Use of technology during the coronavirus pandemic helped make it easier for parents of students with special needs to communicate with their children's teachers, according to a report by Lane McKittrick, a research analyst at the Center on Reinventing Public Education.

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Interactive notebooks that hold bell work, lab data, and class notes serve as a portfolio of learning - for the benefit of both students and their teacher.

More off-campus broadband access. New ways of engaging with families. Growing concerns over digital equity and the silos that exist within school systems. These are some of the trends that emerged in a recent survey of district technology leaders.

New research suggests that's so: Toddlers who regularly spent time on electronic devices - including tablets, smartphones and TVs - were less likely to read print books with their parents at age 3. That, in turn, translated to even more screen use by age 5.

Teachers say pandemic-related setbacks in mathematics will linger well into the coming school year, especially for students who suffered the most during shutdowns. Unable to peer over their students’ shoulders and correct their work, math teachers lost the ability to offer on-the-spot tutorials.

With a return to in-person learning on the horizon, how do schools ensure continuing availability of accessible technologies?

For math teachers who will have students learning at home next year, fostering a feeling of community will be as important as building skills.

Education-technology companies have many opportunities to collect data on students, a concept that Velislava Hillman, a visiting fellow at the London School of Economics and Political Science, wants school leaders, academics and policy makers to reconsider.

Strategies general and special education teachers can use to clearly communicate to all students that they are equal partners.