Index

• Academic Bootcamp, 102–103 (box)
• Adaptive learning platforms, 82, 133
• Agency, 6
• A La Carte Model
  • benefits of, 173–174, 176–177
  • description of, 172–173
  • integration considerations, 174–176
  • lesson design, 177–178
  • logistics of, 176 (box)
• Arney, Liz, 15
• Aspire Public Schools, 7–8
• Assessment, student
  • challenges, 90 (figure)
  • data management tools, 82–83
  • feedback and, 82, 82 (box)
  • formative, 88–90, 89 (figure), 89 (table)
  • motivation and engagement factors, 80–81
  • rubrics for, 84, 85 (figure), 86 (figure)
  • student ownership and, 90
• Assessment phase of program implementation
  • current program assessment, 18
  • mindset and, 19, 20 (figure)
  • school and district culture, 17
  • technology infrastructure considerations, 18
  • technology proficiencies, 18
• Authentic learning, 6
• Authentic participants, 15, 81

• Baez, Elaine, 47
• Ball, Arnetha F., 33
• Barnes, Mark, 36
• Behavior and motivation, 7, 80–81
• Berey, Sam, 175–176
• Bill and Melinda Gates Foundation, 33
• Blended learning
  • definition of, 6–7
  • Flipped Classroom Model overview, 145–146
  • Individual Playlist Model, 165–167
  • A La Carte Model overview, 172–173
  • planning overview, 14 (figure)
  • Station Rotation Model overview, 109–110
  • sustainability considerations, 187–190, 189 (figure), 190 (figure)
  • technology tools and, 10
  • transition and expansion phase, 186–187, 187 (figure)
  • Whole Group Rotation Model overview, 131–134, 133 (figure)
  • workflow example, 100 (figure)
  • See also Implementation strategies
• Blogging, 37 (box)
• Blooms’ Taxonomy, 157–158
• Bosch, Kenny, 35
• Bray, Barbara, 67
• Bretzman, Jason, 35
• Broward County Public Schools, 22
• Brown, Conor, 33
• Budgets. See Resource acquisition
• BYOD policies, 58–59, 59 (table), 131

• Capacity building
  • collective, 27–28, 71
  • in Flipped Classroom Model, 160
  • onsite training and networking, 179
  • in Station Rotation Model, 116–117 (box), 117
  • student onboarding, 101–102
• Carrington, Allan, 84
• Carver, Ashley, 154 (box)
• Choice boards, 89, 89 (figure)
• CHOMP framework, 36 (figure)
  • collaboration, 35–36
  • hands-on learning, 38
  • mindset shifts, 39–40
  • ongoing learning, 38
  • personalization, 40
• Christensen Institute, 6
• Chromebooks, 59–61, 61 (table)
• Class Dojo, 142
• Classroom management software, 142
• Classroom settings, digital
  • Learning Management Systems, 52–55
  • productivity and collaboration, 50–52
  • traditional classroom comparison, 49, 50 (table), 107–108
• Clayton Christensen Institute, 131
• Collaboration
  • assessment and, 90, 99–100
  • in digital classrooms, 50–52, 169–170, 176–177
  • grouping strategies, 125–126
  • in professional development, 34–36
• Common Sense Education, 62
• Connectivity and collaboration, 6
• Couros, George, 35
• Creatively Teach the Common Core Literacy Standards with Technology (Tucker), 2
• Creativity, 6, 191
• Cross, Jay, 179
• Crowdsourcing, 138 (box)
• Culture, school, 7–8
• Curriculum considerations. See Digital curriculum

• Data management, 29
• Davis, Vicki, 37
• Design elements
  • apps and tools, 21 (figure)
  • digital content, 21 (figure)
  • in Flipped Classroom Model, 148–149, 150 (figure)
  • in Individual Playlist Model, 168, 168 (figure), 169 (figure)
  • professional development, 21 (figure)
  • in Station Rotation Model, 118–122, 118 (figure), 121 (figures)
  • in Whole Group Rotation Model, 134–135
• Differentiated instruction
  • digital curriculum and, 66–67
  • in professional development, 40–43, 41 (figure), 42 (figure)
  • in Station Rotation Model, 118–122, 118 (figure), 122 (box)
• Digital classrooms. See Classroom settings, digital
• Digital curriculum
  • benefits, 66–67, 68 (figure)
  • capacity building, 71
  • challenges, 68, 68 (figure)
  • evaluation rubric, 70 (figure)
  • integration strategies, 74–75, 76 (box), 101 (figure)
  • organization and sharing, 72–73
  • planning process, 71–72
  • selection process, 68–69, 69 (figure)
  • types of, 65–66
• Digital divide, 95–96
• Digital Explorer groups, 95–96
• Digital image resources, 156, 157 (figure)
• Digital natives, 95–96
• Digital School Districts Survey, 58
• Digital text resources, 154, 155 (figure)
• Doner, Timothy, 179
• “Do Schools Kill Creativity?” Ted Talk (Robinson), 191
• Drucker, Peter, 7
• Duncan, Arne, 55

