Category Archives: Technology

In Thailand, no child left without a tablet

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The government of Thailand, only a couple of years removed from deadly political turmoil, has embarked on an ambitious educational reform. Every one of the country’s 9 million schoolchildren is to get a tablet computer.

Education leaders say that putting 21st century technology in the hands of students is a dramatic leap forward, especially for those from poor rural areas. But critics wonder if it’s not a gimmick diverting attention to more serious problems of corruption and poor teacher training.

The BBC’s Jonathan Head explains the issue in this video clip.

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Yingluck Shinawatra, campaigning on a tablet platform: Reuters photo

Prime Minister Yingluck Shinawatra campaigned on a “one tablet per child” platform during the 2011 elections that brought her party to power. It was probably her most popular proposal.

The program began rolling out last year with the distribution of 860,000 tablets to first graders, according to the Bangkok Post.  The $32.8 million purchase was the largest tablet-distribution deal to date, Digital Trends reported in 2012.

The students are to hold onto the tablets for the rest of their school careers. This year, the government is providing 1.8 million tablets to the new crop of first-graders and to seventh-graders.

Is a blanket infusion of technology the best way for Thailand to catch up? Some have their doubts.

The Economist:

The chief problem is that children’s educational attainments are falling, even as more money is being lavished on the schools. Thailand now spends about 20% of the national budget on education, more than it devotes to any other sector. The budget has doubled over a decade. Yet results are getting worse, both in absolute terms and relative to other countries in South-East Asia…

Why does Thailand fare so badly? Somkiat Tangkitvanich, an expert at the Thailand Development Research Institute, claims that there is no mystery. Most of the swelling education budget has gone on higher pay for teachers (who now often earn more than the starting salary of a university lecturer), yet no improvement in performance has been extracted in return.

Mr Somkiat argues that schools have to be made more accountable to the people who use and pay for them.

 

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What vacation? These schools work to avoid the summer slack-off

Back to School Summer Learning

Educators at a Chicago elementary school spent the summer redesigning their reading program for the first and second grades.

They came up with the “CY-BEAR.” This fall, each student will receive a stuffed animal to read aloud to.

Sounds goofy, but principal Shawn Jackson says it reduces the anxiety to read in front of others and can help improve scores for the many children whose parents don’t read to them. That accounts for a lot of Jackson’s 930 students at Spencer Elementary Technology Academy. About 85 percent read below grade level and nearly all are from low-income homes.

It took about two months to come up with the plan — an example of how schools increasingly are seizing the summer break as an opportunity to innovate.

“During the school year, there are so many other variables that can come into play. Day-to-day operations, sometimes we get into their own silos, teachers have to worry about the 30 students in front of them,” Jackson told the Associated Press.

According to a story by AP reporter Philip Elliott, Jackson and his team competed in the Chicago Public Education Fund’s Summer Design Program, an innovation challenge that offered educators up to $10,000 to test their ideas.

“Most people would take the time to relax,” Jackson said.

Instead, he and his team rewrote the school’s reading program, overhauling how his youngest students spend two hours each day.

Elsewhere, educators are seeking to prevent the learning loss that many students experience while school’s out for summer

Without classes to attend, most students lose about two months of grade level equivalency in mathematical computation skills over the summer. Low-income students also lose more than two months in reading achievement, despite the fact that their middle-class peers make slight gains.

That’s according to the National Summer Learning Association, But summer learning programs targeted to low-income students can help close the achievement gap, the association says: “The effects of summer learning programs endure for at least two years after participation,” long-term studies indicate.

In Harlem, 40 students attended a day camp this summer intended to keep up their reading skills. At LitWorld Camp, they could read whatever they wanted over the six-week period.

Elliott writes:

If students show an interest in cooking or animals, hip-hop or vintage toys, leaders find books that match up with their interests. Students wrote songs based on books on hip-hop and designed their own toys based on the ones they read about from the Depression, Colonial times and ancient Egypt.

