ISTA Advocate - Spring 2020

SP RING

2020

A N I N D I A N A S TAT E T E A C H E R S A S S O C I AT I O N P U B L I C AT I O N

Technology Issue For the curious or the cautious, we talk tech in education from every angle.

E-LEARNING: How to successfully implement

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Horace Mann puts their appreciation into action Horace Mann representatives like Contact a local representative to ask to show ISTA members how much about:: they appreciate the work you do to • Holding a drawing for door prizes, such as a teacher appreciation basket help shape our children’s future. of school supplies, or lunch on them.

• Providing refreshments for the Horace Mann is a proud sponsor teacher’s lounge. Giving away of the Hoosier of the Year Award, planning calendars, calculators, pens and other supplies for teachers. honoring local members.

• Serving as a guest speaker.

• Hosting an in-service hospitality Horace Mann representatives also sponsor Teacher Appreciation/Recognition room or cart for serving sub sandwiches, doughnuts, pizza,etc. events as well as Student Achievement/ • Volunteering for help in the classroom Recognition events. study hall, playground or lunchroom.

• Hosting student perfect attendance or outstanding achievement awards.

• Holding an open house to raise funds for a school project.

For more information, or to find a local Horace Mann representative, visit horacemann.com.

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OUR KID S . OUR S C H OOLS . OU R F U T U RE .

SPRING 2020: VOL. 3, ISSUE 3

IN THIS ISSUE Gamify your classroom.

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Keith Gambill President Jennifer Smith-Margraf Vice President Doug Taylor Treasurer Dan Holub Executive Director Indiana State Teachers Association Publisher Kim Clements-Johnson Editor Keith Clock Contributor

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Perspectives

Our Advocacy

Our Advocacy

Public education funding explained.

The General Assembly wrapped — what changed for public education?

A look at virtual schools’ records after fraud and waste discovered.

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Our Rights

Our Members

Our Members

As technology advances, stay updated on student privacy rules.

Look at the new role of libraries in education.

Teach kids to use technology responsibly.

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Professional Development Put down the tech and employ effortful learning.

Kara Seward Contributor Katie Beaumont Contributor

EDITORIAL BOARD Amy Price Evansville Teachers Association Sanae Glendening Vigo County Teachers Association Ron Curry Delaware Community Classroom Teachers Association Steve Wynn ISTA UniServ Director

150 W. Market St., Ste. 900 Indianapolis, IN 46204

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Our Association

Extra Credit

Explore ISTA’s newest leadership program.

Podcasts for educators from tech to teaching tools.

We want to hear from you! Send ISTA your comments about the magazine. If you have story ideas or want to be a contributor, email communications@ista-in.org.

Advocate is the official quarterly publication of the Indiana State Teachers Association, the state level of the United Education Profession. The content of the Association’s publications will be consistent with its mission, strategic objectives and policies.

PURPOSE, MISSION, AND GOALS PURPOSE To advocate for and advance the interests of Indiana’s students, educators and public schools.

MISSION The Indiana State Teachers Association is a professional association organized to sustain quality public education, improve students’ educational opportunities and advance the professional status of educators.

GOALS • Unified voice — we are stronger together.

• Economic security and professional working conditions for educators.

• Premier public education system that serves all kids regardless of ZIP code, culture or ability.

ISTA-IN.ORG

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PRESIDENT’S LETTER

H

aving taught for over three decades, I’ve seen how technology has had a massive

impact on education. Ditto machines, film strips and vinyl records were standard. Now we carry more technology on our cell phones than existed for

Keith Gambill, ISTA President Follow Keith on Twitter @istapresident

NASA’s moon landings. As with all technology, there’s bad and good.

Educators didn’t go back to using slate boards and chalk because some children made spit balls or paper airplanes – we adapted.

Likewise, new technologies, such as cell phones, have created new problems, but we adapt.

What has been thrilling the past several years is seeing the many ways teachers are incorporating technology into their lessons. What was once pen pals and still pictures are now classrooms many miles away sharing and learning together. Gone are the days of the encyclopedia. Now you can discover the answer simply by saying, “Hey Siri.”

E-learning for most Hoosier educators was developed to assist in times of bad weather and to occasionally allow for extended professional development time for staff. We could never have known then that we would need to make extended use of e-learning for a pandemic. Yet here we are, and again, we adapt.

