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Study: Teachers Love EdTech, They Just Don't Use It - Edudemic

Study: Teachers Love EdTech, They Just Don't Use It - Edudemic | Learning & Mind & Brain | Scoop.it

I had a teacher recently say to me “It seems like EdTech is taking over”. Mulling that thought over brought to mind a lot of different possible responses.

 

First off: the teacher who said this is older, approaching the end of their career, and not very tech-aware at all. Not just not tech-savvy, but not interested in becoming tech-savvy, either. A bit later in our discussion, this particular person admitted that they thought that technology could help improve students’ learning, but that still didn’t make them interested in it.

 

While I’d probably place this person in the minority of teachers, it got me thinking. Is edtech really taking over? Are the majority of teachers integrating tech, or are there still a lot of ‘old school’ folks out there shunning tech? The visual below takes a look at some teachers’ opinions on edtech, and as the visual might have given away – it isn’t optional, it’s essential! Keep reading to learn more.

 

EdTech Is Essential!

 

- 86% of teachers think it is ‘important’ or ‘absolutely essential’ to use edtech in the classroom

- 965 say that edtech increases student engagement in learning

- 95% say that it enables personalized learning

- 89% say that it improves student outcomes

- 87% say that it helps students collaborate

 

However:

 

- Only 19% use subject specific content tools weekly

- Only 31% use information or reference tools weekly

- Only 24% use teacher tools weekly

- Only 14% use digital curricula weekly

- Despite all the buzz about 1:1 classrooms, only about 1 in 9 are implementing a 1:1 or BYOD classroom

- In these classrooms, the use of subject specific content tools(15%), information/reference tools(37%), teacher tools(18%), and digital curricula(20%) are still quite low – in some cases lower than the ‘general’ numbers!

- 92% of teachers agree that they’d like to use more technology in the classroom than they do

- Money, access, and time are the biggest obstacles to using more technology

- 77% of teachers state that they have a hard time finding out what the best tech resources are

- 32% of teachers spend an hour or more each week finding edtech resources

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Ken Robinson: How to escape education's death valley | Video on TED.com

Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational "death valley" we now face, and how to nurture our youngest generations with a climate of possibility.

 

Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence

 

 

Miloš Bajčetić's insight:

“The real role of leadership in education … is not and should not be command and control. The real role of leadership is climate control, creating a climate of possibility.”

 

Great Talk!

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Tatiana Kuzmina's curator insight, September 7, 2013 2:58 PM

Worth watching..

Laurent Picard's curator insight, January 22, 12:22 PM

Une vidéo trés intéressante (et amusante) où Ken Robinson parle du système éducatif américain. Mais ses propos s'appliquent aussi au notre...

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8 Gamification of Learning Mistakes You Need to Avoid

8 Gamification of Learning Mistakes You Need to Avoid | Learning & Mind & Brain | Scoop.it
Here are eight mistakes that have been made in gamification implementations. Learn what to do—and what not to do—when you implement your own gamified learning solution. 
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Article at the Open Badges in Education workshop

Article at the Open Badges in Education workshop | Learning & Mind & Brain | Scoop.it

When designing our badge system, we did a literature review to understand current approaches for using open bagdes in higher education courses. The following four approaches were identified:

* composite badges can be achieved by completing multiple assignments;
* activity-based badges can be awarded automatically based on measurable learning activities;
* grade-based badges are based on the grades that the learners have received;
* hierarchical badges are divided to several levels, some of which may be composite badges based on lower level badges.

Considering these approaches, we recognized that none of these were focused on learning outcomes. The Estonian higher education system has a strong focus on outcome-based assessment, therefore in our context the open badges should be also directly linked to learning outcomes.

We designed a badge system where the learning outcomes of the course and the assignments were connected to badges. The course had 7 learning outcomes, 8 assignments and 15 different badges. There was a basic knowledge badge for each of the six main topics of the course that was awarded for the blogging assignments. For group assignment on creating a digital learning resource the students were able to earn one of the three skills badges. Finally, there were six advanced knowledge badges for the literature review on a chosen topic.

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Let's talk about Ello, the New Social Network

Let's talk about Ello, the New Social Network | Learning & Mind & Brain | Scoop.it
Hello, Ello! Get to know the Un-Facebook, a new minimal and ad-free social network.

Via Official AndreasCY, Jim Lerman
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Official AndreasCY's curator insight, December 8, 5:17 AM

Ello offers an ad-free alternative that promises never to sell your information.

Jane Shamcey's curator insight, December 8, 5:51 AM

We care. We share. 

Wilfried Andral's curator insight, December 8, 5:53 AM

Worth the read: http://swyy.co/tCYGHg6

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The 20 Most Popular TED Talks in 2014 ~ Educational Technology and Mobile Learning

The 20 Most Popular TED Talks in 2014 ~ Educational Technology and Mobile Learning | Learning & Mind & Brain | Scoop.it
After releasing TED in Ideas a few days ago, TED shared today its selection of the most popular talks of 2014. Some of the talks featured here were also part of an earlier list I created yesterday entitled "Best 5 TED Talks for Educators". TED's list of this year contains 20 talks  covering a variety of topics from overcoming adversity to the latest in technology. Some of the talks I really enjoyed in this list are :

Via John Evans
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I believe in the 70:20:10 framework

I believe in the 70:20:10 framework | Learning & Mind & Brain | Scoop.it

Charles Jennings promotes a 70:20:10 framework for organizational learning, where on-the-job experiential/informal learning and social learning represent the preponderance of each employee’s overall learning. Only 10% is from formal learning activities.

 

The reason this framework works is that it more or less reflects what’s actually true for employees in the typical workplace. Formal education has its place in preparing people for the workplace. Once those people become employees, they have a job to get done. People aren’t hired to learn, they’re hired to increase productivity or capability. There are productivity expectations and organizational needs to be met.

 


Via juandoming, Edumorfosis, Jim Lerman
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María Dolores Díaz Noguera's curator insight, December 20, 3:40 PM

Agente de Cambio Que ayuda a Fortalecer el foco cultural de ... Alto Rendimiento y desarrollo continuo ...I believe in the 70:20:10 framework | @scoopit via @edumorfosis http://sco.lt/...

Ivon Prefontaine's curator insight, December 20, 7:15 PM

School is a challenging place to learn to be a teacher. We are often isolated and it is difficult to learn informally.

 

The concept is great and it takes effort to put it in place.

 

@ivon_ehd1

june holley's curator insight, Today, 8:28 AM

True for networks too?

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Next Gen Higher Ed: Blended, Personalized & Competency-based

Next Gen Higher Ed: Blended, Personalized & Competency-based | Learning & Mind & Brain | Scoop.it

By Tom Vander Ark - New higher ed options are bringing fast, flexible solutions for adults balancing work, family, and life obligations


Via Alberto Acereda, Ph.D.
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Best Education-Related Videos of 2014 - User Generated Education

Best Education-Related Videos of 2014 - User Generated Education | Learning & Mind & Brain | Scoop.it
I love end of year “best of” lists.  My own list is what I found to be the most powerful education related videos of 2014. They all, in some way, address the mind, heart, and spirit of education.  Each touched me in some way to help illuminate the purpose and core of education. Let me know of any others that you found of value during 2014!

Via John Evans
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A School With No Teachers, Where Students Teach Themselves

A School With No Teachers, Where Students Teach Themselves | Learning & Mind & Brain | Scoop.it
The school, simply named 42, requires no high school diploma and no money to apply. It's turning French education on its head, but it may also solve some of the country's most pressing problems.

Via Juergen Wagner
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Lon Woodbury's curator insight, December 19, 1:44 PM

This concept reminds me a little of US education before mass education, of online learning potentials currently and some of the progressive schools going back to the 1930s. -Lon

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Future of Learning and Technology 2020: Preparing for change

The education landscape of 2020 will be characterized by the blurring of boundaries. Learning anywhere and anytime will be commonplace in many different ways based on the ubiquitous and innovative use of technology. Our organizations face a duality of change—conceptual and technological—regarding the practices of education and learning. The practices of teaching, presenting and learning will undergo fundamental change as it responds to global, social, political, technological and of course, learning research trends. Will your organization be ready and prepared to take advantage of these seismic changes to education, learning and technology?


Via Edumorfosis, juandoming, Rui Guimarães Lima, Juergen Wagner
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Our 14 Most Popular Articles of 2014 - Faculty Focus

Our 14 Most Popular Articles of 2014 - Faculty Focus | Learning & Mind & Brain | Scoop.it
As another year draws to a close, the editorial team at Faculty Focus looks back on some of the top articles of the past year. Throughout 2014, we published approximately 225 articles. The articles covered a wide range of topics – including group work, course redesign, flipped learning, and grading strategies. In a two-part series, which runs today and Friday, we reveal the top 14 articles for 2014. Each article’s ranking is based on a combination of factors, including e-newsletter open and click-thru rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.
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An Open Education Reader. Introducation to Open Education

An Open Education Reader. Introducation to Open Education | Learning & Mind & Brain | Scoop.it
A collection of readings on open education with commentary. Created for IPT 515R Introduction to Open Education, a graduate course at Brigham Young University. An Open Education Reader is published under the Creative Commons Attribution 4.0 License.

Via Alberto Acereda, Ph.D.
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Argenis's curator insight, December 18, 11:14 AM

CIS120

Argenis Caraballo

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Learning’s first principle – the most important thing i learned this year

Learning’s first principle – the most important thing i learned this year | Learning & Mind & Brain | Scoop.it
I have spent most of my year straddled between different ideas of what it means to learn. I’ve worked with k-12 educators, with the province here in PEI, with science educators and crazy postmodern theorists. I want to talk about a thread that I’m seeing through all of my work at the moment. I see it in the (M)OOC work I’ve done for years, I’ve seen it in the ‘transition to university’ stuff I’ve been doing since 2007, and I hear it from educators chatting in bars, over christmas cakes, and at conferences. I’ve come to think of it as the ‘first principle’.
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MOOCs Lead to Massive Data Collection

MOOCs Lead to Massive Data Collection | Learning & Mind & Brain | Scoop.it

Students enrolled in Massive Open Online Courses (MOOCs) may be subject to mass data collection by private companies. MOOCs are made available through schools and universities, as well as private, for-profit businesses such as Coursera and nonprofit organizations like edX. These courses can offer additional stimulating material for high school students in advanced placement classes and even count towards college credit. However, when students enroll and participate in MOOCs, they can also unknowingly surrender a great deal of their private information.


Via Peter Mellow
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5 Facts About Montessori Schools | PrivateSchoolReview.com

5 Facts About Montessori Schools | PrivateSchoolReview.com | Learning & Mind & Brain | Scoop.it
Here are five facts about Montessori schools to bear in mind when exploring preschools and primary schools for your child.

Via Christine Macia Carter
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My 20 most popular posts in 2014

My 20 most popular posts in 2014 | Learning & Mind & Brain | Scoop.it
Here is a list of my 20 most popular posts in 2014 (as at 21 December) according to comments, and social shares (on Twitter, Facebook, LInkedIn etc). Thanks to everyone who commented or shared. Happy Christmas to all!
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That was the year that was for online learning: thank you and goodbye, 2014

That was the year that was for online learning: thank you and goodbye, 2014 | Learning & Mind & Brain | Scoop.it

Students need independent advice on online program quality The first two posts, plus, ‘Can you teach real engineering online?’, and ‘A student guide to studying online’, reflect the fact that many learners/students use the site. (The world’s largest supplier of online learning is Alison.com). From the many comments they post to these sites, these readers are looking for some kind of quality assurance about potential online programs. It’s sad that they come to my site, because I can’t and don’t want to act as some kind of rating agency for online programs. However, the comments on these posts do eventually form some kind of crowdsourced quality assessment. There’s obviously need for a good app for collecting together student reviews of online learning programs, so long as the site is independent of commercial pressure.


Via Harvey Mellar
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[Interview] Sir Ken Robinson at Miami Global Forum

So what has this explosion in technology meant for creativity and learning? According to Robinson, the impact has been enormous. “Tools have extended our physical reach, allowing us to do things physically we couldn’t otherwise do, but they’ve also expanded our minds,” he says. “The relationship between tools and intellectual, physical and spiritual development is really powerful.”

 

But while Robinson believes that tools play an important role in creativity, he sees an even higher calling for technology. “The real virtue is not in the tools we create, it is in how we use the tools to create, how creative we become with the tools,” he says. “The challenge with technology is not a technological one, it’s a spiritual one.”

