Tune in for this live session on the relationship between digital equity and instructional quality, featuring Pennsylvania’s Manheim Central School District (MCSD). Over the past decade, MCSD has shown significant improvements in developing teachers’ deep expertise in using digital tools to personalize learning and raise students’ literacy achievement.
Executive Director of Professional and Digital Learning
Lufkin Independent School District (TX)
Twitter Handle: @RafranzDavis
Middle School Literacy Coach
Manheim Central Middle School (PA)
Alliance for Excellent Education
Coordinator of Online Learning and Technology Integration
Manheim Central School District (PA)
Twitter Handle: @EDULLubeskie
Manheim Central School District (MCSD) in Lancaster County, Pennsylvania, is enabling educators to move from a traditional classroom setting to a blended learning environment in order to support students in developing important twenty-first-century skills. MCSD received a grant through Pennsylvania’s comprehensive birth-through-grade-twelve literacy program targeting students with the greatest literacy needs, including English language learners, students with disabilities, and students from low-income families.
Over the past five years, MCSD has created powerful professional learning opportunities to support teachers in using effective digital-age practices with an intense focus on improving students’ literacy proficiency and higher-order thinking. MCSD has shown significant improvements in developing teachers’ deep expertise in using digital-age practices to personalize learning and raise student’s literacy achievement.
For more information about MCSD’s efforts to improve instructional quality through the use of technology, check out the links below.
All too often, learners with diverse learning needs—and particularly those living in poverty—experience educational “opportunity gaps,” in the form of lower expectations from adults and less access to effective teaching and rigorous course work. Although schools are making progress towards providing equal access to technology, access alone does not guarantee that students of all backgrounds and abilities have equal opportunities to learn. The promise of technology depends on creating ongoing opportunities for educators to continuously improve their instructional practice.