Core Convictions / Foundations of Faith (iBelieve) (Nondisposable Curriculum Book 1)

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About 85 acres are currently leased to a cash crop farmer. A sign on the property will advertise this collaborative partnership between Franciscan organizations. There are also plans to engage the University of Maryland Agricultural Center, which is adjacent to the property, and recruit volunteers from St.

Word searches, table toppers, and recycling pick-up to employ adults with autism. Itineris the Latin word for journey is an organization in Baltimore that serves adults with autism. All 60 of their clients are working in jobs they want to do. Rather, they work with each individual to find their passion, and then turn that passion into productive activity.

One example is word searches. Itineris has a client who is gifted at making customized word searches. He has even published a book with creatively-themed searches! The fun part is that this person is available for hire. How about as a placemat at your next family reunion? Or printed on the back of your Christmas newsletter? The options are endless.

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I also witnessed several artistic Itineris clients assembling table toppers for a fundraising gala. They were beautiful and were customized according to the theme and colors for the big event. Another Itineris client showed a penchant for sorting. They worked with him to create a recycling business where he picks up recyclables from local businesses, sorts them, and turns them in by the pound for profit.

I was delighted to take part in a recent celebration for Caroline Center , looking back at their 20 years of service to educate women for sustainable careers. After the death of Freddie Gray, Caroline Center reflected on its mission to offer a life-changing education and career skills training to women and felt there was a calling to expand their reach in the city. The School Sisters have had a presence in East Baltimore for nearly a century-and-a-half, and now their work will expand to the West Side as well. In sum, our Baltimore-area nonprofits do an incredible job turning bright ideas for partnerships, employment, and expansion into bold initiatives for the betterment of our community.

It is a privilege to work amongst these great organizations and to have this opportunity to share these small but meaningful snippets of their stories with you.

As an alumna of the University of Notre Dame, I was pleased to attend a recent event where two Notre Dame professors presented their findings on a novel claim in the Catholic education landscape. Brinig and Nicole Stelle Garnett offer empirical evidence that Catholic schools improve neighborhoods in important ways beyond educational outcomes.

To prove their thesis, the authors examine the Archdiocese of Chicago — the largest private school system in the United States — alongside data from the Project on Human Development in Chicago Neighborhoods and police beat crime reports. The lynchpin of their analysis is the identification of an instrumental variable for why Catholic schools in Chicago were closed. It turns out that factors related to the leadership of the pastor at each school were more predictive of school closures than anything else. Why is this technicality so important?

Because it paves the way for the holy grail of statistical modeling: They help to sustain the peace, build trust among people, and promote social and physical order in the community. Brinig and Garnett further state that Catholic schools may be unique to public schools and charter schools in this regard, as the neighborhood social cohesion data could not be replicated with public charter schools.

The converse of their claim, of course, is that Catholic school closures result in more crime and disorder and less social cohesion in urban districts. First, I believe in the power of education to transform lives, and this new research points to ways that Catholic schools are able to do that beyond just focusing on test scores, graduation rates, college acceptance rates, or even the spiritual development of our young people. It turns out that just living in a neighborhood with a Catholic school, but not necessarily even going to it, can be advantageous.

Second, I believe that relationships matter. If people know one another, if people are not only neighbors but friends, they are more likely to respect each other and be tolerant of their individual differences. Their presentation of the data is extensive, and there is ample background and history to digest. But the bottom line is worth the read, because it says that our Catholic schools matter more to our city than the average person might think. The overall message of this book is that the Gospel fills the hearts and lives of all who encounter Christ.

If we accept his offer of salvation, we are set free from sin, sorrow, and loneliness. Pope Francis states that the Church must be a place of mercy, freely given, where everyone can feel welcome, loved and forgiven. He says the Eucharist is not a prize for the perfect, but a powerful medicine and nourishment for the weak. There are also many discussions related to economic justice and decision-making roles for women in the Church, which makes it thought-provoking for Catholics to read. In the book, the Pope addresses the many troubles the Catholic Church is going through and tells us that the old ways of the Church do not work anymore.

He says the Church needs to embark on evangelization with great enthusiasm and vitality. He invites everyone to be bold and creative in rethinking the goals, structures, styles, and methods of evangelization in their respective communities, and working within their own congregations and neighborhoods.

