The expert panel for Unit 3: School and District Digital Learning Transitions includes leaders from some of the example schools and districts highlighted in this unit:
Mira Brown, Director of Development and External Relations, Summit Public Schools;
Jon Deane, Chief Information Officer, Summit Public Schools; Jeremy Macdonald, Integrated Technology Systems Coordinator, Bend-La Pine Schools, Oregon; Rebecca McLelland-Crawley Science Supervisor for the West Windsor-Plainsboro Regional School District.... The questions answered in the video are listed below, with the times they are answered:
How is Summit Public Schools working with students and teachers to grow your digital transition? (Jon & Mira, 1:11 ); What has been your experience working as a teacher and coach in your district? (Jeremy, 3:04 ); What comes first, the culture change, or the technology? (Jeremy, 4:27 ); What has your experience been teaching and assisting other educators start a 1:1 initiative? (Rebecca, 5:45 ); Why aren't we asking students what they think this needs to look like? (Jon & Mira 9:08 ); What has been your experience with ownership based on student personalization of technology? (Jeremy, 13:58 ); Do you see students leaving K-12 more prepared for college and/or careers based on your initiatives? (Rebecca, 15:45 ); How do you view the "new" role of the teacher as you develop and implement initiatives to support the digital transition? (Jon & Mira, 18:22 ); Do you agree that the teacher as a peer collaborator is "bigger" than the roles in the classroom? (Jeremy, 20:55 ); How important is it to have an instructional coach/tech specialist to provide extra support in schools and districts? (Rebecca, 22:53 ); What is the balance between standardized testing and this "leap of faith" with the varied types of learning described? (Jon & Mira, 25:40 ); What advice would you share about leadership in schools and districts in order to be successful in this transition? (Mira, 28:01 ; Rebecca, 28:58 ); What advice can you share for leaders in districts and schools when they are planning for their own transition?(Jon & Mira, 30:48 )