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Organizadores gráficos para trabajar Rutinas de Pensamiento (I). Editables | Orientacion AndujarOrientacion Andujar

Organizadores gráficos para trabajar Rutinas de Pensamiento (I). Editables | Orientacion AndujarOrientacion Andujar | Edumorfosis.it | Scoop.it
Edumorfosis's insight:

¿Qué son las rutinas de Pensamiento? “…puede ser considerada como cualquier procedimiento, proceso, o modalidad de acción que se utiliza varias veces para gestionar y facilitar el logro de metas o tareas específicas…estas rutinas de aprendizaje pueden ser estructuras simples, tales como la lectura de un texto y contestar las preguntas al final del capítulo, o pueden ser diseñados para promover el pensamiento de los estudiantes, tales como pedir a los estudiantes lo que saben, lo que quieren saber, y lo que han aprendido como parte de una unidad de estudio”

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Alfredo Corell's curator insight, January 24, 2013 3:32 AM

Por Orientación Andujar.

Lectura muy recomendable... y luego a pensar nuestros "organizadores útiles".

Edumorfosis.it
Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
Curated by Edumorfosis
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No es el PowerPoint el culpable, son quienes lo emplean

No es el PowerPoint el culpable, son quienes lo emplean | Edumorfosis.it | Scoop.it

Recientemente en uno de los grupos de WhatsApp donde participo se generó una discusión que tuvo como base el empleo de PowerPoint a partir de un artículo recientemente publicado. El artículo original se denomina: “Let’s banPowerPoint in lectures – it makes students more stupid and professors moreboring”, que puede interpretarse como: “Vamos a prohibir el PowerPoint en las conferencias: convierte a los estudiantes en más estúpidos y a los profesores más aburridos.

Desde el título, hasta el último párrafo el post está lleno de contradicciones y encierra el falso criterio de suprimir el empleo de los medios debido a su mal uso. Los medios y el PowerPoint es uno de ellos, son simplemente medios del proceso pedagógico. No son buenos, ni malos, no hacen a los estudiantes más “estúpidos” y a los profesores “más aburridos”.

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Karla Alejandra España Pérez's curator insight, October 14, 9:07 AM
¿Power point o sus usuarios?
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Why your MBA isn’t enough

Why your MBA isn’t enough | Edumorfosis.it | Scoop.it
Communications and other so-called “soft skills,” like project and team management, have always been an important part of every employee’s professional toolkit. These skills are highly valued at AIG, even though our industry isn’t exactly top of mind when you think of fields requiring strong communications skills. But as insurance and our work at AIG becomes more global and complex, being an effective communicator has never been more important.

Today’s workplace looks very different than it did fifty years ago. Open floor plans are the norm, a manager may sit in Dubai while the person who reports directly to them works from home in Chicago, and weekly staff meetings may be hosted in a Google Hangout rather than a conference room. These physical changes to workplace dynamics have only increased the need for employees to have skills that they may not have been taught in school.
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Preparing for perpetual beta

Preparing for perpetual beta | Edumorfosis.it | Scoop.it
The latest technology gadget or silicon valley ‘disruptive’ business model is merely incremental change. But I am convinced that we are living in the middle of an epochal change. I use David Ronfeldt’s TIMN model (2009) to explain that we are shifting from a tri-form society, where markets dominate, to a quadriform society, where networks dominate. This new societal form will be one of working and learning in perpetual beta.
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What is the Cognitive Load Theory? A definition for teachers

What is the Cognitive Load Theory? A definition for teachers | Edumorfosis.it | Scoop.it
Preface: I’m (very clearly) not a neurologist. While I often have dedicated a lot of thought and research into things I write, sometimes I write about things in order to understand them–or understand them better. This is one of those times. Caveat emptor.

Generally, the Cognitive Load Theory is a theory about learning built on the premise that since the brain can only do so many things at once, we should be intentional about what we ask it to do.