Read more about creative uses of summertime here.

AP Photo/Bebeto Matthews: Youngsters attending LitCamp.

“Long-overdue technological revolution” under way in education: The Economist

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A revolution is under way:

At its heart is the idea of moving from “one-size-fits-all” education to a more personalised approach, with technology allowing each child to be taught at a different speed, in some cases by adaptive computer programs, in others by “superstar” lecturers of one sort or another, while the job of classroom teachers moves from orator to coach: giving individual attention to children identified by the gizmos as needing targeted help.

In theory the classroom will be “flipped”, so that more basic information is supplied at home via screens, while class time is spent embedding, refining and testing that knowledge (in the same way that homework does now, but more effectively).

The promise is of better teaching for millions of children at lower cost—but only if politicians and teachers embrace it.

So says The Economist in its current issue.

The British-based news weekly takes a global look at what its headline writer calls “e-ducation.” What it finds is mostly hopeful. (“Used properly, edtech offers both the struggling and the brilliant a route to higher achievement. The point is to maximise the potential of every child.”)

But it also notes that “edtech will boost inequality in the short term, because it will be taken up most enthusiastically by richer schools, especially private ones, while underfunded state schools may struggle to find the money to buy technology that would help poorer students catch up.”

[That passage underscores the importance of  Innovations for Learning’s mission: We work in America’s largest urban — read “cash-strapped” — school districts as a nonprofit seeking to make tech-based education in the primary grades as available as possible.]

It’s an excellent overview, showing the impact of a phenomenon that has started in America and spreading across the world. It’s well worth your time.  Here’s the full version.

Illustration: The Economist

Staff reflections: Cary Zakon

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Cary and daughter Mira, now 14 months old

In this series, “Staff Reflections,” we introduce the members of the Innovations for Learning team, who will tell us what brought them to our organization and why they’re excited to do this work. 

Today: Cary Zakon, Director of TutorMate Operations.

As I enter into my second decade with Innovations for Learning, I am as excited and motivated as ever to serve our mission.

I came to the organization after a few years as a budget analyst and a few more as a network administrator. Something felt out of balance at those jobs, so I tried my hand at working with high school students through a non-profit that taught young people how to refurbish computers. I enjoyed the experience, but it was not the right organization for me.

Then I had the fortune of being introduced to Seth [Weinberger, IFL’s founder], who offered a new challenge — to battle illiteracy by assisting inner-city schools in the task of teaching beginning reading. His proposal and approach made sense to me. At Innovations, we use technology to engage and impact a young student’s path early on. Seth had a vision and I found a happy home.

Seth hired me in February 2002 to help grow his program, and we did. As we grew, so did my role — from acquiring, refurbishing and maintaining equipment to training staff and students, benchmark-testing our students, and conducting program development sessions.  I have memories (and actual pictures) of my home filled with computer equipment. Seth hadn’t mentioned warehousing in the job description.

Along with two other coworkers, we began in Chicago neighborhood schools.  At times, it was a difficult to witness the impact of poverty on young students and to observe negative school cultures. But I also got to work with some extraordinary teachers and staff.

I was touched in a way that I have not been able to shake since.

I wanted to help. I wanted to offer something that could engage students and make the classroom experience easier. I loved seeing the smiles on the kids’ faces as they used our materials. I appreciated how our program helped some teachers gain better control of their rooms and gave more students their focused  attention.

We started to see successes, and students were clearly engaged with our software. The downside, however, was using refurbished computers—we were in a difficult cycle of receiving donations, refurbishing, repairing, and repairing, and repairing some more. The hardware portion of our program was not sustainable and had to change if we were to survive.

Seth had a courageous vision for our next phase. In 2008,  we began to manufacture our own handheld device. The goal was to create a device that was easy for a student to use, anywhere in the classroom, and easy for teachers to store,  charge,  distribute, and to adjust for differentiated instruction.

