K-12: Educational software is used in schools to provide supplemental instruction and support for students. This can include things like tutoring, homework assistance, and test preparation tools.

Post-secondary: Educational software is used in post-secondary institutions to provide supplemental instruction and support for students. This can include things like tutoring, homework assistance, and test preparation tools.

Some of the most popular educational software products are:

1. Learning Pathways: Learning Pathways is a suite of educational software products used in schools and post-secondary institutions. It includes things like a curriculum builder, assessment tools, and a teaching assistant.

2. Pearson eText: Pearson eText is a suite of software products used in schools and post-secondary institutions. It includes things like a textbook publisher, assessment tools, and a teaching assistant.

3. Maple: Maple is a software product used in schools and post-secondary institutions. It includes things like a curriculum builder, assessment tools, and a teaching assistant.

The post <strong>What Is Educational Software Used For?</strong> appeared first on The Edvocate.

Art in STEM education can help students develop critical thinking skills, problem-solving abilities, creativity, innovation, and life skills such as communication, teamwork, and problem-solving.

Art in STEM education is important because it can help build a stronger economy. The STEM fields are growing rapidly, and the demand for workers in these fields is high. The United States is facing a shortage of workers in many fields, and the STEM fields are especially in need of workers.

The demand for workers in the STEM fields is high because the fields are growing rapidly and expanding into new areas such as health care and cybersecurity.

Art in STEM education can help to overcome some of the challenges that students face when studying STEM fields. For example, students may have difficulty with mathematics, and art can help students to develop critical thinking skills. Art can also help students to develop creativity and innovation.

Art in STEM education is important, and it can help students to build a strong economy.  

The post <strong>STEM to STEAM: Art in K-12 Is Key to Building a Strong Economy</strong> appeared first on The Edvocate.

PBA is a growing trend in K-12 education, and it is also being used in higher education. There are a number of reasons why PBA is becoming more popular. First, PBA is more consistent with how students are evaluated in the real world. Second, PBA can help students improve their performance and motivation. Finally, PBA can help educators identify and address students’ strengths and weaknesses.

There are different types of PBA. The most common type of PBA is performance-based grading. Performance-based grading means that the grading scale is based on the results of the student’s academic work, not on the student’s individual abilities or efforts. For example, in a performance-based grading system, a “C” on a test might mean that the student has done average work, and an “A” on the test might mean that the student has performed above-average work.

There are also performance-based assessment tools available online. These tools allow educators to measure the performance of students in a variety of ways, including how well the students understand the material, how well they answer questions, and how well they solve problems.

PBA is growing in popularity because it is more consistent with how students are evaluated in the real world.

PBA can help students improve their performance and motivation.

PBA can help educators identify and address student strengths and weaknesses.

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1. Religious liberty:

Schools must allow students to practice their religion without harassment or discrimination but how this is implemented can be tricky. For example, a school may allow religious items in the classroom, but not allow prayer.

2. LGBT rights:

Schools must protect LGBT students from discrimination but should also allow for open discussion of gay rights. For example, a school may allow a gay-themed student club but condemn student discrimination against gay classmates.

3. Parental rights:

Parents have a right to direct their children’s education but this right can be limited by the school. For example, a school may require parents to send their children to mandatory assemblies or sign permission slips for extracurricular activities.

4. Gun control:

Schools must allow students to bring firearms to school if they have a legal permit but they may not allow students to bring guns into class.

5. Copyright law:

Schools must protect students’ intellectual property rights but they may not allow students to copy materials for their homework without permission.

6. School vouchers:

Schools may provide vouchers to parents that can be used to send their children to private schools. However, the government cannot financially support any specific type of school.

7. Teacher tenure:

Teachers have a right to tenure, which means that they cannot be fired without a good reason.

8. Educational materials:

Schools must allow parents to choose which educational materials their children are exposed to. However, the school may not allow parents to remove materials they find offensive.

9. Religious expression:

School officials must allow students to express their religious beliefs, but they may not encourage religious conversion.

10. School discipline:

Schools must discipline students as fairly as possible but they may use corporal punishment if it is deemed necessary.

The post Top 10 Legal Issues in K-12 Education appeared first on The Edvocate.

One of the most significant problems is the funding disparities between schools. The majority of funding for schools comes from local property taxes, which means that schools in low-income areas have less money to spend on resources and facilities than those in wealthier areas. This means that students attending schools in low-income areas are often not receiving the same quality of education as those in more affluent areas.

