How Is Technology Transforming Teaching & Classrooms in Iowa?

Dec 19, 2017  | 7 min  | 1

Technology has rapidly changed how we work, communicate and organize our lives. In many ways we are more connected, informed, productive and entertained than ever before. But how is technology transforming teaching and learning in Iowa’s classrooms?

This segment introduces how technology has changed the practices and skills teachers use, and how classrooms are configured and managed. Teachers and administrators at Cardinal Community School District in Eldon, Iowa, share their local initiative to redesign classrooms, rethinking how to organize physical spaces to facilitate collaborative learning using digital tools. Educators from other Iowa districts share details on how teachers use technology effectively, and how they model appropriate use with their students.

The "Learning Upgrade: Technology in Iowa Schools" informational videos feature stories from four Iowa school districts documenting how they have leveraged technology to accelerate change in their classrooms. District superintendents, school principals, classroom teachers, education researchers and Iowa educational leaders share their perspective on this transformation and what schools need to do to find success. The series’ five segments—focused on learning, teaching, leadership, assessment and infrastructure—spotlight promising practices and research-based strategies supported by recommendations from the U.S. Department of Education’s National Education Technology Plan and the Iowa Digital Learning Plan

 

This informational video was produced by Iowa PBS for Regional Education Laboratory (REL) Midwest.

REL Midwest is part of a network of 10 regional educational laboratories funded by the U.S. Department of Education's Institute of Education Sciences. REL Midwest serves a seven state region of Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio and Wisconsin.

This material was prepared under Contract ED-IES-17-C-0007 by REL Midwest, administered by American Institutes for Research. The content of the program does not necessarily reflect the views or policies of the Institute of Education Sciences or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government.