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Fri, 03/08/2019 – 10:30
Technology also helps educators strengthen their instructional repertoires and collaboration with peers.
Visionary, strategic technology leadership is critical for creating a systemic digital ecosystem and preparing every child for the modern world. It is an incredible opportunity that doesn’t come without its challenges.
Making smart technology decisions in education is becoming more difficult, and the pace is accelerating in the fast-moving digital world.
The Consortium for School Networking’s new Driving K-12 Innovation series of publications helps school system leaders make sense of the most pressing trends, informing effective technology adoption and integration.
Guided by the research and input of an international advisory board of more than 100 distinguished educational technology experts, CoSN’s new three-part series and forthcoming toolkit help education leaders keep up with the digital ecosystem so they can spark extraordinary learning experiences for all children and better support teachers at the front lines.
The first of the three reports, Driving K-12 Innovation: 2019 Hurdles, explores the top five challenges hindering teaching and learning innovation.
The hurdles, as identified by the advisory board through a series of discussions and surveys, are challenges that make K–12 stakeholders slow down, evaluate, practice and then make the leap to better support teaching and learning.
They are: sustaining and scaling innovation; digital equity; the gap between technology and pedagogy; ongoing professional development; and technology and the future of work.
K–12 Schools Experience Persistent Technology Gaps
In addition to providing an overview of the top hurdles, our report takes a deeper dive into two major challenges.
First, the gap between technology and pedagogy, which encompasses cultural, leadership, pedagogical, curricular and procedural issues: Continuing advances in technology create disconnects between students’ needs and teachers’ skills.
Technology can accelerate teaching practices — good or bad — and necessitate instructional shifts to effectively support improved student learning.