It’s an unexpected side effect of globalization: problems that once would have stayed local—say, a bank lending out too much money—now have consequences worldwide. But still, countries operate independently, as if alone on the planet. Policy advisor Simon Anholt has dreamed up an unusual scale to get governments thinking outwardly: The Good Country Index.
"Use these iPad tips and tricks to do more with your iPad Air, iPad mini and every other iPad running iOS 7.
This list of over 100 iPad tips and tricks is broken down by tips to help you get started, use the keyboard better, surf the web on the iPad easier, sync your photos, data and calendars as well as get the most out of your iPad with entertainment apps and services."
This groundbreaking EdTech study examines the way that modern technology is bringing remarkable innovation into the educational sector; a field which has historically remained fairly fixed and traditional for centuries. The report analyses the degree to which education is being made into a universally accessible, innovative, personalized, and adaptive experience, and finds that the these changes will be pivotal for achieving the United Nations’ goal of universal education by 2015.
Moodle MOOC 4 will take place from June 1, 2014 on WizIQ. The theme of the current MOOC is collaborative learning and connecting online for instruction and learning. The MOOC will focus on connecting online for collaborative learning and teaching through Moodle. The live presentations will include the speakers’ reflective process on teaching and learning in fully online and blended learning formats.
Moodle MOOC 4 will also include Moodle for Teachers (M4T) courses for beginners and advanced Moodlers. The courses will be asynchronous (Moodle) and synchronous (WizIQ) with recordings on WizIQ, YouTube, and Vimeo.
President Uhuru Kenyatta Monday promised Kenyans that the government will provide completely free secondary school education in the next three years. Towards this goal, head of state said the government will sharply increase the funds available for education in the next financial year.
“Within three years, this country will offer truly free secondary education to every young Kenyan of age”, he said from Kisii High School where he was the Guest of honour as the institution celebrated its 80th anniversary. He said no child should be out of school over fees irrespective of social status.
Currently Kenyan children enjoy Free Primary Education while students in boarding secondary schools are highly subsidized. Secondary school education in public day schools is essentially free.
The president said the success of the new initiative for truly free secondary school education will highly depend on the partnership between the national government and the respective county governments.
"A connected classroom is a learning environment that is open to the outside world. One in which students get engaged in real life authentic learning that starts within their classroom and extends to reach other global learners. With the widespread of internet connection and web 2.0 technologies, creating a connected classroom becomes way easier than any time before. But before we delve into the web tools to use to open the doors of your classroom to to a global audience, let me first share with you some of the academic pluses of using a connected classroom approach"
Minjuan Wang, Yong Chen, and Muhammad Jahanzaib Khan
Mobile cloud learning, a combination of mobile learning and cloud computing, is a relatively new concept that holds considerable promise for future development and delivery in the education sectors. Cloud computing helps mobile learning overcome obstacles related to mobile computing. The main focus of this paper is to explore how cloud computing changes traditional mobile learning. A case study of the usage of Moodle in the cloud via mobile learning in Khalifa University was conducted.
Published in: The International Review of Research in Open and Distance Learning
Recent research has suggested presence of a significant relationship between prevalence of online reading and reading literacy. In this study we examined the prevalence of online reading among 15-year old students in Qatar using a nationally representative sample of 8,089 students. Bivariate and multivariate analyses were conducted at the item and scale levels in order to understand the relationship of online reading activities with computer use for schoolwork and entertainment, and demographic differences such as gender, grade and socioeconomic status. Online reading was found to be strongly associated with both entertainment- and schoolwork-related use of computers at home but weakly associated with computer use at school.
The paper presents one case study of a larger multiple case study research that employed an ethnographic research approach in investigating the impact of ICT on distance education in Sri Lanka. Documents, questionnaires and qualitative interviews were used for data collection. There was a significant positive relationship between ownership of computers and students’ ability to use computer for word processing, emailing and Web searching. The lack of access to computers and the Internet, the lack of infrastructure, low levels of computer literacy, the lack of local language content, and the lack of formal student support services at the University were found to be major barriers to implementing compulsory online activities at the University.
There’s been quite a buzz in my Twitter feed for the last week or so as a result of UNESCO’s report “Reading in the mobile era: A study of mobile reading in developing countries.” I saw tweets about it from organizations doing interesting work in the education and technology fields, like Worldreader, Souktel, e-Limu and iEarn USA, and people likeRonda Zelezny-Green, who produces the Gender & Mobile/Learning Newsletter.