Each of you – whether e-learning experts or novices – have jumped into new technology and embraced a new way of learning this semester. While devastating, the COVID-19 crisis has expanded how we deliver education and made each of us better practitioners.

We share ideas and try new plans. We learn from our mistakes and build on our successes. The great thing about being a part of this Association is our ability to work and learn together. We all may be in our own homes, but we are always together.

I wish you all good health, and I look forward to seeing you all in person very soon!

For the latest updates on the Coronavirus crisis and its impact on schools, guidance, e-learning resources and professional development, click here.

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PERSPECTIVES

Indiana School Funding Explained Ever wonder how public education funding in Indiana has changed? Why educators are now forced to lead grassroots movements, like Red For Ed, to secure funds necessary for our kids and our schools?

Here’s the history. It all started in 2008 with changes to public education funding sources. Then, the Great Recession hit, and resources became scarcer.

Subsequent changes to education policy and siphoning off more dollars placed Indiana 47th in per pupil funding.

Watch ISTA’s latest video to learn how changes to public education funding have hurt kids, educators and communities.

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OUR ADVOCACY

2020 General Assembly Recap ISTA’s Red for Ed Action Day was truly historic and united educators statewide behind a message that our kids, our schools, teachers and education support professionals deserve better.

On that day, ISTA asked for action from the 2020 General Assembly on three priorities: 1. Hold schools and teachers harmless from I-LEARN scores.

2. Repeal the misguided PGP/externship requirements.

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3. Put a down payment toward increasing teacher pay.

Thanks to the strength and perseverance of ISTA members and advocates, we achieved two out of the three priorities with the passage of Senate Bill 2 (I-LEARN hold harmless) and Senate Bill 319 (Repeal of 2019 PGP requirements).

Educators and advocates gathered in the Statehouse to support ISTA priorities.

We also saw other successes, such as the passage of House Bill 1002, which permanently decouples test scores from teacher evaluations. This is a huge win for teachers as we and our students are more than just a test score.

We also made progress with support for students who have experienced trauma.

Senate Bill 246 will ensure every school has a contract with a mental health provider or certified staff. House Bill 1283 ensures that our preservice teachers get meaningful curriculum in college on how to identify and help students who have experienced trauma.

An estimated 20,000 rallied outside the Statehouse.

There were some missed opportunities in the session as well, which means we still have work to do in the months ahead.

away monies that could have been better spent on the more than 90 percent of kids who attend traditional public schools.

The biggest attack on traditional public schools this session was the last-minute change to HB 1065 that opens the door for traditional public schools to share their referendum revenue with charter schools. Sharing this revenue with charter schools that are run by unelected boards with limited transparency and oversight is unfair and unwise.

The biggest missed opportunity, by far, was not addressing teacher pay.

Lawmakers had a chance to provide a good faith down payment on teacher pay using the state’s budget surplus, but they elected to do nothing.

Lawmakers also failed to pass serious change to hold virtual charter schools more accountable. Two Indiana virtual charter schools committed fraud to the sum of more than $85 million — siphoning

Indiana has lost yet another year, falling behind our neighboring states in catching up with teacher pay. This means we must step up our actions and advocacy over the coming months and make sure our voices are heard for our students and profession in the 2021 budget-writing session.

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OUR ADVOCACY

Virtual Schools Aren’t Worth the Risk A report exposing suspected fraud by operators of Indiana Virtual School and Indiana Virtual Pathways Academy placed increased attention on virtual schools this legislative session. Advocates argue that virtual schools play a role in serving students who aren’t succeeding at traditional public schools. However, with poor outcomes, are these schools worth the financial risk to the state?

Virtual charter schools are publicly funded, offering students classes online.

In Indiana, virtual schools started as a pilot program in 2009, but have since expanded to include statewide charter school authorizers. While funding has been slightly reduced (85 percent of foundation funding) in the most recent budget, attempts to provide more transparency have been unsuccessful.

Virtual charter schools have more than tripled enrollment since 2011. Enrollment peaked in 2019 with more than 13,000

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students. In the most recent budget, virtual schools received nearly $195 million, motivation for many virtual charter schools and their authorizers.

According to the Indiana Department of Education, “virtual charter schools have among the lowest graduation rates in the state, ranging from 2 percent to 59 percent of students.”

Most of Indiana’s virtual charter schools receive D and F school accountability letter grades. Before being shut down, Indiana Virtual School received four years of F grades. Its operators were permitted to open a second school, which also received two years of F grades.

