We've Moved! And We Want to Take You With Us

Bridging the Gaps in Education is packing its bags and heading to a new place:

http://lorenzeducationalpress.com/Blogs.aspx

Since we like you so much, we want you to come with us! You'll find new and improved features presented in a slick, newly designed interface. Don't worry, you'll find the same great educational content and discussion, too.What are you waiting for? Don't stand around kicking moth balls, come join us at the new and improved Bridging the Gaps!

America: Losing Ground in the Global Education Race

It's no secret that the modern economy demands workers that are increasingly skilled, particularly in advanced, specific skills like mathematics and engineering. Another obvious fact is the poor condition of the American economy. Combine the two, however, and a surprising and troubling situation emerges. Despite high unemployment rates, the aforementioned advanced jobs are available. The problem is filling these positions with capable, appropriately educated workers. America is not producing viable candidates, and companies are forced to hire more capable candidates from other countries. Why does this gap exist? Could it be that our education system is to blame?

A recent article appearing on Education Next compares the performance of U.S. students and other countries in the areas of mathematics and reading proficiency. The results are not encouraging. The comparisons are based upon two assessment organizations that are generally considered as "report cards" of American and global students. These are the National Assessment of Educational Progress (America) and the Program for International Student Assessment (global). For a full breakdown and explanation of the comparisons and results, check out the full article. It's absolutely worth a read.

The broad findings of the comparisons are this: U.S. students are consistently performing well below students from several countries around the globe in both mathematics and reading. The gap is much more pronounced in mathematics, which is without a doubt the skill more applicable to today's economy (and likely the future's).

Perhaps most stunning is the fact that only one U.S. state - Massachusetts - has above a 50 percent proficiency rating in either subject. Many states, in fact, score far below that mark. This means that the vast majority of our students are not proficient in either mathematics or reading. Statistics such as these reinforce the increasingly obvious fact that America, once the undisputed leader in global education, is steadily losing ground to parts of the rest of the world.

The pivotal question is, of course, what will we do about it? I ask you - what can be done? What should be done? Sound off in the comments section below.

Forbidden Facebook?

Earlier this summer, we posted about the pros and cons of using Facebook in your classroom. Since then, the debate over social media's emerging roles in education has continued.

The Dayton Daily News (LEP's local newspaper) recently published an article about the city of Dayton Public School District's decision to ban its teachers from interacting with students via unapproved media, including Facebook and text messaging. This plan applies to the popular industry go-around of professional Facebook accounts, as well.

The move is a first in the area - neighboring districts have safety policies in place, but most of these restrict the conditions or frequency of use, rather than forbidding it outright. Early reaction seems to be positive.

My reaction? Let's call it mixed.While I applaud the district's firm stance (let's not waffle on the issue, I say - pick a side rationally and plant your feet firmly), I have to wonder if it's playing things safe on a convoluted issue. As our previous post discussed, there are many reasons to be concerned about teacher-student communication through social media. But locking the door and throwing away the key seems excessive. True, leaving that door open allows the potential passage of inappropriate communication. But closing it forever stems the gathering tide of opportunity that's knocking with ever-increasing insistence on Education's door.

I do not think it wise to ignore social media's potential positive impact upon students, teachers, and the communication that tethers them. The gap between educator and educated should be bridged whenever possible, the ultimate goal being a unified classroom that thrives together. It's a difficult commitment to make, and the process must be supervised and adjusted in order to craft a properly functioning tool. But, oh, the things that tool might fix!

The Dayton Public School District has decided to ignore that tool's presence. My question? What will they do when they realize how badly they need it?

Friday Forum: New Year, New Standards?

School is back in session in classrooms around the country. I've witnessed the annual signs: children skipping along sidewalks, bouncing bright backpacks as they go; yellow school buses weaving in and out of morning traffic; parents lingering for one last look as their kids disappear through doorways. Familiar sights, all. But inside those classrooms, things are looking decidedly different, thanks to the Common Core State Standards Initiative.

The initiative continues its seemingly inexorable takeover of U.S. education. 44 states have adopted the standards, and the world is taking notice. 'Common Core' is officially an industry buzz term, and its presence in discussions continues to increase, along with pressure for companies like LEP to align our products to the standards.

This apparent changing of the guard has us curious - what about our audience: you teachers, parents, and administrators? How is the shift to Common Core affecting you?

Are you approaching your lessons differently? Have you trashed the old ones to build a new foundation on Common Core? Or will you stud your existing framework with the new standards?

More importantly, how does it all make you feel? Is this a good thing for education? Is it a bad thing for you? Let's get a discussion started in the Comments section below.

Why Interactive Whiteboards Work

While attending an informational seminar last week, I learned an interesting statistic: approximately 45% of today's classrooms are using interactive whiteboards. In some ways, this came as a shock; in other ways, it did not. For years, it seems, IWBs (interactive whiteboards), from manufacturers such as SMART and Promethean, have been touted as the next big thing in education. Despite that assertion, they haven't seemed to fully catch on. So I was a bit shocked to learn that nearly half of classrooms are sporting the technology now.

