Many of these complaints stem from attending faculty meetings, meetings in which teachers often feel out of the loop, and out of control. To better engage teachers and capitalize upon their invaluable expertise, schools should consider implementing the following strategies during faculty meetings.

Flip the Meeting

Flipping the classroom is a common strategy used by teachers to more effectively introduce students to the content being taught. Students are often assigned readings, videos, or other mediums of information to be completed, read, or viewed outside the classroom. Once inside the classroom, the teacher can aid the students in applying the knowledge they have already acquired.

This strategy saves time and allows teachers to focus on ensuring student understanding. The same idea can, and should, be applied to faculty meetings. Rather than spending time at the beginning of meetings laying out agendas and providing background information, administrators should disseminate important information via technology before gatherings, saving both time and resources.

Use Technology to Encourage Teacher Voice

Another way to save time in faculty meetings is to allow teachers to have a say in what is discussed. To do this, administrators can use technology to encourage teachers to speak up before a meeting. For example, sending around Google documents to request input is one way to provide teachers the opportunity to express concerns, needs, and wants.

Once the input is collected, administrators can determine from the list the most relevant and prominent talking points for the meeting. In this way, teachers can also help to shape the agenda for the upcoming session.  Similar to flipping the meeting, gathering teacher say before a meeting can save everyone time, but more importantly, can encourage greater teacher participation if they feel as though they are being heard.

Targeting Teacher Frustrations

The bottom line is this: teachers are often overwhelmed and sometimes frustrated by decisions they see as outside of their control. Faculty meetings in which teachers are not made an active part do not help to quell these frustrations. In turn, administrators must navigate the waters of high demands on school districts and overworked educators in their classrooms.

However, schools can, and should, take an active part in encouraging internal cooperation where and when they can. Technology can be an invaluable medium to do so, transforming tedious faculty meetings into productive and influential brainstorming sessions. Progress, after all, cannot be achieved alone, nor can it be achieved in a silo.

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How are school districts responding?

To combat the loss of teachers in the brick and mortar classroom, K-12 schools have had to get creative. One common solution being used in many institutions across the U.S. is the hiring of virtual teachers. The success rate at filling virtual positions over on ground positions has allowed many schools to be able to operate without interruption, and most importantly, educate the students who are, or could be, affected by educator loss.

Rural schools, for example, often find themselves struggling to entice and keep teachers in their communities. Small towns often lack resources found in larger towns and cities, making living there less appealing for some. Financially, rural communities sometimes struggle as well, so pay for teachers may be even lower than it is in more densely populated areas. This certainly does not apply to all rural communities. Hiring virtual teachers helps these struggling schools fill positions they may otherwise leave empty due to circumstances beyond their control.

Other schools, whether they be rural or not, may decide to hire virtual teachers to teach a subject, while using long-term substitutes to supervise students in a classroom. Thus, students may attend class while sitting in a physical classroom but engage with the content and educator virtually. Ton ground substitute acts as a facilitator. This scenario is especially common when there is a need for a specialized course, such as a foreign language, and as a result, finding qualified in-person educators is harder to achieve.

What are the pros and cons of hiring virtual teachers?

Cost is another common factor when attempting to fill vacant teacher positions. Hiring a virtual instructor, albeit typically certified and well-credentialed, costs less than hiring a full-time, on the ground instructor. Cutting already fixed costs by having students learn via the internet is to many schools a no-brainer. 

Of course, the use of virtual teachers over on-ground teachers is not without its issues. Internet connectivity issues and unstable technology may be a problem in areas that are more rural or in schools where financial means do not allow for the purchasing of more up-to-date technological resources. Having a substitute facilitate a classroom full of students in a school where there is not enough technology, for example, may overburden that individual with the task of ensuring each student gets a turn using a computer or a microphone.

However, without other alternatives, turning to virtual teachers to fill teacher gaps is for many schools their best option. Their goal, in the end, is to provide each student with access to qualified teachers, be they on the ground or online.