Red flags for documented fraud and abuse by virtual schools began in 2017.

An investigation by the news organization Chalkbeat revealed operators of Indiana Virtual School owned other companies that charged the school millions in management fees and rent.

A subsequent state investigation confirmed the virtual schools’ inflation of enrollment figures to receive nearly $69 million in funding. The report also found the school funneled more than $85 million in tax dollars to various connected companies, several of which were owned by family members sharing the same bank accounts. The state is now requesting taxpayers be reimbursed the $85 million.

The fraud and waste exposed by the state report reflect ISTA’s cautions to lawmakers since the inception of virtual charter schools. ISTA maintains that profit should never be a motivator when it comes to educating our state’s children. ISTA will continue to urge lawmakers to do more to ensure this fleecing of taxpayers and students never happens again.

OUR RIGHTS

Follow Guidelines for Student Privacy and Confidentiality Scenario: You’re at a restaurant having a meal with other educator friends when one of them says, “I just heard you have _ in your class. I had _, and WOW what a handful. How’s _ doing for you?” Just casual

Callie Marksbary Callie Marksbary is a lifelong learner and educator, as well as past ISTA treasurer.

She represents NEA on the National Council for the Advancement of Educator Ethics.

conversation, right?

Or, you’re on your private Facebook and having this conversation with another educator. What should you do?

You need to know the state statutes and school policies that cover student confidentiality. Did you know educators can be reprimanded, suspended or lose a job if they break that confidentiality? This also includes information about the rest of that student’s family as well.

The Model Code of Educator Ethics has several guidelines: • Respect the privacy of students and the need to hold in confidence certain forms of student communication.

• Protect the confidentiality of student records and release personal data in accordance with state and federal laws and local policies.

• Maintain that confidentiality when using technology.

• Understand the intent of the federal act — the Family Educational Rights and Privacy Act, or FERPA — especially what covers sharing electronic student records.

• Ensure the rights of third parties, including the right of privacy, are not violated via the use of technologies.

Educators get advice from colleagues, friends and/or those who have had the student before. Be mindful of where the conversation is taking place and under what circumstances.

Be in the know!

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PROFESSIONAL DEVELOPMENT

Erin Braune Erin Braune is an English teacher at Silver Creek High School in West Clark Community Schools. Erin is in her 13th year teaching. She has been a local president and manages several social media pages about education.

Using Social Media as an Effective Advocacy Tool Maybe, you are like me — Facebook started when you were in college and became a part of your life. You may have found social media later in life. Or, you grew up with social media, and you understand what a TikTok is. Regardless of how or when you joined social media, you can use your already-existing social media presence to engage your friends and followers on issues concerning public education.

Perhaps the most effective way to use social media to advocate on behalf of public schools is on your personal pages. You already have established relationships with your friends, and from your own pages, you can share your personal activism and stories.

On Wednesdays, when I wear red, not only do I snap a picture and post it with the hashtag #RedForEd, but I also offer something more — the reason why I wear my red or a call to action. Even if I think

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I’m having a bad hair day, I do it anyway, because my own passion and belief in our schools is too important. Simply wearing red and snapping a selfie is a good start, but it is not enough.

I’ve been wearing red on Wednesdays for over a year now, and for a long time, I was one of the few in my building.

However, over time, we have built our numbers of red clad teachers, and that is a first step. The next step must be engaging the community on why.

When I share my #RedForEd post, I may share a quick statistic, such as 90 percent of Hoosier students attend public schools. I share a personal story about my why. It could be something in my classroom that inspires me to advocate for my students, or it could be how underfunded public education has personally affected me. I share my #RedForEd selfie with a call to action — a link to ISTA’s advocacy items or an invitation to thank a teacher who’s made an impact.

Additionally, I tag all area legislators in my posts, copy the posts to my

legislators’ pages and/or email them the post. This is useful, because it visibly shows that teachers are reaching out to lawmakers. It also helps me connect with my legislators and their staff.

Social media can be daunting, but when it comes to using it for activism, you don’t have to do it alone or come up with something brand new. Reach out to others who are already doing it and remember using social media to advocate for public schools is only one piece. You must take your activism and advocacy off the screen to make the most impact.

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OUR MEMBERS

Lena Darnay Lena Darnay is the district technology specialist for Pike Township Schools.

