Technology Counts - March 14, 2013 - 17

mentors to classroom teachers.
“[The resource teachers] meet
the teacher where he or she is at,
so they do a little of everything,”
Weller says. “If a teacher is still a
novice with technology, the teacher
might search for technology integration lesson plans for student activities at sites like Thinkfinity, or PBS,
or iTunes U or the new eMediaVA
that give the teacher a good outline
of what to do. If the school division
has decided to adopt iPads or tablets, the [resource teacher] does the
whole spectrum of training—how to
physically use the devices, how to
use software and do minor troubleshooting, how to find resources for
the devices that they can use in
their own classrooms, how to use the
resources to teach in an integrated
way, how to get data out of the devices into a usable format and then
what that data can tell them about
each student’s progress.”
They also co-teach lessons with
classroom teachers. The advantages of such peer-to-peer professional development are numerous,
Weller points out.
“It’s targeted to what the teacher
is doing, so that it’s not this impersonal, theoretical thing,” she says.
“It’s very much focused on what
the teacher is doing at that moment, what their needs are, and
what they are interested in trying.
“Also, having that person-to-person contact makes things so much
better,” says Weller. “They have a
real person to talk to, and someone
they feel comfortable with.”
That more personal approach is
evolving in other ways, too.
In the 18,000-student Parkway
school system in Chesterfield,
Mo., for example, each school has
a technology committee, composed
of the principal and teachers at
that school, says William Bass, an
instructional coach in the district.
Those committees work with teachers at the schools to identify issues
they want to address in their classrooms with technology.
If the teachers need more help,
they can call in an instructional
technology specialist from the district for more support.
“We are trying to take a grassroots approach,” Bass says. “The
teachers are the ones who drive it,
and then there’s support during
that planning process or wherever
they need help along the way.”

and other activities and projects.
“Teachers can find other likeminded instructors in their cohort
and work together on developing a
lesson, work on something else they
want to create for their course, or
work on developing a blended unit
[of face-to-face and online learning],” Michalowski says.
In many online professional-development courses, teachers are required to use various technological
tools, such as wikis, Google Earth,
or VoiceThread, a collaborative,
multimedia slide show that allows
people to make comments about
images, documents and videos.
After using digital tools in their
own professional development,
Michalowski says, they can then
use them more effectively and cre-

atively with their students.
“They themselves are being engaged in learning with technology,”
adds Barbara Treacy, the director of
EdTech Leaders Online, a program
of the Education Development Center, a global nonprofit organization
based in Waltham, Mass.
“This is good because they actually get what’s going on with the
learning environment, and how
it is enhanced with technology,”
she says. “Using it in their own
learning is a great way to help
students use it.”
Meanwhile, to emphasize costeffective professional development,
some districts are using Skype,
podcasts, and webinars to deliver
professional development that
teachers can access at their conve-

nience from their own computers.
For instance, the Keller Independent School District in Texas, which
serves 33,130 students, sometimes
records educational technology presentations using SAFARI Montage,
a program that allows districts to
upload their own digital videos for
viewing, and then gives them access to educational videos produced
by other groups, such as pbs.
“Instead of 500 teachers coming
to a professional-development [session], they can get on the Internet
and watch something, which is also
recorded and made available for
later use,” says Michelle HowardSchwind, the director of organizational improvement for the district.
“We are trying to develop just-intime learning without getting them

out of the classroom.”
Nationally, much professional development for teachers around educational technology is self-directed.
Teachers have to build their own
connections with other educators,
think about what they want to improve in their own classroom, and
research and experiment with different technology tools.
The key is to start small, says
Knee, the New Hampshire kindergarten teacher.
“Teachers should find one thing
that they would like to change or
something they want to make better and look for ways to use a technology tool,” she says. And “teachers
need to get outside of their school
and see what is happening in other
places. And be open to learning.” n