It was developed in 1998 by psychologist John Sweller, and the School of Education at New South Wales University released a paper in August of 2017 that delved into theory. The paper has a great overview–and even stronger list of citations–of the theory. They also, obviously, define and explain it:

‘Cognitive load theory is based on a number of widely accepted theories about how human brains process and store information (Gerjets, Scheiter & Cierniak 2009, p. 44). These assumptions include: that human memory can be divided into working memory and long-term memory; that information is stored in the long-term memory in the form of schemas; and that processing new information results in ‘cognitive load’ on working memory which can affect learning outcomes (Anderson 1977; Atkinson & Shiffrin 1968; Baddeley 1983).’
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[PDF] Teaching in the machine age: How innovation can make bad teachers good and good teachers better

[PDF] Teaching in the machine age: How innovation can make bad teachers good and good teachers better | Edumorfosis.it | Scoop.it
As scientific understanding and artificial intelligence leap forward, many professions—such as law, accounting, animation, and medicine—are changing in dramatic ways. Increasingly, these advances allow non-experts and machines to perform tasks that were previously in the sole domain of experts, thus turning expert-quality work into a commodity. With new technologies displacing workers across many fields, what will be the likely impact on the teaching profession? Will machines replace teachers?

Despite the hype and fear, machines are unlikely to replace teachers anytime soon. Rather, they are poised to help overcome several structural barriers that make it difficult to ensure that an effective teacher reaches every student.

School systems face a number of challenges, including teacher shortages, a lack of clear methods for developing high-quality teachers, and teacher burnout and attrition, to name a few. And even the best teachers struggle to address the diverse learning needs of their students or find time to focus on developing students’ deeper learning and noncognitive skills amidst pressures to cover core instruction.

Innovations that commoditize teacher expertise by simplifying and automating basic teaching tasks provide school leaders with new options for addressing three challenging circumstances:
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Why we need to change the Teacher vs Tech Narrative

Why we need to change the Teacher vs Tech Narrative | Edumorfosis.it | Scoop.it
A recent chart from Bloomberg on the future of artificial intelligence and employment lends evidence to a point I have been making for years: teachers will not be replaced by machines.

The chart compares a wide array of professions based on required education levels, average annual wages, and likelihood of automation. Sure enough, elementary and secondary teachers are among the most educated yet least paid professionals; and their likelihood of automation: practically zero.

Yet the debate about machines replacing teachers rages on. Recent opinion pieces claim that teacher obsolescence is inevitable and something we should embrace. Fortunately, a recent article in the Economist gets the narrative right, pointing out that “the potential for edtech will be realized only if teachers embrace it.”

Research consistently shows that teachers are the most important school-level factor affecting student outcomes—and good teaching goes well beyond presenting information or grading assessments with discrete answers. But for teachers, the mountain of academic and non-academic tasks they must tackle each day often leaves them feeling like they can’t serve all of their students.
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Education vs Experience: Which one is more important?

Education vs Experience: Which one is more important? | Edumorfosis.it | Scoop.it

As we hit “back to the school” season, many people may start to think whether college education is a must. College education is expensive but certainly important especially in some fields. However, graduating from college is not a guarantee of landing a job immediately. You also need experience in your desired field. So, which one is more important: education or experience? Is having experience enough for you to land your dream job without a bachelor’s degree? Or do you certainly require a bachelor’s degree with good academic grades? Keep reading below and decide yourself.

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[MOOC] Organizaciones Educativas Digitalmente Competentes

[MOOC] Organizaciones Educativas Digitalmente Competentes | Edumorfosis.it | Scoop.it
El próximo martes 19 de septiembre arranca el MOOC Organizaciones Educativas Digitalmente Competentes (1ª edición) #DigCompOrg. Durante las 4 semanas de duración del MOOC se abordará la transformación de las organizaciones educativas considerando la tecnología como elemento facilitador clave para el éxito de este proceso.

