In the state of Iowa, the College and Career Readiness Standards have been introduced to high school completion programs. This is due to the adoption of the Iowa Core Standards that are implemented in the K-12 education systems, which has led to the change in high school equivalency tests, such as the HiSET test. Through this process administrators and instructors are expected to make changes, especially to the curriculum that is produced for students. i-Pathways has come to recognize the need to align their curriculum with the CCR, in an effort to decrease Iowa teacher workload and to ensure commonality between adult education programs. i-Pathways has partnered with experts within the field of adult education and those specifically trained on CCR alignment to create a document that demonstrates the i-Pathways curriculum to the CCR.
Through the College_Career document, instructors will be able to develop lesson plans and individual student learning plans with ease and comfort knowing that the alignment process has been completed for them. The process to identify specific standards to a lesson can be time consuming and difficult to decipher. i-Pathways has alleviated this process by clearly listing CCR standards that match with each lesson and the objectives that follow. This will also allow instructors to identify lessons that fall outside the CCR, but are still in alignment with the Common Core Standards.
By utilizing i-Pathways an Iowa instructor is receiving the entire package. An instructor is provided with a curriculum that is aligned to the CCR, a document that identifies the alignment, an online curriculum, and additional academic resources to address student needs. Iowa instructors now have the opportunity to use i-Pathways as a curriculum that meets their needs as they go through the transition to implement CCR standards.
We often talk about building 21st Century skills with adult learners and the need for integrating technology in the classroom. What does this mean for curriculum selections? It means that in order to truly assist adult learners become self directed, the curriculum must be accessible from mobile devices.
As we look at students today, their common characteristic is that they expect anywhere, anytime access to instruction. But are our learners mobile? The answer is yes!
Over half of adults in the U.S. own a smartphone.
66% of adults between the ages of 25 to 34 own a smartphone.
44% of K-12 students have access to a smartphone.
The mobile phone is the single most common device people use to access the Internet worldwide.
So how do we meet this demand at a time of diversity in skills, background knowledge, and access to technology in the classroom? A simple and cost effective strategy to help fill these gaps can be the establishment of a BYOD, or Bring Your Own Device policy.
While this concept is becoming more popular, there are steps involved in establishing an effective BYOD plan which leads to successful student outcomes.
A BYOD classroom enables students and teachers to access mobile devices including laptops, tablets, and smartphones in the classroom.
Program administrators and instructors need to create acceptable usage policies so students are aware of expectations in the classroom. Teaching responsible use of mobile technology also helps build digital citizenship.
To be successful with BYOD, its more than allowing students to bring their devices, but it also includes selecting appropriate curriculum that is truly mobile.