ONLINE PD LESSONS
One fast-evolving trend in professional development is the use of
virtual classes or sessions.
A major advantage of online
learning is that teachers can connect with educators locally or
worldwide through their online
coursework, says Amy Michalowski, the director of academic
affairs for the Virtual High School
Collaborative in Maynard, Mass.
The collaborative offers a fivecourse series of classes about
using technology in the classroom.
The program focuses on teachers’
working together with a community of learners, rather than sitting
behind computers by themselves,
not interacting with anyone, Michalowski explains.
The collaboration happens
through class discussions, blogging,
TECHNOLOGY COUNTS 2013

>> www.edweek.org/go/tc13

17


http://www.RosettaStone.com/k12/howrosettastoneworks http://www.RosettaStone.com/k12/howrosettastoneworks http://www.edweek.org/go/tc13

Technology Counts - March 14, 2013

Table of Contents for the Digital Edition of Technology Counts - March 14, 2013

Technology Counts - March 14, 2013
Contents
Tackling a ‘Complicated’ Digital Task
Faster Internet Speeds Wanted
E-Rate Assistance Needed Beyond School Walls
1-to-1 Building Blocks
Districts See Value in Ensuring Home-School Connections
Designing Better PD Models
Ed-Tech Training Options
Designing a New Digital Look
Spaces for Blended Learning
K-12 Technology Usage
Data Development Drives Change
Technology Counts - March 14, 2013 - 1
Technology Counts - March 14, 2013 - 2
Technology Counts - March 14, 2013 - Contents
Technology Counts - March 14, 2013 - 4
Technology Counts - March 14, 2013 - 5
Technology Counts - March 14, 2013 - 6
Technology Counts - March 14, 2013 - Tackling a ‘Complicated’ Digital Task
Technology Counts - March 14, 2013 - Faster Internet Speeds Wanted
Technology Counts - March 14, 2013 - 9
Technology Counts - March 14, 2013 - E-Rate Assistance Needed Beyond School Walls
Technology Counts - March 14, 2013 - 11
Technology Counts - March 14, 2013 - Districts See Value in Ensuring Home-School Connections
Technology Counts - March 14, 2013 - 13
Technology Counts - March 14, 2013 - 14
Technology Counts - March 14, 2013 - 15
Technology Counts - March 14, 2013 - Designing Better PD Models
Technology Counts - March 14, 2013 - 17
Technology Counts - March 14, 2013 - Ed-Tech Training Options
Technology Counts - March 14, 2013 - 19
Technology Counts - March 14, 2013 - Spaces for Blended Learning
Technology Counts - March 14, 2013 - 21
Technology Counts - March 14, 2013 - 22
Technology Counts - March 14, 2013 - 23
Technology Counts - March 14, 2013 - K-12 Technology Usage
Technology Counts - March 14, 2013 - 25
Technology Counts - March 14, 2013 - Data Development Drives Change
Technology Counts - March 14, 2013 - 27
Technology Counts - March 14, 2013 - 28
Technology Counts - March 14, 2013 - 29
Technology Counts - March 14, 2013 - 30
Technology Counts - March 14, 2013 - Cover3
