Technology has a language. It’s called code. And we believe coding is an essential skill. Learning to code teaches you how to solve problems and work together in creative ways. And it helps you build apps that bring your ideas to life. We think everyone should have the opportunity to create something that can change the world. So we’ve designed a new approach to coding that lets anyone learn, write and teach it.
Teaching is both a science and an art, and many teachers around the world spend endless hours perfecting their professional practice. At TEDActive 2013, a few teachers from the United States offer some tricks of the trade they've learned (and continue to hone) along the way.
Periscope, Twitter’s live video streaming app, is taking the education world by storm. Since its debut in early 2015, teachers and administrators are trying to figure out how to use Periscope for education and not just as a way for students to stream silly human tricks on live video to their friends.
Before we can get into how to use Periscope for education, let’s first define what exactly Periscope is and how you use it for those of you that are clueless for now.
For years, LEGO has been at the forefront of innovative building kits for young makers and creators. Always looking for new ways to keep kids building and experimenting, LEGO has gone far beyond the static blocks we are all familiar with.
From LEGO City kits to LEGO Star Wars, LEGO Technic, and even LEGO Minecraft kits, there really is something LEGO for every age, skill level, and interest. But the jewel in the ever-growing crown of the LEGO universe just may be the addition of LEGO robotics, and the maker sensation that is the LEGO Mindstorms EV3 building kit and programming platform.
Last week Google released another round of updates to their Expeditions program. Expeditions is the virtual reality program that lets students experience immersive views of more than 200 places including the International Space Station, coral reefs, the Taj Mahal, and the White House.
Currently, to experience Expeditions you must have a Google Cardboard viewer and a supported Android device. According to last week's Google for Education blog post, soon you will be able to experience Expeditions on iPads. On your iPad you will be able to use full screen mode to view the Expeditions virtual field trips.
Taking friendship bracelets into the digital age, Jewelbots teaches young girls to tinker and code their way into the exploding world of wearable technology.
Whether it’s the Queen of Coding Grace Hopper or the new wave of women innovation engineers, fashion brand CEOs and musicians, young girls today have a growing number of role models who use science, technology, engineering and math (STEM) in their recipes for success.
Having more role models is critical, but according to the founders of Jewelbots—the so-called friendship bracelets for the iPhone era—the next generation of women leaders and inventors will chase STEM endeavors at an early age, like a game of tag.
You’ve probably heard of the student-led “Genius Bar”, which is generally a team of student leaders that provide technical support for the technology devices and programs in their schools. What a great way to utilize and develop student knowledge and skills, right? I couldn’t agree more.
Busch's student tech teams have four sub-committees: the “Newcast Directors," the “iPad Consultants," the “Makerspace Mentors," and the “Cyber Squad." But what if we took the opportunity to develop young, skilled learners a step further, and asked those student leaders to support, collaborate with, and mentor teachers and their peers with in-class technology projects? What if we asked those student learners to create informative, instructional digital content that is accessible to all? After all, many of us would agree that the students are the ones who are usually the most knowledgeable, up-to-date resources for what is the latest and greatest with technology, so why not tap into their large knowledge base and cultivate their leadership potential?
Our school here in Wisconsin did just that, and the results have been astounding. Here’s how it happened.
Modern learning is in a state of flux as it struggles to find out what it wants to become.
Schools continue to merely “add on” learning, while technology strongly suggests new possibilities for inside and beyond the classroom. From learning simulations and mobile learning, to adaptive apps, flipped classrooms, and self-directed learning through amazing digital channels, the possibilities for learning are almost overwhelming.
Below we’ve gathered a diverse list of learning apps across iOS and Android from giants like Google, Apple, Microsoft, as well as upstarts like Brainfeed, The Sandbox, and Knowji. None of the apps are perfect, but each app does something special, and in that talent represents what’s possible as we careen towards 2020 and beyond.
Google can be your best friend when it comes to searching for answers or information online. Millions of people use it every day, but only few can utilize Google to its full potential. In fact, this powerful search engine can offer lots of great services, apps and features that aren’t on many people’s radar.
The Bright Side team will help you to uncover some of them. Here are 15 of the most useful Google apps that you probably didn’t know existed.
"In a recent post, I wrote about why I want to see students become innovators:
Unfortunately, the system isn’t designed for innovation. For years, schools have been stuck in a one-size-fits-all factory model, where students passively consume content. Some people will point out that this model is outdated. However, I would argue that factory education was a bad idea from the start. Because here’s the thing: kids aren’t widgets.
