The rapid pace of technological change has become the norm in modern digital and information landscapes. Most operating systems, including both Microsoft and Mac OS, change every year or two; mobile devices develop annually with increasing sophistication; and new social- and cloud-based software appear and disappear almost daily. Within educational contexts, the pressure of such changes is felt acutely by educators, administrators, and learners alike.
The m-Learning industry needs to catch up with the mobile industry at large. ... Mobile learning needs integration as part of a complete learning environment including a LMS, collaboration tools, informal learning management tools, and both push and pull technologies. It is time to get ready for mobile learning initiatives, starting with trying various approaches for designing m-Learning “courselets” and testing them on various types of devices using different operating systems."
This document presents options for open source software for use in the education sector. Some of these may have uses outside of education, but they are presented here in the context of their specific benefits to educational establishments, or their use in the course of teaching and learning.
In e-learning, people are involved in the process of creating e-learning materials, or products and making them available to its target audience. The People-Process-Product or the P3 continuum can be used to map a comprehensive picture of e-learning.
Increasingly teachers are encouraged to work in professional learning communities, data teams, and other structures intended to encourage teachers to work together to unpack standards, plan instruction, assess learning, analyze data, revise instruction, re-analyze data, and then evaluate the impact of individual teaching strategies.
The idea of both vertical alignment (i.e., same content area, different grade level) and horizontal alignment (same content area, same grade level) both depend greatly on visibility–what’s being taught, when, and how.
What are the biggest tech-related challenges facing schools?
It's about encouraging reluctant teachers to adopt, embed and apply new technology effectively within authentic teaching and learning contexts. We also need better in-service training and orientation. If teachers use new interactive whiteboards in the same way they used ordinary whiteboards, they're missing the point, failing to capitalise on the excellent functionality and, worse still, depriving students of diverse interactive learning experiences.
There are Dos and Don’ts for creating a school culture for EdTech. By changing instruction, creating a technology culture and choosing a visionary path, a school can help its students get excited about learning.
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Using data to drive learning outcomes isn’t a new concept, really. For as long as teachers have been giving students assessments, the assessments and results have been used by both students and teachers (even if only loosely) to determine how to move forward. What needs to be reviewed more? What was covered/studied well? Learning analytics takes this concept and kicks it up a notch. Well, more like a thousand notches, especially if you’re considering things like adaptive computer based testing that changes as students use it.
This years’ BETT show (British Education and Training Technology - the UK equivalent of ISTE or TCEA) presented a dizzying range speakers and exhibitors, and it was set against some interesting changes in UK education… To name a few, the national curriculum now includes coding, schools should now be teaching character, or ‘grit’ alongside subjects, …
Debates about education are by no means new: What’s the best way to teach? What’s the best way to learn? What should the curriculum be? Who should have access to specialized knowledge and specialized training? How does technology impact all of these questions? (See Plato’s The Republic, for example, on what the education of “philosopher kings” should entail or Plato’sPhaedrus on the dangers to learning of technology (well, of writing).)
Rather than outline the history of education or the history of education theory from Plato the philosopher to PLATO the online learning system, here is a brief overview of 5 of the 20th century’s most important educational theorists. Their influence can still be felt today, both in how we view the educational system and the educational process. As is the case with most theories, these individuals’ work has been adopted, refuted, tweaked, and ignored to varying degrees.
Despite the vast shift in how we pursue knowledge, little has changed with how we credential those who acquire knowledge. We still primarily credential learners based on seat time and credit hours, and often only recognize learning pursued through traditional pathways.
I’ve seen many teachers expand their knowledge of teaching strategies via Twitter chats or at Edcamps. Yet, when it came time to report continuing education credits, teachers still only reported professional development "hours" that involved seat time and structured in-service days. If we want to support personalized learning for our students, we should model those practices with our teachers. One way to achieve this is with a credentialing system that more accurately represents a teacher's specific skills and knowledge.
If you go to the Getty Images website, you'll see millions of images, all watermarked. There are more than a hundred years of photography here, from FDR on the campaign trail to last Sunday's Oscars, all stamped with the same transparent square placard reminding you that you don't own the rights. If you want Getty to take off the watermark, you'll have to pay for it.
Starting now, that's going to change. Getty Images is dropping the watermark for the bulk of its collection, in exchange for an open-embed program that will let users drop in any image they want, as long as the service gets to append a footer at the bottom of the picture with a credit and link to the licensing page. For a small-scale WordPress blog with no photo budget, this looks an awful lot like free stock imagery.
If you try to jump straight to modification or re-definition, you will most likely create significant frustration for both yourself and your students, and will be reluctant to continue with a transition that offers significant promise.
Of the many ways that technology enhances our lives, one compelling example is assistive technology (AT) -- tools to help people with learning or motor disabilities complete everyday tasks. In schools, assistive tech can mean the difference between a student falling behind or being able to successfully work alongside other kids in an inclusion model. Check out Edutopia curator Ashley Cronin's new roundup on assistive technology for a comprehensive list of resources; to accompany that, I wanted to share some amazing videos I've found about how technology can empower kids with special needs.