Technology Counts - March 14, 2013 - Cover4
http://ew.edweek.org/nxtbooks/epe/ew_sr_03072018
http://ew.edweek.org/nxtbooks/epe/ew_02282018
http://ew.edweek.org/nxtbooks/epe/ew_02212018
http://ew.edweek.org/nxtbooks/epe/ew_02142018
http://ew.edweek.org/nxtbooks/epe/ew_02072018
http://ew.edweek.org/nxtbooks/epe/ew_01242018
http://ew.edweek.org/nxtbooks/epe/ew_01172018
http://ew.edweek.org/nxtbooks/epe/ew_01102018
http://ew.edweek.org/nxtbooks/epe/ew_12132017
http://ew.edweek.org/nxtbooks/epe/ew_11292017
http://ew.edweek.org/nxtbooks/epe/ew_11152017
http://ew.edweek.org/nxtbooks/epe/ew_11082017
http://ew.edweek.org/nxtbooks/epe/ew_11012017
http://ew.edweek.org/nxtbooks/epe/ew_10252017
http://ew.edweek.org/nxtbooks/epe/ew_10182017
http://ew.edweek.org/nxtbooks/epe/ew_10112017
http://ew.edweek.org/nxtbooks/epe/ew_10042017
http://ew.edweek.org/nxtbooks/epe/ew_09272017
http://ew.edweek.org/nxtbooks/epe/ew_09202017
http://ew.edweek.org/nxtbooks/epe/ew_09132017
http://ew.edweek.org/nxtbooks/epe/ew_09062017
http://ew.edweek.org/nxtbooks/epe/ew_08302017
http://ew.edweek.org/nxtbooks/epe/ew_08232017
http://ew.edweek.org/nxtbooks/epe/ew_07192017
http://ew.edweek.org/nxtbooks/epe/ew_06212017
http://ew.edweek.org/nxtbooks/epe/ew_06142017
http://ew.edweek.org/nxtbooks/epe/ew_06072017
http://ew.edweek.org/nxtbooks/epe/ew_05312017
http://ew.edweek.org/nxtbooks/epe/ew_05242017
http://ew.edweek.org/nxtbooks/epe/ew_05172017
http://ew.edweek.org/nxtbooks/epe/ew_05102017
http://ew.edweek.org/nxtbooks/epe/ew_04262017specialreport
http://ew.edweek.org/nxtbooks/epe/ew_04262017
http://ew.edweek.org/nxtbooks/epe/ew_04192017
http://ew.edweek.org/nxtbooks/epe/ew_04052017
http://ew.edweek.org/nxtbooks/epe/ew_03292017
http://ew.edweek.org/nxtbooks/epe/ew_03222017
http://ew.edweek.org/nxtbooks/epe/ew_03082017
http://ew.edweek.org/nxtbooks/epe/ew_03012017
http://ew.edweek.org/nxtbooks/epe/ew_02222017
http://ew.edweek.org/nxtbooks/epe/ew_02152017
http://ew.edweek.org/nxtbooks/epe/ew_02082017
http://ew.edweek.org/nxtbooks/epe/ew_01252017
http://ew.edweek.org/nxtbooks/epe/ew_01252017specialreport
http://ew.edweek.org/nxtbooks/epe/ew_01182017
http://ew.edweek.org/nxtbooks/epe/ew_01042017
http://ew.edweek.org/nxtbooks/epe/ew_12142016
http://ew.edweek.org/nxtbooks/epe/ew_12142016v2
http://ew.edweek.org/nxtbooks/epe/ew_11302016
http://ew.edweek.org/nxtbooks/epe/ew_11162016
http://ew.edweek.org/nxtbooks/epe/ew_11092016
http://ew.edweek.org/nxtbooks/epe/ew_11022016
http://ew.edweek.org/nxtbooks/epe/ew_10262016
http://ew.edweek.org/nxtbooks/epe/ew_10192016
http://ew.edweek.org/nxtbooks/epe/ew_10122016
http://ew.edweek.org/nxtbooks/epe/ew_10052016
http://ew.edweek.org/nxtbooks/epe/ew_09282016
http://ew.edweek.org/nxtbooks/epe/ew_09212016
http://ew.edweek.org/nxtbooks/epe/ew_09142016
http://ew.edweek.org/nxtbooks/epe/ew_09072016
http://ew.edweek.org/nxtbooks/epe/ew_08312016
http://ew.edweek.org/nxtbooks/epe/ew_08242016