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We not only need to be knowledgeable about our faith to evangelize, we also need to be comfortable approaching people in society on this subject. It is in giving to others that it returns to you. We are endlessly bombarded by the hype of the technology market — the newest device, the latest app, the ever-expanding cloud. It is all so bright and shiny and set to a musical score that makes us believe this next purchase will solve all of our technology needs, and we jump.

Studies such as the most recent NTEN Technology Staffing and Investment Report indicate that regardless of organizational size, the median technology budget as a percentage of total operating budget ranges from 1. Over the past five years, we at the Knott Foundation have seen requests for technology-related support increase dramatically with the explosion of technology in classrooms and the rise of the importance of social networking and responsive design in fundraising for nonprofits. Many of these awards have been given to schools and nonprofits who are lacking formally trained IT staff.

Sites such as TechSoup , Digital Wish and Good can help schools and nonprofits secure hardware and software for dramatically reduced prices, or even for free. TechSoup notably has a section on donations and resources for religious organizations. Hardware and software in-hand, the ability of technology to innovate in the workspace is reliant upon taking the time to train staff and create opportunities for professional development.

Sites such as Lynda. Idealware is a great site for information on a wide range of technology training, purchasing, and grantwriting, and you can even find helpful trainings on YouTube. Many of our grantees also create their own in-house video libraries by taping formal trainings provided by vendors or peers for use by new staff or returning staff looking to brush up on skills. And, for the truly DIYs out there, ingenious ideas such as using igloo coolers to transport iPads instead of carts, converting cubby storage units into charging stations, and using flexible PVC pipe fittings to create iPad stands for students in wheelchairs can not only help save money, but may also help forge a community of excited accidental technologists that turn your organization into a group of passionate, tech savvy intentional futurists!

Last month we completed some office renovations that — while celebrated in appearance and increased functionality — disrupted our normal course of operations. Yet disruption is part of our everyday work and life. How many times have you hosted a dinner party, only to have a dish not turn out or finish cooking on time? How many times have you been awarded a grant for a project, only to have an unanticipated challenge stall its progress? Things rarely go according to plan, and new challenges emerge at every turn.

You see, when things go according to plan, we rarely have to think outside the box. But when things get turned upside down, we tend to produce new ideas and solutions that change the trajectory of our work. It seems disruption can help us be more creative and innovative, if approached with a positive mindset. The first lesson was the most salient to me and touched on this point about disruption. Instead spend your time figuring out how to make it work. Instead of dismissing this unorthodox idea when the opportunity arose, his team concentrated on ways to seize the challenge.

But disruptive innovations go beyond this realm of sustaining or enhancing existing operations. They break through barriers and bring new benefits to more people in simpler ways. Some of our grantees have taken this approach to heart. Top of mind is the Cristo Rey Network , which has opened the door for 9, students nationwide to attend a Catholic school through its innovative work study program.

The big question, of course, is how to create disruptive innovation in the social sector and bring about the positive changes in education, health, and human services that we all desire. New ideas must use old buildings. At the Knott Foundation, our environment is looking a bit more new and fresh these days. This is the third in a multi-part series about how a neighborhood Catholic school in Baltimore City started an after-school STEM Club on a shoestring budget.

Forget about fancy facilities or a well-endowed budget. A successful STEM club needs only dedicated teachers, volunteers, and students. Under the direction and encouragement of Dr. Sandy Young, a parent volunteer and materials engineer, the number of students participating in the Club has more than doubled since our first year. Starting and running an after-school STEM Club requires a commitment of all those involved — teachers, parents, students, and our principal.

Good ideas, planning, and flexibility are key ingredients for success, and there will never be enough time and energy to accomplish everything especially at the end of a school day! The rewards, however, are great. Mary Jo Broderick is a middle school science teacher at St. Your flash of brilliance is actually a slow hunch built on a foundation of spare parts. While we are primed to believe in the notion of a genius sitting alone in a room, a lab or on top of a mountain tinkering away until a fully formed brilliant idea flashes, Johnson contends that creativity and innovation do not happen when we or systems close ourselves off.

