Teachers across South Dakota tuned into a virtual training last week to learn new ways to integrate technology in the classroom.
More than 400 teachers from nearly 130 different South Dakota K-12 schools registered to participate in Dakota State University's ninth annual "Teach Camp." The virtual event, held Friday, updated teachers on new technologies for classroom settings and other modern teaching strategies.
David De Jong, dean of the College of Education and Human Performance at Dakota State University, said despite challenges, it is a great time to be a teacher.
"We know more now today about what works and what doesn't work in education," De Jong contended. "When we know how to figure that out, like take what works and bring that to our classrooms, we can learn with each other and from each other, like we're going to be doing today."
De Jong used the artificial intelligence program ChatGPT during his opening remarks to show it is approachable. But researchers are still learning about the benefits and drawbacks of extensive tech use in classrooms, a trend exaggerated by COVID, which some experts say has outpaced the ability of policymakers to analyze them.
Fewer than half of teachers said technology makes engaging students easier, according to a 2023 report, while 84% of students agree technology helps them focus on lessons.
Jennifer Nash, associate professor of education at Dakota State, walked teachers through virtual field trips and a story-retelling exercise during a presentation on active learning with technology, in which students use emojis to summarize an idea.
"Through those processes, they're moving from that passive learning to active learning," Nash explained. "They're starting to make sense of whatever method or mode that you have given them to read about, listen, watch."
Other Teach Camp sessions included creating safe spaces: a trauma-informed approach to classroom management, creativity in the classroom and understanding dyslexia.
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The West Virginia Education Policy Commission said its new initiative
will help more residents with some college education but no degree earn certificates, opening the door to new career pathways and aid employers seeking qualified workers.
Beez Schell, academic officer for the commission, reported more than 500,000 West Virginia residents have a high school degree and more than 200,000 have completed college courses but do not have a degree. She said the Credential WV initiative is aimed at those people.
"We have a very high rate of high school graduations and then they get into college and they leave," Schell observed. "We know that there's been learning taking place at that time, and so what we want to do is to recognize that."
According to the Education Data Initiative, nearly 180,000 Mountain State students dropped out of college last year. Nationwide, an estimated 36 million people have completed college courses or training, but did not obtain a degree.
Schell pointed out health care and other fields are good options for stacked credentials.
"Some other opportunities are around phlebotomy, pharmacy technician, medical coding and billing, certified nurse aide," Schell outlined.
She noted microcredientals can be a tool to help people continue to pursue a higher-education path, one step at a time.
"The more success that you build in, the more the student or the learner is going to hang in there for just maybe one more step and one more step," Schell explained. "That bachelor's degree definitely makes a difference."
The number of certificate or microcrediental earners younger than age 18 jumped by 18.8% in 2022-2023 compared with the prior year, according to the National Student Clearinghouse Research Center.
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Enrollment in Indiana's 21st Century Scholars program has surged, reaching record levels. The Indiana Commission for Higher Education reports the program has enrolled more than 90,000 students for 2027 and 2028, more than double previous numbers. The boost follows a 2023 law allowing automatic enrollment for eligible students.
Rep. Earl Harris, D-East Chicago, authored the change. He hopes it helps more low-income students access a debt-free college education by meeting academic requirements.
"There are a lot of people that did not know it existed," he said. "I would ask people when they asked me about ways to fund their children's education, and I would mention 21st Century Scholars and almost 100% of the time the person would look at me and go, 'what's that?'"
The 21st Century Scholars program was created in 1990. It offers tuition-free college at Indiana's two- and four-year institutions for students who qualify based on income. Students eligible for the National School Lunch Program are automatically enrolled, though they may opt out. To remain in the program, they must meet certain academic and behavioral standards.
Harris commended the program's success and voiced optimism for expanding bipartisan educational efforts.
"I believe we as a state should do everything we can to help our young people continue their education post high school. We know funding is a big roadblock for a lot of people, and 21st Century Scholars is a great way to make sure that those funds are in place," he continued.
State education officials say over 50,000 students enrolled for 2028, with an additional 46,000 for 2027. Before automatic enrollment, sign-ups typically saw between 16,000 and 19,000 students.
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Parents and educators in Massachusetts are celebrating an end to the Massachusetts Comprehensive Assessment System graduation requirement.
Nearly 60% of voters approved Question 2, which ensures students still take the standardized test but does not require passage to receive a high school diploma.
Carolyn Scafidi, a retired special educator in Tyngsborough, said the results show voters trust teachers.
"The educators are the professionals, so let us do what we do best, not other outside sources saying that this is what you should be doing," Scafidi stressed.
Skafidi pointed out students must still complete district-certified coursework to demonstrate their comprehension and she predicted students will fare better without the added stress of a high-stakes test. Opponents said removal of the MCAS test will only loosen academic standards and increase inequality.
Roughly 700 students each year do not pass the MCAS exam and do not receive their high school diploma. Educators said the majority are students of color, English language learners and those with disabilities.
Joy Ahmed, a parent in Ashland, said her son has a learning disability and gets nervous before tests. She hopes more special education students and those put in transition programs after age 18 will no longer be penalized.
"Which would be a huge change in the special education community in the way that we treat students who are unique learners in this state," Ahmed observed. "They were often denied access to getting a diploma, so I'm thrilled for those families."
Ahmed added teachers will also have more time to be creative in the classroom without having to spend so many hours "teaching to the test." Massachusetts was one of just eight states to still require passage of a standardized test to receive a high school diploma.
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