• EdCamp, 36
• EdSurge, 133
• Edsurge Index, 62
• Education Elements, 16
• Effectiveness. See Elements of Effectiveness overview
• Elements, Ed, 82
• Elements of Effectiveness overview
  • capacity building, 27–28
  • overview, 25–27, 26 (figure)
  • student ownership, 30, 30 (figure)
  • technology utilization, 28–29
  • vision, 25, 27
• Engagement
  • student, 80–81, 108, 146
  • vision development and, 15, 15 (figure)

• Fail-forward approach, 49–50, 103–104
• Ferdinand, N. K., 82
• Flipped Classroom Model
  • benefits of, 146–147, 147 (figure)
  • challenges in, 160–161 (figure)
  • digital curriculum integration, 75–76
  • elements of, 145–146
  • flipping with images, 156, 157 (figure)
  • flipping with text, 154, 155 (figure)
  • flipping with video, 156–157, 158 (figure)
  • in-class flip, 161–162, 162 (figures)
  • lesson design, 147–149, 148 (figure), 150 (figure)
  • lesson examples, 151–153 (figure)
  • video creation, 159–160
• Florida Virtual School, 174–175
• Frames of Mind (Gardner), 111
• Frankl, Viktor, 11
• Free Form Station Rotation, 122 (box)
• Fullan, M., 27
• “Future Ready Schools” (Duncan), 55
• Futuresource Consulting, 59

• Gallagher, Kerry, 37 (box)
• Gardner, Howard, 111, 112
• Gladwell, Malcolm, 40
• Go Blended (Arney), 15
• Gonzalez, Jennifer, 36
• Google Apps for Education (GAFE), 50–51, 51 (table)
• Google Glass, 41
• Grandview Preparatory School (FLA), 45, 174 (box), 175
• Group strategies, 125 (figure), 126–127
  • See also Collaboration
• A Guidebook for Social Media in the Classroom (Davis), 37
• Guymon, Dave, 95

• Hacking Assessment (Sackstein), 87
• Hacking Education (Barnes & Gonzalez), 36
• Haldeman, Polly, 175, 177
• Hands-on learning, 38
• Hassett, Britney, 145
• Heath, C., 7
• Heath, D., 7
• Highlight (Element), 82
• High Tech High, 10
• Homework, 91 (figure)

• Implementation strategies
  • assessment phase, 16–19, 20 (figure)
  • curriculum transition, 65–66, 66 (figure), 71–72
  • engagement and vision, 14–16, 15 (figure), 16 (figure)
  • for Flipped Classroom Model, 146
  • for Individual Playlist Model, 165–167
  • for A La Carte Model, 166, 172–173, 174 (box)
  • metrics of, 188 (figure)
  • onboarding strategies, 96–100, 102 (box)
  • planning and design, 20, 21 (table)
  • pre-pilot stage, 20–23, 21 (figure)
  • for Station Rotation Model, 110, 112–113, 113 (box)
  • for Whole Group Rotation Model, 131–132
• In-class flip strategy, 161–162, 162 (figures)
• Individual Playlist Model
  • benefits, 167
  • compared with Group Rotation Models, 167 (figure)
  • description of, 165–167
  • lesson design, 168, 168 (figure), 169 (figure)
  • peer interactions in, 169–170, 170–171 (box)
  • teacher’s role in, 171–172, 172 (box)
  • See also Personalized learning
• Innosight Institute, 173
• The Innovator’s Mindset (Couros), 35
• Instagram, 98–99 (box)
• Instructional strategies
  • adaptive learning platforms, 82
  • discovery-based projects, 84
  • in Flipped Classroom Model, 154–157
  • hands-on learning, 38
  • in-class flip, 161–162, 162 (figure)
  • modeling, 27–28
  • onboarding support, 97–98, 98 (figure)
  • personalized learning, 35, 67, 81
  • project-based learning, 84
  • in Station Rotation Model, 118–122, 118 (figure), 121 (figures)
  • in Whole Group Rotation Model, 136–139
• International Academy, 175
• International Society for Technology in Education (ISTE), 2
• ISTE Standards for Students, 2, 48–49
• IXL program, 74 (box)

