Why video creation encourages classroom innovation

This school year began with enthusiasm for educators and students who were able to return to in-person learning after 18 months of remote instruction. Even with masks and other health protocols, educators and students were happy to be back on campus. We have all learned so much during these COVID years—resilience, creativity, determination, emotional well being and the value of teachers.

Positive experiences can be life-changing for a child. In a previous installment of this series, I shared how positive experiences with teachers throughout my childhood helped counteract some of the trauma I experienced early in life.

Social and emotional skills are vital in both school, and the workplace. They can help children and adults build and maintain healthy relationships, develop a strong sense of self, manage stress, control their emotions, and more.

Even after the events of the past two years, the definition of what constitutes digital curriculum is still a source of disagreement for some. Misalignment among educator roles regarding curriculum has far from disappeared, and in some cases, the gap has grown even wider, according to new research.

It is impossible to exaggerate how much the edtech sector is growing – in fact, exploding might be a better word! The edtech market in the UK is now estimated to be £3.2bn following growth during 2020 of more than 70 percent.

This past August, the Center for Internet Security’s Multi-State Information Sharing and Analysis Center (MS-ISAC), which serves state and local governments, reported that it expects an increase of as much as 86 percent in cybersecurity incidents aimed at K-12 school systems over the course of the current school year.

Some of the best educational content develops with creative thinking and a willingness to try new things–and if teachers and students have the right tools, they’re on the right path.

The pandemic brought special education to the forefront of the dialogue about education, with the media focus mainly directed at sharing stories of students separated from the in-school supports that they had come to rely upon, and parents struggling to plug the gaps.

In early 2021, Spaulding Academy & Family Services applied for and received a technology grant from the Flutie Foundation for the purchase of virtual reality (VR) headsets.

With 3,300 students across three different schools, our district was using a variety of diverse applications for school-to-home communications. They all handled separate aspects of our teacher-parent communications, but they weren’t cohesive.