“We actually had somebody that almost got a perfect score.”īut, to serve as effective practice for the foundational curriculum, Study Island needs to align with the skills being taught during instruction. and those students had the highest grades on our standardized tests,” said Gina Frasca, the district’s secondary English/language arts director. “I asked my teachers-tell me the student that did the most practice. Instead of relying on a single online program to support reading and language arts instruction, teachers in the department leverage three different programs to fill three distinct needs-a core curriculum program for whole-group instruction, another for independent reading, and Study Island for targeted supplemental practice. Such was the case at Pinelands Regional School District in New Jersey, which has found a unique “triple threat” blended learning approach that works for its junior high school English department. Success is achieved with a full toolbox put to use thoughtfully by skilled educators. The role of technology-and a strong digital ecosystem-is to fill educators’ toolboxes to help reach those goals. Each one has different goals and a unique “digital ecosystem” to work within. No single technology program is the be-all and end-all in any school or classroom.
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