En este MOOC se analizará y abordará este cambio desde 3 dimensiones complementarias entre sí: la dimensión pedagógica (que incluye prácticas de enseñanza y aprendizaje, contenido y currículos, y las prácticas de evaluación), la dimensión organizativa (que incluye prácticas de liderazgo y gobernanza, el desarrollo profesional y la colaboración, y el networking) y la dimensión tecnológica (que se centra en un elemento clave, las infraestructuras, tanto físicas como digitales de los centros).

Todos los participantes de este MOOC, tendrán la oportunidad de conocer el Marco Europeo para Organizaciones Educativas Digitalmente Competentes del JRC (Joint Research Centre, Comisión Europea, Sevilla) y cómo incorporarlo en el proceso de mejora de los centros educativos. Como en todos los MOOC del INTEF se promueve la participación en diferentes espacios y redes sociales (Twitter, Facebook, etc.), fomentando la construcción colectiva de conocimiento y la adquisición de nuevas competencias profesionales que se evidenciarán a través del producto final y de la insignia digital acreditativa que obtendrán todos aquellos que finalicen el MOOC con éxito. Esta insignia se almacenará en la Mochila de insignias abiertas de EducaLAB y podrá compartirse a su vez en otros espacios sociales de forma pública.

Además del Marco Europeo para Organizaciones Educativas Digitalmente Competentes, los participantes del MOOC podrán acceder y pilotar antes que nadie el Portfolio de la Competencia Digital Docente (basado en el Marco de Competencia Digital Docente el INTEF) y otras herramientas de autoevaluación (la herramienta SELFIE), entre otras actividades.
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[PDF] Unleashing greatness nine plays to spark innovation in education

[PDF] Unleashing greatness nine plays to spark innovation in education | Edumorfosis.it | Scoop.it
Adequacy is an unacceptable outcome in education and learning. Students need and deserve more. Leaders can do better. Government must strive towards becoming increasingly accountable to its citizens and effective in its working. We grew up on opposite sides of the Atlantic Ocean (Joel from Queens, New York, and Michael from Liverpool, United Kingdom), but have forged a deep friendship based on these beliefs. We share a desire to see great education systems marked by students succeeding – from all backgrounds and all types of schools – where equity goes hand in hand with diversity, and both are propelled by excellence.
 
We know from history and our own experience that great education systems cannot be created solely through an edict from Whitehall or Washington, DC. To do this, whole system reform – such as that seen in Madrid, Punjab, London and New York City – must be paired with systemic innovation. As we have learned, you can mandate adequacy, but you cannot mandate greatness: it has to be unleashed.
 
This playbook serves to continue a conversation around the second component of great education systems – how to spark innovation in education. It offers a series of plays as a complement, not a substitute, to holistic system reform. A focus on innovation should not distract from efforts to raise student achievement, ensuring that every student has a “high floor” of expectations and support underneath their feet.
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7 ways to use Microlearning in corporate training

7 ways to use Microlearning in corporate training | Edumorfosis.it | Scoop.it
Microlearning is the ideal choice to train today’s workforce that suffers from dwindling attention spans. Using microlearning in corporate training provides instant answers to employees' most pressing issues. They can access training on the device of their choice, anywhere, anytime, even on-the-go. But, where does microlearning work exactly? Is it limited to some industries or applicable to just a few training programs?
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La innovación no se prescribe

La innovación no se prescribe | Edumorfosis.it | Scoop.it

Dicho con otras palabras, la gran pregunta que deberíamos responder es si queremos ser agentes de transformación o de transmisión o, en palabras de Rafael Feito, si lo que “queremos es que nuestras escuelas sirvan básicamente para que los alumnos pasen de curso, aprueben exámenes y saquen buenas notas o para que aprendan a pensar y no acepten sin más la primera idea que les sea propuesta o que les venga a la cabeza.”