She holds a Master of Library Science and a Master of Education in Learning and Technology. Find her on Twitter @darngoodreads.

Reading & Robotics TH E F UTURE O F TO DAY’S SCHOOL L I BRA R I ES If your mental picture of a school library looks like the one you had in elementary school, you might want to revisit this magical space. Today, you are as likely to see a group of quiet readers as a group of collaborative gamers. You’ll not only find your next great read but might also dance in front of the green screen and learn coding while you’re there!

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The demands on a school library have evolved. With the ever-expanding world of educational technology, keeping the library as the relevant and vital hub of the school means embracing new tools and techniques. Gone are the shushing days of school librarians! Modern school library media specialists are enthusiastic readers, inquirers, technologists and teachers.

biased reports, fake news, intellectual property and data privacy. They instruct students how to forge a path through the seemingly endless stream of information straight to the accurate, relevant sources.

They showcase databases, scholarly journals and trustworthy web resources so students know that academic research is so much more than “just Googling it.”

To really appreciate how essential a school librarian is to a modern school, let’s look at a few key areas.

Innovation and Inspiration

Reading and Research Reading is still the beating heart of the school library. School librarians want kids to read for fun and to learn.

Library shelves must be full of books that authentically reflect the lives and interests of their students. Thoughtful curation of the tens of thousands of books that are published for young people each year means that a large part of a school librarian’s time must be spent reading books and reading about books.

Research instruction in the internet age is beyond simply grabbing an encyclopedia off the library shelf. It now requires school library media specialists to guide learners to be ever mindful of

School librarians are often also the tech leaders of the building. They keep up with the newest educational technology, apps, websites and tech tools to share with teachers and inspire student creativity.

They often lead the live school news programs, coach robotics teams and facilitate STEM demonstrations. Imagine being inspired by a 360-degree tour of the Roman Colosseum or an augmented reality app that puts the Statue of Liberty right in the center of the room.

As an educational partner, school librarians are the best! They are experts in inquiry and research, skilled at creativity and collaboration and founts of literary knowledge. Including a school librarian in classroom projects allows students a chance to learn from new perspectives and grow as contributors to the school and wider communities.

Find amazing examples of the modern Indiana school library in action, just search #IndianaLibrariansTeach on Twitter.

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OUR MEMBERS

Teaching Kids to be Tech Savvy As libraries, classrooms and schools integrate technology into student learning and e-learning grows, educators should also incorporate lessons on digital citizenship.

What is digital citizenship?

Digital citizenship provides guiding practices for the responsible use of technology and how to engage with the digital world. As students dive into the digital, online world, they will face challenges and dilemmas that they may not be equipped to handle. Digital citizenship gives kids the skills and tools they need to navigate the digital world.

Common Sense Media has developed extensive curricula for all grade levels on topics like internet safety, privacy and security, digital footprint and reputation, cyberbullying, information literacy and more.

As your classrooms become more connected, engage your students on digital citizenship to make them safer and more secure as they build their digital footprint.

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OUR PROFESSION

Kara Doenges Kara Doenges is in her 11th year of teaching at Hamilton Heights Middle School in Arcadia, Indiana. She loves to learn and connect with educators around the world. You can follow what’s happening in her classroom on Twitter @KaraDoenges.

A Game-Changing Year Games have always been a love of mine — board games, word games, video games, even puzzles. Two years ago, I was approaching my tenth year as a middle school teacher and started to observe the number of unmotivated and unengaged students rise. I was frustrated.

I too was losing motivation in my own teaching and needed a change. I had no idea that games would help to reignite my love of teaching and my students’ love of learning.

After much reflection, I came across an article on classroom gamification and was immediately intrigued. Gamification is the use of game mechanics, such as levels, points and rewards, to help motivate students in completing nongame tasks. These fun, engaging game elements are used to create a more playful learning environment.

My first gamification attempt involved redesigning a two-week unit to incorporate the game mechanics of levels, XP (experience points), timers and friendly competition. Students worked in groups to learn about energy and engineered a working catapult, which they used in a battle against a common enemy. The unit was themed around the popular game Angry Birds. My students LOVED it, and so did I! From that moment, my teaching was forever changed.

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Doenges’ students learn in her gamified classroom.

