A 2013 Pew study revealed that only 35 percent of teachers at the lowest income schools allow their students to look up information on their mobile devices, as compared to 52 percent of teachers at wealthier schools. And while 70 percent of teachers working in high income areas say their schools do a good job providing resources and support to effectively integrate technology into the classroom, only 50 percent of teachers in low-income areas agree.
Human beings have always been seekers of knowledge. The minute we discover something new, we want to share it with others and move onto the next achievement. Since the beginning of recorded history (and probably before) we have always strived to discover the mysteries of the planet, of Earth and of ourselves. How has learning evolved over the course of human history and what might the future hold for us?
Tíscar Lara es una pionera en el ámbito digital. Cuando algunos empezamos a interesarnos por la transformación radical de la educación y el impacto de las nuevas tecnologías en las educación, ella ya tenía un blog de referencia, había escrito decenas de artículos y participado en decenas de proyectos. Tiene...
Hoy comenzamos a saber que lo que llamamos curiosidad no es un fenómeno cerebral singular, sino que hay circuitos neuronales diferentes para curiosidades diferentes, y que no es lo mismo la curiosidad perceptual diversificada, aquella que despierta de modo común en todo el mundo cuando se ve algo extraño y nuevo, que aquella otra conocida como curiosidad epistémica, que es la que conduce a la búsqueda específica del conocimiento (Ayuda a el estudiante. Blogs Sociedad. EL país, España) .
La neuroeducación es una nueva visión de la enseñanza basada en el cerebro. Por lo tanto, base fundamental o pasaporte para aplicar los fundamentos y conceptos que hemos venido dialogando sobre la educación red. Pero la neuroedcación no solo se aplica a los niños de primaria, sino, también a estudiantes universitarios.
There has been a dramatic rise in mobile devices crossing back and forth between the school gates, and be it smartphones, tablets, notebooks or laptops, whether they are parent-owned or school-owned, there remains a duty of care that schools must practice. Schools have a responsibility to ensure that students’ mobile access to the world is properly managed and protects them from harm.
Some cognition experts have praised the effects of tech on the brain, lauding its ability to organize our lives and free our minds for deeper thinking. Others fear tech has crippled our attention spans and made us uncreative and impatient when it comes to anything analog.
What data should be considered to ensure your course redesign efforts are successful? Course redesign can be a major undertaking, but utilizing the data derived from your existing course can inform your decisions on what areas need to be targeted.
European higher education remains too conservative to adapt to technological innovations, said a Commission High Level Group on the Modernisation of Higher Education in its report published last week (22 October).
The group, which was launched in 2012 to examine such challenges, makes 15 recommendations to EU member states about how to integrate digital teaching and learning methods in their educational curricula.
Current learning systems are reluctant to leave behind conventional classroom methods and restructure the way universities and schools operate. Teachers do not have the necessary professional training to cope with new ways of schooling. The institutions themselves are poorly equipped with new technologies in order to deliver high quality, online education.
“Although Europe is starting to make progress, it is still lagging behind the US in using new technologies in our universities and colleges,” said Mary McAleese, the former President of Ireland, and chair of the High Level Group. “We should capitalise on the strengths we have, such as the wide use of ECTS [European Credit Transfer and Accumulation System] credits to ensure that digital learning in Europe is recognised, accredited and quality assured.”
Students are also reluctant to enroll in online degree programs, as an alternative to traditional, classroom-based ones, because many online courses do not offer credits towards obtaining a diploma. In fact, one of the group's recommendations to EU countries is that they recognise e-learning as a legitimate part of the educational system, and formalise it.
In simple terms, it is the process of breaking down what you know and information you have, and then evaluating and critically analyzing it in order to make an informed decision without bias.
A critical thinker:
- Is open-minded and mindful of alternatives - Desires to be, and is, well-informed - Judges well the credibility of sources - Identifies reasons, assumptions, and conclusions - Asks appropriate clarifying questions - Judges well the quality of an argument, including its reasons, assumptions, evidence, and their degree of support for the conclusion - Can well develop and defend a reasonable position regarding a belief or an action, doing justice to challenges - Formulates plausible hypotheses - Plans and conducts experiments well - Defines terms in a way appropriate for the context - Draws conclusions when warranted – but with caution - Integrates all of the above aspects of critical thinking
MOOCs, mobile, and Millennials—these three ideas often elicit some measure of discomfort in training and development departments, because while these three forces are greatly affecting businesses in general and workplace education in particular, they remain relatively poorly understood. This lack of understanding means that while Millennials are increasingly adopting a mobile mindset and seeing MOOCs as not only a viable method of training, but their preferred one, many companies are still slow about moving in these new directions. The result is a model of corporate training that is not well suited to its target audience.
Microsoft Research today launched Code Hunt, a browser-based game for anyone interested in learning how to code by playing. The premise is straightforward:
Learning to code can be made more effective and sustainable if it is perceived as fun by the learner. Code Hunt uses puzzles that players have to explore by means of clues presented as test cases. Players iteratively modify their code to match the functional behaviour of secret solutions.