School esports arenas are popping up across the country as competitive gaming teams grow in K–12 districts. Schools, administrators, and communities have begun to see the value esports provides to students and districts. As a result, district personnel who wish to start esports clubs are facing less pushback in making the case for these programs.
From school colors to shoutcasters, discover the popular elements in district esports spaces.
If the COVID-19 pandemic has taught K–12 schools anything, it’s that circumstances can change quickly — and that technology can play a big role in adjusting.
But pandemics recede, and schools continue to teach students. What lessons will K–12 districts learn from the past two years? If they’re like The Lincoln Academy, a new K–12 public charter school in Beloit, Wis., they learn to prepare for the future — not necessarily for the next health emergency, but for anything that could affect how they deliver quality education: curriculum changes, larger class sizes, student tastes, innovative pedagogies, new technologies, you name it.
Learn how The Lincoln Academy built an IT infrastructure that meets its current and future needs.
If you stumble across a group of K–12 school students outside using laptops to track soil levels and search for monarch eggs or observing birdhouses with video cameras, you may have discovered an outdoor learning space.
From informal hammock gardens to high-tech tents, outdoor learning spaces have become markedly more popular over the past few years because of the pandemic. Educators say these spaces give students a chance to breathe fresh air, experience a change of scenery, and, most importantly, gain opportunities for increased learning engagement.
Read more about bringing education outdoors.
In the 21st century, it can feel like advanced technology is changing the K–12 classroom in ways we’ve never seen before. But the truth is, technology and education have a long history of evolving together to dramatically change how students learn.
With more innovations surely headed our way, why not look back at how we got to where we are today while looking forward to how educators can continue to integrate new technologies into their learning?
Read more about the challenges of integrating tech in a modern learning environment.
Armed with more educational technology and the professional development to meaningfully use it, more educators in K–12 are considering the flipped-classroom approach.
At the onset of the pandemic, schools found ways to make virtual learning work. They rolled out one-to-one device programs and made investments in educational technology. Educators learned to use new tools and found new ways of bringing content to students.
With the technology barrier broken down, some educators took the opportunity to shift their methodology to a flipped-classroom approach. Others, who already employed this model, found that it made the transition to and from remote learning easier on students.
Read more about how technology and teaching techniques brought about by the pandemic pave a natural path to flipped classrooms in school districts.
By 2025, an estimated 80 percent of living-wage jobs in Tennessee’s Hamilton County will require a degree or technical credential, according to the report “Chattanooga 2.0: Helping To Shape The Future Of The Workforce.”
Partly in response to this need, several years ago Hamilton County Schools launched what officials call Future Ready Institutes, designed to give students hands-on experience in fast-growing fields.
Six high schools in the county now feature an IT career cluster with classes on topics such as cybersecurity, coding, or networking.
Read more about how districts are integrating technology training into their curriculum.
Dr. Joel Snyder, a senior IT consultant with more than 30 years of practice, outlines how network monitoring can conserve resources in this article from EdTech Focus on K–12.
Read here as Snyder shares
In this article from EdTech Focus on K–12, Jason Trinh, an award-winning educator from Toronto, writes how giving students the opportunity to learn online is not enough—he challenges schools to provide devices, internet access, and an understanding of how to use the technologies.
Read here as Trinh shares how
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