Getting into the manufacturing business and migrating our software to a new platform was an ambitious undertaking. Maybe too ambitious: Over the the next few years, we learned we were innovators but not necessarily manufacturers. When the TeacherMate hardware worked, it was fabulous. The glow of students reading stories, recording and hearing themselves for the first time, being thrilled at completing one of our word challenges — it was intoxicating. (Although, to be completely honest, it could have been the knowledge that so many kids were listening to my voice reading the instructions, comprehension questions, and second grade stories that was so intoxicating!)

But the reliability of the TeacherMate hardware in the classroom setting proved tougher than we’d hoped. Our answer came when prices fell for handheld devices made by other manufacturers. Today, our cloud-based management system works fabulously using devices like the iPod and iPad.

We have come a long way.

Though my voice remains prominent in students’ ears, my role is shifting. I now manage our corporate partners and support their volunteer efforts in our TutorMate program. Tutors play a very special role in giving students one-on-one attention and reinforcing the kids’ classroom work.

Imagine being a fly on the wall as a ring is heard inside a classroom.

A 7-year-old (our student greeter) pauses whatever they are doing to answer a call on the tutoring laptop. With a few clicks, they help a classmate connect with their tutor. The student starts a 30-minute reading session with a caring adult. The computer screen flashes the pages of a story that the tutor controls — the same stories that the student is reading in class on his or her handheld device. Students practice words, acquire fluency, gain confidence, and learn to read

Watching this happen in real time is precious. Knowing that the world is filled with caring volunteers, and that corporations are willing to donate employee time to reach out and make a difference gives me great hope. I am thrilled to help our TutorMate program flourish.

I appreciate doing work that is meaningful to me in an open, thoughtful environment. IFL has fostered this approach from Day One.  Seth proved to be a mentor, leading with vision, tenacity, and plenty of patience. It’s been exciting to have new coworkers come aboard who share a similar sensibility and drive. We now truly have a community, people I want to talk to, people I want to assist, and people who want to assist me (which is especially helpful as I navigate work being a new dad)

My patient life has mirrored IFL’s patient approach. We are not in a rush, but we will both get there.

— Cary Zakon

Tutor: ‘I am very proud to be part of it all’

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With the school year ending, many Innovations for Learning tutors are visiting the classrooms to meet in person the children whose progress in reading they’ve been guiding long distance, via telephone and computer.

Jacqui Howze, an administrative assistant at the law firm DLA Piper LLP in Chicago’s Loop, remotely tutored a young boy at Fiske Elementary on the city’s South Side. Her office is in a gleaming office tower created by famous architects. At Fiske, 95 percent of the children are classified as low-income.

She visited the classroom the other day for the first time — and loved it so much that she sent this note to the teacher:

Good morning Mrs. House,

I would like to thank you for allowing me and the Innovations For Learning tutors to visit your classroom yesterday.  It was the highlight of my day!

I enjoyed meeting Kavin and the other children. You have a wonderful group of students who display a passion for learning and who have respect for you, their fellow students and their school.  I am very proud to be a part of it all.

I would like to say Kudos to you for the way you handle your class and for all that you do for those lovely little minds.  You too are wonderful!

I look forward to tutoring next year and I would like nothing more than to continue to tutor Kavin, but in the event that I cannot, I know that whomever I tutor will be just as bright and eager as Kavin.  Thank you again Mrs. House for having us and I hope to visit your classroom again next year.

Have a wonderful Summer!

Jacqui Howze

The teacher replied:

Hello Jacqui,

What a beautiful note! I was very enthusiastic, as were my little ones, to meet you guys as well! With your support, my kindergartners have skyrocketed in their levels of reading and writing. I know because all of the skills that you worked on were revisited by me and I saw the major jumps.