On the other hand, this development is wholly expected - overdue, even. The potential of this innovation is enormous, the possibilities unlocked by its tools and applications seemingly limitless. Why wouldn't schools pony up the cash to deck the walls with IWBs?

It's the little things that help make IWBs such valuable classroom assets. During our seminar, our presenter showed us a sample 'page' from an interactive lesson plan designed specifically for IWBs. It looked like a snapshot of one or two paragraphs from a typical supplemental workbook. But then a Flash animation kicked on, and a diagram was drawn before my eyes, adding a unique element to an otherwise stagnant stream of information. On another page, what appeared to be a photo of a cute dog positioned on a laptop computer turned into a short video of a cute dog positioned on a laptop looking even cuter because he looked at the camera and quivered oh so adorably. Numerous additional bells and whistles were added to most every page, until I was interested (and dare I say excited) to find what trick or bit of fun awaited me with each new block of information.

These details might sound like digital knick knacks, but consider this: if such trinkets can catch and maintain hold of a 27-year-old's attention, what might they do for the open mind of a 12-year-old student?

But we're only looking at the little things - what about the BIG things? Well, let me assure you, they're even better.

Imagine inviting students to the board not just to write words or solve math problems, but to manipulate shapes and objects; to sort categories of pictures or words by dragging and dropping them into boxes; to touch an instrument and immediately hear its sound. And imagine all of these actions, along with so many more, made possible by a student's finger.

Like an iPad or a Nintendo Wii, IWBs are undeniably cool. They ooze fun from each circuit. And students take notice. They are compelled to discover the uniquely interactive elements of an IWB lesson, and each new slide engages them in new and unique ways. It's truly a game-changing moment to witness children using an IWB.

While attending a presentation at a local elementary school, I was thrilled to watch students flinging their hands into the air when asked to volunteer a visit to the whiteboard, to see them bound from their seats and attack problems with wide eyes and wider smiles. Quite a switch from the chalkboard visits of my youth, to be sure. Watching their passion for learning helped remind me of why we're all in this industry, and it made me wonder: why in the world haven't the remaining 55% of classrooms joined in?

For Your Consideration: 6 Top iPad Apps

After attending the ISTE convention last month, we've been reminded time and again that this year's hot piece of educational tech is the iPad. Students want it. Parents love it. Teachers use it. I wish I had it...

Best of all, it works. The iPad offers a wealth of educational opportunities, most of them geared to be flashy, fun, and rewarding. We've compiled a short list of some of the most popular educational apps being downloaded and used right now. Each of the apps below appears on the July 27 edition of appannie's Top Charts for Educational iPad apps (check out the full chart here)

FREE APPS

1. Era of Dino HD Lite

What student - or parent for that matter, don't lie - doesn't want to learn more about dinosaurs? This free app will introduce users to over 300 different dinos. Also covered are the specific eras in which these creatures lived. Slick, colorful graphics complement a wealth of interesting material. (Average rating: 4.5 stars)

2. NASA App HD

Take a tour of the galaxy - and beyond - with this fascinating app from NASA. Official video and imagery (some of which are live) enhance in-depth explorations of planets, stars, current missions, and more. Children and adults alike will lose hours in this virtual solar system. (Average rating: 4.5 stars)

3. ScreenChomp

This versatile teaching tool is like having a digital whiteboard at your fingertips. Create your own lessons with the intuitive interface. Math problems, Venn diagrams, brainstorming webs - this app can handle them all. Even cooler is the ability to record and upload your lessons to the app's website or Facebook. (Average rating: 5 stars)

PAID APPS

1. Stack the States

Students can learn about each of the United States of America with this fun app. By the time they're finished, they'll be familiar with state capitals, shapes, and locations. Bonus games, full-color pictures, and tons of questions are included. (Average rating: 5 stars)

2. Math Bingo

This popular app will make math practice much more entertaining. A balance of fun gaming and rich educational content has landed Math Bingo on several top-app lists. It's simple - students must answer math problems correctly in order to complete rows on a Bingo chart. Addition, subtraction, multiplication, and division are included. (Average rating: 4.5 stars)

3. Alphabet Fun

Invaluable for early learners, Alphabet Fun teaches and reinforces letter and number recognition and formation. It also teaches users to recognize and identify colors. Pronunciations provide clarity and speaking practice. (Average rating: not available)

What do you think of the iPad? Are you using it with your children or students? Have you tried any of the apps above? Do you know any other must-haves? Start the discussion in the comments section below!

Turning Great Ideas into Books: Part Two

When last we left Project Genius, it was a stack of paper. The content was there, lovingly penned by Jonathan Gross. Time to slap the pages on a spine, sandwich 'em between two flashy covers, and mass-produce those babies...right?

Not so fast, dear reader. Before any of the above can take place, Project Genius has to undergo a little something called editorial. Read on to learn all about it (and about Jonathan squirming under the relentless onslaught of the all-powerful Red Pen).

PART TWO:

Ream of Paper + Editorial = Shiny (and Grammatically Correct!) Shelf-Ready Content

The process of creating a book is a lot like taking a flight. First, you have to pack - you gather all of the things you want to have with you when you arrive at your final destination. You shove all of these items into a suitcase - this is like a completed manuscript. It contains all of the material an author wants to reach a teacher or child.

