Do you want to know more about how to avoid the disconnect between what K-12 school districts want and what vendors actually deliver? Are you sensing the market demand for social-emotional learning products but don’t know how to tap into it? Do you want to know how to expand your company into international education markets?
At SXSWedu 2020, our EdWeek Market Brief and Education Week experts have panels planned on these topics and more, but to get them on the conference agenda, we need your help. Cast your votes for our panels to get exclusive insight and data not available anywhere else. Vote for as many panels as you’d like, but vote now!
Is the Market Delivering on K-12 Ed-Tech Needs?
This panel will feature EdWeek Market Brief Managing Editor Sean Cavanagh and Whiteboard Advisors Senior Vice President David DeSchryver who will dig into data gleaned from our nationwide surveys of K-12 officials and their ideal products. They’ll examine how district officials are spending federal dollars on ed tech, whole-child efforts, and other programs.
How to Leverage Global Opportunities in Ed-Tech
A panel of experts led by EdWeek Market Brief Associate Editor Michele Molnar will discuss trends and initiatives in ed-tech on a global scale, and resources available to identify opportunities and build an international strategy for your business. Speakers will include officials from two ed-tech companies that have entered foreign markets, and the ed-tech lead for the U.S. Commercial Service Global Education Team.
How Can K-12 Companies Deliver on SEL Needs?
School districts around the country have embraced the concept of social-emotional learning as a way to nurture students’ skills in areas like communication, collaboration, and self-management. K-12 companies are scrambling to keep up, but are their products really meeting schools’ needs? This panel features veteran social-emotional learning expert Andrea Lovanhill, vice president of marketing and client relations for Committee for Children and EdWeek Market Brief Managing Editor Sean Cavanagh in a discussion that highlights exclusive survey results of district leaders’ SEL priorities.
Why Ed-Tech Is Not Used and What to do About It
A growing body of research is now available that shows many of the ed-tech tools schools invest in are simply not used extensively, and in numerous cases, not at all. An analysis by BrightBytes found that a median of 30 percent of the ed-tech licenses purchased by K-12 districts are never used. That is a troubling and confusing reality for educators at all levels. This session, led by Education Week Assistant Managing Editor Kevin Bushweller will examine what constitutes a low usage rate and what steps schools should take to raise those rates.
In addition, Education Week has some proposals up for voting. Check out these additional topics and vote for your favorites.
10 Big Ideas Shaping K-12 Education
What issues have the potential to define—or redefine—education? Is there a next “big thing” that could shift the K-12 experience or conversation? These are the questions Education Week is setting out to answer in its third annual “10 Big Ideas in Education” report, to be published Jan. 8, 2020. The report will drive an interactive presentation, featuring debate and discussion moderated by Education Week Commentary Editor Elizabeth Rich, about how these big ideas share a sense of urgency in the K-12 community.
What Every Educator Needs to Know About AI
This session will explore the benefits and drawbacks that artificial intelligence holds for K-12 classrooms. AI is increasingly being used in other sectors of the economy, such as health care and manufacturing. Now, it is making its way into educational technology products and services—and, by extension, K-12 curricula. This session, led by Education Week Staff Writer Alyson Klein, will explore what the rise of AI means for K-12 teaching and curricula, with a special look at AI’s role in preparing students for the future of work.
Should Principals Manage Their Own Budgets?
Under a new federal fiscal transparency rule, many principals will be clamoring for more control over their budgets. This session, led by Education Week School Finance Reporter Daarel Burnette, asks if they are they ready for it. A growing number of school finance scholars say principals should be left to manage their school’s budgets since they’re closest to the classroom, know best what resources their schools need, and how much their teachers should be paid. But crafting a budget takes time, skill and a certain type of financial savvy that many say principals aren’t trained for.
Can Fiscal Transparency Lead to Student Equity?
A new federal fiscal transparency rule paired with a flood of new spending data coming from state departments means the public in the near future will have plenty more information about how their tax dollars are being distributed between schools, districts, and states. But is their political will to spend more money on poor, black and brown children? And will that money be spent effectively?
Schools Teach Civics but do They Model It?
Civics education has been on the decline for decades. Post-2016, there has been a resurgence in youth activism and interest in ramping up civics education in the United States. But one of the core challenges for U.S. schools is that the very institution tasked with conveying civic values—schools—are also permitted to curtail them for students (by searching lockers and censoring various forms of speech, for example). In this provocative session which features a panel of experts let by Education Week Associate Editor Stephen Sawchuk, we explore how this plays out in K-12 education.
It’s Time to Revise History (and Civics)
The old way of teaching history and civics should be put in the past. According to a new Woodrow Wilson Foundation report, only 27 percent of those under the age of 45 have a basic understanding of American history. Passive instruction, reliance on textbooks and lectures and memorization simply do not work. The panel will explore the Wilson Report and how classrooms are revising history and civics teaching through problem-solving, critical thinking, and interactive pedagogies such as games and role play.
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