Scanning a landscape of over five centuries and the fields of biology, chemistry, technology and culture, Where Good Ideas Come From: The Natural History of Innovation is an exploration of how ideas are generated, why failure matters, and the benefits of diversity. Darwin opened himself up to the physical and scientific world, collecting his observations without strictly categorizing them. It is safe to say that Darwin would not have drafted his seminal work had he locked himself in a room or sailed on the Beagle alone.

So, when that next great idea pops into your head, do not keep it to yourself. Go ahead and share it. The following blog shares learning from a one-to-one iPad initiative from the perspective of the school principal and a university professor who engaged in a research study at the school.

Together, they share the story of implementation, evaluation, expansion, and plans for the future. A one-to-one iPad initiative was begun at St. Principal, Karen Smith, conceived the idea for the initiative based upon her learning about a similar program at another school. Smith knew her school community was ready for such an initiative and that she could rely on the expertise of an established technology team to help.

With a decision to proceed, the technology team sought grant funds to purchase iPads for use by all students in the 8 th grade and the school installed reliable, wireless Internet. Integrated technology and learning goals were established for the initiative to include increased student engagement in learning and increased 21 st century skills.

The decision to use iPads over other mobile devices was based upon their affordability and portability. With a convenient, small size iPads were determined to be easier to manage in the school environment. Next, policies and management were considered. It was determined that the iPads would remain at school for daily use and would not be provided for home use after school hours. Of critical concern was insurance for the iPads should they be damaged at school. Smith was aware of some insurance plans that were available for iPads, but she decided to consult with the Archdiocese of Baltimore Department of Risk Management for their advice.

As a result, families were offered an optional insurance plan that would enable an iPad to be replaced if it was lost or damaged on the school property. Parents who opted out of the insurance would be responsible for replacing the iPad on their own if anything happened to it. Training teachers and generating enthusiasm for the initiative was important.

Teacher professional development PD needs were identified and initial PD occurred prior to iPad deployment to students. Teachers were issued iPads to take home to begin exploring uses and familiarizing themselves with functionality. A weekly, after-school meeting provided teachers a forum for sharing best practices, new and useful applications, and troubleshooting.

Additional off-campus PD opportunities were provided as well as in-house training by technology team members. Smith noted that some teachers were nervous at first, but the after-school technology team meetings seemed to be very helpful in building confidence with use.

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The iPad rollout was carefully planned. First, a mandatory parent meeting was held to explain the program to parents prior to the students receiving their iPads. Two different dates and times were offered so that parents were able to select the one that was most convenient for them.

At the meeting, general expectations were explained; as well as, policies and procedures that were put into place. The Acceptable Use Policy for Computers was reviewed and the insurance program was also explained. With a one-to-one computing program, more responsibility falls on the students.

The school administration wanted to make sure that students understood the expectations for iPad use so a contract was developed that allowed for both parent and student signatures. Following the parent meeting, the iPads were ready for the rollout. The students were gathered in the school cafeteria for a general meeting about iPad use and expectations.

Then, the students were broken up into smaller groups. Since the students were not going to be allowed to take their iPads home, there needed to be a way for them to access the work they had started at school on their home computers. Learning about how to use eBackpack was one of the boot camp sessions.

Students morphed their faces and added color to their photos. These photos would become the identifier for their iPad. In a third session, students were exposed to a variety of the applications they would be using in their classes. These apps had been pre-selected by teachers for each of their respective subject areas.

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The initiative was expanded in subsequent years through the fundraising support of the school community. In its second year, the initiative expanded to include purchase of iPads for all students in the 7 th grade. A fundraising effort known as the Race for Technology supported this purchase. These fundraising efforts continue and have been used to increase the number of iPads the school has on hand for student use.

Plans for these funds included extending iPads to the 6 th grade. However, after some time had passed, it became apparent that perhaps sixth grade students would not be able to handle the additional responsibility of carrying an iPad all day. Therefore, it was decided that iPad carts would be purchased instead. Teachers in 5 th and 6 th grade have the ability of using the iPads with students without expecting students to be responsible for carrying the iPads around all day and the primary grades have a cart to share as well.