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Giving Teachers the Tools They Need

When a teacher enters a classroom, they are generally aware, or at some point become aware, of the vastness of learning needs held by their students. For most teachers, it would be a dream to customize learning to every student, allowing no learner to slip through the proverbial cracks in the education system. Since idealism is just that, ideal, the next best thing is to use adaptive learning. Employing adaptive assessments, for example, and collecting data that identifies unique student needs and gaps provides educators with the information they need to teach to the student and not just to statewide standards and expectations.

Identifying Goals

Before deploying adaptive assessments, though, school systems should determine what they want to achieve through the use of these tools. What types of data, for example, are being sought? How will this data be used, and how will it be shared with educators? An example of valuable data might be results which show areas of student growth, thus identifying areas in which teaching is strong and where students can move onto new content. To achieve a representative set of data points, however, may require the use of more than one adaptive assessment. The bottom line is that without clear goals underpinning the use of adaptive assessments, no real achievements can be made in terms of educator and learner growth.

Using the Best Platform

Adaptive assessments are generally deployed via online platforms. These platforms include a variety of tools and features that can be used by teachers to disseminate and test content knowledge within their classrooms. Some of the best tools available can help teachers and students by monitoring student progress, allowing students to work at their own pace, and providing students with immediate feedback. All of these combined allow teachers to meet students where they are.

Reaching for the Future

At the end of the day, many teachers are overwhelmed, and many students are struggling to keep up with learning at the pace that is expected of them. By efficiently creating a partnership between technology and data, teachers can reach students at the bottom and help those at the top get the challenges they need to excel. In turn, learners can be met teaching that is customized to them, instead of to what the state determines to be the average pupil for their age and grade. And, as is a natural part of education, assessments can be deployed and data collected in a way that informs schools of precise and personalized learner needs and skillsets. 

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Clear Objectives

Like any assessment, an attempt to collect data should always begin with clear objectives. For example, one question to consider might be: is there a specific problem the school is attempting to solve? If so, which type of data needs to be collected to best understand and resolve this problem? Other objectives for data collection might relate to funding, which is often tied to learner analytics and teacher success or to test scores, most especially if a student population seems to be struggling in a particular subject area. Gathering data in these areas may aid a school in receiving much-needed funding or in restructuring how a subject is being disseminated to students. 

Adequate Time and Resources

During and after data collection, plenty of time and resources must be provided to each part of the process. A common criticism of educational research is that data often fails to reflect the true spectrum of learner and educator needs, primarily because research is many times completed hastily or as part of a one-off project. In other cases, data collection is requested by a school or district, but not enough funding or researchers are dedicated to the task. Thus, those collecting data can only spend so much time accumulating and analyzing results. To gain a clear picture of what the data is telling researchers, patience and time are essential.

Responsible Data Handling

Learner data is sensitive; it includes information about individuals that is personal to them and their learning needs. These seem like obvious statements, but unfortunately, the handling of sensitive data does not always reflect the need for delicacy. Before data is collected, schools need to determine critical factors. Where will data be stored once it is collected? Who will have access to it, and with whom will it be shared? What security measures will be taken to ensure that a breach does not occur? Without answers to these questions, data collection should not begin.

Change for the Better

Ultimately, the use of predictive analytics can be invaluable to schools and their districts, and more specifically, to the learners they serve. To identify the best methods for initiating forward progress, though, schools should enter into research thoughtfully and efficiently. Change for the sake of change has a high rate of failure and serves no one, but change based on clearly identified objectives, thorough analysis of results, and an emphasis on learner privacy can ensure that future generations of learners are met with an education that is tailored to their needs.

The post 3 Essential Factors for Schools to Consider When Using Predictive Analytics appeared first on The Tech Edvocate.

