Standford University Here is a plan for integrating emerging digital technologies into education and lifelong learning for all professionals, beginning with teachers of children aged 3-8 teachers learn the capacity, power and benefit of new technologies for deepening and personalizing learning. The challenge of improving teacher preparation and ongoing learning the Digital Age Teacher Preparation Council established by the Joan Ganz Cooney Center at Sesame Workshop and the Standfor Educational leadership institute identify best practices, policy and program trends, as well as innovative approaches to enhancing children's learning and teacher education and support. http://joanganzcooneycenter.org/upload_kits/jgcc_takeagiantstep.pdf / 
Zero to Eight: Children's Media Use in America This study provides reliable, independent data on children's use of media and technology and the impact it has on their physical, emotional, social, and intellectual development. www.commonsense.org/research  / 
International Association for K-12 Online Learning iNACOL standards focus on providing teachers with a set of criteria for effective online learning. These standards aim to guarantee that the teachers are better able to understand the technology, new teaching methods, and digital course content and to foster an personalized online and blended-learning environment for every students. http://www.inacol.org/research/nationalstandards/  / 
McGill, JISC e-Learning Programme The Transforming Curriculum Delivery Through Technology programme has the aim to examine how specific curriculum developments impact on learning and teaching experiences. Specifically, this programme produced compelling evidence that pragmatice interventions do have a significant impact on the ways institutions support learners through curriculum change and effective use of current technologies. http://www.jisc.ac.uk/media/documents/programmes/curriculumdelivery/curriculumdeliveryfinalreport.pdf / 
iNACOL Quality Online Courses National Standards for Quality Online Courses is designed to provide states, districts, online programs, and other organizations with a set of quality guidelines for online course content, instructional design, technology, student assessment, and course management. http://www.inacol.org/research/nationalstandards/iNACOL_CourseStandards_2011.pdf  
Snannon Miller, Van Meter School, IA EDU Vision video, District Teacher Librarian at Van Meter School in Van Meter, IA, talks about the "magic" of Van Meter, with the strong introduction of social media that is a backbone of communication among the school community and also out into the world. They also have a leading edge virtual reality program where students are doing some cutting edge work such as modeling a wind tunnel. The VR program is unique in that it is totally student led and run.  http://www.eschoolnews.com/video/?q=3SfVi13wT7Qwk9zms1J17g%253d%253d  
"Open Invitation School IT leaders turn to 'bring your own technology' programs to elevate learning without busting the budget." by Wylie Wong in EdTech: Focus on K-12 Magazine on August 02, 2011 "The Georgia district, about 40 miles north of Atlanta, wants to equip every student with a computer. But with 36,500 students in 35 schools, it can't afford a one-to-one computing initiative. So instead, Forsyth County Schools encourages students to bring to school their personal technology, which is fast becoming an important part of their everyday classroom learning experience." http://www.edtechmag.com/k12/events/updates/open-invitation.html  
"Moving From 'Acceptable' to 'Responsible' Use in a Web 2.0 World" By Jim Bosco & Keith Krueger in Education Week; Published Online: July 20, 2011 "We call on educational leaders, particularly superintendents, chief academic leaders, and chief technology officers to update their districts’ acceptable-use policies, or AUPs. Now is the time to re-evaluate, rethink, and retool so we can expand and enrich learning for our students with current and emerging mobile technologies and growing collaborative and participatory means of using Web-based applications." Link to article  
“Always Connected: The New Digital Media Habits of Young Children." by Aviva Lucas Gutnick Michael Robb Lori Takeuchi Jennifer Kotler With a Preface by: Lewis Bernstein & Michael H. Levine; The Joan Ganz Cooney Center at Sesame Workshop, 2011 Here is a snapshot of our findings: • Children have more access to all kinds of digital media, and are spending more time during the day with them than ever before. • Television continues to exert a strong hold over young children, who spend more time with this medium than any other. • Not all children have access to newer digital technologies, nor do all children use media in the same ways once they do own them. Family income continues to be a barrier to some children owning technology, even as the price of devices falls. • Lower-income, Hispanic, and African American children consume far more media than their middle-class and white counterparts. • Children appear to shift their digital media habits around age 8, when they increasingly open their eyes to the wide world of media beyond television. • Mobile media appears to be the next “it” technology, from handheld video games to portable music players to cell phones. Kids like to use their media on the go.  Direct link to full report  
"Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning." by Patrick and Sturgis; July 2011 "The report sets a policy framework for advancing performance-based learning and builds on recommendations made during the 2011 Competency-Based Learning Summit convened by iNACOL and CCSSO earlier this year. The report recommends that states begin to transform policies from "rigid compliance" to "enabling policies," by offering seat-time waivers or "credit flex" policies that allow for the flexibility to offer competency-based learning in K-12. The policy development is multi-stage -- building towards a "comprehensive policy redesign" that would require school districts to offer competency-based credits; provide proper training and information systems; establish quality-control; support individual growth models for accountability; and align higher education with K-12 competency-based efforts." Direct link to full report Executive Summary 
"For At-Risk Youth, is Learning Digital Media a Luxury?" by By Tina Barseghian on "Mindshift"; July 22, 2011 Summarizes a book by S. Craig Watkins, author of "The Young and the Digital: What the Migration to Social Network Sites, Games, and Anytime, Anywhere Media Means for Our Future." “My concern is that as schools are now struggling with budget cuts, digital media and digital literacy is looked as a luxury as opposed to a necessity,” Watkins says. “I understand the enormous pressure that teachers and administrators are under, especially in the public school system. But we need to build a more compelling narrative that digital literacy is no longer a luxury but a necessity.” Mind/Shift Article Link to book on Amazon 
"Legislative Audit Bureau Evaluation of Virtual Schools in Wisconsin." WI Legislative Audit Bureau; February 2010  As required by 2007 Wisconsin Act 222, the Legislative Audit Bureau completed an evaluation of virtual charter schools. Direct link to full report Summary 
"The New 3 E’s of Education: Enabled, Engaged and Empowered How Today’s Students are Leveraging Emerging Technologies for Learning." Project Tomorrow; 4/1/2011 "In this report we are building upon student vision and focusing on three specific key trends that have generated significant interest this past year at conferences, in policy discussions and within our schools and districts: mobile learning, online and blended learning and e-textbooks. Each of these trends include the essential components of the student vision of socially-based, un-tethered and digitally rich learning, but they also directly address the three new “E’s of Education” – enable, engage and empower.  Direct link to full report Summary for Congress and referring page 
"P21 Common Core Toolkit: A Guide to Aligning the Common Core State Standards with the Framework for 21st Century Skills." Partnership for 21 Century Skills; 2011  "The P21 Common Core Toolkit shows what aligning P21 skills and CCSS looks like through examples & sample lesson ideas, and identifies useful resources for education leaders currently working on CCSS implementation.  Direct link to full report Partnership web site 
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