Education Week - May 22, 2013 - Special Report - S5

EDUCATION WEEK:DIGITAL CURRICULA > www.edweek.org/go/digital-report

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MAY 22, 2013

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S5

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69%

of teachers
say ed. tech
allows them
to “do much
more than ever
before” for
students.

Teacher Chris Merkert performs
a supercooled-water experiment during
an 8th grade earth science class in East
Hampton, N.Y. He says digital tools help
free up more class time for experiments.

XXs

EW S
STOR

DESIG
DO NO

SOURCE: PBS Learning Media

As a Google-certified teacher, a designation given to individuals who have
completed the Google Teacher Academy, a highly selective professional-development program, Mr. Merkert has long been a proponent of using technology
in the classroom.
In the spring of last year, the Science Teachers Association of New York
State named him Suffolk County’s science teacher of the year for his use of
“flipped teaching.” That approach allows students to watch short videos of
instructional material during evenings and on weekends, freeing up valuable
class hours for discussion and analysis.
By moving much of the direct instruction to nonclass hours, Mr. Merkert
says, students can pause and rewind concepts that are giving them particular difficulty. Or, say, when prepping for a quiz, rather than reviewing handwritten notes, they can simply watch the videos over again. It’s also freed up
more class time for experiments and extended the learning day.
“There’s so much you can now do to innovate and adapt. It almost becomes
addictive,” he said, with a smile. “I’m more enthused and involved than I’ve
ever been. I can only hope that enthusiasm translates to my students.”

Emile Wamsteker for Education Week

‘Learn the Technology or Get Out’
When several of Rose Ann Throckmorton’s colleagues saw the digital transformation headed their way, many decided it was easier to simply retire than
learn a whole new way of approaching their craft.
“I’ve known teachers who have taught the same thing, read the same
book, and used the same bulletin board, year after year after year,” said Ms.
Throckmorton, 50, a 4th grade teacher at Rural Hall Elementary School in
the Winston-Salem/ Forsyth County schools in North Carolina. In total, she
has taught for 24 years.
Last summer, Steven W. Anderson, the director of instructional technology
for the 54,000-student district, approached Ms. Throckmorton with the possibility of participating in a pilot that would equip all of her 4th graders with
their own Samsung Galaxy tablet computers.
She leaped at the possibility.
“Twenty-first century classrooms are coming whether we want them to or
not,” said Ms. Throckmorton, who possesses neither a smartphone nor wireless
Internet at home. “When I signed up for this, I realized I wasn’t technologically
savvy, but I knew it was coming, and if I planned to stay in this profession, I
knew that I had to either learn the technology or get out.”
The road was bumpy at first, Ms. Throckmorton admits. She started out
PAGE S6 >

in a rapid-fire overhaul—with 3rd graders and above receiving Hewlett-Packard
laptops, while pre-K pupils to 2nd graders
received iPads.
But going digital, said Mr. Wardynski,
was the easy part. Getting the buy-in of his
teaching staff has been the real challenge.
Most notably, he’s witnessed a gap in the
skill set of many of his teachers who were
never trained to teach in a digital world.
As a consequence, many of Huntsville’s
teachers are learning as they go, with

administrators struggling to fill in the
missing pieces.
“We’re working with the higher education
institutions to let them know what we want
to see when it comes to teaching with digital content,” said Mr. Wardynski. “They’re
moving in that direction, but it’s safe to say
that a lot of us are moving a bit faster.”
The challenge is hardly unique to Huntsville. As more districts make the digital
shift, many education schools are grappling
with how best to prepare the next gen-

eration of teachers. In recent years, some
programs have struggled to adapt quickly
enough to meet the changing needs of both
districts and educators.
“Education schools are in the process of
trying to figure out what it all means, with
everyone in the teacher-preparation front
playing catch-up,” said Pam Grossman, a
professor of education at Stanford University’s graduate school of education and the
director of the university’s Center to Support
PAGE S6 >


http://www.edweek.org/go/digital-report

Education Week - May 22, 2013 - Special Report

Table of Contents for the Digital Edition of Education Week - May 22, 2013 - Special Report

Education Week - May 22, 2013
District Bets Big on Standards
FOCUS ON: EMERGENCY PREPAREDNESS: States Stepping Up Mandates for School Safety Drills
INDUSTRY & INNOVATION: Schools Facing the Expiration of Windows XP
Contents
News in Brief
Report Roundup
Debates Roil Over Control of Schools in Baton Rouge
Study: Teenagers’ Brains Are Wired for Peer Approval
Analysis Calls for Dual-Language Pre-K for Young ELLs
PROFILE: Brian Pick
PROFILE: Dowan Mcnair-Lee
PROFILE: Mikel Robinson
States Tighten Disclosure of Teacher Evaluations
Blogs of the Week
NRC Framework Seen as Valued Resource for Educators
A Spec. Ed. Twist on Common-Core Testing
K-12 Colors Campaigns in Virginia, New Jersey
Policy Brief
CYNTHIA G. BROWN: The ‘How’ of Equitable School Funding
JIM CHILDRESS: Designing Learning Spaces for A New Age of Discovery
JEANNE ZAINO: Teaching the Metric System: A Cautionary Tale for the Common Core
Letters
Topschooljobs Recruitment Marketplace
LISA HANSEL: The Common Core Needs a Common Curriculum
Education Week - May 22, 2013 - Special Report - S1
Education Week - May 22, 2013 - Special Report - S2
Education Week - May 22, 2013 - Special Report - S3
Education Week - May 22, 2013 - Special Report - S4
Education Week - May 22, 2013 - Special Report - S5
Education Week - May 22, 2013 - Special Report - S6
Education Week - May 22, 2013 - Special Report - S7
Education Week - May 22, 2013 - Special Report - S8
Education Week - May 22, 2013 - Special Report - S9
Education Week - May 22, 2013 - Special Report - S10
Education Week - May 22, 2013 - Special Report - S11
Education Week - May 22, 2013 - Special Report - S12
Education Week - May 22, 2013 - Special Report - S13
Education Week - May 22, 2013 - Special Report - S14
Education Week - May 22, 2013 - Special Report - S15
Education Week - May 22, 2013 - Special Report - S16
Education Week - May 22, 2013 - Special Report - S17
Education Week - May 22, 2013 - Special Report - S18
Education Week - May 22, 2013 - Special Report - S19
Education Week - May 22, 2013 - Special Report - S20
Education Week - May 22, 2013 - Special Report - S21
Education Week - May 22, 2013 - Special Report - S22
Education Week - May 22, 2013 - Special Report - S23
Education Week - May 22, 2013 - Special Report - S24
Education Week - May 22, 2013 - Special Report - S25
Education Week - May 22, 2013 - Special Report - S26
Education Week - May 22, 2013 - Special Report - S27
Education Week - May 22, 2013 - Special Report - S28
Education Week - May 22, 2013 - Special Report - S29
Education Week - May 22, 2013 - Special Report - S30
Education Week - May 22, 2013 - Special Report - S31
Education Week - May 22, 2013 - Special Report - S32
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Education Week - May 22, 2013 - Special Report - S34
Education Week - May 22, 2013 - Special Report - S35
Education Week - May 22, 2013 - Special Report - S36
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