Blended learning involves much more than introducing technology into classrooms; it offers an opportunity to rethink how teachers teach and students learn. TNTP’s first version of guidance to help districts and schools rethink their human capital systems to support blended learning.
This homepage explores details about participants, responsibilities, expectations, events, and general information about Fulton Country Schools Vanguard Team.
This blog post from Getting Smart illustrates how Fulton County built out their capacity in a strategic manner by building a Vangard Team, comprised of educators who have mastered the art of technology use with classroom instruction.
This program overview of the Fulton Country Vanguard Team outlines member responsibilities, resources, advantages of this project to Fulton County Schools, and advantages of the project for each participant.
BlendMyLearning is a project of NGLC. On this blog, practitioners and leaders provide a variety of takes and ideas about their in-action professional development approaches and learnings.
This Personalized Learning Coaching and Development Rubric (PL Toolbox) from Dallas ISD maps out clear competency strands, identifies ways to show mastery in practice, and observational guides to drive meaningful reflection and discussions. This tool also includes a three phase progression to allow all educators a personalized entry point into the content.
A website that includes lesson plans, interactive games, professional development, and family education.
This guide, produced in 2016, offers advice for leaders and educators on how to evaluate and select digital content and curriculum.
This 2011 paper written by OECD presents the conclusions of a study, carried out in collaboration with schools in six European countries, which focused on tomorrow’s physical learning environments. It resulted in the creation of a learning space model that is flexible, modifiable and sustainable while supporting the teaching and learning processes.
This design research study was conducted to evaluate the spatial implications of technology on learning spaces. The authors report six major findings:
