RED Team

Remembering Debbie Rice

Debbie Braswell Rice - Inspirational district administrator, beloved mom, and a dear friend to many - passed away on October 18, 2014.  Thos of us at Intel and at Tech & Learning who knew Debbie over the years will remember her fondly for her intelligence, warmth, commitment and willingness to step in and help out with anything from high-profile speaking gigs to helping with the creation of Intel's K12Blueprint.  She was a true team player!

For more of the moving tribute from Intel and Tech & Learning, echoing the sentiments of those of us here at Project RED, please click here.

Richland Two: Chromebooks* Power 21st-Century Learning

Mobile devices, used under the guidance of highly qualitied teachers, offer powerful ways to engage K-12 students, spark their curiosity, and improve achievement.  But budges are tighter than every.  How can cash-strapped school systems give all students access to vital educational technologies?

Richland School District Two is finding a solutions in Chromebooks* powered by Intel(R) technologies.  Since January 2012, this 27,000-student South Carolina school district has deployed nearly 23,000 Intel-based Chromebooks in a one-to-one learning initiative.  District leaders say:

  • Their Chromebooks provide the performance and flexibility for a wide range of learning activities.
  • The devices' cost advantages are helping the district provide more students with technology than they could have otherwise.
  • The results are already impressive, with students more engaged in their learning and demonstrating greater mastery of 21st-century skills.

<Read the full case study here>

Observations from an Open, Connected, and Evolving Learning Environment


In 1999, a room named “This Room Has No Name” opened its doors in the heart of the Media Union, a grand new facility for the University of Michigan’s colleges of Art, Architecture, Engineering, and Music. A small group of students and faculty members from each college had worked together for months to decide on the initial contents of the room. With the goal of attracting peers who would work across disciplines and outside the prescribed curricula, they requested empty space, sketching tools (digital and analog) [1], “converging technology” (unsanctioned, edgy tools of interest to emerging groups), and, most importantly, student employees whose interests would drive new investments and whose regular presence would foster both academic and social connections among new participants. Gradually, the room developed into a multifaceted learning environment with a distinctive cultural character representative of its members.

Today this room, now known as “Design Lab 1” (DL1) [2], is thriving. A recent mixed-method descriptive study of the environment suggests that DL1 offers unique advantages and opportunities and that users highly value the cultural, physical, technological, and programmatic features that allow them to feel comfortable, connected, productive, and free to initiate change in the space. Informed by DL1 practice and research, the University Library’s Digital Media Commons (DMC), of which DL1 is a part, is beginning to introduce the Design Lab learning environment model in companion locations. These will not be generic learning spaces; DMC Design Labs will each have a unique character, reflecting the different ambient (and emerging) academic interests and cultures—as expressed through use—of the cross-disciplinary “anchor” groups in each location.


Turning Up the Volume – Advocacy in Action

By Dr. C.J. Huff, Superintendent, Joplin (MO) Schools, and NSPRA Vice President at Large – Superintendents of Schools

Each day professional educators across our country walk into our schools with the noble purpose to educate and grow our next generation of leaders, employees, neighbors, and families. And with each passing day our noble purpose – the reason we do what we do – becomes muddled as we find ourselves fighting perceptions that don't really reflect reality. But as a school board member reminded me once, perception is reality. So the question that must be answered is, “How do we change perception?”

What’s Working...What’s Not?

As you read this article, from coast to coast, school districts will be pushing the send button on thousands of press releases. Spelling bee champions will be recognized, teachers of the year announced, scores from last night’s ballgame celebrated, a big decision by a school board shared, the kindergarten penny drive that raised funds to help the local humane society – the list goes on. We will permeate cyberspace with the good news of our schools. We will tweet, post, click send, like, repost, resend again with the hope that someone... anyone... will pick up on a story and that it will go viral in a good way. And we wait. Then wait some more. We tell great stories, but few are there to listen.

But as a school board member reminded me once, perception is reality. So the question that must be answered is, “How do we change perception?”  <click to read more>