But you can't just hop onto your plane and take off, can you? You must first pass through security. This process confirms that you are aircraft-ready - you aren't carrying any prohibited items, your credentials check out, your socks don't smell overly offensive... In the same sense, editorial confirms that a manuscript is shelf-ready. Over the course of an editorial review, a manuscript will be scrutinized for prohibited items (misspellings, typos, incorrections), acceptable credentials (national and state standards, focused and grade-appropriate content), and even smelly socks (less-than-acceptable writing, overdone prose, wrong answers).

By the time the manuscript enters the terminal that is design and production, LEP is certain that the content within is complete, correct, and valuable to our customers. The editorial process ascertains that our words are ready to fly into developing minds around the world.

So...what actually happens? Well, once we have a completed manuscript in our hands, we submit it to a professional editor. Depending on a project's focus, we might give it to a number of additional experts and so-called beta-readers. These include subject experts, teachers, and parents. These reviewers have a specific amount of time to read, analyze, and suggest revisions or corrections.

It's at this point that the infamous Red Pen enters the fray. Well, it might be blue...or green...or pink - you get the idea. The editor combs through a manuscript's pages and marks his or her changes in a variety of keywords, symbols, and shapes (seriously, we publishers could probably found a worldwide language of our own).

The collectively tattooed project is then sent back to us for an internal review. We must consider every change. Some are obviously necessary (2 plus 2 will never equal 5, for instance; and George Washington is highly unlikely to have lived until 1899). Other suggested changes must be debated by our team. Do we want to remove a particular block of text to make an activity simpler? Does this page's language need to be raised to a more challenging caliber?

Ultimately, we make the revisions that we must, as well as those we feel make the project better. It's not uncommon for a manuscript to loop through the internal review more than once. We are trying to create the best product possible, after all. It can be difficult to move something on, giving up our ability to make adjustments and slight improvements.

But the show must go on. When that time comes, we fully approve a manuscript's content. It passes through the last scanning device, its words not to be patted down again. It strolls into the production terminal, leaving Red Pen and its endless supply of ink behind. It glances at the departure time monitors and finds the flight scheduled to land in Book Land. It heads for Gate D: Design. But that's a story for another day...

Stay tuned for our exploration of Project Genius's design process. We'll explain how the words take on a final shape, how they acquire pictures and graphics, and reveal the faces and creative minds behind our stunning covers.

And now, for your entertainment, we present Jonathan Gross: Reactions to His Edited Manuscript.

Calling All Classrooms

I bought my first cell phone at the age of 18, a few years behind most people my age. It took me a few weeks to familiarize myself with all the bells and whistles, which, compared to the model I use today, were next to nothing and unimpressive to boot. Nearly a decade after that first egg-shaped, no-color-screen model, I use my phone for just about everything: I send and receive e-mails, network with friends and coworkers, keep track of my budget; heck, I even place the occasional call or two. I'm not alone in having my mobile device practically bolted to my hand. Students, from elementary-level to college- and university-goers, use cell phones each and every day.

Sure, students use their cell phones to text, game, and Tweet. But the usage isn't limited to frivolous social communication and idle entertainment. Students are also using these devices to help them learn. They are using built-in calculators to help solve math problems, search engines to find sources for research papers, and teacher-recommended apps to train and challenge the mind. Some school districts are even using cell phones to help students perform well on standardized tests.

Yes, there are many negative possibilities when phone usage is permitted in a classroom. Distraction is perhaps the worst. Teachers have to either patrol the aisles like a hungry hawk or trust their students to stay away from Facebook and Angry Birds. Using technology moves away from more traditional, proven methods of education and encourages a turn-to-technology-for-everything environment. These are just a couple issues in an angry sea full of potential difficulties and complications.

It is a sea upon which we must set sail. The simple fact is that cell phones (and tablets like the iPad along with them) are too prevalent and potent to ignore. Thinking back to my archaic school days (the nineties), I wish I could open a rift in time and drop my phone into the youthful me's bulky backpack. Equipped with this space-age technology, younger me would have an entire new world of possibilities before him. He could schedule testing and project due dates. He could choose a list of books to check out from the library rather than scratching his head baffling over the Dewey Decimal System. He could download games that helped him practice in an effort to correct a persistent difficulty with math skills.

Oh, what might have been!

The students of today don't have to lament a lack of possibilities, nor wait until they're 18 years old to discover them. The world little me didn't have already surrounds them. The tools for a deeper and more effective education exist. Let's put them in the hands of our students and start soaring.

Turning Great Ideas into Books: Part One

Lorenz Educational Press is proud to possess more than 800 print titles in its library. When scanning our shelves, it's difficult not to think about the hard work that went into each and every page within each and every spine; impossible to imagine the quantities of people who made all of those books come to rest there.

Our products go through a remarkable process from start to finish. We thought you might be interested in learning more about that process. We'd like to introduce you to some of the talented individuals behind the pages, and prove to you that we do more than sit around and blog about education. To that end, we present part one of how we make an educational resource for you and your students.

