Education Week - June 14, 2017 - 6

public schools has shifted. Classrooms
in nearly every corner of the country
have been flooded with devices and
software. High-speed internet connectivity has expanded dramatically.
Undoubtedly, there are still big disparities in the technologies available to
the haves and the have-nots.
But in places like Pittsburgh's southwestern suburbs, where some local
school districts are engaged in a kind
of ed-tech arms race, just offering kids
the latest-model laptop isn't enough.
Instead, what distinguishes the most
innovative schools is what students
and teachers do with the technology
they have. Parents want their children
prepared to shape the future, not get
steamrolled by it. To make that happen,
schools like South Fayette Intermediate try to surround teachers like Bishop
with supports and learning opportunities, so they can continually find new
and powerful ways to integrate technology into their classrooms.
For most districts, it's a huge
challenge.
There's widespread agreement that
teachers aren't coming out of college

well-prepared to navigate this new
digital environment. And for teachers
already in the workforce, professional
development hasn't kept up with the
pace of technological change. The percent of 4th grade teachers who say
they've received training on how to
integrate computers into their classroom instruction has remained flat
since 2009, according to a new Education Week Research Center analysis of
survey data from the National Center
for Education Statistics.
Inequities are also persistent. Teachers in high-poverty schools are consistently less likely than their counterparts
to say they've received technology-integration training, the Education Week
Research Center analysis found. The
gap isn't getting any smaller.

IN PENNSYLVANIA, HOME TO A WIDE DIGITALtraining divide between its high- and
low-poverty schools, the numbers tell
part of the story. But to really understand the disparities in how schools
help teachers learn to integrate classroom technology, it helps to compare

Teacher Technology Training Lags in High-Poverty Schools
The digital divide isn't just about access to hardware and high-speed internet.
Teachers in high-poverty schools are less likely than their counterparts in wealthier
schools to report receiving training in how to integrate technology into their classroom
instruction, according to a new Education Week Research Center analysis.
Share of 4th grade math and reading teachers receiving training
on integration of technology into instruction in past two years
70
60
50
40
30
20
10

69%

64

60

59

67%

64

0

Math

0-25%

26-50%

Reading

51-75%

SOURCE: National Assessment of Educational Progress, 2015

Education Week / June 14, 2017

58

76-100%

Percent of students in poverty

6

59

a district like South Fayette, where 80
percent of students are white and just
13 percent are poor, to a district like
nearby Sto-Rox, which is 33 percent
white and 77 percent poor.
South Fayette shines as a model of
what experts say works best.
District leadership has a clear vision
for how teaching and learning with
technology should look: "Computational thinking," "human-centered
design," "innovation mindset"- the
district's intermediate school is literally built to reflect its embrace of such
concepts. Each floor is laid out around
a large central room that is specifically
outfitted for groups of students to work
together on projects like producing videos and programming robots.
Formal professional development at
South Fayette also goes well beyond
in-service days. The intermediate
school, for example, has a dedicated
STEAM-short for science, technology,
engineering, arts, and math-instructor, Shad Wachter. He works alongside
other teachers to design lessons, teach
classes, and troubleshoot problems.
South Fayette staff members also have
access to some of the best minds in the
region: The district is partnering with
local Carnegie Mellon University to help
develop its new computer science curriculum and train its teachers.
Before her video-game-development
lesson started, Bishop, Wachter, and
another teacher talked about their careers. Again and again, the conversation touched on themes like trust and
collaboration.
Eighth-year Superintendent Billie Rondinelli was listening in. She's a
demanding leader, 100 percent serious
about making sure her students are
"globally competitive." She spent the
morning making rounds on an injured
ankle that some of her staff feared was
broken. She didn't so much as grimace.
But as the South Fayette teachers
talked, the superintendent's eyes began
to well up.
Rondinelli took off her glasses, wiped
her eyes, and apologized for the display
of emotion.
"It's just a bit overwhelming to
hear," she said. "We've worked so hard
to build this."

A DAY EARLIER AND 10 MILES AWAY, A VERY
different conversation unfolded at
Sto-Rox High School, nestled in



Table of Contents for the Digital Edition of Education Week - June 14, 2017

Education Week - June 14, 2017
Contents
Tech-Training Divide
Q&A: 5 Ed-Tech Experts Weigh In
Projectors Adapt To Classroom Needs
Who Needs Expensive Virtual Reality?
Data: The State of Classroom Technology
Access
Classroom Use
Teacher Training
Math-Market Battle: Graphing Calculators
Science | Experimentation is no longer bound by the limits of the school laboratory
Social Studies | Many of the digital tools teachers use are not tailored to the subject
English/Language Arts | Google is opening the doors for interactive writing lessons
What’s in Store for Trump’s FCC?
‘Course Choice’ in Rural America
Education Week - June 14, 2017 - Education Week - June 14, 2017
Education Week - June 14, 2017 - C2
Education Week - June 14, 2017 - Contents
Education Week - June 14, 2017 - 2
Education Week - June 14, 2017 - 3
Education Week - June 14, 2017 - 4
Education Week - June 14, 2017 - Tech-Training Divide
Education Week - June 14, 2017 - 6
Education Week - June 14, 2017 - 7
Education Week - June 14, 2017 - 8
Education Week - June 14, 2017 - 9
Education Week - June 14, 2017 - 10
Education Week - June 14, 2017 - 11
Education Week - June 14, 2017 - Q&A: 5 Ed-Tech Experts Weigh In
Education Week - June 14, 2017 - 13
Education Week - June 14, 2017 - Projectors Adapt To Classroom Needs
Education Week - June 14, 2017 - Who Needs Expensive Virtual Reality?
Education Week - June 14, 2017 - Access
Education Week - June 14, 2017 - Teacher Training
Education Week - June 14, 2017 - Math-Market Battle: Graphing Calculators
Education Week - June 14, 2017 - 19
Education Week - June 14, 2017 - Social Studies | Many of the digital tools teachers use are not tailored to the subject
Education Week - June 14, 2017 - 21
Education Week - June 14, 2017 - English/Language Arts | Google is opening the doors for interactive writing lessons
Education Week - June 14, 2017 - 23
Education Week - June 14, 2017 - 24
Education Week - June 14, 2017 - What’s in Store for Trump’s FCC?
Education Week - June 14, 2017 - 26
Education Week - June 14, 2017 - 27
Education Week - June 14, 2017 - ‘Course Choice’ in Rural America
Education Week - June 14, 2017 - 29
Education Week - June 14, 2017 - 30
Education Week - June 14, 2017 - 31
Education Week - June 14, 2017 - 32
Education Week - June 14, 2017 - C3
Education Week - June 14, 2017 - C4
Education Week - June 14, 2017 - CW1
Education Week - June 14, 2017 - CW2
Education Week - June 14, 2017 - CW3
Education Week - June 14, 2017 - CW4
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http://www.nxtbookMEDIA.com