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Back in 2002, Shelly Luke Wille, William Myrhang and I designed a model classroom for the National School Boards Association (NSBA) Technology + Learning Conference. After the first class, word spread about our innovative room, seamless technology, and the learning that was happening. We were at capacity for every class. Educational decision makers didn’t just see how a classroom could be designed for collaboration, they actually experienced it, working in pairs, following the leadership of expert educator Shelly Luke Wille. If we want to change the classroom, educators and policy makers have to experience a different classroom for their own learning. We have to change perception about what a classroom is if we are ever going to catch up to the needs of the 21st century learner. To see how we did it, Read the article: How to Build a Classroom in 24 Hours or Less
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National School Boards Assocation T+L Conference
Denver, CO
I missed the first 10 minutes of the Project RED presentation, but was immediately engaged by the slide displayed when I walked through the door. More than half of survey respondents (62%) reported that ubiquitous technology in their schools increased high-stakes test scores, and 48% reported a reduction in disciplinary action.
You can participate in the survey at Project RED Deadline: November 16, 2009
Project RED is the research project of Jeanne Hayes, the Hayes Connection; Tom Greaves, the Greaves Group; and Leslie Wilson of the One-to-One Institute. Through surveys and interviews, the group seeks to show the true financial benefits of education technology. They have focused on two key issues: student achievement and the financial impact of technology on state budgets. To my knowledge, no other group is making a research-based financial connection between education technology investment and state economies by analyzing cost savings, cost avoidance and revenue enhancements to state budgets with investment in educational technology.
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