PART ONE: Turning an Idea into a Ream of Paper

It all starts with an idea that is had somewhere by someone. These ideas are put down on paper and built upon. Pretty soon, they have metamorphosed into a manuscript. These manuscripts come to LEP from all over the country (and sometimes across borders). They are looked at by a panel of esteemed minds (ahem, us...along with an invaluable collection of educators). The best and brightest are chosen to become a part of our product line.

Whittling the forest of manuscripts down to the tallest and most robust trees is a difficult and all-important task. You might say that it's our most important job - making certain that we choose and produce the finest possible products for teachers, parents, and, of course, students. A lot goes into the review and selection process: how unique a resource is, its correlation with national and state standards, its versatility, value, and reusability for both educator and educated, the fun factor...the list is long, and no item can afford to be missed. When we choose our future products, the selections have been through an assembly line of study and approval.

Every once in a very long while, we have ideas resulting from our own research that are deemed brilliant enough to be seen by our discerning audience (you). For this post, we've selected one such idea. To avoid spoilers about this soon-to-be publishing sensation, we'll call it Project Genius. As in, this book will help turn your students into geniuses. This idea was given to Jonathan Gross, an LEP employee who fancies himself a competent writer (the comments section is entirely open to debate this notion).

Jonathan locked himself in his office for two weeks, surfacing only for increasingly potent mugs of coffee and do-or-die staff meetings. He emerged bearded and triumphant, wielding a completed manuscript of Project Genius. What had started as an idea had become a reality of inked pages. But it still has a long way to go on the road to Book Land...

Jonathan before writing Project Genius...

...and after writing.

Tune in next week for part two of Project Genius's journey to the shelf. You'll get to discover what a manuscript goes through when under editorial scrutiny, when a product is considered finished from a written standpoint, and just how terrifying a red pen can be. Fire away with any questions you might have in the comments section below!

4 Ways to Spin Your Students Around the Globe

Attention all teachers and parents: It's almost July. Isn't it about time you went on vacation? And shouldn't you take the kids with you? Oh, and how about doing it without leaving your house or school? New innovations and emerging technologies are making this scenario more possible by the day.

Here are a few cool ideas to take your classroom or living room global. Click on the hyperlinked section titles for access to each resource.

1. National Geographic Kids (TM) Countries

Have you ever wanted to visit South America in your pajamas? This is the place for you. This hub will grant your students access to overviews of many of the world's countries. Quick and interesting facts are accompanied by photos, videos, maps, and more.

2. Skype (TM) In the Classroom

You've probably heard of Skype - an internet phone service that allows anyone to be seen and heard by other users around the world. The resource has reached into global education, as well. Among the possibilities are guest speakers from another continent, sharing an online 'classroom' with students from the other side of the planet, and project collaboration with like-minded educators that happen to live in China.

3. Google Maps

Teaching a unit on one of the world's great cities? Google Maps allows you to literally click your way to it. Zooming in brings landscapes both urban and rural into focus. Labels identify cities, towns, bodies of water, and major landmarks. As if that isn't cool enough, you can view photos, live webcams, and even traffic updates. (I smell a problem-solving opportunity: Given current traffic conditions, what is the best route from Big Ben to Buckingham Palace?)

4. LEP's Very Own Passport Series

Don't have an internet connection? Looking to discover even more detailed information about other countries? This 8-book series is all you'll ever need to take a virtual vacation around the world. Visit more than 50 countries from all seven continents, each with in-depth studies of history, culture, language, food, and so much more. Click here for some sample pages.

GUEST POST: Grant Writing Tips for Schools and Non-Profits, by Dr. Linda Karges-Bone

A couple weeks back, we wrote about education grants as a way to aquire funding for your classroom or school. Read on for some suggestions from an expert on all things grant. Dr. Linda Karges-Bone is the author of The Educator's Guide to Grants, a complete resource dedicated to getting you the money you need for your classroom or school. Check out her other fantastic books HERE. Enjoy!

*****

You might not see yourself as a "grant writer." That is the job of a professional: someone in a suit, carrying a briefcase, and holding a fancy certificate or degree. You would be wrong. Most grants that help to support worthy projects are written by ordinary folks who learn a skill set and fuel it with their passion for the work that they have undertaken.

I wrote my first grant "proposal" at age 18. I was a teenager hired to run a summer program for special needs children in a community "camp" setting. I was very excited, until the director of the board told me that I also had to "get the grant." So, I read the "RFP" or Request for Proposals (the directions) and sipping my TAB (TM), because that is what we drank back then, I sat down at my electric typewriter and pounded out $20K worth of funding. I wasn't even of legal age, so I couldn't sign the forms. The older ladies on the board of directors took care of that, and eight weeks later, a check arrived at our little office in a church attic. I was hooked!

My fourth book on grant-writing came out in the Spring of 2011, and folks want to know the basics of how to go about grant writing. I am going to give you Ten Tips, to get started the right way.

1. Read the application carefully. Remember, the funders do not wish to be annoyed. When they say 10 pages, double-spaced, typed narrative, they mean it. The same goes for due dates. Late proposals will be trashed. There are no second chances.

