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On July 1, 2025, in the second session in CGLR's Technology-Enhanced Teaching and Learning Institute, panelists explored the evolution of “assistive technology” that has longed been used to enhance and enable instruction for children who learn differently due to neurodivergence and other conditions affecting knowledge acquisition. Education technology (EdTech) for students with learning differences has […] |
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“Education transformation is going to come at the hands of educators, not technologists. The technology is a tool, it’s an enabler, it’s an accelerator to what we know needs to happen between students, teachers, parents, and high-quality content.” — Jean-Claude Brizard, Digital Promise In the engaging GLR Learning Tuesdays session on July 15, 2025, education leaders explored […] |
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Hosted on July 22, 2025, the final session of CGLR's “Technology-Enhanced Teaching and Learning Institute” built on previous GLR Learning Tuesdays that have spotlighted high-impact tutoring as a “big bet” strategy to slow, stop, and reverse pandemic-precipitated learning loss. This week, we investigated the ways in which artificial intelligence (AI) and technology can expand access […] |
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"…And that is why over the last several years we have looked to our partners in the informal learning space…and sought to learn with them and to learn from them. We see them stepping up in ways that can and will and, in so many instances, already have made a difference for children who are not […]
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The Guardrails & Guidelines on Tech for Well-Being & Literacy Development session of GLR Week 2025 brought together leading voices in child development, education, and technology to explore the challenges and opportunities that digital tools present in children’s lives. Moderated by Lisa Guernsey and An-Me Chung, Ph.D., of New America, the conversation was grounded in a clear call for thoughtful, child-centered […] |
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"When we talk about coherent state systems, we say let's flip it. Let's talk about the experience of kids and families regardless of the funding stream that they are being served by. A 3-year-old is a 3-year-old is a 3-year-old. Our job is to create systemwide outcomes for kids and families and leverage the funding […]
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We know that tutoring — when it's consistent, personalized, and aligned to what students are learning in the classroom — is one of the most effective ways to accelerate learning. And while the past few years have seen unprecedented investments in tutoring, particularly through ESSER funds, the momentum we built is at risk unless we […] |
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"It's an all-hands-on-deck approach. All of us have a part in ensuring that our students are attending school on a daily basis and it's all of our work to reduce that chronic absenteeism." Moderated by S. Kwesi Rollins, MSW, of the Institute for Educational Leadership, this GLR Week 2025 session started with Hedy Chang of Attendance Works setting the stage […]
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Building on GLR Week 2025's theme of “Focusing on the Gaps,” this session zeroed-in on the outsized gaps impacting children living in rural areas. With the recent federal spending cuts and policy shifts to programs such as Medicaid, SNAP, and Head Start, these gaps have been severely exacerbated. The majority of the 350+ stakeholder coalitions […] |
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In this GLR Week 2025 session, United Ways introduced us to the families in their communities who live just above the poverty line, they are the cashiers, waiters, child care providers, and other members of our essential workforce. United Way calls them ALICE. Moderator Marjorie Sims of Ascend at the Aspen Institute grounded the conversation in an appreciation for two-generation […]
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During this GLR Week 2025 webinar, Bruno Manno, Ph.D., with the Progressive Policy Institute moderated a conversation exploring the changed landscape of K–12 education in which more parents are actively curating their children’s education through options, including charters, microschools, education savings accounts, homeschooling, and more, and the opportunities and concerns this increased curation brings. Panelists began by describing […] |
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