The more proficient teachers become in implementing iPads in the classroom, the more they want to have them available for their use. Smith has since integrated questions about one-to-one computing into her interview protocol for new hires to help sustain the vision and pedagogical innovations brought by the iPad initiative. In the three years of the initiative Mrs. Smith has not observed any noticeable differences between the reliability of the iPads and existing desktop computers available in the computer lab.

She has noted a cost savings as a result of reduced paper usage and in purchasing e-textbooks.

Smith also noted classroom efficiencies in materials distribution as fewer papers were being handed out during class time. Members of the technology team periodically obtain student views on the initiative through surveys and anecdotal conversations. In the fall of , led by faculty researcher, Dr. Laura Corbin Frazier, a qualitative research study was conducted at the school using focus group interviews with students, teachers, and parents.

The research sought to understand how teacher technology decision-making may have been impacted by the initiative and to identify the perspectives of teachers, students, and parents on the role of the iPad in enhancing student learning. Data were collected twice during the academic year and were analyzed for themes. Data provide evidence to support increased student engagement in learning and increased 21 st Century skills, both goals established by SJRCS for the initiative. Regarding the research questions, data illustrate mixed views on the impact of the initiative to teacher technology decision-making.

During the study period, the use of the iPads for instructional purposes was reported to increase as was teacher confidence with use. Data also provide evidence that the use of the iPad enhances student learning in several ways, but also highlights technical and policy issues that need to be considered as the initiative sustains. Most respondents held favorable views on the use of the iPads indicating use to be motivational, engaging, and fun. Affordances of iPads to increase access to resources and to provide efficiencies in organization were also noted.

Communication was enhanced through the use of Edmodo, an application available on iPads and through web access. Personalization features of the iPads were also helpful as students described their ability to customize their device, increasing font sizes and changing background colors. Use of eBackpack an online, course management platform for students was valued in supporting organization.

Several students identified benefits of iPad use in increasing their technological skills. Skills they believed would prepare them for the future. Teacher use of iPads varied from classroom to classroom. Several applications were used including: Ipads were used in various settings including individual, group, and pair work, with individual student uses most prevalent. Views on whether the use of the iPad changed the content of student learning or merely the tools that were used to support learning varied within each respondent group.

Concerns were raised over the use policy that prohibited students from touching the iPad of another student. Students questioned whether this policy reduced the amount of collaborative work they could engage in. Teacher and student comments on behavior management described positive changes including greater focus on learning tasks and quieter classrooms.

Students did note that sometimes the iPads can be a temptation and it is hard to wait until the appropriate time to open applications of interest. The most significant hindrance to the iPad initiative was server issues i. A concern was also raised over the transition to high school and whether students would be at an advantage or disadvantage having engaged in the iPad initiative.

Research findings in many cases confirmed anecdotal views on the successes of the iPad initiative, and also identified concern areas that were and were not known by school administration. SJRCS believes the iPad initiative has been well received by students, teachers, and parents and research findings affirm this belief. Anecdotally, recent graduates who have attended high school where iPads were not being used report that they wish they still had them to use during their classes. While, initially, it does take some time, effort, and training to get the program up and running, once students become proficient with iPad use, they begin to recognize its value as a learning tool.

Yet, research findings highlight some concerns regarding the role of iPads in supporting high school readiness. In consideration of research findings authors suggest a follow-up study, perhaps a survey to recent graduates assessing their views on the role of the iPad initiative in preparing them for high school and in identifying their continued use of iPads or similar tools to support their learning in high school.

Many of the decisions that were made before the iPad program started have proven to be beneficial for the school. For example, not allowing students to take the iPads home. Though research findings suggested some student concern over this policy, SJRCS administration feels that the policy has supported that decision. Limiting the sharing of iPads among students has definitely reduced the possibility of one student damaging an iPad assigned to someone else. The school administration had to take into consideration that they were dealing with thirteen year olds who sometimes act impulsively and without thinking beyond their immediate actions.

Further, teachers have found ways for students to work cooperatively while using their own iPads. SJRCS teachers and administrators continue to attend workshops focused on the successful implementation of iPads in the classroom. Like everything else involving technology, continuous professional development is essential to make implementation successful. Teachers have also found that even our youngest students in Pre-K enjoy using the iPads.