• Johnson, Brian, 38

• Keating, Jan, 170–171 (box)
• Kennemore, Kyrie, 5
• Keystone School, 175
• Khan Academy, 74 (box)

• Lab Rotation Model, 131
• LaPlante, Logan, 9, 179, 191
• Laptops, 61–62, 62 (table)
• Leadership
  • capacity-building tips, 27–28, 116–117 (box), 117
  • data management and, 82–83
  • failure and, 49–50 (box)
  • professional development and, 38, 54 (box), 116–117 (box)
  • stakeholders and, 9 (table), 57 (box)
  • See also Resource acquisition
• Learning Management System, 49
  • assessment tools, 82, 83 (figure)
  • budget considerations, 53
  • features and functions, 52
  • in Individual Playlist Model, 167 (box)
  • training, 54
  • usage tips, 54–55
• Lloyd, C., 28

• Malfavon, Laura, 165
• Martin, Fiona Lui, 25
• McClaskey, Kathleen, 67
• McTighe, J., 98
• Mecklinger, A., 82
• Mentoring, 36
• Microsoft 365 Education, 51–52
• Miller, Rick, 8
• Mindset, 19, 20 (figure)
• Mobile devices, 58, 59 (table)
• Modeling, 27–28
• Model of Generative Change, 33
• Motivation, student, 80–81

• Office of Education Technology, 57
• Oliveri, Eva, 79
• Onboarding practices
  • importance of, 96–97
  • peer support, 102
  • schoolwide, 101 (box)
  • teachable moments and, 103–104
  • Understanding by Design framework and, 98–100
• One Stop Differentiated Station Rotation, 122 (box)
• Opitz, B., 82
• Ownership, student, 30, 30 (figure), 67, 72 (figure), 90

• “Padagogy Wheel” (Carrington), 84
• Parents, roles of, 91 (figure), 104
• Payne, George, 131
• Personalization vs. Differentiation vs. Individualization Chart (Bray & McClaskey), 67
• Personalized learning
  • benefits of, 183
  • creativity and, 191
  • digital curriculum and, 67, 71–72, 72 (figure)
  • Individual Playlist Model and, 167–169
  • instant feedback and, 82
  • in transition and expansion phase, 186–187, 187 (figure)
• Pew Research Center, 48
• Pineapple Chart method, 36
• Pink, Daniel, 80
• Professional development
  • best practices in, 34–35
  • CHOMP framework, 35–36, 36 (figure), 38–40
  • differentiation in, 40–43, 41 (figure), 42 (figure)
  • digital curriculum planning, 71–74
  • digital proficiencies, 18, 21 (figure)
  • mentoring, 36
  • Model of Generative Change, 33
  • networking, 36, 37 (box)
• Purpose, establishment of, 15, 16 (figure)
• The Puzzle of Motivation Ted Talk (Pink), 80

• Quinn, J., 27

• Redbird Advanced Learning, 2, 3, 74 (box), 82 (box)
• Redbird Professional Learning Platform, 38, 39 (box)
• Resource acquisition
  • BYOD policies, 58–59, 59 (table)
  • Flipped Classroom Model and, 157 (box)
  • funding models, 57–58, 58 (table)
  • Learning Management Systems and, 53–54
  • limited resource ideas, 29
  • Station Rotation Model and, 113, 113 (box)
  • Whole Group Rotation Model and, 141 (box)
• Richardson, Will, 10, 27
• Rio Public Schools (CA), 8, 20
• The Rise of K–12 Blended Learning (Innosight Institute), 173
• Ritzius, Mike, 19
• Robinson, Ken, 191
• Robinson, V., 28
• Role playing, 38
• Rosenstock, Larry, 10
• Rowe, K., 28