It feels so great to know that all of the hard work is seen because I am working constantly to keep the kindergartners at a higher level than the  norms. I am so grateful to TeacherMate/Innovations for Learning and my students were eagerly waiting for your calls/sessions. I watched them go from dependent, curious minds to independent, conscientious thinkers, still curious (smiles).

I, too, agree that you should stick with Kavin and the other tutors should stay with their little ones. You can definitely track the growth by following. Thanks so much and talk to you soon…

Tenesia House

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— photos of Fiske Elementary by Brian Jackson/Chicago Sun-Times

Staff reflections: Seth Weinberger

DSC_0032 - Version 2In this series, “Staff Reflections,” we introduce the members of the Innovations for Learning team, who will tell us what brought them to our organization and why they’re excited to do this work.

Today: Seth Weinberger, founder and CEO. A good account of Seth’s background and history with IFL can be found here. 

He wrote the following a few days ago, as an email to the rest of the staff. It stands so well as a statement of IFL’s potential and purpose, we wanted to share it with everyone:

 

Today I observed a Chicago south side first grade classroom in a school that is 97% African American, 75%+ low income, and on academic probation.  The teacher is a first year novice.  Two-thirds of the students entered her classroom below grade level literacy.

Against these enormous odds, here is what this teacher achieved:  the LOWEST group is near Level I (grade level).  The middle group is reading second and third grade chapter books, and the highest group is independently reading Charlotte’s Web, a classic TEACHER read-aloud book.

This teacher has enthusiastically embraced the TeacherMate System from the start of the school year, and credits it for much of her success.  She is also a natural teacher, and will be a star if she stays in the profession.

Not every teacher is a natural, and not everyone will embrace our system, but this teacher has demonstrated what is possible.  And what is possible ought to be what our goal is.

Every student reading, most students flying.

— Seth Weinberger

TutorMate makes splash in Seattle biz press

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Some 100 volunteers from 10 Seattle corporations and the Port of Seattle are helping impoverished children learn to read through Innovations for Learning’s TutorMate program — and the Puget Sound  Business Journal has the story:

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To read the entire story requires a subscription.

It gives a good background on IFL’s programs (“the brainchild of Seth Weinberger, a former Chicago attorney. Two decades ago he decided to do something about illiteracy among children in disadvantaged communities. His idea: use technology that makes computer games so vivid and enticing to help young children read well from the get-go.”)

And it shows the enthusiasm with which volunteers embrace the tutor experience.

Introduced in Seattle this fall, TutorMate opens a door to community involvement for busy professionals who can carve out 30 minutes a week to tutor a student online but not the additional time needed to travel to a school.

“It’s very hard to break away from the desk and the building,” said Martin, a senior business analyst with Federal Way-based Weyerhaeuser. “This really fits the bill for me.”

Thanks to writer Brad Broberg, for capturing the program so well.

 

 

IFL off to a high-altitude start in Denver

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At most Innovation for Learning end-of-the-year get-togethers, tutors travel to schools to finally meet the students they’ve been helping each week over the Internet.

Denver did it differently.

On Wednesday, buses delivered children from two elementary schools to the city’s Janus Capital Group headquarters for a rooftop party.

Some 40 first-graders from the two schools, College View Elementary and Cheltenham Elementary, lined up for fruit, cookies and a book  — and then sat down with the Janus employee who’s been helping them learn their ABC’s. Together, they started the kids’ summer reading.

Denver Public Schools used IFL’s offerings in five classrooms this year as a pilot. Plans are to expand to 20 classrooms next year, said Dan Weisberg,  national director for IFL’s TutorMate program.

All the volunteer tutors came from Janus. The Denver Public Schools Foundation provided invaluable help in setting everything up.

It’s clear from the pictures that a good time was had by all.

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Kids line up to receive a book. They could choose one of three that Janus made available to them.

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— photos by Dan Weisberg

Florida Virtual School funding threatened while online enrollments on rise

040913-met-flvs-03Florida Virtual School is one of the oldest and largest online ventures for K-12 education, serving more than 150,000 students last year in full-time and part-time courses.