Since then, I’ve transformed my curriculum into a time travel themed game called The TimeQuest. Within the game, students become agents in a secret organization who are tasked with defeating a mysterious villain named Dr. X. Students earn badges to show mastery over science concepts, earn points for completing quests and PowerUp cards to gain special privileges. Most of these tasks are completed voluntarily outside the classroom and offer enrichment and reteaching opportunities for my students.

Since gamifying my class, students are happier and more engaged in their learning. Gamification has definitely brought my teaching to the next level!

Annie Schoenfelt Annie Schoenfelt is the vice president of the Valparaiso Teachers Association and Red For Ed Committee chairperson. She is in her eighth year with Valparaiso and third year as instructional coach with Valparaiso Community Schools.

Implement and Maintain Successful E-Learning Days The advice for building an e-learning curriculum was drafted before COVID-19 school closures. The tips included here are a good starting point for developing long-term e-learning plans when schools return and districts evaluate e-learning plans.

resources from the Indiana Department of Education to plan our implementation.

Planning may be the most important step, because you can always circle back to it.

Districts make use of e-learning for a variety of reasons including inclement weather days, to make up inclement weather days, professional development time for staff and even widespread illness days. At its heart, e-learning is a way for teachers and students to engage in and practice blended learning.

Blended learning is an opportunity for students to participate in a combination of face-to-face learning in the school setting, digitally in the school setting or digitally at home.

Support

Wherever your district is in the e-learning process, these are three things that have made our district successful in e-learning.

Planning It’s so important for the planning stage to be a team effort! In my district, it was spearheaded by a group of classroom teachers, technology integration coaches and administration (with a lot of communication with our teachers’ association). Years before we started e-learning, our group was using the

In our planning discussions, we knew that teacher buy in and training was vital to successful and meaningful e-learning days. We were lucky enough to have a team of technology integration coaches (who have since transitioned to instructional coaches) who were able to methodically train our teachers on our learning management system, Canvas.

Throughout implementation, coaches worked with teachers to create engaging and authentic lessons for students.

Reflection E-learning is an ongoing discussion with students, families, teachers and administration. Before we implemented, we hosted multiple community question and answer sessions. After each e-learning day, administration sends out a survey to families, 6 – 12 grade students and teachers in order to gather data about how long it took to complete assignments, etc. We are constantly working to improve our practice!

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PROFESSIONAL DEVELOPMENT

Renee Gibert Renee Gibert is a National Board Certified Mathematics Teacher at Lafayette Jefferson High School. She has a B.S. and M.A.T from Clemson University and has been teaching for 15 years. She teaches trigonometry, finite and AP statistics.

Students break out sidewalk chalk to find solutions.

Back to the Basics We live in the information age, and the modern mathematics classroom reflects the times. There is a plethora of technological resources designed to increase student understanding and meet their individualized needs. Technology is a great tool; however, it is only one tool

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available to a teacher. It can be beneficial to go back to the basics, step away from the computer and tablet and have the students power down and connect with their various learning styles. We can plan activities to accommodate a diverse classroom of visual, auditory, kinesthetic

and reading/writing learners, which promote the productive struggle. The productive struggle is the process of effortful learning. Learn more.

Visual learners excel by creating graphic organizers, charts and concept maps.

Students writing the “Big Ideas” for a unit in a concept map formalizes the information and helps form deeper meanings. Asking a student to write about two concepts that they learned, and one concept that they are struggling with, provides you with feedback and helps them clarify their thought process.

Auditory learners benefit from creating songs, poems, lyrics and skits. Students from my trigonometry class created a song about angle concepts using the instrumental version of “Bodak Yellow” by Cardi B. Rapping or creating a poem helped all the students build meaning for a very abstract concept. Listening to NPR stories from Morning Edition or All Things Considered shows application of data, math and science in relevant three-minute clips.

Students can learn about a current event or scientific study that relates to the lesson that day. Relatable information can pique a student’s interest in a topic and provide an answer to “Why do we need to learn this?”

Kinesthetic learners need hands-on experiences. Algebra and statistics students can go outside the classroom and collect data or draw coordinate planes on the sidewalk. Making a Styrofoam plane can illustrate force vectors.

By engaging students’ different learning styles, we promote creativity and help develop problem solving skills.

3 Steps to a Classroom Digital Detox

No. 1 Embrace mindfulness to calm and refocus students. Make time for reading, meditation and play.

No. 2 Incorporate tech-free lessons into your classroom planning. Get out pens, pencils, crayons and markers.