http://ew.edweek.org/nxtbooks/epe/ew_08032016
http://ew.edweek.org/nxtbooks/epe/ew_08032016
http://ew.edweek.org/nxtbooks/epe/ew_07202016
http://ew.edweek.org/nxtbooks/epe/ew_01112017
http://ew.edweek.org/nxtbooks/epe/ew_06082016
http://ew.edweek.org/nxtbooks/epe/tc_06092016
http://ew.edweek.org/nxtbooks/epe/dc_06022016
http://ew.edweek.org/nxtbooks/epe/ew_06012016
http://ew.edweek.org/nxtbooks/epe/ew_05182016
http://ew.edweek.org/nxtbooks/epe/ew_05112016
http://ew.edweek.org/nxtbooks/epe/ew_sr_05112016
http://ew.edweek.org/nxtbooks/epe/ew_04272016
http://ew.edweek.org/nxtbooks/epe/ew_04202016
http://ew.edweek.org/nxtbooks/epe/ew_04132016
http://ew.edweek.org/nxtbooks/epe/ew_03302016
http://ew.edweek.org/nxtbooks/epe/ew_sr_03302016
http://ew.edweek.org/nxtbooks/epe/ew_03232016
http://ew.edweek.org/nxtbooks/epe/ew_03162016
http://ew.edweek.org/nxtbooks/epe/ew_03092016
http://ew.edweek.org/nxtbooks/epe/ew_02242016
http://ew.edweek.org/nxtbooks/epe/ew_sr_02242016
http://ew.edweek.org/nxtbooks/epe/ew_02172016
http://ew.edweek.org/nxtbooks/epe/ew_02102016
http://ew.edweek.org/nxtbooks/epe/ew_sr_01272016
http://ew.edweek.org/nxtbooks/epe/ew_01272016
http://ew.edweek.org/nxtbooks/epe/ew_01202016
http://ew.edweek.org/nxtbooks/epe/ew_sr_01132016
http://ew.edweek.org/nxtbooks/epe/ew_01132016
http://ew.edweek.org/nxtbooks/epe/qc_01072016
http://ew.edweek.org/nxtbooks/epe/ew_01062016
http://ew.edweek.org/nxtbooks/epe/ew_12092015
http://ew.edweek.org/nxtbooks/epe/ew_12022015
http://ew.edweek.org/nxtbooks/epe/ew_sr_11112015
http://ew.edweek.org/nxtbooks/epe/ew_11112015
http://ew.edweek.org/nxtbooks/epe/ew_11042015
http://ew.edweek.org/nxtbooks/epe/ew_10282015
http://ew.edweek.org/nxtbooks/epe/ew_10212015
http://ew.edweek.org/nxtbooks/epe/ew_sr_10212015
http://ew.edweek.org/nxtbooks/epe/ew_10142015
http://ew.edweek.org/nxtbooks/epe/ew_10072015
http://ew.edweek.org/nxtbooks/epe/ew_09302015
http://ew.edweek.org/nxtbooks/epe/ew_sr_09302015
http://ew.edweek.org/nxtbooks/epe/ew_09232015
http://ew.edweek.org/nxtbooks/epe/ew_09162015
http://ew.edweek.org/nxtbooks/epe/ew_09092015
http://ew.edweek.org/nxtbooks/epe/ew_08262015
http://ew.edweek.org/nxtbooks/epe/ew_08192015
http://ew.edweek.org/nxtbooks/epe/ew_08052015
http://ew.edweek.org/nxtbooks/epe/ew_07082015
http://ew.edweek.org/nxtbooks/epe/ew_06102015
http://ew.edweek.org/nxtbooks/epe/tc_06112015
http://ew.edweek.org/nxtbooks/epe/dc_06042015
http://ew.edweek.org/nxtbooks/epe/ew_06032015
http://ew.edweek.org/nxtbooks/epe/ew_05202015
http://ew.edweek.org/nxtbooks/epe/ew_sr_05132015
http://ew.edweek.org/nxtbooks/epe/ew_05132015
http://ew.edweek.org/nxtbooks/epe/ew_05062015
http://ew.edweek.org/nxtbooks/epe/ew_04222015
http://ew.edweek.org/nxtbooks/epe/ew_sr_04152015
http://ew.edweek.org/nxtbooks/epe/ew_04152015
http://ew.edweek.org/nxtbooks/epe/ew_04012015
http://ew.edweek.org/nxtbooks/epe/ew_03252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_03182015