Another issue is the lack of support for teachers. Teachers are expected to take on a lot of responsibilities with limited resources and support. The pressure to achieve high test scores and meet performance criteria often leads to teachers feeling overwhelmed and unsupported. Many teachers work long hours, with little recognition or compensation, which can lead to burnout and a high rate of teacher turnover.

Standardized testing also poses problems for students and the education system as a whole. Students are taught to perform well on tests, rather than being taught critical thinking skills. There is also evidence that standardized tests are biased against students of color and those from low-income backgrounds. The emphasis on test scores puts undue pressure on both students and teachers, and can result in a narrow focus on rote memorization rather than a broader education.

The overemphasis on STEM (science, technology, engineering, and math) subjects is another problem. While these subjects are important, they are not the only subjects that matter. The arts, humanities, and social sciences are just as important and provide crucial skills that are often overlooked in the push for STEM. Focusing solely on STEM subjects can limit students’ creativity and critical thinking skills.

Lastly, there is a lack of diversity in the teaching workforce. The majority of teachers in America are white, despite the fact that our student population is increasingly diverse. This lack of diversity can lead to a lack of cultural understanding and sensitivity, which is essential in providing a well-rounded education.

In conclusion, it’s time to break the silence on the flaws in the American education system. We need to address issues such as funding disparities, lack of teacher support, narrow focus on standardized test scores, overemphasis on STEM subjects, and lack of diversity in the teaching workforce. By addressing these issues, we can work towards providing a better education for all students, regardless of their background or location.  

The post Breaking the Silence: Uncovering the Flaws in American Education appeared first on The Edvocate.

Pros

The following are a few representative arguments that may be made by advocates of computer-adaptive testing:

• The tests can help find a learner’s learning level more precisely than fixed-question exams, especially for learners at the lower and higher ends of the learning spectrum.
• Adaptive tests give educators more precise information about learners who are exceptionally adept or exceptionally far behind in their mastery of expected knowledge and skills.
• The tests may increase learner engagement in the testing process and possibly lead to more accurate results. The tests are better calibrated to a learner’s capabilities.
• Computerized scoring of essay-style and open-ended questions is becoming more accurate. It may become more reliable than human scoring, increasing efficiency and reducing large-scale standardized testing costs.

Cons

The following are a few arguments that may be made by critics of computer-adaptive testing:

• The tech needed to score open-ended questions and essay sections on computer-adaptive tests are not yet ready for widespread utilization in schools. Systems may not have been sufficiently tested. Others can be prone to glitches, which could lead to inaccurate results that can disadvantage the learners taking the tests, resulting in the need for human scoring.
• Computerized tests could disadvantage learners with lower technological literacy and less access to digital tech, such as those from lower-income households and rural areas with less reliable internet access.
• Transitioning from paper-and-pencil exams to computer-adaptive tests entails, in many cases, significant logistical challenges and financial burdens, particularly for cash-strapped states, districts, and public schools. The sophisticated software required for the tests—whether it is custom developed or an off-the-shelf product—can be expensive and potentially cost-prohibitive.
• For schools with few computers or inadequate computing networks—or both—it may be prohibitively challenging to allocate the time and computers needed for all learners to finish a test.
• Computer-adaptive testing requires robust technical support because malfunctioning systems can derail test administration and disrupt school scheduling and operations.
• For districts and schools that rely on paper-based processes, transitioning to online, computer-adaptive testing might be burdensome.

What did we miss

The post What Are The Pros and Cons of Computer-Adaptive Testing? appeared first on The Edvocate.

1. If the learner is speaking too rapidly, remind them to slow down. Be sure to give them full attention so they will not feel a need to hurry or compete with others for attention.

2. Draft an agreement with the learner stipulating what behavior is required (e.g., using finished statements or thoughts when speaking) and which reinforcement will be implemented when the agreement has been met.

3. Get the learner to role-play several situations in which speaking well is essential (e.g., during a job interview).

4. Create a list of the attributes that are likely to help a person become an excellent speaker (e.g., takes their time, thinks of what to say before starting, etc.).

5. Develop simple oral reading passages in written form in which phrases are separated by large spaces (indicating “pause”). Get the learner to practice reading the passages aloud.

6. Teach the learner appropriate ways to express displeasure, anger, frustration, etc.

7. Get the learner to keep a list of times and/or situations when they are nervous, anxious, etc., and have more trouble with speech than usual. Help the learner find ways to feel more successful in those situations.