Lots of interesting info came out of the study, such as that more women read on mobiles compared to men, but more men read to children with them. The top key finding was “Mobile reading opens up new pathways to literacy for marginalized groups, particularly women and girls, and others who may not have access to paper books.” (emphasis mine) This has important implications, as women make up 64% of the world’s illiterate population. UNESCO has already been involved in this area through their Mobile Phone Literacy – Empowering Women and Girls project (slide presentation), and Vodafone jumped in recently with the Malala Fund “to promote mobile-based literacy and education projects around the world” for girls. (pp10-13 of their report, “Connected Women: How mobile can support women’s economic and social empowerment,” focus on education)
In this study the impact of computer immersion on performance of school leavers Senior Certificate mathematics scores was investigated across 31 schools in the EMDC East education district of Cape Town, South Africa by comparing performance between two groups: a control and an experimental group.
Innovation is happening all over Africa in all different sectors, from education to energy, banking to agriculture.
As Technology of Business embarks on a month-long series of features exploring some of these innovation stories, we kick off by looking at Africa’s main technology trends and the challenges facing this vast 54-nation continent of 1.1 billion people.
You cannot talk about Africa without talking about mobile. Most innovation involves mobile devices and wireless technology in some way or another. It’s not hard to understand why. Installing a traditional fixed-line telecoms infrastructure made no economic sense across huge, sparsely populated, and sometimes difficult to cross terrains.
A year ago education officials in LA signed a deal with Apple to supply students at its 47 campuses with iPads in a deal worth millions. Now they appear to have backtracked, with a new scheme offering laptops instead of Apple's tablet.
Here is the abstract of one: Beyond Free: Open Learning in a Networked World As the concept of ‘open learning’ has grown it has posed an increasing challenge to educational institutions. First admissions were open, then educational resources were open and now whole courses are open. Proponents moreover are demanding not only that open learning be free of charge, but also that the resources and materials be open source – free for reuse by students and educators for their own purposes. This formed the basis for the original design of the Massive Open Online Course as a connected environment in which participants created and reused resources. In such a learning environment, the provision of education moves beyond the programmed delivery of instructional resources and tasks. Education is no longer ‘delivered’ (for free or otherwise) and instruction is no longer ‘designed’ in the traditional sense. Institutions are no longer at the centre of the ecosystem; their value propositions are challenged and new roles for professors and researchers must be found if they are to survive. In this talk Stephen Downes outlines the steps educational institutions must take to remain relevant: embracing the free and open sharing of knowledge and learning, underlining their key role as public institutions, and engagement in the lives and workplaces of people in the community.
Skills used for programming could also be used for a wide range of careers, such as constructing meteorological simulations, making financial predictions, or creating personalized online learning curricula.
Tucked on the second floor of a turquoise building with peeling paint is a five-person tech startup that shares an office with Linn Construction, a property developer. Thar Htet, a cherubic 29-year-old Yangon native who dreams of Google-style success, does double duty as the founder of the app company, Zwenex, and a manager of the construction firm — a family business that’s currently helping to keep his tech venture afloat.
Starting this summer, what once was a plain ol’ WGBH studio will become a virtual classroom that may revolutionize the way we think about online education. Dubbed HBX Live, the new Harvard Business School collaboration with the public broadcaster will use the space in the same manner as a traditional lecture hall—with a professor at the front presiding over a semicircle of 60 screens, each one a stand-in for an off-site student. The initiative will debut as part of the business school’s new online learning platform, HBX, which launches this month.
This study investigated University of Ghana Distance Education students’ perceptions toward mobile learning. The paper using the theory of planned behaviour (TPB) explained how students’ beliefs influenced students’ intention to adopt m-learning. Findings from the study showed that most of the students had mobile phones, and used them for conversation and texting. Factor analysis was further conducted which showed strong loadings of factors such as intentions and perceived behavioural control confirming that the TPB explained the students’ m-learning readiness very well. Thus, attitude, subjective norm and behavioural control influenced students’ intention to adopt m-learning.
The article discusses how cross-cultural communication based on information and communication technologies (ICT) may be used in participatory health promotion as well as in education in general. The analysis draws on experiences from a health education research project with grade 6 (approx. 12 years) pupils in Nairobi (Kenya) and Copenhagen (Denmark) addressing the topic of physical activity in everyday life. The article outlines a sequence of educational events (the Cross-Cultural Communication (3C) model) comprising exchange of letters, recording and exchange of films and Skype communication sessions interchanging with reflection sessions in the classes.
One of the goals of education is to create responsible citizens who can adequately understand the problems faced by their societies and who can then act to help solve them. Such behaviour can be fostered through proper education that facilitates expert knowledge about social issues, nurtures the ability to think critically and grows the skills needed to pro-actively search for possible solutions. Through this study, we aimed to develop an Information and Communication Technologies (ICT) supported pedagogical framework Children as Agents of Social Change (CASC) as a possible vehicle to facilitate proper education about social issues. This article analyses the first implementation of the CASC framework carried out at schools in Tanzania.