 

Debemos ser capaces de respondernos a las preguntas básicas de por qué y para qué educamos. Debemos cuestionarnos si la educación que ofrecemos hoy responde a las necesidades reales de los alumnos y a la complejidad de nuestra sociedad. “Posponer, trivializar o no contemplar con rigor y altura de miras la necesaria renovación constante de la escuela, puede generar el distanciamiento, e incluso el no cumplimiento, de las altas expectativas que la sociedad deposita en ella.” (Javier Pericacho)

 

Las respuestas pasan por la palabra innovación. Un término que se ha convertido en ubicuo en el mundo de las organizaciones pero cuyo significado se nos escapa porque no todos entendemos lo mismo por innovación.


Via Ramiro Aduviri Velasco, Gisela Martinez Hernandez
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Survey: Augmented and Virtual Reality yet to establish foothold in K–12

Survey: Augmented and Virtual Reality yet to establish foothold in K–12 | Edumorfosis.it | Scoop.it
Despite plenty of media attention and hype, augmented reality (AR) and virtual reality (VR) are technologies still on the outskirts in American classrooms, according to a recent survey by the nonprofit organization Project Tomorrow.

Only five percent of teachers said they are using AR or VR in their classrooms, Project Tomorrow found in its annual Speak Up survey of more than 510,000 K–12 students, parents and educators. This was the same no matter what the size or type of school district, or years of teacher experience.

Higher percentages of high school computer science/technology (11 percent) and science teachers (9 percent) were using AR or VR, according to the survey.

Only 9 percent of students in grades 6 through 8 and 8 percent of students in grades 9 through 12 said they have experienced AR or VR in a classroom setting.
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[eBook] Why you should adopt Social Learning

[eBook] Why you should adopt Social Learning | Edumorfosis.it | Scoop.it
The fact that social learning can be used to foster learning from observation and collaborative learning in organizations is an accepted concept today. What is not as easy to understand is how exactly this can be applied to your organization to uplift your existing learning strategy. The eBook Why You Should Adopt Social Learning by Asha Pandey addresses precisely these aspects. Asha provides insights on various aspects of social learning ranging from its definition to answers to several aspects of how exactly you can apply it in your context and what gains will accrue to learners and to the business.
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Here's how to become visible to students in a Virtual Classroom

Here's how to become visible to students in a Virtual Classroom | Edumorfosis.it | Scoop.it
If you have taught an online course you know firsthand what it is like to teach in a virtual environment, along with the challenges which are inherent for working and interacting in this type of classroom. Online teaching is viewed by some instructors as a function that must be managed, and others see the true potential it holds and how it is a process to be nurtured. If instructors are going to create conditions that are conducive to learning they must do more than manage a class, they must be active, present, and available for students. This requires the development of a virtual presence, one that sustains social interactions, while never being able to actually meet students face-to-face.

Students who attend a traditional classroom have the benefit of visually observing the instructor and their involvement in the class, which provides important clues and feedback about the learning process. The nature of those visual observations change with an online classroom environment and students look for other indicators that let them know their instructor is actively present and engaged in the class. Students develop perceptions not only about their instructor, but the school as well, based upon how the course is designed and the level of involvement by the instructor.
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The Learning Innovation Cycle

The Learning Innovation Cycle | Edumorfosis.it | Scoop.it
Disruption is an interesting topic for the same reason that cowboys, gangsters, and villains are interesting. It’s unpredictable. Problematic. Against the grain.

It’s kind of aging as a buzzword in the “education space,” but it’s other-worldly powerful, and there are few things education needs more. How exactly it produces change is less clear, but I thought I’d create a model to think about. First, a quick preface. The iconic vision of disruptive innovation comes from Clayton Christensen, who uses the term to “describe a process by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves up market, eventually displacing established competitors.”