8. On occasions where the learner fails to use complete thoughts (e.g., says, “ball,” and points) elaborate on what they said, (e.g., “So you want to play with the ball?”). This gives a model for more finished statements and thoughts.

9. Get the learner to read simple passages and record them. Get them to listen and underline words or phrases that were omitted, added, substituted, or rearranged.

10. Praise the learner for using finished statements or thoughts when speaking: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

11. Record a spontaneous monologue given by the learner. Transcribe the learner’s speech from the recording and have the learner listen to what they said. Get the learner to correct errors and practice speaking in more finished statements or thoughts.

12. Create a list of the most common unfinished statements or thoughts the learner uses. Spend time with the learner practicing how to make these statements or thoughts complete.

13. Minimize the emphasis on competition. Competitive learning activities may increase the learner’s anxiety and lessen the learner’s capacity and ability to finish statements or thoughts.

14. Consider using a classroom management app. Click here to view a list of apps that we recommend.

15. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

16. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

17. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

The post 17 Ways to Support Students Who Talk Incoherently appeared first on The Edvocate.

1. Get the learner to dictate stories that are put in print for them to read, placing emphasis on comprehension skills.

2. Compose paragraphs and short stories requiring skills the learner is presently developing. The paragraphs that you use should be of interest to the learner using their name, family members, friends, pets, and exciting experiences.

3. Prior to reading, tell the learner what they are to find in the story (e.g., who are the main characters, what are the main activities, etc.).

4. Do not require the learner to learn more information than they are capable of learning at any time.

5. Make sure that the learner’s knowledge of a particular skill is being assessed rather than the learner’s capacity and ability to read instructions. Reading instructions to the learner can enable success.

6. Utilize a lower grade-level text as alternative reading content in subject areas.

7. Minimize distracting stimuli in their surroundings to enable the learner’s capacity and ability to concentrate on what they are reading (e.g., place the learner on the front row, Give a table or “office” space away from distractions). This should be used as a way to lessen distractions, not as a punishment.

8. Outline reading content for the learner using words and phrases on their reading level.

9. Present new words and their meanings to the learner before they read new content.

10. Provide the learner time to read a selection more than once. Place emphasis on comprehension rather than speed.

11. Compose notes and letters to the learner to give reading content that they will want to read for comprehension. Learners should be urged to pen notes at the same time each week.

12. Get the learner to outline, underline, or highlight essential vocabulary in reading content.

13. Make sure the learner underlines or circles words not grasped. These words will become the learner’s vocabulary task for the week.

14. Utilize the current vocabulary words being studied by the learner in the daily classroom conversation.

15. Teach the learner to use context clues to find words not grasped.

16. Utilize a sight-word vocabulary approach to teach the learner keywords (e.g., circle, underline, match, etc.) and phrases when reading directions and instructions.

17. Get the learner to match vocabulary words with images representing the words.

18. Get the learner to review vocabulary words by providing related clues. The learner then identifies the vocabulary word.

19. Utilize reading sequence content with high interest (e.g., adventure, romance, mystery, sports, etc.) and low vocabulary.

20. Get the learner to find words they do not comprehend. Get them to find the definitions of these words in the dictionary.

21. Make the learner use new vocabulary words in follow-up tasks (e.g., have the learner use these words on written tasks, crossword puzzles, etc.).

22. Consider using AI to teach reading comprehension.

23. Consider using Alexa to teach reading skills.

24. Try using one of our many apps designed to teach literacy skills and help students with reading issues:

10 Apps That Teach Your Child to Read

7 Must-Have Apps to Make Students Love Reading

7 Must-Have Phonics Apps and Tools

9 Reading Apps and Tools for the Elementary Classroom

The Tech Edvocate’s List of 24 Literacy Apps, Tools & Resources

10 Apps to Teach Children Early Literacy Skills

The post 24 Ways to Help Students Learn Word Comprehension Skills appeared first on The Edvocate.

1. Get the learner to outline reading content using the Outline Form.

2. Get the learner to practice reading and following written instructions to enable comprehension (e.g., following a recipe, following instructions to put together a model, etc.).

3. Get the learner to record what Are they read to enable comprehension by replaying and listening to the content read.

4. Prior to reading a selection, acquaint the learner with the general content of the story (e.g., if the story is about elephants, brainstorm and discuss elephants to create a point of reference).

5. Get the learner to dictate stories that are then put in print for them to read, placing emphasis on comprehension skills.

6. Compose paragraphs and short stories requiring reading skills the learner is presently developing. The passages must be of interest to the learner using their name, family members, friends, pets, and exciting experiences.