Personalized Learning

Learning personalized to every student seems a nearly impossible task. However, with the ever-increasing use in schools of online learning management systems and customizable tools, reaching individual learners is becoming more and more feasible. With that said, the use of online platforms to teach is not in and of itself a new idea; it is instead how students are being reached through these technological innovations that is the real trend. Specifically, two areas on the technology front that are gaining more traction are adaptive learning and augmented intelligence.

Adaptive Learning

Adaptive learning is, in a nutshell, learning that learns. Content is tailored, as much as possible,  to unique student needs. These needs are first determined, however, through diagnostics and other forms of online assessments. Once requirements are determined, students are presented with learning paths that specifically target their unique areas in need of improvement. Because teachers often find themselves overwhelmed and unable to give each student the personalized attention he or she needs, adaptive learning via technology is beginning to trend.

Augmented Intelligence

Augmented intelligence is not to be mistaken for artificial intelligence. Rather than replacing human intelligence, augmented intelligence works to help humans do tasks faster and more efficiently. In education, this may come in the form of virtual auto-graded activities or through providing immediate feedback in response to online student engagement, such as paper submissions or discussion posts. By taking this simple yet critical task off the plates of teachers, once again, personalized learning becomes more feasible. As the result of educator feedback, and due to high demand, creating and disseminating this type of aid has thus become of the primary focus of many major edtech companies. 

Shifting the Focus

From the creation of online learning as a way to reach marginalized populations to the data-driven and formulaic culling of quantitative and qualitative research, trends in education involving educational technology continue to forge ahead with renewed foci. Nowhere is this more prominently seen that in the desire to personalize student learning. Coupled with successful predictive analytics, the implementation of tools such as augmented intelligence and adaptive learning paths have begun what seems to be the latest and greatest trend in both K-12 and higher education. Edtech companies take note. The demands may only increase from here, and the impact that could be made across classrooms has the opportunity to change student learning for the better. 

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How are Teachers Using Integrated Technology?

In some schools, teachers work alongside administrators when deciding which technology to use and how to integrate it best. In other schools, teachers are told which technology they will be required to use. Regardless, simply because technology use is implemented in a school, this does not mean that teachers are using it effectively or are even enjoying its use. For some, the use of technology may be an obligation to a top-down mandate; these teachers may therefore use only the bare minimum required. Others may not be fully trained on how to use the chosen technology, making its potential effectiveness null and void. For teachers who are using technology regularly, there is still the question of whether they are creating a teacher-centered or a student-centered virtual environment. 

Is Content Aligned with the Technology?

Unfortunately, it is not uncommon for schools to become blinded by fancy bells and whistles that often come along with various educational technologies. Rather than adopting technology that has the latest and greatest tools, however, it is more important than the technology aids teachers in helping students learn the content being taught within their classrooms. Does the technology, for example, provide opportunities for the appropriate assessment of student understanding for their grade and skill level? If a course is developmental, does the technology provide adaptive or personalized learning paths that can steer students towards mastery of content? To determine the answers to these questions, and more, schools should evaluate the alignment of the integrated technology with their specific content standards.

Is There a Seamless Integration and Student Access?

One of the biggest mistakes schools can make when integrating technology into their classrooms is not appropriately assessing whether the technology can seamlessly work with the devices and platforms they are currently using, or will be using. Furthermore, some schools do not always have enough devices to go around, meaning students may have to share the technology. This may become problematic if these same students do not have access to technology at home either. Schools should thus evaluate their current technology holdings, as well as their student population, to determine whether technological integration is helping or hindering student success.

Developing Best Practices for the Future

Once schools become familiar with their content, learning, and technology needs, as well as with the technology they currently have, assessing more technology integration will be easier and more impactful. Periodic evaluations will then simply help schools stay on track in terms of how or if they are effectively reaching students. Technology that does not further learning progress should be carefully assessed and potentially replaced. Ultimately, it is not enough to have technology at our fingertips within our school systems; seamless integration and proper use are critical to learner and educator success.