But a bill passed by the state legislature now threatens the program’s revenue stream, the Palm Beach Post reports:

Proponents say the bill, which is awaiting Gov. Rick Scott’s signature, is meant to level the playing field because the virtual school has an advantage over traditional school districts with the current funding formula.

But Florida Virtual, or FLVS, says the changes will hurt its bottom line, and is forcing it to look at increasing its virtual class sizes, cutting back on its offerings or laying off some instructional staff.

“This is a time when there’s (an additional) billion dollars going into education,” said Julie Young, chief executive officer of FLVS. She estimates that FLVS will lose $36 million next school year with the funding formula change — although it is still expected to get more money next year than this year.

The formula changes would also affect school districts, which have come to rely on online course providers to help manage class size restrictions, tight school budgets and other requirements affecting the classroom, as well as provide students more course offerings. Under the new funding formula, districts would take in less money for each student who is enrolled in one or more online classes.

Florida has passed a law requiring every public school student take at least one online class in order to graduate. And the state has also authorized the creation of virtual charter schools.

“We’re looking at a shifting time in education,” said Debra Johnson, principal of Palm Beach Virtual School, told the Post. Her school has 230 full-time students and thousands of others taking some online classes part-time. “There’s a move to give students a variety of options to serve their needs.”

Take a look here at the Post story, which provides a good picture of how Florida Virtual School operates.

Florida Virtual, which began in 1997 with a staff of seven, has grown to employ 1,155 full-time teachers and almost 500 adjuncts. All instructors are certified by the state, which recognizes Florida Virtual as an official school district — just like any other, except that it has no geographic boundaries. Most students take its courses to supplement their regular school work.

Here’s more from the Florida Virtual School site.

 — photo by Palm Beach Post. View of Kim Bouchillon, a Florida Virtual School teacher (seen in lower right hand of computer screen), during a recent morning session. 

U.S. lags far behind in pre-school

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The United States is lagging far behind much of the developed world when it comes to enrolling children in preschool programs.

The U.S. ranks 24th and 26th among Organisation for Economic Cooperation and Development (OECD) countries in the enrollment and three- and four-year-olds, respectively, reports the Center for American Progress, a liberal think tank:

While the U.S. enrolls just just 69 percent of its four-year-olds and 51 percent of its three-year-olds, other countries enroll nearly all of their young children in preschool programs.

But it isn’t just enrollment where America falls behind — it also fails to keep up in other areas, such as when children begin school, how much it spends on preschool, and the teacher-to-child ratio in its early childhood education programs.

The gap between the U.S. and other countries leads to gaps in achievement later on in childrens’ lives:

Japan, for instance, enrolls nearly all of its four-year-olds in preschool programs and outscored the U.S. by 40 points on the latest international test of fourth-grade math, CAP notes.

In the U.S., state-level pre-kindergarten programs have led to substantial gains for children compared to those who don’t receive early childhood education. Children in Tennessee’s state-funded program, for instance, “saw a 75 percent improvement in letter-word identification, a 152 percent improvement in oral comprehension, a 176 percent improvement in picture vocabulary, and a 63 percent improvement in quantitative concepts.”

But the U.S. isn’t just lagging behind countries it traditionally competes with. Emerging industrialized countries are also setting loftier goals and standards for the enrollment of children in public preschool programs, while the U.S. hasn’t followed the same path:

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Here are more details about pre-school in America and the Obama Administration’s $75 billion proposal to boost enrollments.

We at Innovations for Learning believe fervently in the importance of early education. We are impelled by the knowledge that too many children are starting school without the necessary foundations.

We’re working hard to bring our TeacherMate® and TutorMate® programs to school districts across America in hopes that every child can learn to read in the primary grades.Because we want to give every child the chance to succeed later on.

— Infographics from Center for American Progress

 

 

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