7. Do not require the learner to learn more information than they are capable of learning at any time.

8. Outline reading content the learner reads silently using words and phrases on their reading level.

9. Create a learning center for the learner where an assortment of information is available in subject areas.

10. Make sure that the learner’s knowledge of a particular skill is being assessed rather than the learner’s capacity and ability to read instructions. Reading instructions to the learner may enable their success.

11. Minimize distracting stimuli in their surroundings to enable the learner’s capacity and ability to concentrate on what they are reading (e.g., place the learner in the front row, give a table or “office” space away from distractions, etc.). This should be used as a way to lessen distractions, not as a punishment.

12. On occasions where reading orally with the learner, pause at several points to discuss content read up to that point. Get the learner to forecast what will happen next before proceeding.

13. Compose notes and letters to the learner to give reading content that they will want to read for comprehension. Learners should be urged to write notes to each other at the same time each week.

14. Provide the learner time to read a selection more than once. Place emphasis on comprehension rather than speed.

15. Teach the learner to think about the reading selection and forecast what will happen next, prior to finishing the selection.

16. Get the learner to outline, underline, or highlight essential points in reading content.

17. Teach the learner to use context clues to find words and phrases they do not know.

18. Separate at several points while the learner is reading silently to check for comprehension.

19. Utilize reading sequence learning materials with high interest (e.g., adventure, romance, mystery, sports, etc.) and low vocabulary.

20. Consider using AI to teach reading comprehension.

21. Consider using Alexa to teach reading skills.

22. Try using one of our many apps designed to teach literacy skills and help students with reading issues:

10 Apps That Teach Your Child to Read

7 Must-Have Apps to Make Students Love Reading

7 Must-Have Phonics Apps and Tools

9 Reading Apps and Tools for the Elementary Classroom

The Tech Edvocate’s List of 24 Literacy Apps, Tools & Resources

10 Apps to Teach Children Early Literacy Skills

The post 22 Hacks to Support Students Who Do Not Comprehend Content When They Read Silently appeared first on The Edvocate.

1. Support the learner in performing duties. As the learner shows success, slowly require them to independently assume more responsibility.

2. Plan the learner’s work and duties around highly enjoyable learning activities (e.g., the learner may go to recess after the math assignment is finished).

3. Go with the learner or have someone else escort the learner to those activities they may be trying to avoid. As the learner shows success, slowly decrease the duration of time you or someone else stays with the learner.

4. Make positive remarks about school and the importance of school.

5. Praise those students in the classroom who are participating, performing tasks, or taking duties.

6. Assess the appropriateness of the task to determine (a) if the task is too complicated and (b) if the duration of time scheduled to finish the task is sufficient.

7. Connect with parents, agencies, or appropriate parties to tell them about the problem, identify the cause of the problem, and discuss potential solutions to the problem.

8. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for appropriate behavior at school.

9. Draft an agreement with the learner stipulating what behavior is required (e.g., participating, performing tasks, or taking duties) and which reinforcement will be implemented when the agreement has been met.

10. Praise the learner for participating, performing tasks, or taking duties based on the duration of time the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

11. Establish a time each day for everyone in the classroom to care for belongings.

12. Converse with the learner to explain (a) what they are doing wrong (e.g., complaining, asking to leave the room, etc.) and (b) what they must be doing (e.g., reporting legitimate discomfort or needs).

13. Create classroom rules: • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

14. Ascertain if physical discomfort is being used as an excuse to avoid situations and is not the result of a medical problem, neglect, or abuse.

15. Praise the learner for participating, performing tasks, or taking duties: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

16. Consider using one of the apps and tools from our many app lists. These apps are designed to help students who are experiencing academic difficulties.

28 of the Best Apps for Kids in Kindergarten

28 of the Best Apps for Kids in the First Grade

39 of the Best Apps for Kids in the Second Grade

53 of the Best Apps for Kids in the Third Grade

37 of the Best Apps for Kids in the Fourth Grade

25 of the Best Apps for Kids in the Fifth Grade

28 of the Best Apps for Kids in the Sixth Grade

35 of the Best Apps for Kids in the Seventh Grade

28 of the Best Apps for Kids in the Eight Grade

27 of the Best Apps for Kids in the Ninth Grade

33 of the Best Apps for Kids in the Tenth Grade

20 of the Best Apps for Kids in the Eleventh Grade

14 of the Best Apps for Kids in the Twelfth Grade

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