• Sackstein, Starr, 87–88 (box)
• Saddler, Michael, 95
• SAMR (substitution, augmentation, modification, redefinition) model, 19, 22, 84
• Samson, Randall, 35
• Sandoval, Victoria, 13
• School culture, 7–8
• Schoology, 54, 83
• School spirit, 170–171 (box)
• “7 Best Practices for Getting Faculty Buy-in for a New LMS” (Schoology), 54
• Shared values and beliefs, 7
• Shared vision, 14–16, 15 (figure), 16 (figure), 27
• Sheninger, Eric, 81
• “6 Mistakes You Might Be Making with Technology Integration” (Guymon), 95
• Smartphones, 41
• Social media, 37 (box), 87–88 (box)
• Stakeholders
  • roles of, 8, 9 (table)
  • visioning process and, 15, 15 (figure), 16 (figure)
• Stanford Graduate School of Education, 34
• Stanford Online High School, 170–171 (box)
• Station Rotation Model
  • benefits, 110–112, 111 (figure)
  • budget considerations, 113 (box)
  • challenges, 123–124 (figure)
  • digital curriculum and, 75
  • examples of, 112 (figure), 114, 115 (figure)
  • lesson design, 118–122
  • lesson planning, 113–116, 115 (figure), 116 (figure)
  • logistical concerns, 124–127, 125 (figure)
  • objective setting, 126
  • skill building, 120 (figure), 121–122
  • staffing considerations, 117
  • teacher’s role, 128
  • transition tips, 116–117 (box)
  • variations of, 122 (box)
• St. Louis, Kristen, 74–75 (box)
• Strauss, Valerie, 111
• Students
  • capacity building, 28, 71, 101–102, 116–117
  • motivation and engagement, 80–81, 108
  • onboarding practices and, 96–100, 101 (box)
  • ownership and personalization, 30, 30 (figure), 67, 72 (figure), 90
  • peer support systems, 102
  • in pre-pilot phase, 22–23
  • social media and, 37, 88 (box)
• Sustainability phase, 187–190, 189 (figure), 190 (figure)

• Tablets, 58–59, 60 (table)
• Teachers
  • as agents of change, 33–34
  • face-to-face student interaction, 97, 97 (figure)
  • onboarding support for students, 97, 98 (figure)
  • pre-pilot, 22
  • social media and, 37 (box)
  • See also Professional development
• Teachers’ Guild by Ideo, 36
• Technology
  • assessment of infrastructure, 18
  • BYOD practices, 18, 29, 58–59, 59 (table)
  • Chromebooks, 59–61, 61 (table)
  • classroom management software programs, 142
  • data management, 29
  • device choice considerations, 55–62
  • digital divide, 95–96
  • Instagram, 98–99 (box)
  • integration strategies, 95–96
  • laptops, 61–62, 62 (table)
  • mobile devices, 58, 59 (table)
  • in professional development, 36
  • resource availability, 29, 113 (box), 141 (box)
  • sharing strategies, 73
  • social media, 37 (box), 87–88 (box)
  • student choice and, 87–88 (box)
  • student fluency, 55
  • tablets, 58–59, 60 (table)
  • use in flipped classroom, 155 (figure), 157 (figure), 158 (figure)
  • See also Digital curriculum; Resource acquisition
• TED-Ed website, 157
• “Timing Matters” (Opitz, Ferdinand, & Mecklinger), 82
• The Tipping Point (Gladwell), 40
• TPACK (technological pedagogical content knowledge) model, 19, 22
• Transition and expansion phase, 186–187
• Tucker, Catlin, 41, 122 (box), 151 (box)
• Tustin Unified School District (CA), 36
• Twitter, 37 (box)

• Uncommon Learning (Sheninger), 81
• Understanding by Design (McTighe & Wiggins), 98
• Understanding by Design framework, 98–100

• Velasquez, Paloma, 119–120 (box)
• Video creation
  • content curation, 159, 159 (figure)
  • exporting, 160
  • recording, 159
• Video resources, 156–157, 158 (figure)
• Vision development, 14–16, 15 (figure), 16 (figure)

• Weber, Kim, 76 (box)
• Westerfield, Jackie, 173, 174 (box)
• Whole Group Rotation Model
  • adaptive learning technology and, 132
  • benefits, 132–134, 133 (figure)
  • budget considerations, 141 (box)
  • challenges, 139–142, 140 (figure)
  • digital curriculum integration, 74
  • Lab Rotation Model comparison, 131
  • lesson design, 134–135
  • lesson planning, 136–139, 136 (figure), 137–138 (figure), 137 (figure), 139 (figure)
  • logistical considerations, 142
• Wiggins, G., 98
• Wilcox, Steve, 7
• William Tilden Middle School (PA), 38–39 (box)
• WordVoyage programs, 74 (box), 76 (box)
• Wycoff, Tiffany, 102 (box)

• Young, Scott, 179

• Zweiman, Dean I., 185