OTO Launches New Personalized Learning Course
One-to-One Institute is partnering with Barbara Bray and Kathleen McClaskey ofPersonalize Learning tohelp teacherscreate learner-centered 1:1 environments. One-to-One Institute COO, Dr. Michael Gielniak identifies personalized learning as the next big advancement needed to realize the full potential of education technology. “We are hearing from our well implemented 1:1 districts that the transformation to a student-centered pedagogy continues to be one of the biggest challenges. We believe our new course provides district s with an important foundation fortheir journey to personalize learning.”
Bray and McClaskey expressedtheir excitementabout the new partnership. "We are honored to work with One-to-One Institute in creating a customized standalone course based on our 5W's of Personalized Learning eCourse. Our partnership with One-to-One Institute demonstrates how learner voice and choice encourages the learner to acquire the skills they need to choose and use the appropriate tools and resources for a ny task. Working together to adapt the course has been an exciting experience. We look forward to our continued partnership and journey to help transform 1:1 learning environments."
One-to-One Institute CEO, Leslie Wilson,also emphasizes the importance of this new offering. “Learner voice and choice are paramount to personalizing the learning process. One-to-One Institute embeds these strategies in a newandexciting online course. We are honored to be working with the “PersonalizeLearning” authors, Kathleen McClaskey and Barbara Bray, in the development of the program. Their extensive expertise has inspired us and provided the foundation for this course.”
One-to-One Institute will provide the course asynchronously for individual teacher enrollment, or in more customized and facilitated forms for district groups. The course provides the"look fors," (or characteristics),and a graduated,step by step introduction to the elements of alearner-centered 1 :1 environment. Upon completion teachers will have a solid foundation in which tobegin engaging with students in more powerful and authentic ways.
One-to-One Institute will begin offering the course in November. For more information contact One-to-One Institute at firstname.lastname@example.org.
About One-to-One Institute
One-to-One Institute is anational non-profit committed to igniting 21st century education through the implementation of one-to-one technology in K-12 education environments.OTO is the only organization in the world to design a comprehensive approach to1:1 implementation based on their Project RED and OTOresearch. The design includes professional development and consultancies to schools, districts and states that lead to successful and sustainable 1:1 programs. For more information, contact email@example.com or connect viaTwitter, Facebook, or LinkedIn.
About Personalize Learning
Personalize Learning, LLC (@plearnchat) works with school districts and organizations to transform teaching and learning for all learners. Their model is based on transformation in three areas: changing teacher and learner roles, using Universal Design for Learning® as the lens to personalize learning, and developing a culture of learning based on a shared belief system. Barbara and Kathleen co-authored the book, Make Learning Personal to provide the What, Who, Wow, Where and Why of Personalized Learning that expands on their eCourse, the5W's of Personalized Learning . For more information, contact firstname.lastname@example.org or connect with them viaTwitter, Facebook, or LinkedIn.
Project RED Launches Phase III
FOR IMMEDIATE RELEASE
1980 N College Road
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Press contact: Laura Charon
Project RED Launches Phase III
Proven Data-driven Method for Effective Education through Properly Implemented Technology
Research-based method leads to increased student achievement and improved ROI
• Project RED is launching a third phase of research around Signature Districts’ demonstration that well implemented education technologies leads to increased student achievement and revenue positive results.
• Project RED Phase II created a professional learning community providing tools, resources and collaboration opportunities for district leaders and school administrators who are passionate about bringing change to learning and preparing students for successful futures.
• By using findings from a national research study of 1,000 schools, the initial Project RED research provided a replicable design for school districts to make the best possible use of technology in a learning environment, leading to improved student achievement and significant return on investment.
June 30, 2015 (Philadelphia, PA) – Project RED announces the second iteration of its research. In 2012, seventeen districts across the United States were identified as Signature Districts in Phase II of Project RED. These districts were awarded Signature status through a national, competitive, rigorous application process. Each district demonstrated Project RED’s ‘key implementation factors’ (KIFs). The KIFs are associated with the highest levels of effectiveness for technology integration for enhancing teaching, learning, and financial savings. Phase III Project RED research will focus on student achievement, teacher and student behavior and financial findings in these technology rich Signature Districts that followed the Project RED Model Design© for implementation.