http://ew.edweek.org/nxtbooks/epe/ew_03182015
http://ew.edweek.org/nxtbooks/epe/ew_03042015
http://ew.edweek.org/nxtbooks/epe/ew_02252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_02252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_02182015
http://ew.edweek.org/nxtbooks/epe/ew_02182015
http://ew.edweek.org/nxtbooks/epe/ew_02042015
http://ew.edweek.org/nxtbooks/epe/ew_01282015
http://ew.edweek.org/nxtbooks/epe/ew_01212015
http://ew.edweek.org/nxtbooks/epe/ew_sr_01212015
http://ew.edweek.org/nxtbooks/epe/ew_01142015
http://ew.edweek.org/nxtbooks/epe/qc_01082015
http://ew.edweek.org/nxtbooks/epe/ew_01072015
http://ew.edweek.org/nxtbooks/epe/ew_12102014
http://ew.edweek.org/nxtbooks/epe/ew_12032014
http://ew.edweek.org/nxtbooks/epe/ew_11122014
http://ew.edweek.org/nxtbooks/epe/ew_sr_11122014
http://ew.edweek.org/nxtbooks/epe/ew_11052014
http://ew.edweek.org/nxtbooks/epe/ew_10292014
http://ew.edweek.org/nxtbooks/epe/ew_10222014
http://ew.edweek.org/nxtbooks/epe/ew_sr_10222014
http://ew.edweek.org/nxtbooks/epe/ew_10152014
http://ew.edweek.org/nxtbooks/epe/ew_10082014
http://ew.edweek.org/nxtbooks/epe/ew_sr_10012014
http://ew.edweek.org/nxtbooks/epe/ew_10012014
http://ew.edweek.org/nxtbooks/epe/ew_09242014
http://ew.edweek.org/nxtbooks/epe/ew_09172014
http://ew.edweek.org/nxtbooks/epe/ew_09102014
http://ew.edweek.org/nxtbooks/epe/ew_08272014
http://ew.edweek.org/nxtbooks/epe/ew_08202014
http://ew.edweek.org/nxtbooks/epe/ew_sr_08202014
http://ew.edweek.org/nxtbooks/epe/ew_08062014
http://ew.edweek.org/nxtbooks/epe/ew_07092014
http://ew.edweek.org/nxtbooks/epe/ew_06112014_v2
http://ew.edweek.org/nxtbooks/epe/ew_06112014
http://ew.edweek.org/nxtbooks/epe/dc_06052014
http://ew.edweek.org/nxtbooks/epe/ew_06042014
http://ew.edweek.org/nxtbooks/epe/ew_05212014
http://ew.edweek.org/nxtbooks/epe/ew_05142014
http://ew.edweek.org/nxtbooks/epe/ew_05072014
http://ew.edweek.org/nxtbooks/epe/ew_sr_04232014
http://ew.edweek.org/nxtbooks/epe/ew_04232014
http://ew.edweek.org/nxtbooks/epe/ew_04162014
http://ew.edweek.org/nxtbooks/epe/ew_04022014
http://ew.edweek.org/nxtbooks/epe/ew_03262014
http://ew.edweek.org/nxtbooks/epe/tc_20140313
http://ew.edweek.org/nxtbooks/epe/ew_03122014
http://ew.edweek.org/nxtbooks/epe/ew_sr_03052014
http://ew.edweek.org/nxtbooks/epe/ew_03052014
http://ew.edweek.org/nxtbooks/epe/ew_02262014
http://ew.edweek.org/nxtbooks/epe/ew_sr_02192014
http://ew.edweek.org/nxtbooks/epe/ew_02192014
http://ew.edweek.org/nxtbooks/epe/ew_01292014_v2
http://ew.edweek.org/nxtbooks/epe/ew_02052014
http://ew.edweek.org/nxtbooks/epe/ew_01292014
http://ew.edweek.org/nxtbooks/epe/ew_01222014
http://ew.edweek.org/nxtbooks/epe/ew_01152014
http://ew.edweek.org/nxtbooks/epe/qc_01092014
http://ew.edweek.org/nxtbooks/epe/ew_01082014
http://ew.edweek.org/nxtbooks/epe/ew_12112013
http://ew.edweek.org/nxtbooks/epe/ew_12042013
http://ew.edweek.org/nxtbooks/epe/ew_11132013
http://ew.edweek.org/nxtbooks/epe/ew_11062013
