Articles in this special report explore the evolving roles of chief academic officers and chief technology officers in five school systems in California, Georgia, Iowa, Oregon, and New York.
Matt Townsley sets the budget for both technology and instruction in the Solon, Iowa, school district, which, he said, is “a little dictator-like” but “nice.”
When the district’s chief technology and chief academic officers are one person, bureaucratic delays aren’t an issue.
Jaclyn Zubrzycki, March 28, 2016
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7 min read
Gwinnett County students in an Advanced Placement literature class at Lanier High School use an eCLass quiz widget called Kahoot that is run on a laptop. They use their wireless phones to answer the quiz questions.
Fourth grade students use Chromebooks during science class at Beaverton Acres Elementary School. The district is in the midst of a technology upgrade that includes a 1-to-1 device rollout.
When voters approved a huge technology project in Beaverton schools, it was clear that a shift was needed in the district's tech and instruction departments.
Science teacher Corey Skinner, second from left, works with three students at the Rochester International Academy, from left to right: Saleh Saif, Abdiaziz Mahad, and Ali Al-Mansoor. Skinner worked on the district’s 1-to-1 initiative.
Adam Carter, far right, is the chief academic officer of Summit Public Schools, a network of 10 charters, including this one, Everest Public High School in Redwood City, Calif. He is a central figure in Summit’s embrace of ed tech and personalized learning.
In many K-12 systems, the jobs of chief academic officers and chief technology officers are increasingly intertwined as technology has become essential to teaching and learning.
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