2. Focus on a need not a want. Grants are designed to move new ideas forward, not to fund your day to day expenses as an organization.

3. That said, be sure to avoid the red flags in funding requests. These are outlined in my book, but one of them is bricks and mortar. Grants do not fund buildings and most infrastructure costs.

4. Read the literature and research surrounding your area of expertise and use it in the proposal. I use footnotes and do a Works Cited page in my larger grants. It makes an impression. Show how you will infuse the research into your objectives.

5. Design objectives and evaluation criteria together and match them up.

6. In all writing, avoid jargon. Do not say: "It takes a village." Or "Every child can learn." Instead: "The 'Right Now Reading Club' will provide an incentive of one new book of the child's choice for every 15 books read during the semester."

7. Focus on a "hot topic" and make it consistent with what the funders are interested in. Work your "need" into that fit.

8. Use "Project Overview Charts" to fit larger pieces of data into a visually effective format. Do not choke the reader with long paragraphs.

9. Grants are never made to individuals, only to 501-c-3 non-profits.

10. Church-related organizations that serve the poor can apply for many sources of funding. These are called "faith based initiatives."

In these tough economic times, grant-writing is a valuable skill and one that you can develop and use to help those who need you most. I suggest taking a course in grant writing, such as the one that I do for the Charleston Area Grant Professionals here at CSU each May. My book is available at the CSU bookstore and is designed to use as a workbook, step by step. Finally, do these three things:

• Start by writing a "mini grant." These are good practice and simple. You need to build a history of successes before larger funders will take you seriously.




• Be sure that you have all your "ducks in a row." Grants require an updated list of your advisory board, resumes or Vita of key players, and a copy of your Mission Statement and 501-c-3 documents.




• Be realistic, yet positive in your tone. don't ask for the "Moon and Stars," just a few "stars" to light your way.

*****

Dr. Linda Karges-Bone currently prepares future teachers at Charleston Southern University in Charleston, South Carolina, where she is a Professor of Education. The author of 27 books for teachers, Dr. Bone specializes in curriculum and assessment and also writes children's stories. She holds an Ed.D. in Curriculum and Instruction from the University of South Carolina at Columbia. When she isn't presenting around the country for the National Education Institute, Linda enjoys living in the coastal region of South Carolina with her husband Gary, a bio-medical engineer; their two daughters, Carolyn and Audrey Jayne, and a rescue dog named T.S. Eliot.

To Use or Not to Use: The Facebook Debate

Facebook has become an integral component of our lives. Sure, there are those who avoid it like the plague; and there are probably a few scattered individuals who haven't even heard of it. But for most of us, the sensationally popular website is a part of our everyday existence. It has spread from a few colleges and universities to homes and businesses across the world. But should it spread into your classroom?

Last month, The Edublogger posted about the merits of using Facebook as a tool for education (check out the entire post here). They pointed out some of the benefits the networking site could provide teachers, parents, and students. They also addressed some of the problems Facebook presents to educators and offered solutions to several of them.

There's even an official guide for using Facebook in education: Facebook for Educators.

It's certainly no secret that students are using Facebook. It's likely that their parents are, too. And you, teachers, probably have your own accounts. At first glance, it seems like a no-brainer: we should figure out a way to use this tool for education. With the three major players in the process already hooked up to the apparatus, it should be a simple task to make the proper connections and start running together...right?

Of course, it's not that easy.

Facebook presents a number of unique and sensitive complications. It's capable to use the site to track literally everything you do. There are many pieces of information that would be unquestionably inappropriate in a classroom setting. As the Edublogger notes, many schools have instituted policies forbidding teacher-student interaction via Facebook for such reasons. After all, educator and educated lead separate lives outside the classroom, the specifics of which are none of the other's business.

For every complication, however, there seems to be an offsetting benefit. Yes, we lead separate lives, but the opportunity to easily initiate after-school communication is an appealing one. The obvious example: a student struggling with an assignment can go to a teacher or classroom Facebook page looking for help. Wait, you might say, the teacher can't always be available to answer questions. This is definitely true. However, other students (who the student has likely 'friended' already) might be available to assist. Perhaps even more tantalizing is the option for easier communication with a student's parents. No longer are we restricted to parent-teacher conferences and quick before- or after-school discussions. A Facebook message can address an issue within minutes.

It's easy to oversimplify this debate into clear-cut pros and cons. In reality, the issue is not that simple. It's an incredibly complex question that requires much thought and plenty of contingency plans. This might lead some educators to question whether or not it's all worth it. Why not ignore Facebook and concentrate on other options?

With such a versatile and potentially game changing resource already at our fingertips, can we really afford to ignore it?

What do you think? Have you considered using Facebook with your students? Do you already do so? Does the idea make you sick? Share your stories and opinions in the comments section below.

3 Reasons to Give Grants a Go

Teachers: are you concerned about funding for next year's classroom? It's a realistic worry - with education budgets tightening around the country, it's getting more difficult to stretch available money to cover an entire school year's worth of costs. When the well runs dry, you have to dip into your own pockets or imagine more creative options. Your students' educational experience shouldn't be limited by shrinking budgets. But, more and more, this is exactly what's happening.

