An innovative model gives districts access to–and funding for–online courses to meet the challenge of rigorous state graduation requirements. This article was written by Barbara Smith, Texas Virtual School Project Director.
When Vermont educators began to see a gap between students’ needs and the state’s education system, they began planning how to adapt for the 21st century. This article was written by Peter Drescher, SETDA member and Vermont Education Technology Coordinator.
Teachers and administrators in Nevada began using a collaborative, online professional development system to facilitate their own 21st century learning. This article was written by Kimberly Vidoni, Shawn Lady, Loretta Asay, and Jacque Ewing-Taylor.
Indiana Educators Share Their Experience of Replacing Math Textbooks with Digital Materials. This article was written by Zach Foughty and John Keller, SETDA member and Director of Learning Technologies.
Meet the challenge of observing teachers who use innovative technology in their classrooms. This article was written by Monica Beglau, SETDA member and Executive Director of the eMINTS National Center at the University of Missouri.
Statewide efforts to provide all schools with the infrastructure and equipment for Internet access resulted in increased student engagement, communication between students and teachers, constructivist teaching, lesson adaptabililty, and student-centered teaching. This article was written by Wade Pogany, SETDA member and Director of Assessment and Technology Systems.
In Washington State, technology integration relies on coaching and regional support not equipment. This article was written by Dennis Small, SETDA Member and Educational Technology Director.
To create its technology guidelines, Florida focused on the intersection of meaningful learning environments and levels of technology integration. This article was written by James Welsh, Assistant Director of the Florida Center for Instructional Technology at the University of South Florida, J. Christine Harmes, Evaluation and Measurement Consultant with the Florida Center for Instructional Technology at the University of South Florida, and Roy Winkelman, Director of the Florida Center for Instructional Technology at the University of South Florida.
Through the organized use of technology, educators overcome geographic isolation and provide varied learning opportunities to students. This article was written by Roxanne Mourant, Alaska State Technology Coordinator and SETDA member, John Monahan, Director of Alaska Distance Education Consortium at the University of Alaska, Bob Whicker, Director of the Consortium for Digital Learning, Association of Alaska School Boards, Ginger L. Blackmon, Principal of Highland Tech Charter School, Anchorage and Woody Wilson, Director of Alaska’s Learning Network distance courses.