Teachers spend about 20% to 40% of their time—or about 13 hours a week—on activities that could be automated using existing technology, according to a new report.
DA guest columnist Deirdre Edwards addresses how considering student needs, maximizing engagement, and deciding on qualitative and quantitative measures of success are important for the South Carolina Department of Education's VirtualSC and any K-12 virtual learning program.
It's not enough to focus on student performance in school. Educators must measure students' soft skills and their ability to learn, say Joseph S. Renzulli and Sally M. Reis of the Neag School of Education at the University of Connecticut.
K-12 leaders should look to historically black colleges and universities to adopt strategies to promote the success of African American students, a new United Negro College Fund report says.
Schools from Collier County Public (Florida), McHenry School District 15 (Illinois) and Anglophone East School District Hillsborough (New Brunswick, Canada) take top honors at FETC.
The Expo Hall showcased 49 new solutions along with the most popular products, from security and artificial intelligence enhancements to esports devices, makerspaces and interactive displays. Check out DA's coverage, including a slideshow.
Special education educators and administrators—and mainstream educators with an interest in helping students with special needs—had many options to choose from at FETC.
In this new track, the Future of Ed Tech Coach sessions at FETC provided the latest insights and strategies to mentor and train educators on using data to improve assessments, video training and lesson plans.
Take Action Global Co-Founder and FETC 2020 featured speaker Jennifer Williams addresses the importance of social awareness, student activism and global citizenship.