There is another option, one which educators and administrators are turning to with increasing frequency - education grants. We think that you should give them a try. Here's why.

The money is available. Despite the financial difficulties besetting educators, funding is available - lots of it. Right now, for instance, innovation grants are particularly popular. According to a recent article on The Washington Post website, the federal government awarded 650 million dollars for innovative ideas directed towards making classrooms better in 2010. The article goes on to mention that there are still some 150 million dollars waiting to be dispersed in 2011.

It's summer. At first glance, this might not seem to have anything to do with education grants. But summer vacation is the perfect time for teachers to research, plan, and write grant proposals. As you plan for next year, you can determine exactly what you need grant money for. Time off will allow you to take the required time to write a better, and therefore more likely to succeed, grant proposal.

There are many different kinds of grants. Innovation isn't the only kind of grant being rewarded. You can submit a grant proposal for just about anything. Does the basketball team need new uniforms? Do you want to start a special-needs program? Are you looking to get hold of an interactive whiteboard or other technologies? There are funds available for all these and more - you just have to go after them!

Are you ready to get to work? Looking for a few tips or places to submit your grant proposal? Check out LEP's The Educator's Guide to Grants for all you need to know about the process.

Plug In! Gaming in the Classroom

...Your students are on a quest. They are deep underground, beneath a massive snow-capped mountain. They are looking for an ancient relic, a relic that will save the universe from a terrible invading evil. But this relic is hidden by clever puzzles and protected by hostile guardians. The only way your students can get their hands on it is by working together to pool their intelligence and creativity. A plan is conceived, and your students voice battle cries as they charge into the epic challenge ahead...

That scenario might sound more like a Friday or Saturday night for your students; but can you imagine it taking place in your classroom? On a Monday or Tuesday morning? As an approved part of your lesson plan? Madness, you might say. There are others - a growing number of them, in fact - that want to change your mind and make such mythical classrooms possible.

Why? Education is due for a change, say those in support of gaming in the classroom. The current model is growing staler by the day, and its results are hardly encouraging. The dramatic advances in educational technology are quickly outpacing the capabilities of the standard teaching model. What better way to take full advantage of these wonderful gadgets and tools than by fashioning a new method that embraces them wholeheartedly?

Not only is the educational landscape ripe for this tactical shift; students are also in dire need of the skills provided by technology - especially those provided through gaming! The jobs of today and tomorrow demand technological know-how, a condition that will only become more concrete as time progresses. Games help students think more like machines. That might sound a bit scary on the surface, but consider the skills emphasized: problem-solving, logic, systems, cooperation - these are the skills of today and tomorrow.

So. The timing is right. The need is obvious. What more convincing do you need? How about this - your students will love it! It's no secret that certain classic aspects of teaching are boring, at least to some students - lecture, reinforcement, homework. Imagine the rejuvenation if these were connected to gaming. Might your students be a little more attentive during a lecture if they knew reinforcement would come in the form of an interactive and challenging game? Think they would do their homework before dinner if it involved a controller or tablet or cell phone? Gaming doesn't need to replace traditional methods - nor should it. There's no denying, however, that its inclusion would light a fire in classrooms around the world.

What about you? Are you ready to include gaming in your lesson plan? Or will you stand against the tech tide? Be heard in the comments section below!

Curtains for Cursive?

Cursive writing was a major component of my elementary education. I remember learning how to form individual letters, how to flow the letters together into words. I remember practicing and practicing until cursive became the natural way to write. Lest I return to the simplicities of printing, my school required cursive writing until seventh grade. I happily complied, perfecting my letters, adding unique flourishes here and there. When the cursive requirement was lifted, I tried a return to printing, just to see how it went. And you know what? I've never gone back. Until recently.

Why did I return to the swoops and loops of the cursive alphabet? Well, according to a New York Times article (read the full article here), cursive is well on its way to extinction in the modern handwriting ecosystem.

It makes sense. Though you can type research papers and book reports in cursive fonts, you rarely would. You can't send a text message in cursive, after all. Like the endangered handwritten letter before it, cursive can't keep up with technology.

Maybe it shouldn't have to. The NYTimes article notes the decline of cursive as a taught skill in modern education. Teachers are spending less time making sure students can properly connect a b to an r (I always struggled with that blend...) and more time preparing them for standardized tests.

Consider the question: how useful is cursive to the modern student? I learned cursive over multiple years, and I haven't used it since I was 12. That was when handwriting was still required from time to time. Perhaps if my teachers had spent a little more time developing my math skills, I'd have struggled less in high school. Perhaps preparing our students for a technologically advanced future requires a different set of skills that doesn't include fancy handwriting.

After reading the NYTimes piece, I couldn't help myself. I've spent the last two weeks reintroducing myself to cursive writing. I was a tad rusty, at first. Before long, however, I was swooping and looping like the pro my teachers taught and required me to be. I think I might take notes a smidge faster in cursive. I think my wrist might be a measure more relaxed. But I'm catching a certain scent on the air. And I think it's nostalgia.

