Since 2006, Dr. Christine Johns has served as superintendent of Utica Community Schools, the second-largest school district in Michigan. As superintendent, Dr. Christine Johns has led the incorporation of eSpark technology into the classroom.
Utica Community Schools has integrated eSpark apps into its classrooms as part of a blended learning strategy. The change came at a time when the district was transitioning from half-day to full-day kindergarten, and blended learning was designed to enhance student engagement despite limited school funding for equipment.
By contracting with eSpark, the district avoided the logistic nightmare of having individual teachers purchase learning apps for more than 28,000 students. Instead, eSpark served as a third-party curator and facilitated distribution of apps to students so they could develop individualized learning plans.
As innovative, engaging tools, the apps provide students with immediate feedback as they respond to questions on curricular material. The apps also allow students to provide feedback to teachers on each learning activity, getting students in the habit of taking ownership of their learning as early as kindergarten.
Utica Community Schools has integrated eSpark apps into its classrooms as part of a blended learning strategy. The change came at a time when the district was transitioning from half-day to full-day kindergarten, and blended learning was designed to enhance student engagement despite limited school funding for equipment.
By contracting with eSpark, the district avoided the logistic nightmare of having individual teachers purchase learning apps for more than 28,000 students. Instead, eSpark served as a third-party curator and facilitated distribution of apps to students so they could develop individualized learning plans.
As innovative, engaging tools, the apps provide students with immediate feedback as they respond to questions on curricular material. The apps also allow students to provide feedback to teachers on each learning activity, getting students in the habit of taking ownership of their learning as early as kindergarten.
