The SETDA Student Voices Award honors an outstanding K-12 school or district that has leveraged technology to dramatically improve the educational experiences and achievement of their students. Winners receive the Elsie Brumback “From Honored Founder to Future Citizen” Scholarship, which allows the winner to bring a team of students and educators to attend the annual SETDA Leadership Summit and tour Washington DC. SETDA also profiles the winning school/district at the Summit through presentations delivered by their students on stage in front of state and national education leaders.
2017 Student Voices Winner
Utah Mountain Heights Academy is an online, public charter school using innovative technology, service learning, student-centered instruction and personal responsibility to empower students to succeed.Each student is provided with a laptop computer and a pen tablet to facilitate digital inking and annotating in our one to one high-tech environment. Mountain Heights is the first secondary school worldwide to develop its own curriculum as open source content, teach through, and publicly release it so that all schools and teachers can leverage this content. Teachers invite students to participate in the instructional design process on a voluntary basis, leaving a legacy with the school that endures past their time as students.The school is the highest rated online school in Utah based on graduation rate with an 11 point gain in 2016, state test scores above the state average in English and Science, ACT scores above the state average, and course completion rates at 82% versus 40-50% for other online schools in Utah. www.mountainheightsacademy.org/curriculum/
Northfield Community Middle School has completely redesigned their school setting to invite innovative learning anywhere and anytime. Modeled from the d. School at Stanford University, the school implemented new furniture, whiteboards, bikes, turtles, and more. The school’s manifesto is “Becoming Life Ready”. As part of their project based learning program, students and teachers develop 3D prosthetic hands for children of need, design video games from books for children, work with those in need from the community, and other activities that serve a purpose. The school implemented a gamified Learning Management System that allows students to control their own pace of learning during the course of the year which supports personalized learning, digital citizenship, coding, Google apps, computer aided design, digital storytelling, and design process/thinking. Overall, this school has been transformed to a new digital learning environment that provides hands-on experiences for all learners.
Math Science Technology Magnet Academy at Roosevelt High School, CA (2015)
2015 Student Voices Winner
In 2013, the Math Science Technology Magnet Academy at Roosevelt High School located in Los Angeles, California, launched a 1:1 program for students in grades 10-11-12. Through a cross-curricular social justice community research project, students collected and analyzed data using geographic information systems (GIS). Students learned to become skilled in research, decision-making, and communication, relying on devices to maximize both engagement and impact. Recent topics include domestic violence, gentrification, wage discrimination, public gardens, education inequity, art versus advertising. Students present their research project to the school, the community, and audiences beyond. Many of these students are the first in their families to confess a plan to go to college, some the first to graduate from high school.
Madison Consolidated High School in rural Madison, Indiana transformed educational practices by placing a device in every student’s hand and transitioning to digital content. To address the need to teach student media literacy and digital citizenship, the school created the student led, Madison Digital Leadership Team. Madison’s Digital Leadership program provides the opportunity for participants to create digital content focused on digital citizenship, focused on the importance of the students’ responsibilities to use technology for good and to enhance learning. The Digital Leadership Team members typically meet virtually and exclusively outside of the traditional school day, although the students do receive course credit. The students blog about the program and the content will be made available to teachers and students across the nation at no cost. Learn more on the Indiana Student eLeadership blog.
Student Source Program, Raleigh Hills K-8 School, Beaverton School District, Oregon
Students from Beaverton provided an interactive presentation sharing how their learning environment was reimagined at Raleigh Hills utilizing technology and highlighting, StudentSource, a games-based, interactive learning program. This program provides nearly 20,000 elementary students an environment where they are given autonomy and the opportunity for mastery and purpose at their own pace. Students are “the source” for other students. They develop learning modules by choosing a learning standard and developing a set of games and resources related to the standard. The modulea are published on StudentSource, a public website. StudentSource pages have been visited over 4 million times by students and parents in the Beaverton School District and beyond.
Janesville, Wisconsin (2012)
The School District Janesville and Parker were highlighted at the Student Voices Luncheon at the SETDA Leadership Summit on October 15, 2012 in Washington, DC. Selected from entries from across the United States, the Janesville nomination, written by Kathy Boguszewski and Kathy White and supported by district administration, featured the use of UDL and assistive technology to demonstrate how teaching and learning have been transformed to best meet the needs of each student through the integration of technology.