11:00 – 11:20 a.m. (ET)
Viewers are invited to join this live discussion about the vital role of effective leadership in cultivating the type of school culture where can technology can flourish. Emcee Rafranz Davis will be joined remotely by the leadership team at Jennings School District in Missouri, a district whose superintendent was lauded by the Washington Post for figuring out how to “make school work for poor kids.” Using Jennings as an exemplar, this session will highlight a variety of ways that district leaders can create a culture of equity and innovation and the role school leaders need to play for this to occur.
Rafranz Davis (moderator)
Executive Director of Professional and Digital Learning
Lufkin Independent School District (TX)
Twitter Handle: @RafranzDavis
Project Director, Transforming Teaching Through Technology
University of North Carolina at Greensboro (UNCG)
Assistant Director, Teaching Resource Center and SELF Design Studio
University of North Carolina at Greensboro School of Education
Twitter Handle: @makerdude18
Program Manager, Magnet Schools and STEM Programs
Winston Salem/Forsyth County Schools (NC)
Twitter Handle: @klanemarion
The University of North Carolina at Greensboro (UNCG) is changing the way teacher preparation programs train future educators to use technology effectively in the classroom. Working closely with the surrounding Guilford and Winston-Salem/Forsyth counties, UNCG is partnering with seven public schools across the two counties, all of which serve high concentrations of traditionally underserved students. Each of these seven schools has been fitted with a MakerSpace, a technology workshop for hands-on learning. Technology coaches are also available at each school to assist in training current teachers in utilizing these technology labs. UNCG has a MakerSpace in its School of Education so that teacher candidates can practice using the technology before integrating it into their student teaching experiences.
For more information UNCG’s initiative of “Transforming Teaching through Technology” check out the links below.
Teaching quality is widely recognized as the most powerful school-based factor in student learning, yet the persistent inequity in the distribution of quality teaching lays to waste historic promises of equal education opportunity, and threatens to undermine efforts to increase technology access. Although the difficulty of recruiting and keeping high-quality teachers in the profession is a widespread challenge, it is often the schools in lower-income communities and those primarily serving students of color that are most impacted. Robust partnerships between K–12 school systems and institutions of higher education are an essential part of strengthening the pipeline of new teachers and sustaining digital equity.