They have been able to find several apps that allow students in the primary and elementary grades to access the iPads too. Fundraising has allowed the purchase of additional iPad carts to meet these demands. When more iPads were added, however, the need to increase bandwidth for Internet use was noted and later confirmed by research findings. Currently, SJRCS is at capacity and is in the process of identifying alternate means of providing faster wireless Internet access throughout the school.

It keeps their Mission at the forefront of what they do at school each day: Some of whom might not have had that opportunity. It has also allowed students to realize first-hand the power of technology and has brought them closer to being college and career ready for a future that is ever changing in the realm of technology. Laura Corbin Frazier, Ed.

Then I will give you shepherds after my own heart, who will lead you with knowledge and understanding. From the first disciples to the present, centuries of men and women have been called to be leaders and teachers of the faith. And while that promise is still being kept today, the face of our shepherds in the Catholic Church is changing — a phenomenon perhaps most apparent in the Catholic schools. No longer are there enough sisters, brothers and priests to lead the schools, so lay men and women are increasingly being sought to fill the positions that religious leaders held in the past.

The halcyon days of religious leadership in schools were in the s and s. In the Archdiocese of Baltimore in , there were 98 Catholic schools serving 36, students. About religious worked at those schools full-time, including sisters and 41 brothers. Fifteen years later, there were only 40 religious at the remaining 70 schools serving 28, students.

A combination of factors has led to this decline.

Two often cited reasons are the reduction in vocations and the aging of existing religious sisters, brothers and priests. Another factor, however, is rooted in how the congregations realize their mission in the community. For the schools, this decline means there is a great need for new shepherds to provide leadership in promoting academic excellence, faith formation and administrative management. Of particular note is the faith formation piece, which is closely tied to the Catholic identity of the schools. So, in this transition from religious to lay leadership, how has the Catholic identity of schools been impacted?

And how are they reflecting the value system of the faith that so distinguishes Catholic education and ultimately makes Catholic schools a preeminent choice for families and students? In her role, Ford has taken a conscious and sincere approach to the Catholic identity of Maryvale, touching on numerous facets of the School, from board and administrative leadership, to physical features of the campus, to the history of the founding order. She began by meeting with the Sisters of Notre Dame de Namur provincial from Ohio to understand, emulate, and learn from their exemplary leaders. In addition, Ford has taken to inculcating a spirit of faith into the everyday lives of her students.

For example, she moved St. And she opened the doors of the chapel to the Great Hall, exposing the girls to the presence and symbols of Christ in their everyday walk through the main building. Yet Catholic identity is much deeper than all of these things. Mount Saint Joseph High School. Since its founding in , Mount Saint Joseph High School has maintained a history of creating life-long relationships with its students and guiding them in the Xaverian values of simplicity, humility and service.

Jim who passed away in December Andrews graduated from St. He arrived at MSJ for the first time in , serving 11 years as both a teacher and the Director of Formation, a position created by the Brothers to focus on the professional development of faculty as well as the faith formation of students, faculty and staff. Notably, the Xaverian Brothers were at the forefront of the faith formation of lay leaders, in part because they knew they would not always be able to staff their schools at such a high level.

This is one reason the brothers created the staff position of Director of Formation, which continues today and oversees all retreat programs, the campus ministry office, faculty and staff development, and other faith activities. And he is very committed to keeping it that way. Thomas Aquinas School in Hampden for more than 30 years, until when Mr. Gary Rand was appointed as the new Principal.

While attending the Catholic University of America, Rand began a teaching practicum in the Archdiocese of Washington, and he has been in Catholic education ever since. Now a resident of Frederick and a father to two young children, his career has taken him to multiple schools in both Washington and Baltimore, including serving as the Dean of Students at St.

Clement Mary Hofbauer School in Rosedale. Each day the students, faculty and staff at St. Thomas Aquinas come together in the cafeteria, and Rand leads the school in prayer and song. Meanwhile, students use lessons they learn from Church and incorporate them into their academic day. For example, eight graders were asked to take a leadership role in the first school-wide Mass of the year, which they in turn incorporated into a lesson about leadership in the classroom.