“Our 2010 Project RED (phase I) research of 1,000 schools showed that the United States was in an education technology implementation crisis. We realized that there was a gap between what schools were doing and what research showed was effective,” said Leslie Wilson, CEO of the One-to-One Institute and a Project RED team member. “Some leaders didn’t realize the extensive nature of project planning required and there were no models that ranked various strategies to find the most effective. The key, however, is effective implementation, and that’s exactly what sets Project RED apart.”
“Project RED is nothing less than a blueprint for remaking American education – second-order change – not through more or better testing, charter schools, longer school days, more or even better teachers, but through fundamentally altering how we do education, the first real change in the process of education itself in a thousand years.” – Angus King, Governor of Maine, 1995-2003
Project RED Phase II provided a method to district leaders and school administrators through a free, professional learning community where experts continue to share the best practices and tools for effective technology implementation. Members take advantage of resources and research, as well as participate in educational opportunities including webinars, forums and regional institutes. During these events, members gain the knowledge to effectively implement technology into their own districts.
To address the critical question of school finance, the Project RED team has created both a project plan model and an ROI Calculator to share with district leaders who join the Project RED learning community. The team has also examined the financial impact of technology and can now share potential savings in 14 areas with Project RED Signature Districts.
There are five key findings the Project RED research reveals about using technology in schools to improve learning performance and financial outcomes.
1. Personalize learning for all students through frequent, appropriate use of technology integrated with curriculum and instruction in all classrooms and other learning places.
a. Technology is no longer a supplement. It’s an integral part of students’ lives outside of the classroom and is most effective when it becomes an integral part of the core curriculum.
2. Incorporate “change leadership” consistently throughout the entire process.
a. Leadership for change is one of the most crucial elements for school transformation through education technology.
3. Make professional learning and effective use of technology high priorities for administrators and teachers.
a. High-quality professional learning for teachers is key to using technology to its fullest potential. To truly transform learning, educators must be able to confidently integrate technologies into their teaching, learning and assessments.
4. Use technologies such as social media, games and simulations to engage students and encourage collaboration.
a. Today’s students have been communicating and learning on technology platforms as long as they can remember. Leverage the extraordinary power of technology to connect with students, excite them about learning and empower them to succeed.
5. Use ongoing online (formative) assessments to gauge student learning and then tailor instruction for personalized learning experiences.
a. Technology can assess each student’s learning progress faster to help teachers guide students more effectively. Use this data to determine instruction, remediation and accelerated learning strategies for each student.
About Project RED
Project RED was established by three organizations, The Greaves Group, The Hayes Connection and One-to-One Institute, and began with a research project aimed at addressing two major issues in U.S. education: improving student achievement and evaluating the total financial impact of technology on state budgets.
In 2010, Project RED conducted a survey of technology programs in 1,000 U.S. schools, which is the first and only national research focusing on academic results and the financial implication of education technology. The research shows that, if effectively implemented, technology programs can lead to improved student achievement and significant return on investment. After analyzing the findings, Project RED now provides a research-based method to effectively integrate technology into the classroom. Additional information can be found at www.ProjectRED.org.
Mooresville, N.C. District Plans to Build Digital Innovation Center
The school district that has hosted more than 10,000 visitors interested in the results of its digital conversion—including President Obama—now wants to open an innovation center where ed-tech companies can test their products.
Mark Edwards, superintendent of the 6,000-student Mooresville, N.C. district, made his case for the center to investors this week during the Arizona State University/Global Silicon Valley Summit, which brought together venture capitalists, entrepreneurs, developers, and educators here.
In a meeting room at the posh Phoenician hotel, Edwards asked for $2 million to turn his vision of the Mooresville Center for Digital Innovation—which he said could be profitable within two years—into a reality.