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Sure, devices like Alexa are fun and often useful. They interact with users by amusing us with answers to our obscure inquiries, like how far away is the moon? They even tell us jokes and remind us when to give our pets their flea and tick medicine. Kids can get in on the fun, too. They can ask Alexa all sorts of questions and receive a wide variety of interesting responses. It’s when these interactions take an awkward or uncomfortable turn that the real impact of AI on kids becomes clear.

Human Versus Non-Human

We’ve all heard the stories of kids accidentally buying items via their parents voice-based personal assistant, be it a $400 couch or perhaps a new toy for themselves. After many incidents of this kind, companies like Amazon are taking steps to correct this issue. However, one corrective task remains: helping children recognize the difference between a human versus a non-human interaction. Of course, most kids could look at an Amazon Echo and say, “that’s not a human.” However, it’s the behavior with which they engage with AI devices that are becoming more and more of a problem. With Alexa, users can be blunt, short, to the point; we can even call her “stupid” and receive and humorous comeback.

With humans, this type of behavior is less than amusing. People require more complex interactions, ones that take into consideration their feelings and perceptions. By increasing the number of time children spend interacting with devices, the ability to effectively communicate with real people becomes less apparent.

New Ways of Learning

Not all interactions with AI devices are harmful, though. Some argue that devices like Alexa or the Amazon Echo have opened up a new way of learning and otherwise receiving information. They may have perhaps even made our children more curious, especially if they know they can receive feedback almost instantaneously. Voice-based assistants can also provide an opportunity for families to be curious together by asking questions to their devices and then discussing or laughing over the responses they receive. Instead of family game night, it’s like family Alexa night.

Devices Built for Kids

In the end, in response to many concerns related to AI devices, many companies who create them have taken steps to deliver content specifically tailored to the minds of children. More so, some companies, like Amazon, have even gone so far as to make their devices verbally reward children who are polite during their interactions. While some continue to claim that the tailoring of devices to children perpetuates device addiction in youth, these virtual assistants are likely here to stay, and children will continue to enjoy their witty banter and expansive knowledge. Perhaps it’s better, then, to get ahead of the game by figuring out ways to teach children proper communication via electronic devices than it is to try and eliminate them from kids’ lives altogether.

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Blended Learning

Blended learning combines the best of both worlds: traditional classroom encounters with online tools and learning paths. If appropriately implemented, and with care, blended learning can be a catalyst for personalized learning. Generally speaking, successful implementation of blended learning requires that face-to-face and virtual learning work hand in hand to create meaning experiences, experiences that ultimately lead to greater student understanding of the content being taught. Blended learning cannot be successful in a silo.

Personalized Learning

Personalized learning allows students several opportunities. First, it will enable students to choose when and how they best learn. Second, some virtual platforms allow students to create online profiles, which identify for teachers how each student can master content. The latter is critical since not all students are strong test-takers. Historically, test scores have been the one-way schools determined which students were doing well, and which were struggling, when in reality some students, who were deemed to be struggling, may have just needed a different modality to show what they know.

Personalizing Learning Via Blended Learning

To work together, it is best to start with an understanding of what blended learning and personalized learning, in essence, are. In short, blended learning is a vehicle. It is a way in which information can be shared by educators and learned by students. However, on its own, blended learning is not necessarily productive.

A teacher, for example, can share content in person and then online, but without a strategy to help students understand and apply the information, it may become lost in translation. Personalized learning occurs when strategies are applied alongside the dissemination of information, strategies that help students engage with content in a way that makes the most sense to them.

Blended learning thus supports personalized learning. For example, adaptive learning is a form of personalized learning. It occurs when content is adapted to progress, or regress, with the learning needs of an individual student. With the use of technology, teachers can use virtual learning paths that guide students through content, flexing where necessary, and emphasizing modules that may need additional attention.

