STEM report

While STEM fields continue to be high priority,  K-12 educators note that these fields present many places where kids can get stuck—from weak instruction in the early grades to traditional calculus classes in high school and college. Even the end goal, improved employment outcomes, remains murky.Thus report takes a closer look at these STEM gateways, searching out ones that offer new avenues—like hands-on preparation for advanced manufacturing—and the efforts to break down longstanding barriers, like remedial algebra.
STEM education. (2018). Education Week. https://www.edweek.org/ew/collections/stem-education-careers/index.html?cmp=eml-eb-summer-sr-06262018&M=58530142&U=1673093

Access to Resources and Information in Honduras

The purpose of this paper is to provide a model of international library and information science (LIS) education collaboration by providing a brief overview of the current library and information context of Honduras, discussing ongoing efforts to develop advanced library training there, and focusing on the collaborative efforts between Hondurans and external inputs. The article touches upon current supports and barriers to information access found in Honduras, with a particular focus on how LIS education can help build a library and information culture that promotes information access, information and communication technology use in libraries, and fosters the perception that LIS professionals are indeed professionals. It is recommended that given the lack of educational options currently available in Honduras, those who hire librarians for university, public, school, or special libraries have needed to hire people who lack specialized training in librarianship.

Adkins, D., & Thompson, K. M. (2012). Addressing information resource issues through LIS education in Honduras. Journal for Education in Library and Information Science, 53(4), 254-266. https://researchoutput.csu.edu.au/ws/portalfiles/portal/8843627

The Main Obstacles to Digital Learning’s Implementation in Instruction

According to a worldwide study of K-12 education professionals conducted by Schoology, it is widely agreed upon that digital learning has a positive impact on student learning and teaching effectiveness. However, the study also found that the biggest barrier to digital learning for teachers is gaining student access to technology, combined with a lack of time during the school day for implementing these strategies. For administrators, the top concern is providing relevant and effective professional development to their staff, followed by limitations and problems with the technological infrastructure, such as WiFi and security. Differentiated learning, blended learning, and individualized learning were among the top three approaches survey respondents used in their instructional approaches to integrate technology.  However, across both roles, the main obstacle to integrating technology into the classroom was lack of time and an insufficient number of devices to do so.

Schoology (2017). The global state of digital learning in K-12 education. New York, NY: Schoology. https://info.schoology.com/rs/601-CPX-764/images/2017-Global-State-of-Digital-Learning-in-K-12%20Education.pdf