“Companies pursue these “sustaining innovations” at the higher tiers of their markets because this is what has historically helped them succeed: by charging the highest prices to their most demanding and sophisticated customers at the top of the market, companies will achieve the greatest profitability. However, by doing so, companies unwittingly open the door to “disruptive innovations” at the bottom of the market. An innovation that is disruptive allows a whole new population of consumers at the bottom of a market access to a product or service that was historically only accessible to consumers with a lot of money or a lot of skill.”

I usually think of disruption as any change that forces itself substantially on existing power sets. This force causes transfer–a redistribution of something–market share, money, credibility, knowledge, or something we collectively value. Here, in this literal re-vision (seeing again) and neo-vision (seeing new), is where enduring learning innovation can be born.
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Fiona Leigh's curator insight, September 24, 9:59 PM
A little disruption never did anyone any harm
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Benefits of Personalized eLearning – Featuring a case study for Instructional Designers

Benefits of Personalized eLearning – Featuring a case study for Instructional Designers | Edumorfosis.it | Scoop.it
Personalized eLearning is customization of eLearning so that it can meet the specific needs of learners.

While the concept of personalization of learning is not new and has been in existence since the 1960s, its adaptation for online training or eLearning is a recent phenomenon. The concept continues to evolve and there is no single definition that is widely accepted. I feel that the United States National Education Technology Plan 2017 defines personalized learning effectively:

“Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. Learning objectives, instructional approaches, and instructional content (and its sequencing) may all vary based on learner needs.In addition, learning activities are meaningful and relevant to learners, driven by their interests, and often self-initiated.”
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Flexible Classrooms: Assembly required

Flexible Classrooms: Assembly required | Edumorfosis.it | Scoop.it
A 2012 study from the University of Minnesota found that students participated 48 percent more in discussions in a classroom with collaborative group seating versus traditional lecture-style seating, and also improved their performance on standardized tests. Meanwhile, in the United Kingdom, a recent study of the design principles of 153 primary classrooms concluded that “differences in the physical characteristics of classrooms explain 16 percent of the variation in learning progress over a year,” and that “ownership and flexibility”—the ability to adapt the surroundings to individual student preferences—accounted for a quarter of that difference.
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Challenging harmful stereotypes about EdTech

Challenging harmful stereotypes about EdTech | Edumorfosis.it | Scoop.it

If you follow the popular press, you might have noticed the recent New York Times series by technology reporter Natasha Singer aimed to shed light on a dark underbelly of the edtech sector. In her latest piece, Singer scrutinizes the ethics of edtech companies that incentivize teachers to endorse their products.

The reporting fulfills an important role of the fourth estate by scrutinizing outside influences on the public institution of common schooling. But I want to raise another point that seems relevant yet overlooked: honest reporters need to be careful to not paint their subjects with broad brushstrokes that create and perpetuate hurtful stereotypes. Many actors in edtech or philanthropy have noble aims and laudable results, as do teachers attempting to bring technology into their classrooms. But stories that repeatedly evoke Silicon Valley tropes risk biasing the general public against the edtech sector. Some practices in edtech deserve scrutiny. But unbalanced and unnuanced reporting can also undermine laudable efforts by instilling in the public an assumption that edtech is inherently evil.

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Technology moves to the head of the 21st Century Classroom

Technology moves to the head of the 21st Century Classroom | Edumorfosis.it | Scoop.it

Tomorrow’s jobs will demand collaborative workers steeped in hands-on problem solving. To that end, digital learning is leveling the playing field for far-flung disadvantaged students who previously would have had no chance to be part of this new workforce, as well as boosting the skills of students and workers closer to home. Cloud, virtualization, and software-defined networking—along with consumer electronic devices—are among the many advanced technologies enabling this development.

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So, what is the Future of Work?

So, what is the Future of Work? | Edumorfosis.it | Scoop.it
For many attending the Future of Work symposium on Wednesday, there wasn’t any question whether automation is going to take over jobs—but rather when, and how education should respond.

