June 9, 2008

This Issue
Vol. 2, Issue Spring/Summer 2008
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Special Advertising Section
In the first issue, we told you that our goal was to build a publication whose sole purpose was to help ed-tech leaders do their jobs better. A year later, we feel that we are heading in the right direction.
Timothy J. Magner, the director of the U.S. Department of Education’s office of educational technology, talks about the big picture and emerging issues.
Web sites on technology, leadership, 21st-century skills, and more.
If U.S. students embrace the literary phenomenon now sweeping Japan, the next great American novel could be written on a cellphone.
With the advent and rapid growth of social-networking sites, the result is that school leaders are being forced to deal with a host of unsettled and even unsavory issues.
A growing number of K-12 educators are using course-management systems to distribute information to students and their parents.
Building an ethical playbook for dealing with IT vendors could save your job.
Virtual textbooks—some with interactive zing to better teach a generation of students weaned on Xbox and iTunes—are attracting attention from more schools.
Some ed-tech experts are concerned that policymakers are overemphasizing the math and science parts of STEM at the expense of technology and engineering.
School districts store vast amounts of confidential data in their computer systems. But that information doesn’t always stay private.
The Internet has become a place where hidden agendas and false information about history and social studies can trip up both students and teachers.
While “probeware” may not be a household word, it has grown more familiar to science educators as new instruments for collecting and analyzing data from the physical world.
For the past two decades, Baltimore Polytechnic Institute has remolded its curriculum around blending disciplines known as STEM—science, technology, engineering, and mathematics.

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