I recently became acquainted with the company Peerless-AV and a wireless projector system that it believes is the key to overcoming technology obstacles in K-12 classrooms. Its Short Throw Projector AV System (projector not included) applies a modern take on the classroom technology of projection that has been around for a few decades.


Earning a college education is something that is a double-edged sword for the nation's youngest adults and for some of their parents too. Society dictates that some form of secondary education is an absolute must for lifetime success but the cost associated with earning those credentials is debilitating. The Washington Post reports that the average college student will graduate with $25,000 in debt. With over $1 trillion in outstanding loans, student debt outweighs credit card debt and is exempt from bankruptcy protection.


As more and more governors and local politicians denounce Common Core initiatives, and more states officially back away from the standards, the debate over the place and effectiveness of Common Core heats up. There is a lot of talk about students, but what about teachers? After all, they are the people who are most accountable for any standards and testing systems that are put in place. They are also the ones who see firsthand how education policies impact students. So what do teachers say about Common Core and PARCC testing?


People who fall outside this fringe group of perceived misfits may wonder why the school-to-prison pipeline should matter to them. Outside of caring about the quality of life for other individuals, it matters in more tangible ways. Each federal prisoner costs taxpayers $28,284 per year, which is about $77 per day. That's a measurable cost. What isn't measurable is the indirect impact those incarcerations have on the economy in terms of those prisoners not contributing to the work force.


College For Every Student (CFES) and Trinity College Dublin will take the lead in a global campaign to help one million disadvantaged youth attain college degrees by 2025.


When it comes to textbooks, every school district in the nation has its own system for ordering. What a district chooses impacts what the students in those boundaries learn. When it comes to subjects like math, science and even English there are some absolute truths that must be followed. When it comes to history or social sciences though, there is some wiggle room. These subjects have their own facts, of course, but the perspective can make all the difference. Of all topics, these have the ability to be biased or slanted towards a particular group.


Recently I viewed the documentary, Waiting for Superman, for the umpteenth time, and I noted that almost 4 years after the film's September 24, 2010 U. S. première, the American educational system is still not living up to its potential. Sure, education reform was the phrase on the tip of everyone's tongue, but after a year, most of the fervor and commitment to educational change that was initially exhibited has all but subsided.


The technology adaptation, particularly when it comes to the gamification of K-12 classrooms, is particularly slow-moving though. When it comes to the less-glamorous topics, like science and math, it seems that technology lags even more. But why? Isn't the technology to make these topics fun, and easily comprehended by students, available?


Online learning has revolutionized the way K-12 and college students are able to accomplish academic feats, despite circumstances that may have stood in the way of their success. Access to learning materi-als and even instructors via webcams provides flexibility to students who need options outside the tradi-tional classroom setting.


Education, corporate and philanthropic leaders from around the world who met in Essex, NY at a two-day Summit believe that many colleges will be unrecognizable in another decade and that unless millions more low-income students attain college degrees we face a global economic crisis.


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