 

For the best performing schools, technology has become an enabler of creativity and innovation, and Robinson believes it has the potential to do even more. “A lot of advocates of the standards movement think that creativity is some recreational activity, a distraction we don’t have time for,” he says. “The real situation is that adopting creative approaches to teaching and learning is among the best ways of engaging kids’ interests, imagination and therefore, raising standards.”

 

Creativity, as defined by Robinson, is also the basis for life-long entrepreneurship and innovation, highly sought-after in the 21st century workforce. He believes that, by unleashing students’ creativity, we can help them develop the kinds of skills that will serve them well in their careers, and as leaders of future generations.

 

In today’s thought-provoking Daily Edventure, Sir Ken and I discuss the state of education, technology and creativity, and what it all means for society. But there’s no better way to close out this post than by sharing the sign-off from the always-quotable Robinson’s keynote: “If we start to rethink some of the fundamental principles of education, [and] its relationship with technology, there’s a better chance that we will create the world that we and our children will want to live in.”


Via Edumorfosis, Jim Lerman, Rui Guimarães Lima
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Ivon Prefontaine's curator insight, December 20, 7:27 PM

“The real virtue is not in the tools we create, it is in how we use the tools to create, how creative we become with the tools,” he says. “The challenge with technology is not a technological one, it’s a spiritual one.”

 

This is an important consideration. Many so-called tech experts fall short in understanding the key skills are pedagogic/spiritual rather than technical and technological. When we resort to the latter only, we succumb to Technique (Ellul).

 

@ivon_ehd1

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Bloom's Critical Thinking Questions to Use in Class ~ Educational Technology and Mobile Learning

Bloom's Critical Thinking Questions to Use in Class ~ Educational Technology and Mobile Learning | Learning & Mind & Brain | Scoop.it

Critical thinking is an essential skill in the cognitive development of students. It is probably the number one skill teachers would mention when asked about the skills they target in their instruction. Critical thinking is also the key to developing other equally crucial thinking habits such as divergent, lateral  and convergent thinking. Critical thinking starts with asking and answering critical questions. By critical questions I mean those questions that enable students to categorize, infer, synthesize, evaluate and apply the knowledge they have accumulated in the past to solve existing problems and learn new information. This is a well thought-out process in which students get to challenge their cognitive capacities and explore novel thinking paths.


Via Educatorstechnology, Charles Fischer
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Charles Fischer's curator insight, December 18, 8:08 PM

Charts like these always make great resources to use in the classroom. Laminate a copy and walk around the classroom to ask better questions. Post a large version in the room to have a constant reminder that there are levels to questions. Give each student a copy to help them ask better questions in seminars!

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Personal Learning Networks: A Short Guide for Teachers and Educators

Personal Learning Networks: A Short Guide for Teachers and Educators | Learning & Mind & Brain | Scoop.it
December 18, 2014
A Personal Learning Network ( PLN ) is a way, a process, a network of interrelated connections you make for the purposes of discovering, collaborating and sharing ideas and...

Via Javier Sánchez Bolado, Juergen Wagner
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Building Learning Societies Investing in Education and Lifelong Learning [pdf]

 

In this briefing paper, the SOLIDAR Foundation, together with its members and partners, presents a closer look the state of play in 12 EU Member States regarding education and lifelong learning. It was completed with national and European recommendations to support education as a driver for inclusion, participation and
lifelong learning inside and outside formal education systems.


To fight against inequalities in education and to counteract social distress, we need sound policies and investment in the development of education...

 


Via Gust MEES
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Gust MEES's curator insight, December 18, 10:46 AM

In this briefing paper, the SOLIDAR Foundation, together with its members and partners, presents a closer look the state of play in 12 EU Member States regarding education and lifelong learning. It was completed with national and European recommendations to support education as a driver for inclusion, participation and
lifelong learning inside and outside formal education systems.


To fight against inequalities in education and to counteract social distress, we need sound policies and investment in the development of education...


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A Moodlemas Carol: resources for past, present and future

A Moodlemas Carol: resources for past, present and future | Learning & Mind & Brain | Scoop.it

I’ll be taking an unofficial holiday break until the new year starting this week. While I don’t have planned posts I just might get a few out when I find something truly too good not to share (as often Moodle-related news is). In any event, so as to not leave you with nothing to read or brush up on that’s somewhat connected to my favorite LMS, here are some resources to invest your time over the holiday break provided with Dickensian theme.