http://ew.edweek.org/nxtbooks/epe/ew_sr_10302013
http://ew.edweek.org/nxtbooks/epe/ew_10302013
http://ew.edweek.org/nxtbooks/epe/ew_10232013
http://ew.edweek.org/nxtbooks/epe/ew_10162013
http://ew.edweek.org/nxtbooks/epe/ew_10092013
http://ew.edweek.org/nxtbooks/epe/ew_sr_10022013
http://ew.edweek.org/nxtbooks/epe/ew_10022013
http://ew.edweek.org/nxtbooks/epe/ew_09252013
http://ew.edweek.org/nxtbooks/epe/ew_09182013
http://ew.edweek.org/nxtbooks/epe/ew_09112013
http://ew.edweek.org/nxtbooks/epe/ew_08282013
http://ew.edweek.org/nxtbooks/epe/ew_sr_08212013
http://ew.edweek.org/nxtbooks/epe/ew_08212013
http://ew.edweek.org/nxtbooks/epe/ew_08072013
http://ew.edweek.org/nxtbooks/epe/ew_07102013
http://ew.edweek.org/nxtbooks/epe/ew_06122013
http://ew.edweek.org/nxtbooks/epe/dc_06062013
http://ew.edweek.org/nxtbooks/epe/ew_06052013
http://ew.edweek.org/nxtbooks/epe/ew_sr_05222013
http://ew.edweek.org/nxtbooks/epe/ew_05222013
http://ew.edweek.org/nxtbooks/epe/ew_05152013
http://ew.edweek.org/nxtbooks/epe/ew_05082013
http://ew.edweek.org/nxtbooks/epe/ew_sr_04242013
http://ew.edweek.org/nxtbooks/epe/ew_04242013
http://ew.edweek.org/nxtbooks/epe/ew_04172013
http://ew.edweek.org/nxtbooks/epe/ew_04032013
http://ew.edweek.org/nxtbooks/epe/ew_03272013
http://ew.edweek.org/nxtbooks/epe/ew_03132013
http://ew.edweek.org/nxtbooks/epe/tc_20130314
http://ew.edweek.org/nxtbooks/epe/ew_03062013
http://ew.edweek.org/nxtbooks/epe/ew_02272013
http://ew.edweek.org/nxtbooks/epe/ew_sr_02202013
http://ew.edweek.org/nxtbooks/epe/ew_02202013
http://ew.edweek.org/nxtbooks/epe/ew_sr_02062013
http://ew.edweek.org/nxtbooks/epe/ew_02062013
http://ew.edweek.org/nxtbooks/epe/ew_01302013
http://ew.edweek.org/nxtbooks/epe/ew_01232013
http://ew.edweek.org/nxtbooks/epe/ew_01162013
http://ew.edweek.org/nxtbooks/epe/qc_01102013
http://ew.edweek.org/nxtbooks/epe/ew_01092013
http://ew.edweek.org/nxtbooks/epe/ew_12122012
http://ew.edweek.org/nxtbooks/epe/ew_12052012
http://ew.edweek.org/nxtbooks/epe/ew_sr_11142012
http://ew.edweek.org/nxtbooks/epe/ew_11142012
http://ew.edweek.org/nxtbooks/epe/ew_11072012
http://ew.edweek.org/nxtbooks/epe/ew_10312012
http://ew.edweek.org/nxtbooks/epe/ew_sr_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10172012
http://ew.edweek.org/nxtbooks/epe/ew_10102012
http://ew.edweek.org/nxtbooks/epe/ew_10032012
http://ew.edweek.org/nxtbooks/epe/ew_09262012
http://ew.edweek.org/nxtbooks/epe/ew_09192012
http://ew.edweek.org/nxtbooks/epe/ew_09122012
http://ew.edweek.org/nxtbooks/epe/ew_08292012
http://ew.edweek.org/nxtbooks/epe/ew_sr_08222012
http://ew.edweek.org/nxtbooks/epe/ew_08222012
http://ew.edweek.org/nxtbooks/epe/ew_20120829
http://ew.edweek.org/nxtbooks/epe/ew_sr_08292012
http://ew.edweek.org/nxtbooks/epe/ew_20120822_v2
http://ew.edweek.org/nxtbooks/epe/ew_20120822
http://ew.edweek.org/nxtbooks/epe/ew_test
http://ew.edweek.org/nxtbooks/epe/diplomascount_2012issue34
https://www.nxtbookmedia.com