The world is constantly moving toward an overwhelmingly
technological future. Every day, there is a new high-tech innovation or
breakthrough—it’s rather exciting to be living in the forefront of the
Information Age.
With the way technology seems to be incorporating itself
into everyday life, it’s essential that schools and classrooms become more
equipped with digital-based
curricula and devices.
To get the ball rolling, in early March, Amplify, an independent subsidiary of Rupert
Murdoch’s News Corporation, released Amplify ELA, a digital English language arts
(ELA) program for grades 6, 7 and 8. This is an update to their tablet (which
we covered once before)
involving apps and digital content for students and teachers in grades K–12.
This content features videos, games and vocabulary apps, as well as tools to
allow teachers to track students and give them immediate feedback online.
Teachers are also given full daily lesson plans that allow for flexibility so
teachers can design their own syllabi. All of this is designed to meet Common
Core State Standards (CCSS) and runs at about $45 per student per year.
McGraw Hill Education is not far behind. They have
announced a partnership with StudySync,
to create a cross-curricular, digital literacy source for grades 6–12. So far, the
program has been used in 22,000 classrooms around the country. Not far behind
Amplify, McGraw Hill and StudySync also created their products to align with
CCSS and to provide options for differentiated instruction.
Scholastic Corporation also boasts its Read 180 curriculum, which consists
of print and digital components that target struggling readers in all grades.
Over one million students in 40,000 classrooms currently use Read 180.
Recently, Scholastic announced the introduction of Common Core Code X, a new print/digital
curriculum for middle-school English that is structured around the CCSS.
Understanding that our students need to be digitally
literate, the government is also on board with more technology and online
activity in schools. The
federal government announced in 2013 the ConnectED initiative, which seeks
to, within five years, connect 99 percent of American schools with high-speed
wireless internet and next-generation broadband. Additionally, the FCC
has pledged over $2 billion to connect 15,000 schools to the internet over
the next two years.
From the private sector, companies like Adobe, Autodesk,
Esri, O’Reilly Media and Prezi, among others, have made
ConnectED commitments. Mostly, they are opening up software and content
materials to eligible schools across the country. Other companies partnering to
equip schools in need with hardware, software and wireless connectivity are
Apple, AT&T, Microsoft, Sprint and Verizon.
It would seem everyone is getting on board with promoting
more internet and digital materials in schools. With the power of technology
rising every day, it is clear that American students need to be taught
technology literacy as soon as possible. Soon, many more jobs will require at
least some computer knowledge, and it is probably best to give our students an
education based on technology now, so they can succeed in the future.
Did You Know?
Net neutrality, or the concept of an “open internet” where no particular
data is prioritized over other particular data, came under fire in April as the
FCC decided to back
the “fast lane” for web trafficking. This means the FCC could allow larger streaming
content providers like Disney, Google and Netflix to pay internet service
providers (ISPs) such as Comcast and Verizon for faster internet speeds for
streamed content, while smaller companies might have to suffer with slower
speeds unless they also pay. This could mean the end for small ISPs; if they
cannot afford to pay for faster internet speeds for their customers, customers
may get frustrated and switch to a larger provider. For content providers, it
could mean larger content providers might pass the expense on to their
customers; but it could also encourage customers to switch to smaller content
providers if that happens.
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