He describes his commitment to Catholic education as one that includes both passion for academic excellence as well as faith formation. In terms of leadership qualities, Rand cites working collaboratively with others as a key characteristic for lay leaders in Catholic education. In this way, he has worked to build a strong relationship between the parish and school community, as well as the broader community of parents, alumni, neighbors and friends. Rand finishes by pointing to the fact that leadership can be something new, but it can also be continuing what works: And that energy translates into promulgating the nurturing, faith-filled atmosphere that is a hallmark of Catholic education.

As such, new and emerging leaders are expected to be well-prepared in the academic and business aspects of their role, but they also must be comfortable serving as the faith leader of the school and ensuring that the Catholic identity of the institution remains strong, because ultimately, that is the fundamental difference between Catholic schools and other education options. Today, the schools are looking for shepherds to become the new faces of Catholic education, leading with knowledge and understanding as the Bible proclaims. And, as witnessed at Maryvale, Mount St. Thomas Aquinas, there is evidence that such shepherds are sent.

His book is a call to action for nonprofits to make smarter decisions based on measurable outcomes. Performance management has struggled to take hold in the social sector, perhaps because of the top-down, command-and-control approach many managers take to making improvements. To articulate the recommended approach, Hunter outlines three pillars of performance management: Related to the first pillar, an important distinction in Working Hard, Working Well is the difference between an operational leader and an operational manager. Operational leaders continually challenge the status quo, inspire others, and drive their concerns downward.

It means shifting perspectives: The point is that the world is and probably will always be messy and complicated. On top of that, social change is and will continue to be even messier and more complicated. But there are tools we can all use to respond and be ready — strategic clarity and measurable outcomes being among them. This is the second in a multi-part series about how St. The reality is that there are many projects and activities that can be implemented successfully in a school with limited space and limited resources.

The crucial ingredients are commitment and imagination. We are a small Catholic elementary school located at the northeastern edge of Baltimore City. Our mission is rooted in the example of St. Francis, who promoted the virtues of a selfless life dedicated to serving the world around him.

Drawing on the spirit of our patron saint, we form children for a life of scholarship, spirituality, and service. Two years ago, Dr. To our delight, 60 of our students signed up for the after-school club. Young and her team of helpers organized activities, sought grants, promoted attendance at weekend competitions, and managed the lively Thursday afternoon gatherings. This year, they will explore the world of 3-D printing, which was made possible by support from the Knott Foundation.

We are fortunate to have Dr. Young spearheading our STEM initiative. I would bet that in every community, there is someone -- be it a teacher, a parent, a neighbor -- who thinks STEM activities are just about the coolest thing there is.

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Find that person, befriend them, and give them your support in whatever way you can. Rebecca Malone is the principal of St. She has served as the principal of St. According to Quiet , at least one-third of the people we know or are associated with are introverts. These people might prefer listening to others rather than speaking, staying home with a good book, or watching a television show rather than going out to a party and socializing with friends.

Cain encourages us to take a step back from the stereotypes and consider the power of different styles in affecting change, innovating new ideas and leading organizations. In her book, Cain emphasizes how our culture often misunderstands the traits and capabilities of introverted people in communication, the workplace, school and at home. For example, in her research Cain found that introverts excel at leading proactive employees because they have a tendency to be better listeners and consequently let good employees run with their ideas.

Extroverts, on the other hand, are often better at leading more passive employees because extroverts have a knack for motivating and inspiring others. Quiet does not support one way of being over another. It sees the value in both traits and encourages the reader to do the same. It is quite possible that the quiet, shy, unassuming person sharing an office space with you, sitting across from you at the dinner table, or staring at you in the mirror, may just be the next Einstein, Rosa Parks or Warren Buffet -- all introverts. In closing, whether you are an introvert or an extrovert, when reading this book you will benefit from the insights and the power to permanently change how we see introverts and, equally important, how introverts see themselves.

This is the first in a multi-part series about how St. In the school year, St. As a professional scientist and an active parent volunteer, I worked with our principal, Rebecca Malone, and two lead teachers to start the club. Together we conquered everything from recruiting students, to planning activities, to raising money, and engaging more parent volunteers.