When students and teachers meet face to face, an opportunity now exists for both parties to ask questions, apply knowledge, and gain deeper understandings of the situation at hand. This may mean that the student asks clarifying questions to the teacher about the content being taught, or that the teacher can help the student apply the content within now in-person contexts. Thus, personalized learning is achieved by leveraging online learning tools and platforms, as well as traditional brick and mortar classroom sessions.

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Goals

With any learning strategy, the first assets to be created should be objectives. What skills or knowledge should learners expect to obtain by the end of the game? Is there an overarching theme that will underlie and drive all activity within the game? In short, every task that a student takes on should help students achieve identifiable and relevant objectives. Achieving them via gaming makes it more enjoyable, at least that’s the goal. 

Tools

Of course, none of this is possible without practical online learning tools and platforms. It is vital that institutions first take stock of what tools they currently own, and then identify where there are gaps. Ultimately, educators need to determine which tools best help students and instructors achieve stated objectives. Having students partake in an online sports game, for example, when there are no clear objectives to be achieved, it is not sufficient. Further, instructors should consider what motivates a student to learn and attempt to adapt tools that potentially fuel that motivation. Ultimately, using online tools for the sake of using online tools is inefficient and possibly a waste of everyone’s time.

Results

Similar to setting objectives, instructors who choose to use gamification should know in advance the type of results they are seeking and how they plan to collect the results. Further, instructors should have a plan for how the results will be used once the data is collected. Will the data be valuable in helping students progress in their skills? Will it allow instructors to adapt their teaching where they see it is needed? Or is the data collected for the sake of collecting data? The latter is akin to having students write morning journals to fill time; it is useless for all parties.

The End Game

The gamification of content was brought about by instructors’ desires to more effectively engage students with the material being taught. This strategy is particularly helpful when the traditional modes of teaching (i.e., lecture halls and face to face classroom encounters) have fallen short, and learners are not progressing. Ideally, the gaming of content is fun for both students and instructors, while at the same time providing opportunities for valuable data collection and adaptive learning. Perhaps gaming may even replace some traditional assessments soon. After all, if we expect learners to progress, so should the methods we use to help them achieve said progression.

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Goals

When planning corporate training, the creation of objectives should be one of the first steps. Some factors to consider are: what skills or knowledge should employees expect to obtain by the end of the game? Is there an overarching theme that will underlie and drive all activity within the game? In short, every task that an employee takes on should help them achieve identifiable and relevant objectives. This is especially important when those required to partake in training are also still expected to complete their daily tasks in the workplace.

Tools

Disseminating training is, of course, most effective with user-friendly online learning tools and platforms. Corporations should first take a close look at the devices they currently own and then identify where there are gaps. Ultimately, employers need to determine which tools best help employees and companies meet their bottom lines, while at the same time enhancing skill sets. Having employees watch or read material via an irrelevant game setting, for example, when there are no clear objectives to be achieved, it is not practical. Further, employees should consider what motivates employees to learn and attempt to adapt tools that potentially fuel that motivation. Ultimately, using online tools for the sake of using online tools is inefficient and possibly a waste of everyone’s time. 

Results

Similar to setting objectives, employers who choose to use gamification should know in advance the type of results they are seeking and how they plan to collect the results. Further, employees should have a plan for how the results will be used, and where it will be stored,  once the data is collected. Will the data be valuable in helping employees progress in their skills and in helping the company achieve its goals? Will it allow employees to adapt their training where they see it is most needed? Or is the data simply collected for the sake of collecting data? The latter is akin to having employees watch boring corporate made videos just to say the information has been disseminated.

The End Game

The gamification of content can, if implemented thoughtfully, effectively engage employees during corporate training. This strategy is particularly helpful when the traditional modes of training (i.e., pamphlets, manuals, videos, or in face training sessions) have fallen short and learners are not progressing, nor are they interested in advancing. Ideally, the gaming of content is fun for both employees and those leading the training, while at the same time providing opportunities for valuable data collection and adaptive learning.

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