In educational technology, change is the only constant and 2019 brings with it several new, innovative ideas and changes surrounding how we approach edtech. From new classroom management solutions, to teaching trends, tech developments and more, we’re in for another exciting year of new information, resources and strategies to enhance the ways edtech is utilized in classrooms. Let’s explore 3 new and essential edtech trends to watch in 2019, that are certain to be educational staples for teachers.
Posted in Differentiated instruction, classroom management, SEL, edtech, Whole Child, trends, 2019, learning games
A Technology Specialist's insights on teaching the "whole child" with technology.
At our school, we believe in one thing above all else: You must teach the whole child. All day, every day, no exceptions. It’s like Maslow's hierarchy of needs: If children don’t have their financial, emotional, or basic human needs met, they won’t be able to learn. At least not in any meaningful way.
This is the way we approach learning at Seatack ES, An Achievable Dream Academy. We have what some might call a unique approach to education. Kids in our program are given opportunities and access to certain extracurricular activities that, along with remediation, they simply wouldn’t receive within a regular public school program.
Posted in Learning, Differentiated instruction, Social-Emotional Learning, SEL, edtech, Internet Safety For Kids, Chromebooks in the Classroom, Internet Safety, Google Suite for Education, Classroom Management Solution
How Promoting Social-Emotional Learning Can Help Support Suicide Prevention
There is an old parable about a fishing village, where each day, the fishermen had to rescue residents from nearly drowning in the river downstream. Knowing this was not sustainable, the fishermen decided that instead of rescuing victims, they would discover how villagers were falling into the river in the first place. They ventured upstream to discover a dangerous overlook on a cliff where people were losing their footing and falling into the river. After building a protective barrier and safeguarding the edge, the fishermen no longer had to rescue drowning victims.
For the past 27 years, I have worked as an educator and later as a Coordinator of Health Education Programs for Los Angeles Unified School District (LAUSD), the second largest school district in the nation. In that time, I’ve seen how educators and communities can form “protective barriers” to curb the devastating consequences of youth suicide. The idea of “upstreaming,” or identifying and mitigating the source of a crisis, has been the focus of my career as a teacher, advocate and school district administrator. All too often, after a crisis occurs, the common question arises: “Why didn’t someone do something?”
Posted in Safety, Learning, Technology, Suicide Prevention, Social-Emotional Learning, Upstreaming, SEL