STEM subjects foster critical thinking skills, which are used throughout life no matter what career path a student takes. Moreover, new science standards focus on project-based learning where the intent is for students to utilize basic book knowledge but demonstrate more creativity in applying what they know. It has been shown that non-formulary learning like this is important for students to develop problem-solving skills. Approximately 40 students signed up in our first year — a significant number given that it represents nearly one-fifth of our total school population. Interestingly, I heard from many parents who said their children were excited to sign up because their friends had talked about how much they were learning and how fun the experience was.

In starting our own after-school STEM program, we learned the importance of good planning, student and volunteer engagement, and community involvement. She is also a proud parent of a second grade student and an active volunteer at St. Francis of Assisi School. I first met Knott Foundation Executive Director, Kelly Medinger, in a small Catholic school that was expanding its technology resources. The Knott Foundation and Mount St. However, on that day and in subsequent discussions, our focus was not on specific technology tools, but instead on instructional decision-making using technology.

The Knott Foundation makes numerous decisions regarding grant applications each year, many of which include requests for specific technology infrastructure. But there are also a growing number of requests for one-to-one computing initiatives one mobile device for each student. These requests parallel current demands for increased student readiness with 21 st Century skills and a growing number of success stories from states, districts, and classrooms using mobile devices to enhance student learning. My research agenda includes technology integration in schools, which necessarily encompasses one-to-one computing.

The Knott Foundation, seeking research on the effectiveness of one-to-one computing initiatives to both inform their own work and support others in education, provided me the opportunity to review research on one-to-one computing initiatives and to engage in a research study on teacher technology decision-making in a one-to-one iPad initiative.

The linked article is the product of the first phase of that research and summarizes my findings from review of nearly research studies and reports. The article highlights ten key considerations for technology decision-makers, with a specific focus on those new to one-to-one computing initiatives. In my discussion of each consideration area, I have highlighted current research findings that influenced my recommendation. Additionally, I have provided a list of online resources with how-to guides, success stories, and strategies to further support those beginning a one-to-one initiative.

The article is not designed to be a step-by-step guide to starting one-to-one computing initiatives, though the issues presented do generally coincide with the development process. Rather, it is intended to be a part of the discussion on issues confronting those seeking innovative change using one-to-one computing. In considering such initiatives numerous questions are raised such as:. The article aims to synthesize research on these and many other common questions associated with one-to-one computing into the ten most prominent considerations for decision-makers.

I hope you find the article both informative and useful. Frazier specializes in instructional technology and distance education. Her research interests couple these areas with new teacher preparation and professional development schools. In my role at the Foundation, I regularly encounter a broad spectrum of nonprofits who are seeking funding to pursue technology related projects.

While this has afforded me a clear picture of what technology these organizations want, the picture is less clear and far more intriguing when I think about the concept that technology might, in fact, want something from us. While many, as did I, will find his theory a bit thin at times, I did find his notion that as much as we choose technology, technology is choosing us.

Kelly does however offer some persuasive examples to support his claim. One example that resonated with me was his description of the thousand plus years of evolution in rail lines. He writes that Roman roads which were specifically sized to accommodate war chariots were translated into the British railroad system and subsequently developed into rail tracks in the United States. What Technology Wants was a groundbreaking book when it was released and continues to be a challenging and fascinating read four years later.

The challenge is to not recoil in fear, but to contemplate this evolution and decide what value and virtue there is for creating common good. So, when you reach for your next iPad or cell phone, or load your next app, you may want to consider whether you are making the choice, or, if you are being chosen. As for myself, I will continue to consider the inevitability of technology, be excited and awed by its possibilities, and cultivate preparedness for the rise of the machines!

In it, Marino describes a sort of "humble, courageous leadership" that is required for solving big social challenges. Enter Impact Rising , a new site funded by three prominent Bay Area foundations that seeks to elevate the quality of consulting in the social sector. Yet Impact Rising doesn't stop there. The site goes beyond typical consulting advice to offer the very plans and templates that you can use on your own to build capacity within your own organization. Think strategic planning resources, fundraising plans, organizational assessments, and communications advice.

The end result is a great resource for nonprofits and consultants alike who want a one-stop shop for some of the best resources on the market today. I recently read Moonwalking with Einstein: Foer was a journalist and, being a journalist, he needed to know a little bit about a lot of things.