Hosted at Stanford University, the day-long event brought together dozens of minds who are thinking about what careers and skills students need to prepare for, and how an increasingly digital higher-education system will need to adapt to help get them there. Speakers including edX CEO Anant Agarwal, associate dean and director of Stanford’s Diversity and First-Gen office Dereca Blackmon, and Deborah Quazzo, a co-founder of investment firm GSV, shared their ideas on what that might look like.

Here are a few major themes we heard throughout the day:
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The Future if Data in Education

The Future if Data in Education | Edumorfosis.it | Scoop.it
Data-driven instruction is an older idea that finally soaked into general K-12 education reform in the United States within the last decade, now operating as data teams and PLCs (Professional Learning Communities) in a school or district near you.

Underscoring the need for data-driven instruction, and helping educators manage the huge crush of data available to them at every turn are two different things however. Data is only a tool, and so can improve things, or used incorrectly, make things worse.

One approach to improve how we collect, access, and integrate data in education is better data visualization.The following five videos serve as excellent examples of what’s possible with data in the hands of experts. So what’s in the pipeline for educators of the next ten years?
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9 ways to make education fit for the 21st century

9 ways to make education fit for the 21st century | Edumorfosis.it | Scoop.it

By 2040, many of the children born this year will be joining the workforce. The world they find will be very different from ours today. How we work and live will be shaped by artificial intelligence, autonomous vehicles, synthetic biology and many other emerging technologies.

Education is key if we are to prepare students for the world of work, but are our education systems ready?

In this time of fast-paced digital change, also known as the fourth industrial revolution, we need innovative places of learning that can provide the next generation with the skills of the future.

This chart shows which countries are performing the best when it comes to pairing education with jobs in real life.

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Teoría del Aprendizaje de Jerome Bruner

Teoría del Aprendizaje de Jerome Bruner | Edumorfosis.it | Scoop.it
Hoy en día la idea de que conocer o aprender algo consiste en un proceso en el cual recibimos información del exterior, l
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When experienced teachers are suddenly deemed ineffective

When experienced teachers are suddenly deemed ineffective | Edumorfosis.it | Scoop.it

I want to talk about the emails that I get on an almost-daily basis from veteran teachers who are completely overwhelmed at how the job they signed up for 20, 30, or 40 years ago is nothing like the job they are being required to do today. These are teachers who entered the field because they love kids, and they love teaching. They’ve done what they believed was an outstanding job for a decade or more, before suddenly finding the criteria for competency shifting, the bar raising, and a whole host of new skill sets needed, from teaching with technology to dealing with students whose brains have been rewired by constant media stimulation.

After years of successfully teaching kids to read, write, add, and subtract, they’re suddenly told they are ineffective. And because this is their life’s work, that proclamation hits them like a slap in the face. It affects them to the core of their being.

I want to amplify the voices of teachers who are experiencing this, let them know they’re not alone or the only ones facing this, and hopefully talk about what can be done. My hope is that this is an episode that will be useful to you even if you’re not facing this situation yourself, because every teacher works with at least one colleague who is in a similar place. You might be listening to this and actually feeling frustrated with these teachers, believing that they are not pulling their weight and aren’t changing with the times. So I hope this episode will do something to strengthen the relationships between you and your colleagues as well.

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Immersive Technology in schools is on the rise

Immersive Technology in schools is on the rise | Edumorfosis.it | Scoop.it

The number of students across the globe who will access virtual reality (VR) and augmented reality (AR) via head-mounted displays will jump from 2.1 million in 2016 to 83 million in 2021, reports Futuresource Consulting.

EdWeek Market Brief indicates new partnerships with educational publishers by Microsoft, Google and Oculus will help drive more usage in the U.S.

A recent survey from Project Tomorrow found that as of this year, only nine percent of students in grades 6 through 8 and eight percent of students in grades 9 through 12 have experience with AR and VR in a class setting.

However, cardboard viewers and cheaper headsets, like offerings from Lenovo, Acer and Samsung, will make it a bit easier for schools to incorporate VR and AR in the classroom.

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