So many conference goers skipped out on the Friday morning sessions and to me these were among the best offerings of the week.  In fact there were three I wanted to attend at the same time.  I finally chose Mobile Technologies and the Legal Questions You Need to Answer.  I wish it had been a seminar with a round table discussion afterward.  It was fascinating.  I understood the lawyer that spoke to us could not address our questions about a specific state but his insight and expertise into the law regarding this issue was very informative.  Some of us that gathered after the session discussed the topic and we agreed that rules and regulations weren’t necessarily the answer as much as the mind set of those who were supposed to follow them.  The idea that it is OK for one to text their child in class because it is “their” child is in a lot of ways the root of the problem.  Rules are not made to be broken but need to be changed if they are not working.  One of the other sessions I had wanted to attend Friday morning was Cell Phones as Classroom Tools.  I like the idea of not fighting an uphill battle so to speak and allowing cell phones to be used.  But, one thing that was very pointed out during this session: What if an emergency happens and all the students get out their cell phones and start making calls.  First you end up with jammed airways that are needed by emergency personnel, then you will have parents telling their children to do one thing when the people they should be listening to are physically with them and know what is best and safest for the student and these instructions might be the exact opposite of what the student is being told by their parent.  Something parents who think their child the exception to the rule about texting/calling might think about.

On Thursday afternoon of the conference I sat in on the session by Lindsay McFillin titled “Grant Writing for Beginners! Opportunities and Tips”. Ms. McFillin lead a great and frank discussion of the world of grants. From the perspective of a grant award team member, Ms. McFillin gave us the realities of the grant decision process. Such as if you do not follow a simple requirement such as summary word count, you will likely be discarded in the first round. To more advanced tips such as sending notes of thanks even if you are not chosen.

For all those who missed the session, fear not her PowerPoint presentation can be found here. It is titled Grant Writing Seminar. This page also has other wonderfully free materials.

Here organization’s website, www.digitalwish.org, offers a 2 for 1 grant to add an Ultra Flip to their classroom.

According to a recent Intel Corporation survey, parents are more comfortable talking about drug abuse than math and science with their children. Despite a perceived importance of math and science for success, and an overwhelming willingness to be involved, the survey results reveal that parents, particularly those of teenagers, often find themselves with little more understanding of these subjects than their children and without the necessary resources to bridge this gap.

A strong background in math and science is increasingly critical for American prosperity in a global economy. But just last week the National Assessment of Educational Progress report stated that less than 40 percent of fourth- and eighth-graders are proficient in math. The Intel survey makes the point that parents must play a pivotal role in education and inspire their children to take an interest in math and science, and Intel hopes to provide resources to assist in doing so.

Some key points from the survey:

• Despite recognizing the importance of math and science, parents say they are uncomfortable addressing these subjects with their children. More than 50 percent (53 percent) of parents of teenagers admit that they have trouble helping their children with math and science homework. Parents of high school students are also more likely than parents of younger kids to express disappointment in their own ability to help their child with these subjects.
• Nearly a quarter of parents (23 percent) who admit to being less involved in their child’s math and science education than they would like say their own lack of knowledge in these subjects is a key barrier.
• Another 26 percent of parents who are less involved than they would like wish there was a one-stop shop with materials to refresh their existing, but unused math and science knowledge so they can better help their kids.

The survey also found that our schools are falling short of parents’ expectations, with nearly 9 in 10 parents saying they believe the U.S. lags behind other countries in math and science, even though 98 percent of parents say these subjects are critical to America’s future.

Parents clearly want to be part of the solution. Ninety-one (91) percent of parents believe parental involvement is crucial to their children’s academic success, with nearly 9 in 10 (89 percent) saying that talking to their children about the importance of math and science in the real world would help improve their children’s performance and interest. NSBA wholeheartedly agrees.

To learn more about the Intel Education Initiative, visit www.intel.com/education. To join Intel’s community of people sharing their stories with the hope of becoming a catalyst for action and a voice for change in global education, visit www.inspiredbyeducation.com.