While one-size-fits-all works great for socks, it’s not ideal for minds. Kids need to dream and wonder and imagine. They need to design and build and tinker. This is why I love design thinking. It’s a flexible framework that guides students through specific phases in the creative process."
Educators are always learning. In the classroom with students, at workshops and trainings, through the process of developing and facilitating lessons, and in so many more places educators are constantly building and refining their skills. Often, the skills developed in their day-to-day practice prove to be the most valuable tools for educators. With micro-credentials, educators can now be formally recognized for the skills and competencies they learn throughout their careers. Micro-credentials are research-backed, expert-assessed, representations of learned skills or competencies that can be presented as a digital badge. In partnership with Digital Promise and their micro-credential platform, Maker Ed is excited to share “Getting Started with Making,” a set of six maker education micro-credentials.
Maker Ed’s set of micro credentials focuses on six of the skills we believe are crucial to educators looking develop and expand their skills as maker educators. Each credential emphasizes our belief that maker education is most successful, impactful, and sustainable when the needs and interests of learners guide the learning experience. From designing the physical space in which making takes place to choosing the materials with which students will make, maker educators should plan in collaboration with learners. Here are the six credentials, and their key competencies:
Though the constant updates can be annoying as twitter just to iterate itself towards monetization and permanent relevancy in a finicky digital landscape, among the changes I like is the ability to embed images. Other channels like tumblr have always had this, but not so with twitter. So when Sam Boswell tweeted the image above–being the right-brain idiot that I am–I clicked, and there was much irony in what I saw. A conceptual framework for learning in digital networks! (Get it? I was learning about digital networks on a digital network? Tough crowd.)
Collaborative problem-solving is a nuanced process that folds overlapping concepts and competencies together–social interaction and knowledge building. This applies to formal training through eLearning or adaptive platforms, or informal participation in social networks (e.g., twitter).
We’ve talked before about learning through social networks. The image is an artifact from a 2010 study by Patrick Griffin from the University of Melbourne in Australia. One thing that makes it interesting is the way it distinguishes between collaboration in problem-solving and learning in digital networks rather than simply making collaborative problem-solving a characteristic of learning in digital networks.
"According to the report, the most in-demand positions will include information systems analysts and consultants; computer and network operators and web technicians; computer programmers and interactive media developers; software engineers; graphic designers and illustrators; computer and information systems managers; database analysts; and data administrators. These jobs will be available in virtually every industry and field – from health care and education to entertainment and technology – and will provide challenging, varied and highly satisfying work.
Why the shortfall? Not enough Canadians are graduating with computer science degrees. The Conference Board of Canada found in 2010 that the proportion of overall graduates with degrees in math, science, computer science and engineering disciplines was 21.2 per cent, a number that is on the decline. Of those graduates, the fewest were enrolled in computer science and engineering programs.
With the promise of gainful – and frequently lucrative – employment at the completion of a degree in computer science, it seems counterintuitive that students aren’t clamouring for acceptance into these programs. The problem, it seems, starts much earlier than the time students begin filling out university applications: Canadian kids just aren’t exposed to coding."
"Full lecture video ~ Presentation Slides ~ Dr. Mayer Bio ~ Background reading
One of Dr. Mayer’s primary research interests is multimedia learning. In his work, he applies basic findings from cognitive psychology to practical questions in learning, teaching, and communication, most notably: How can individuals effectively design visual content (e.g., PowerPoint presentations) to accompany their verbal presentations and written text?"
"I came up with the Innovation Lab, our take on the makerspace, when I first got to Fair Haven eighteen months ago. The goal was to make an engaging technology “special” to replace our more traditional computer class which we pushed down toward the elementary school. I spent the bulk of this year’s afternoons working in the Innovation Lab with Ms. Smith and her 5th and 6th grade students. In the Innovation Lab, students learned about Design & Engineering, Computer Science, the Digital Arts, and, for a few months, Entrepreneurship. After our first full year in the Lab, I wanted to share the lessons I’ve learned."
Digital portfolios are an important part of the learning process that takes place in class. The pedagogic importance of digital portfolios is well documented in the teaching literature. Students use them for a variety of educational purposes such as to document their learning, showcase their academic accomplishments, reflect on the learning process, develop self-assessment skills. Digital portfolios are also an essential source of learning meta-data that teachers can use to evaluate the effectiveness of their teaching methodologies. Based on insights gleaned from students portfolios, teachers can re-purpose their courses and curriculum design in such a way that targets students emerging needs.
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