University-company partnership helps deliver the goods.  We’re going to see more and more stories on these kinds of partnerships to get technology in the hands of students.  Hopefully, we’ll see fewer and fewer LAUSD stories.  If only there were resources out there to guide implementation.  Like here.  And here.

On Friday, I linked a guest column from a South Dakota official who seemed on the defensive over funding technology for the classroom.  Turns out, he is a high school principal whose school is on the cutting edge of digital learning and blended learning.  He was featured in Getting Smart last year by my good friend and former colleague at KnowledgeWorks Carri Schneider and today’s BONUS LINK is from a movie set in South Dakota….

Report: Teachers enthusiastic about Core.  The teachers I know wouldn’t be this monolithic in their thoughts on anything, much less the Core.  The survey also points to the great deal of work involved in this, the need for quality professional development, both of which highlight, to me, the likelihood that much will get bogged down in the implementation.

Tablets pulled from Guilford County NC.  Sounds more like a device problem than a district implementation problem a la LAUSD.

University offers self-paced courses.  My own experience as an online instructor backs up both the student’s and the teacher’s depiction.  It does require self-discipline and motivation.  I’ll go further and say that my non-traditional students who had job and family responsibilities were better able to keep up than the 18-20 year olds who thought “online” meant “I didn’t have to actually do any of the work.”  As blended learning and other forms of online instruction have made their way into K-12 systems, that mentality has faded, although there is still the usual time-management/freedom-management learning curve among traditional-age college students.  But that’s what we’re here for.

Capella University, a for-profit university, gets the go-ahead from the US Department of Education to waive federal rules that put self-paced courses still into the traditional academic calendar and required virtual discussions.

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