The Place of Virtual Pedagogic Physical Space

The Place of Virtual, Pedagogic and Physical Space in the 21st Century Classroom

Released in August 2010. Northern Beaches Christian School (NBCS), Sydney, Australia, undertook research into how the gap between pedagogy, space, technology, and architecture might be narrowed or even eliminated. In 2007, NBCS commenced design work in order to construct a new space for ‘twenty-first century learning’. The Spaces for Learning Project, developed by the Sydney Centre for Innovation in Learning (SCIL), progressively looked at the nature of change in educational space and led to the reconstruction of older spaces, as well as the development of new spaces. SCIL took up the challenge to develop the pedagogy of every teacher within the school, leading to the universal adoption of technology as a natural tool within learning, to convert existing space to suit more inquiry based paradigms, and create new space that reflected the strategic intent of the institution. This is the report of their findings.

The Place of Virtual Pedagogic Physical Space

The Place of Virtual, Pedagogic and Physical Space in the 21st Century Classroom

Released in August 2010. Northern Beaches Christian School (NBCS), Sydney, Australia, undertook research into how the gap between pedagogy, space, technology, and architecture might be narrowed or even eliminated. In 2007, NBCS commenced design work in order to construct a new space for ‘twenty-first century learning’. The Spaces for Learning Project, developed by the Sydney Centre for Innovation in Learning (SCIL), progressively looked at the nature of change in educational space and led to the reconstruction of older spaces, as well as the development of new spaces. SCIL took up the challenge to develop the pedagogy of every teacher within the school, leading to the universal adoption of technology as a natural tool within learning, to convert existing space to suit more inquiry based paradigms, and create new space that reflected the strategic intent of the institution. This is the report of their findings.

Right Sizing the Classroom 1

Right-Sizing the Classroom: Making the Most of Great Teachers

Released in November 2013. This study, published by the Thomas B. Fordham Institute, addresses the issue of class size and teacher-student ratios—with a policy recommendation. “Public schooling in America suffers from a triple problem that a single policy solution might solve: 1) Our best teachers aren’t paid enough, 2) not enough kids benefit from great teachers, and 3) too many are stuck with weak teachers. This paper describes—and demonstrates the value of—a change in policy that could address all three issues at once, and could be done at no additional cost to taxpayers. Following this route, however, means reversing position on a widely popular—but pricey and none too effective—approach to “educational improvement”: class size reduction. Instead of trying to keep classes small, we should be leveraging our existing teacher talent by enlarging the classes taught by our best instructors—and compensating these excellent teachers for the extra work involved.”

School Security Issues.pn

'Getting Schooled' on Security Issues: A Multi-Tiered Approach

Released Summer 2013. After the Sandy Hook Elementary School tragedy (and in light of other horrific events of school violence in recent years), many schools are concerned about school security and risk management today. Beyond the debate over gun control and mental health issues, Martin Kelly, President of ISM Insurance, provides a multi-tiered approach to school safety and security, focusing on people, facilities, activities, and policies and procedures. This article was reproduced from Resources with permission of The National Alliance for Insurance Education & Research.

Distance_Education_Institutions_2011 12 1.pn

Characteristics of Exclusively Distance Education Institutions, by State: 2011-12

Released April 2013. Technological changes over the last decade have made it much more common for students to enroll in distance education, most often in a course taken over the Internet. The IPEDS (Integrated Postsecondary Education Data System) collects data from institutions about whether they offer any distance learning opportunities, defined as “an option for earning course credit at off-campus locations via cable television, internet, satellite classes, videotapes, correspondence courses, or other means.” Distance learning opportunities are available throughout postsecondary education and at all types of institutions.This report, prepared for the National Center for Education Statistics, provides tables showing statistics concerning institutions that are exclusively distance education.

Structuring K Pre K.pn

Technology Integration Frameworks for the K-12 Curriculum

Released March 2013. In the following report, Hanover Research outlines different approaches to integrating technology into the K?12 curriculum. The first section presents an overview of technology integration, including technology integration and 21st century learning and the effects of technology integration on student learning outcomes. The second section of the report introduces two theoretical frameworks for technology integration, TPACK and ISTE Essential Conditions. The final section describes three technology integration frameworks that may guide overall district implementation efforts: SAMR, TIM, and Technology Immersion.

Page 1 of 5

Connect with ISM: