Education guru Sugata Mitra and his colleagues — who have pioneered the “School in the Cloud” — are sending ripples through the world of education. Their idea is simple: provide learning spaces with ready…
Teachers are essential in education, including in the cloud. Teaching does not guarantee learning and, for that reason, our understanding of what teaching is and the role of teachers should be continuously changing. This is not a product of the current modernist discourse that argues the change will come from outside the teaching. Instead, it is embedded in a new discourse which argues the real change can only happen from within teaching.
"In our age of predatory markets and make-believe democracy, our troubled political institutions have lost sight of real people and practical realities. But if you look to the edges, ordinary people are reinventing governance and provisioning on their own terms. The commons is arising as a serious, practical alternative to the corrupt Market/State.
The beauty of commons is that we can build them ourselves, right now. But the bigger challenge is, Can we learn to see the commons and, more importantly, to thinklike a commoner?"
The key finding is that only 30% of the teachers surveyed felt their job was to help prepare students for future jobs. Students learn what is important now. They aspire to things, but those dreams are fluid and skills, dispositions, attitudes, etc. become essential.
The internet has brought many wonders to our lives. I don’t know about the rest of you, but I don’t get lost much anymore (thanks to my Google Maps app), I never have to look up hot spots for meals ahead of time when I travel (thanks, Yelp), and when I want to know more …
I like the title. It suggests we are looking into what is happening through direct experiences that teachers, students, and others are having. The article does not do that, but points out the obvious. Technology is here to stay and it is big money.
MOOCs go bricks and mortarMassive open online courses (MOOCs) have become increasingly popular in countries around the globe, with Coursera alone registering more than 7 million users – more than the entire university population of the UK and France combined. But students in these MOOCs, which are essentially designed around independent, self-guided learning, are becoming more interested in learning with others. Learning hubs, where students meet to take MOOCs together, have popped up all over in many different forms. Some are more formal, where students follow online lectures and assignments together, and others are casual meet-ups where students discuss topics and assignments with others taking the same MOOC. Some learning hubs, like one in Moscow, Russia, recruit experts to answer questions and act as mentors. Traditionally, MOOCs have very low completion rates, but according to Coursera’s coordinator of international development, completion rates for students attending learning hubs is much higher, between 30-100%. BBC"
Britain’s youngest are in many ways its brightest, particularly when it comes to technology. Chances are, your eight-year-old can use your tablet far more intuitively than you can, and this kind of whip-smart tech-knowhow means that the education sector has some very exciting years ahead, as shown in research undertaken by ebuyer.
"Sometimes, it pays to start over. That's certainly been the case for California'sMilpitas Unified School District.
Wanting to modernize education across all 13 K–12 schools, Cary Matsuoka and Chin Song — the Silicon Valley district's recently hired superintendent and chief technology officer, respectively — asked staff at each school the following question in March 2012: If you could design a school of the future, what would it look like?"
One of the unstated aspects of the emerging hidden curriculum is that we are connected 24/7 to our work. We learn this in school. Furthermore, we now provide our employers with our devices to do their work.
Those "5 Things You Need to Know About EdTech" posts seem to crop up on Twitter every couple weeks -- Tech isn't the Point of EdTech, EdTech is about Learning, EdTech is Exciting. But for those who've heard and read it all before, here's a completely different take on that headline.
Ivon Prefontaine's insight:
This has some interesting points about a need to know what the costs are going into using technology. It is fair to say that tech companies have a motivation to make money. Educators need to think about this as they enter into relationships where they are using technology in any form.
It may be that this changes over time and humans adapt, but it is quite a risk to take. Reading and reading for depth is part of being an educated person in a civil society. Certainly, reading online has its place but it is one place not the only place.
The way technologies, in general, are experienced by educators and researchers is poorly understood. This includes digital i.e. social media and discursive i.e. curricula technologies. They become taken-for-granted tools rather than continuously exploring what relationship we have with them.
“ Social media is a fantastic way to communicate and stay in touch with people from around the world, but it can also cause an individual to become too dependent, to the point that they are actually battling an addiction that adversely impacts their...”
I try taking breaks on a regular basis. I call them sabbath events and short sabbaticals. Sometimes, it falls by the side. Yesterday, I used technology to complete some writing that had a deadline. I will find time to take an extra break and unshackle myself. A simple way is to leave the PDA on the charger while I go to yoga practice.
There is no question that when any tool is used well it should improve the way the work is completed. Without adequate time and learning for teachers, how effective can they be in using the tools at hand?
Online student retention has been a major topic of discussion in higher education for more than a decade. This discussion has focused on student dropout (or attrition) and persistence. Most articles have provided anecdotal information or individual studies carried out by universities (Angelino, Williams, & Natvig, 2007). In the past decade, there have been a few national reports on student enrollment, but none has focused specifically on dropout or persistence. What has been widely addressed in the literature is the comparison between the effectiveness of online learning and traditional learning.
There are legitimate points made, however research reveals narcissism is a reality for many today. I don't think it is a youth problem per se. Many adults are probably narcissistic. Does technology play a role? Yes, but there are likely many other factors. Considering narcissism is not a new problem it likely pre-dates widespread digital technology usage. The article is not based on sound science. It is based on gut which is fine, but what experiences tell the gut is right? What makes instinct a right? How long was this person in a classroom?
There are likely myths, but myths are also based on what is held to be true per Joseph Campbell's work.
In a recent interview with the University of New England’s (UNE) ex Vice-Chancellor Jim Barber, he talked about the disruptive threat of MOOCs to the Australian higher education system. The threat was…
Project Tomorrow’s 2013 Speak Up survey of more than 325,000 students and 75,000 parents, teachers and administrators digs into how students and teachers are using technology in school and for learning outside of school, and comes up with some interesting insights about the pervasiveness of tech use.
Sure they do, but is that always the best? Teaching is not about giving what students want all the time. It is about figuring out to help students learn when they do not have all the choices they want.
Education is immersed in the world of digital content, but what does it mean to implement digital content? Educators share their views.
Ivon Prefontaine's insight:
The title is noteworthy. It is like teachers can simply be aligned by an external source totally unfamiliar with a teacher's context. Certainly, teachers have to learn how to integrate technology. What that means is not something imposed, but learned in context and relationship with their setting and students.
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Using technology, like all teaching, is not a matter of figuring out something. It is a matter of having complex conversations about these things as they emerge and enter our classrooms. It is about thinking about what we do and the relationships we are in including those with all technology, discursive and digital.
In an earlier post here in Educational Technology and Mobile Learning I talked about the 8 elements of the critical thinking process and I argued that critical thinking is a cognitive process that requires disruptive patterns of thinking, ones that question the status quo of propositions and leads to the creation of alternative lines of reasoning.