For several years he followed the U. Memory Championship tournaments and wrote articles about the competitors. Moonwalking with Einstein is about Foer's resulting yearlong quest to improve his memory and transform his understanding of the human brain. Memory is all about technique and understanding how the brain works. Foer believes anyone can have a good memory; it is simply a matter of learning to think in more memorable ways. Everything that you pay any degree of attention to is recorded in a permanent part of your brain.

A memory only comes into consciousness if it is cued by some other thought or perception. In the book, Foer explains that when a person's name gets caught on the tip of your tongue, your memory is frustrated. In his quest to master his own memory, Foer learned that he could train his brain, but also that he needed to be more mindful of the world around him and take notice of everyday life.

Notably, after a year of exploring the field of human memory, he competed against twelve other contestants and won the U. Last year, we invited you to participate in a national research survey exploring the role of executive directors and development directors in nonprofit organizations. Given the Knott Foundation's support in the area of fund development -- we have helped organizations with fundraising salaries, activities, and infrastructure needs -- we had a particular interest in the findings of this report when it was released earlier this year.

The report addresses the widespread concern in the nonprofit sector about premature turnover of development directors, lengthy vacancies in the role, and the seemingly thin pool of qualified candidates to choose from. Ultimately, the authors suggest that classifying the issue as a "talent pool" problem alone is misguided. Instead, they assert that we also need to focus on "entrenched organizational factors that contribute to the inability to establish development as a shared function and nurture organizational culture to sustain it.

Click here to read the full report. The Surprising Truth About What Motivates Us describes the evolution of motivation, from survival in the beginning of time, to a structured system of reward and punishment, to an emerging economy based on self-direction and the value of ideas. Most people still believe that the best way to motivate is with money. Pink refutes that notion. Pink describes this new motivation as one where people are not incentivized by economic reward, but rather the satisfaction that comes from directing their own lives, learning and creating new things, and doing good.

To adapt to this new system of motivation, Pink argues, people need autonomy over the four T's: In the end, Pink exposes a gap between what science knows truly motivates us and what business actually does. Take the billable hour, for instance. He challenges us to embrace this new system of motivation and adapt our business practices to fashion a more fulfilling work environment based on principle, not precedent.

In yet another insightful and practical read presented by the Heath brothers, Decisive provides a thought provoking analysis of our often narrowed and flawed approach to making decisions in all aspects of our lives. The book makes this case by providing intriguing examples that flow from the daily struggles of everyday people to nonprofit leaders and CEOs of Fortune companies.

The authors argue that all too often we approach our decisions from positions of over confidence bolstered by limited and highly selective information gathering. To address this reality, they challenge us to W iden our options, R eality-test our assumptions, A ttain distance before deciding, and P repare to be wrong as we work through a decision.

This WRAP process takes the decision maker outside of their biased comfort zone and encourages them to look for real and often unimaginable options. When you take the time to envision your decision and how you will feel about it 10 minutes from now, 10 months from now, and 10 years from now, you can gain an almost immediate perspective on something that might appear overwhelming when first considered.

Without this understanding, I understand why it is that even long time Christians are sometimes confused by what is preached from the pulpit on Sunday morning. Hemphill for the work you put into this book and giving us an intelligent tool to explain some of the most basic beliefs of the Christian faith. To get a thorough understanding of what you believe as a Christian, this book is a easy read that will get you to think.

This is a very simple presentation that is useful for new believers or those who have been in the faith for awhile but could use a refresher! Ken Hemphill is one of my favorite authors and preachers. He writes like he preaches, deep but simple. This is a great book that shares the basics and foundations of the Christian faith. Every follower of Jesus should have this book. Taught through it on Sunday Nights. Will use it as a part of our new members class in the future.

I just finished reading Core Convictions and am impressed with how much Ken Hemphill managed to say in a small number of pages. His writing is clear, concise, compelling, biblical, pastoral, and faithful to orthodox Christianity -- great job! The Scriptures he selected and the questions he raised and answered are perfect, not only for young Christians but for any believer of any denomination who wishes to take a quick "refresher course" in the basics of the Christian faith. See all 6 reviews. Amazon Giveaway allows you to run promotional giveaways in order to create buzz, reward your audience, and attract new followers and customers.

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