Tags Commentary

How lesser-known Microsoft tools can enhance English-language learning

by Robert Low • 3 months ago

Commentary: Many useful tools for those learning English as a second language are already tucked away in apps commonly found on school computers.

Five steps to understanding ESSA's tiers of evidence

by Stacey Pusey • 4 months ago

It's been four years since the Every Student Succeeds Act, but its tier system still confuses some educators, explains edWeb.net's Stacey Pusey.

How technology can power enthusiasm and self-directed learning

by Colin Wood • 7 months ago

Commentary: edWeb.net's Eileen Belastock shows how technology can provide students with authentic learning experiences and generate improved feedback.

How a small IT investment can produce campus-wide results

by Michael Mathews • 7 months ago

Commentary: Oral Roberts University's CIO explains how doing it all with limited funding can often feel like "turning the Titanic in a duck pond."

The rising benefits of all-flash storage in higher ed

by EdScoop Staff • 1 year ago

Institutions are taking advantage of all-flash solutions as a key part of their infrastructure modernization efforts.

How IT directors can promote computer programming in low-income school districts

by Bob Hand • 2 years ago

Commentary: Four versatile products and services that can help K-12 IT leaders jump-start instructional coding in their districts.

How education staff can help students claim available FAFSA money left on the table

by Brian Kathman • 2 years ago

Technology — specifically, simple, personalized text messages — can nudge students toward accessing federal student aid.

Rethinking how educators teach digital citizenship

by Nancy Watson • 2 years ago

Commentary: New book urges educators to push beyond the list of rules and “don’ts.”

​The rebirth of student affairs in higher ed

by Haider Ali • 2 years ago

Commentary: Student affairs should be one of an institution’s top priorities. It’s time to treat it like one — and technology can help.

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