* A few years ago I published 12 days of Moodlemas (from which the title of this post is borrowed) which includes a host of links, resources, books and more shared across the community. While things have changed a lot since the original publishing there are always worthwhile resources in the archives: relive something from Christmas Past with the 12 days of Moodlemas

 

* For Moodlemas Present let’s turn to the latest Moodle release, 2.8 and all of the amazing features that it’s brought to the community. 2.8 brought major changes to the Gradebook, user interface, fun tricks with email (like replying to forums and uploading docs to private files), and loads more. Moodle HQ has done a brilliant job of highlighting the features via video and documentation. Check out the videos for 2.8 here.

 

* Finally for Moodlemas future. It’s certainly bright with Moodle 2.9 and 3.0 due out in 2015 and at the very beginning of the year anyone can join in and become a Moodler by signing up for the LearnMoodle MOOC (part 2) which starts in January. There are loads of Moodlemoots to attend as well so add some Moodle to your future by following along or getting involved.

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More Class Time with Flipped Learning ~ Edutopia News

More Class Time with Flipped Learning ~ Edutopia News | Learning & Mind & Brain | Scoop.it

3 arrticles by Jon Bergmann and Aaron Sams, the teachers most responsible for popularizing the Flipped Classroom


Via Jim Lerman
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Wireless brain sensor-transmitter could unchain neuroscience from cables

Wireless brain sensor-transmitter could unchain neuroscience from cables | Learning & Mind & Brain | Scoop.it

In a study in the journal Neuron, scientists describe a new high data-rate, low-power wireless brain sensor. The technology is designed to enable neuroscience research that cannot be accomplished with current sensors that tether subjects with cabled connections. Experiments in the paper confirm that new capability. The results show that the technology transmitted rich, neuroscientifically meaningful signals from animal models as they slept and woke or exercised.


“We view this as a platform device for tapping into the richness of electrical signals from the brain among animal models where their neural circuit activity reflects entirely volitional and naturalistic behavior, not constrained to particular space,” said Arto Nurmikko, professor of engineering and physics affiliated with the Brown Institute for Brain Science and the paper’s senior and corresponding author. “This enables new types of neuroscience experiments with vast amounts of brain data wirelessly and continuously streamed from brain microcircuits.”


“The brain sensor is opening unprecedented opportunities for the development of neuroprosthetic treatments in natural and unconstrained environments,” said study co-author Grégoire Courtine, a professor at EPFL (École polytechnique fédérale de Lausanne), who collaborated with Nurmikko’s group on the research. To confirm the system performance, the researchers did a series of experiments with rhesus macaques, which walked on a treadmill while the researchers used the wireless system to measure neural signals associated with the brain’s motion commands. They also did another experiment in which animal subjects went through sleep/wake cycles, unencumbered by cables or wires; the data showed distinct patterns related to the different stages of consciousness and the transitions between them.


“We hope that the wireless neurosensor will change the canonical paradigm of neuroscience research, enabling scientists to explore the nervous system within its natural context and without the use of tethering cables,” said co-lead author David Borton. “Subjects are free to roam, forage, sleep, etc., all while the researchers are observing the brain activity. We are very excited to see how the neuroscience community leverages this platform.”



Via Dr. Stefan Gruenwald
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The Pygmalion Effect: Communicating High Expectations

The Pygmalion Effect: Communicating High Expectations | Learning & Mind & Brain | Scoop.it
In 1968, two researchers conducted a fascinating study that proved the extent to which teacher expectations influence student performance. Positive expectations influence performance positively, and negative expectations influence performance negatively. In educational circles, this has been termed the Pygmalion Effect, or more colloquially, a self-fulfilling prophecy.

What has always intrigued me about this study is specifically what the teachers did to communicate that they believed a certain set of students had "unusual potential for academic growth." The research isn't overly explicit about this, but it indicates that the teachers "may have paid closer attention to the students, and treated them differently in times of difficulty." This begs the following questions:

Why can't teachers treat all of their students like this?
How do we communicate to students whether we believe in them or not?
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