Makerspaces, wearable technologies and adaptive learning technologies are three of the six technologies that will have a profound impact on higher education within the next five years, according to the NMC Horizon Report: 2015 Higher Education...
Are you skeptical about the role of technology in higher education? Our edtech establishment has done a poor job engaging in a meaningful dialogue with our critics. I find this lack of positive conversation disturbing, as I think that I share many of the same values as those most critical of the edtech profession that I love. Perhaps if we first enumerate the main objections to edtech, if we listen to our critics, we’d be in a better position to evolve and reform our own edtech discipline. What are the mains objections to technology, and technology organizations, in higher ed?
Knowing What NOT to do can be as Valuable as Knowing What TO do. Do you want to really get the most out of using technology in your classroom and courses? Or maybe you’re new or still in the early stages of adoption and want get ahead of the game by learning what NOT to do.
Mobile devices are everywhere and children are using them more frequently at young ages. The impact these mobile devices are having on the development and behavior of children is still relatively unknown. Researchers review the many types of interactive media available today and raise important questions regarding their use as educational tools, as well as their potential detrimental role in stunting the development of important tools for self-regulation.
Technology has already been responsible for numerous advances in education and that trend is only going to accelerate, with the next 12 months likely to see further changes in the learning landscape.
For many educators, technology is now a key tool in their practice, and in some cases even shapes the way they teach. So I thought it would be useful to round up some of the key trends in educational technology to look out for in 2015.
"This blog post however does not focus on the apps, but the features that are built within the iPad. Take some time to explain these features in the iPad’s settings to make your students aware of how they can benefit their language learning."
Even though I’m not a music teacher (nor have I ever been, or will I be), I tend to find technology in music classrooms to be some of the most exciting ways that technology is being put to use in classrooms overall.
As we all know, our minds are changing as technology integrates more and more into our lives. The use of technology in traditionally social situations has become so rife it that games have been invented in order to keep people off their phones.
In a previous article, I suggested that “technology’s greatest success, which is making itself invisible, is in fact the main reason why at least some teachers question vociferously its impact and value in education”. This a concept that I would like to explore further.
It’s hard to imagine now, but there was a time when handing a student a calculator to work through algebraic equations caused many teachers and parents great consternation. It makes you wonder what type of pushback the creators of the abacus faced!
Here is a short two pages PDF document from ISTE (International Society for Technology in Education) which features the six major fluencies (standards) students need to develop in the 21st century classroom. Each of these fluencies is broken down into various skills all of which work in unison to cultivate the target fluency. From all the resources I have shared here on the 21st century teaching and learning, this document is by far the most comprehensive and practical.
AS much as we love our digital devices, many of us have an uneasy sense that they are destroying our attention spans. We skitter from app to app, seldom alighting for long. Our ability to concentrate is shot, right?
Research shows that our intuition is wrong. We can focus. But our sense that we can’t may not be a phantom. Paying attention requires not just ability but desire. Technology may snuff out our desire to focus.
"In the early days of my work in helping schools integrate technology, I remember how frustrated I was when I'd walk into a school and witness how devices were used. In so many classrooms, students would take what was written on loose leaf paper and type their work into a computer. Next, they'd print it out. The teacher would mark it up, and they'd type in the new version.
The local name for the Philadelphia neighborhood of Kensington is “the Badlands,” and with good reason. Pockmarked with empty lots and burned-out row houses, the area has an unemployment rate of 29 percent and a poverty rate of 90 percent.
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