Manufactured by Panasonic in partnership with Audio Enhancement, the pioneers of classroom audio, the EduCam360™ allows educators, administrators and security personnel to see the entire classroom—all at once!
Each year, the Orlando Award Program identifies companies that we believe have achieved exceptional marketing success in their local community and business category. These are local companies that enhance the positive image of small business through service to their customers and our community. These exceptional companies help make the Orlando area a great place to live, work and play. Various sources of information were gathered and analyzed to choose the winners in each category. The 2014 Orlando Award Program focuses on quality, not quantity. Winners are determined based on the information gathered both internally by the Orlando Award Program and data provided by third parties. About Orlando Award Program The Orlando Award Program is an annual awards program honoring the achievements and accomplishments of local businesses throughout the Orlando area. Recognition is given to those companies that have shown the ability to use their best practices and implemented programs to generate competitive advantages and long-term value. The Orlando Award Program was established to recognize the best of local businesses in our community. Our organization works exclusively with local business owners, trade groups, professional associations and other business advertising and marketing groups. Our mission is to recognize the small business community's contributions to the U.S. economy.
8 ways school leaders can support the digital transition
Posted on Tuesday September 30, 2014
Administrators at the local, district, and state levels are essential to leading and supporting the digital transition in schools across the nation, and at a Sept. 29 summit, a panel of education leaders outlined a number of key ways that leadership can support and sustain a digital transition. More than 100 educators, policymakers, and stakeholders convened for the Empowering Educators to Enhance Student Learning in the Digital Era, in Washington, D.C., which featured sessions focusing on preparing teachers for digital learning environments, professional development opportunities, and supporting the digital transition from all sides. Moderated by Jeff Mao, senior director of Common Sense Media’s Learning Solutions Program, the panel featured Mark Edwards, superintendent of the Mooresville Graded School District in North Carolina; Rosanne Javorsky, assistant executive director of the Allegheny Intermediate Unit in Homestead, Pa.; Joshua P. Starr, superintendent of schools in Maryland’s Montgomery County Public Schools; and Johnny L. Veselka, executive director of the Texas Association of School Administrators (TASA). The discussion ranged from leadership preparation programs to efforts to ensure that leadership is allowed to thrive at all levels, and a number of actionable recommendations emerged. 1. Don’t rely only on external programs to prepare school leaders. In Mooresville, Edwards said, the district partners with two universities on higher education degree cohorts. District leaders developed content and curriculum and aligned it directly to the district’s needs. “I think we informed the university about some missing links. We were able to use and develop some systems, particularly in the area of digital leadership, in terms of universities and what they bring to the table,” Edwards said. “Partnering is the way to go—building the work together and evolving the leadership practice.” “We don’t rely on external programs [to prepare leadership],” said Montgomery County’s Starr. “We’re investing a significant amount of resources into leadership, and it’s a cultural shift. We take full responsibility for leadership development, and we don’t rely on universities.”
Blended learning and the paradox of the experienced teacher
Posted on Tuesday September 30, 2014
Assuming a good teacher in the traditional classroom will be a good teacher in a blended learning environment is wrong. The terminology alone provides a clue; after all, it is “blended learning”—not “blended teaching.”