No. 3 Build face-to-face collaboration into your classroom — whether it’s a STEM activity using teamwork, escape rooms or board games — to help create peer interaction.

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OUR ASSOCIATION

What is the ELI program?

The Early Leadership Institute (ELI) is a nationwide program through NEA designed to help state and local affiliates build and strengthen connections with early career Lisa McIntyre

educators. It is a six-month, cohort-based

Lisa McIntyre is the eighth-grade health teacher at Scribner Middle School in New Albany. She has taught for 25 years and is an active member of ISTA. She serves as an Indiana ELI hub coordinator.

journey to create association leaders. Early career educators become fellows in the ELI program. Fellows develop new skills, learn to advocate for issues and embark on a formalized action-oriented pathway to increase Association engagement and leadership.

Raenell Smith Raenell Smith is the school library media specialist at Whiteland Community High School. She has taught for 20 years and is an active member of ISTA. She serves as an Indiana ELI hub coordinator.

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During the program, ELI fellows will identify their personal leadership styles, collaborate with others, attend meetings where teacher voice is embedded or excluded, learn about organizing actions and their implications, use a collaborative decision-making process to develop a local affiliate implementation plan and increase understanding about the local, state and national association.

ELI provides the foundational knowledge and practical experience to empower early career educators as agents of change. Because their work entails engaging people beyond the cohort, ELI is a powerful tool to help grow and engage members beyond the program as well as developing new local leaders.

Bruce Thomas Bruce Thomas is in his second year teaching second grade at Clear Creek Elementary in Bloomington. When he is not teaching, he enjoys coaching ninth-grade basketball, working out, volunteering at his church and cheering on The Ohio State Buckeyes.

Why You Should Be an ELI Fellow Being a member of the ELI program allowed me to reduce a lot of the learning curve that exists as a first-year teacher.

In your first year, I found, you are trying to keep your head above water and do the best you can for your students. The common question is, why would you want to add anything else on top of that?

Fortunately, the ELI program is well worth the time and effort it requires.

The time spent with the fellows boosted my confidence in what otherwise could have been time ruminating on what I was not doing in the classroom. The connections made through interviews with other new teachers inspired me to be a voice for young educators when I could have just complained to myself and not made changes.

The knowledge gained through the ELI project development and proposal was worth more than any classroom professional development session. The ELI program allows young teachers the opportunity to be the voice of ISTA and to set the foundation for what we want for the future of public education. I encourage anyone with the chance to participate to do so.

ELI FAQ Can I be a fellow on my own?

Where can I find more information?

No — due to the collaborative, relational nature of the program, there must be a committed local association with at least six fellows to participate. Talk to your local president about starting ELI in your local.

Click here for more information on the program.

How can a local participate?

Connect with a UniServ Organizer. If you’re in northern Indiana (north of Indianapolis), contact LaQuita Maxey at lmaxey@ista-in.org, or if you’re in southern Indiana, contact Rick Scalf at rscalf@ista-in.org.

ISTA will recruit interested local associations through May. A local association must commit to fostering fellows, identifying a dedicated ELI coach and confirm 6 – 12 fellows for a cohort.

I’m a local president, who can I talk to about starting ELI?

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EXTRA CREDIT

Podcasts for Educators TEACHERS AID 10-15 minutes in length / Teachers Aid discusses educator burn out and provides social and emotional support to listeners.

Listen Now

TED TALKS EDUCATION 10-20 minutes in length / Education “ideas worth spreading.” Some of the world’s greatest leaders share their visions and experiences onstage at TEDx events. TED Talks Education is devoted to exploring how our brains work, what the future of education looks like and why we teach the things we do.

Listen Now

TEACHING MATTERS 15-45 minutes in length / Teaching Matters explores the needs of students as they face unique situations throughout their schooling, and the different methods educators can use to accommodate those needs.

Listen Now

THE CULT OF PEDAGOGY 15-60 minutes in length / The Cult of Pedagogy is a podcast that discusses teaching strategies, new education technologies and ways to make teaching more effective and fun. The podcast hosts interviews with educators, students and parents.

Listen Now

HOUSE OF #EDTECH 30-60 minutes in length / Technology is changing every area of our lives. House of #EdTech explores the ways technology is impacting the way our students are learning and how educators can use it to their advantage.

Listen Now

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SCHOOL LIBRARIES IN THE DIGITAL AGE

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