Mobile learning has stalled, argues John Traxler, professor of digital learning at the University of Wolverhampton's Institute of Education. He challenges Digifest to examine what's happened and how can it get back on track.
As the issues and problems that define contemporary education become increasingly complex, our collective need for new knowledge and innovative solutions for practice in diverse educational contexts increases.
ATLANTA, Ga. – A faux evergreen tree set up inside a convention center hotel here last week was festooned with hand-written confessions from school leaders. “Inadequate WiFi density caused classroom technology to crash during Open House!” “Teacher technology stipends: All pain, no gain.” “Did not check references.” “Poor construction management destroys existing network.” Of course, …
Research on how, where, and when people learn has expanded greatly in the past 15 years. Learning is a cultural, social, and ongoing process of inquiry, engagement, and participation in the world around us.
Transforming schools and districts for deeper learning for all students requires a different set of abilities than those required in Industrial Age Schools, writes Carmen Coleman of the University of Kentucky's Center for Innovation.
As part of the national celebration of Digital Learning Day last month, I had the opportunity to moderate an online debate between two teams of high school students from opposite ends of California about the merits and risks of social media as a communication tool.
One of the observations that I am able to make about e-learners today based upon the 11 years that I have been teaching in a totally online environment, is that there exists a paradox that is both curious and ironic. This paradox concerns the characteristics of e-learners as they have emerged over time.To paraphrase a well known adage:" You can take the student out of the brick and mortar classroom but you can't take the brick and mortar classroom and its attributes out of the student"
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