The Common Core Debate Rages Onto a Bigger Stage

Since its inception, the Common Core initiative has been a hotly debated issue. The question of whether or not to adopt a uniform national curriculum has been considered by educators, administrators, and parents. Now, the battle lines are being drawn on a bigger stage.

The Albert Shanker Institute recently released a manifesto entitled A Call for Common Content. Calling for equally high education standards across the country, the statement supports the Common Core Standards, praising their "clearer vision of what students should learn and be able to do as they progress through school." It argues that in order to ensure "equal educational opportunity," a common standard must be instituted and upheld.

Not long after, a "counter-manifesto" was released. With signatories from a variety of political and educational institutions, Closing the Door on Innovation rejects the idea of a single national curriculum. The document refuses to "support this effort to undermine control of public school curriculum and instruction at the local and state level." It argues that adopting one must-use system stifles innovation, denying educators the right to adjust and develop curricula from their own experiences. It speaks strongly against the Common Core Standards themselves, as well, calling them "inadequate."

Both documents are signed by supporters big and small. Both make compelling arguments. And both call for support from people like us. It seems the battle lines are being drawn for the Common Core debate. Which side will you be on? Share your opinions in the comments section below.

The 2011 Education Budget: Winners, Losers, and Impact

Last month, Congress finally approved the Department of Education's budget for the 2011 fiscal year. Washington's attempts to reduce overall spending did trim education's allowance, but not by a large margin. 68.5 billion dollars have been allotted, down from 2010's near $70 billion. Despite the minimal adjustment, many education programs' outlooks have drastically changed, for good or ill.

The Winners

(For a complete listing of winners and losers, check out this article from Education Week)

Perhaps the biggest winners were the Race to the Top and Investing in Innovation (i3) programs. Both received multi-million dollar budget increases, with RttT alone pocketing an extra $700 million.

Several programs that target low-income students, families, and districts will also have their funding increased, including Head Start, Pell Grants, and Promise Neighborhoods.

The Losers

Many smaller programs took a hit after the distribution of dollars. These include various nonprofit organizations with more specific focus, like the National Writing Project, which will receive over 25 million dollars less this year. These cuts are in addition to the numerous trimmings and shavings of several additional education programs.

The standout loser in 2011 is the Educational Technology State Grants program, which is dedicated to awarding technology grants to states. The 100 million dollar program has been completely abandoned in this year's budget.

The Impact

What does it all mean? Well, the government is sticking to its guns, advancing recent programs like Race to the Top and i3. It also seems that progression is being encouraged. Education needs to continue to grow and develop, and programs targeting such initiatives have been rewarded. A continued effort to improve educational opportunities for low-income students is also supported.

Some cuts, however, are troubling. A recent review of the budget on the International Society for Technology in Education's (ISTE) blog notes a thinning of small direct-funding programs in favor of competitive grants. (You can read the entire ISTE post here) One wonders if certain areas will suffer as a result of this competition.

More baffling is the elimination of Educational Technology State Grants. If innovation is important (and it certainly is), why cut all funding for such a program? There is no question that technology is an essential component of education's future. True, the government is promoting innovation in technology through other programs (like ARPA-ED). But is keeping the technology front narrow the best way to approach a rapidly developing future?

What do you think? How does the approved budget affect you? How will it affect the educational landscape in the months to come? Make yourselves heard in the comments section below.

ARPA-ED: Education's Bright Future or Another Dim Bulb?

(Note: The ideas and opinions expressed below are just one stance on ARPA-ED. Please let us know your own views by commenting below the article!)

The research and development of educational technology is a tricky thing, for many reasons. In an ever-changing environment, it's difficult to commit to any given project or resource, particularly when they cost a great amount of money to explore, let alone create. Long touted as "the next big thing," interactive digital whiteboards have yet to conquer all the classrooms of planet Earth. This is due, in part, to industry hesitation when it comes to full-throttle development and implementation. It's not just whiteboards. The question looms: Why spend the money required before we're certain everyone will be using it? Ratty textbooks are still read and dusty erasers are still clapped together by naughty students, after all. Perhaps we should stick to the basics a while longer?

The federal government's 2012 federal budget proposal might change all that with something called ARPA-ED. Called an Advanced Research Projects Agency for Education by those with breath enough for its recitation, ARPA-ED is essentially a 90 million-dollar investment in educational research and development. The Department of Education states that it will "fund projects performed by industry, universities, or other innovative organizations, selected based on their potential to create a dramatic breakthrough in learning and teaching." (read the Department's full explanation of ARPA-ED here)

ARPA-ED (and the government) does so in an effort to put America's student's in a position to occupy and create the jobs of tomorrow - and to improve and advance the educational landscape, of course. The Department of Education argues that to achieve these goals, the United States must reestablish itself as the leader in the development of "game changing educational technologies."

How will ARPA-ED catapult us to the top of educational research and development? For an excellent, thorough explanation, read the Department of Education's version. Put very simply, the project will be managed by the best of the best in their respective fields. These experts will challenge all comers to apply for funding, awarding those they see as having the highest potential to bring about the most important and impacting changes in education. The winners will move forward with their projects, and, presumably, the game will proceed to change.

