interesting: this policy says this, and that policy says that ... The World Bank is concluding an analysis of over 800 policy documents related to the use of information and communication technologies (ICTs) in education from high, middle and low income countries around the world in order to gain insight into key themes of common interest to policymakers. This is work is part of the institution's multi-year efforts under its Systems Approach for Better Education Results (SABER) initiative to provide policy-relevant guidance for education decisionmakers in a number of policy 'domains' (including areas such as workforce development; school finance; teachers; management information systems; equity and inclusion; and student assessment). This analysis of ICT/education policies under the SABER-ICT research initiative suggests that there is a set of eight common themes which are, in various ways, typically addressed in such documents. The specific related policy guidance related to each theme often differs from place to place, and over time, as do the emphasis and importance ascribed to this guidance. Nevertheless, some clear messages emerge from an analysis of this collected database of policy documents, suggesting some general conventional wisdom about 'what matters most' from the perspective of policymakers when it comes to technology use in their education systems, and how this changes as ICT use broadens and deepens. It should be noted that what appears to matter most to policymakers, at least according to the official policy documents that they draft and circulate related to ICT use in education, may not in fact be what *actually* matters most from the perspectives of students, teachers, school leaders, parents and local communities, politicians, local industry, academics, researchers and other various key stakeholders and beneficiaries. Whether one agrees with apparent policy intent or not, being able to identify such intent can be a catalyst for important discussions and analysis: Is this really what's most important? Does this policy rhetoric match our on-the-ground reality? If not: What can or should be done? ---
Designing for Learning's insight:
this analysis of #learningtech policies globally identifies 8 common themes, suggesting #whatmattersmost is more similar than dissimilar across the world.
Today I am introducing you to a set of awesome tools that allow users to easily select any part of a text and hear it in the voice and accent they want. These tools can be very helpful for language teachers. Students can use them to improve their pronunciation and develop their reading skills. All these tools are easy to use and above all free of charge. Most of these tools are extensions that you can install on your browser.
Almost 25 years ago, I wrote a widely-read and discussed paper that was entitled: “A True Test: Toward More Authentic and Equitable Assessment” that was published in the Phi Delta Kappan. I believe the phrase was my coining, made when I worked with Ted Sizer at the Coalition of Essential Schools, as a way of describing “true” tests as opposed to merely academic and unrealistic school tests. I first used the phrase in print in an article for Educational Leadership entitled “Teaching to the (Authentic) Test” in the April 1989 issue.
SAMR model has been under the spotlight for sometime now. There are a lot of educators who use it as a basis for technology integration in education. This is a practical guide to the SAMR model in action in the classroom.
Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects
Designing for Learning's insight:
As the #internetofthings #IOT expands, #performancesupport becomes possible at a consumer level. This epinephrene auto-injector guides the user at the time it is used, so no prior experience is necessary. As #stephendownes points out, connected devices will soon be able to access a range of relevant information to provide even more #personalised #justintime instruction.
If you're looking for a way to connect with like-minded people interested in learning and teaching, Google's new GEGs are one of many ways educators are getting together to Learn, Share, Inspire and Empower each other - and their students. There's one in Sydney, and many more all over the world.
"Emerging technologies is, can be, should be a driving force of this evolution towards Education 3.0. Information access, communication methods, the ability for creative express is qualitatively different than any other time in history due to technological advances."
This infographic serves as a model to establish and assess if and how technology is being used. Jackie Gerstein uses the SAMR model as a framework for moving towards 'Education 3.0'. She proposes that educators should focus on Modification and Redefinition areas of technology integration.
This post is born out of a discussion I had with a fellow teacher on the Facebook page of Educational Technology and Mobile Learning on the differences between summative and formative assessment. Luckily this discussion coincided with me reading Frey and Fisher's book " Literacy 2.0 : Reading and Writing in The 21st Century Classroom." and there was a section in which the authors talked about these differences in a subtle way by referring to formative assessment as assessment for learning and summative assessment as assessment of learning.
EduCanon is a web tool that you can use to add interactivity, build in questions and add feedback to videos. The tool could be very useful in flipped classroom settings. Definitely worth a closer look.
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