Turning back to our original dilemma - what does an entity like ARPA-ED do for those developers hoping to come up with "the next big thing"? How might it help propel research and development into the next, and arguably most important, gear - implementation? In a word: focus. ARPA-ED doesn't plan on funding any old ed-tech project. Instead, it purports to select technologies and ideas that possess "specific deliverables with measurable impact." In other words, something that can be introduced to the classroom immediately. Something that will have our students learning in new, exciting, and better ways by next year. Something that developers can begin working on and improving today. If carried out effectively, ARPA-ED could be the push forward that education needs.

Is this the launch pad that sends educational R&D's rocket into the great beyond? Will ARPA-ED see revolutionary changes to our teachers, students, and schools in the near future? Or is it another government dream, another education firecracker that will wind up a dud? Sound off in the comments section below.

Blended Learning: The Future?

Imagine a classroom packed full of cubicles instead of traditional desks. Imagine that each of the cubicles sports a full computer, and that a student focuses on each glowing monitor. The only sounds are the muted click-clicks of keystrokes. Finally, imagine yourself – the teacher of this unique classroom – positioned at a computer of your own, planning your next lesson from a constantly updated data stream based on the activity of your army of plugged-in learners. This isn’t your typical classroom. This is a blended learning environment, and it just might be the next big thing.

One Part Tech, One Part Talk

Blended learning is a style of teaching that combines the high-tech capabilities and potential of computers and other emerging technologies with more traditional face-to-face instruction. Essentially, the student completes online coursework, allowing the teacher to review real-time results. This detailed progress report can be used by the instructor to plan individual and group lessons, and effectively pinpoints strengths and weaknesses.

Sound far off and futuristic? It’s not. In fact, blended learning is already being used. A recent article by Jonathan Schorr and Deborah McGriff on Educationnext.org discusses how blended learning is being implemented in certain schools and institutions around the country (here is a direct link to the article).

Blending is Better

Why bother with all these bells and whistles? The reasons are many. Perhaps the greatest asset of blended learning is the data created through online instruction. A teacher can use this information in a variety of helpful ways:

• Areas of difficulty can be pinpointed and addressed from the beginning.


• Lesson plans are more dynamic when based upon current information. We all know that each and every classroom is different; blended learning allows a teacher to use these differences to better teach his or her individual students.


• Students can view their progress for an immediate sense of achievement; they can also figure out in which areas they are struggling, and use that knowledge to better focus their efforts.

It’s not all about computers, though. Blended learning has a positive impact upon face-to-face interactions as well. The idea is to use technology to make traditional teaching time more effective. Teachers can be confident that they are focusing on necessary skills. In today’s packed classrooms, blended learning also provides an excellent opportunity for small group work. Instead of teaching a room of 35, teachers might reinforce a math skill with 12 students that experienced difficulty while the rest of the class moves on to more difficult concepts. This assures that no one is caught unprepared for the next lesson.

We can’t forget that learning should be fun. Blended learning certainly has this base covered, as students make use of many unique and entertaining materials. Games, interactive lessons, and enhanced visual presentations grab a student’s interest and energy quicker than a chalkboard or textbook. It’s also an increasingly clear truth that modern students relate to the use of high-tech tools like cell phones, the Internet, e-readers, and more. The tools of blended learning will be comfortable in their hands, allowing easy and immediate access to educational content.

Are We Ready?

Not yet. Despite its early success, blended learning is still a new concept. It will take time to develop and refine for widespread use. Given the speed of change in modern education, however, the tide might roll in its favor at any time. Will you be ready? Let us know what you think of blended learning in the comments section below.

More Green Ideas for Earth Day

Don't forget that tomorrow is Earth Day 2011! Here are some more ideas for going green in your school or at home!

Public Pick-Ups

Take a trip around the school, a playground, or a local neighborhood. Bring garbage bags

with you and clean up any litter you see. Use a separate bag for recyclable materials, and

dispose of everything when you have finished. Be sure to wear protective gloves. Not only will

the school/neighborhood look nicer, but you will also be helping the environment.

Get your Plant On (Literally)

Speak to the school authorities and grounds keeper about planting a new tree on school property (or plant one at home, if possible). Some local nurseries (plant shops) sell baby trees that are easily transplanted. If permission is granted, have students help raise money to buy one. Be sure to get them involved in the planting process. Check on the new member of the environment often!

Green Scavenger Hunt

Divide the class into teams and set them loose in the classroom, identifying any anti-green substances or practices. Examples might include: recyclable materials in the regular trash; lights or electronic equipment left on unnecessarily; the presence of older light bulbs instead of energy-efficient ones; etc. The group with the longest accurate list of environmentally unfriendly products wins. You might want to have a “green” prize for the winning team (writing pads/notebooks printed on recycled paper, for example).

Leave Those Cars in the Garage

Challenge students who are able to walk or bike to school. Those who live far away should

try to carpool or take the bus. This will reduce some of the pollution being sent into the air, as

well as the amount of traffic on the roads. This activity is great for parents, too! Try walking or riding bikes when you run errands, for example.

Please let us know how your Earth Day 2011 celebrations and activities turn out! Leave a note in the comments section below.