Learners’ use of digital tools and other technology to support their learning in our K-12 systems continues to be sporadic and often not observed despite the proliferation of use outside of school. Based on an analysis of three years of direct classroom observations in K-12 schools across 39 states and 11 countries, AdvancED found there are still relatively few classrooms in which the use of digital tools and technology is a regular part of a student’s school experience. In more than half (52.7 percent) of classrooms direct observations show no evidence students are using technology to gather, evaluate, or use information for learning; two-thirds of classrooms show no evidence of students using technology to solve problems, conduct research, or to work collaboratively.
Trained and certified observers conduct classroom observations as a part of AdvancED’s continuous improvement process which could include STEM Certification, accreditation, readiness and/or diagnostic review. Each observation lasts a minimum of 20 minutes during which observers use the learner-centric eProve™ Effective Learning Environments Observation Tool® (eleot®) to gather data focused on the activities learners are engaged in, their discussions and interactions, resources they are using for learning, their behaviors and dispositions during the learning process, etc. Observers rate each of the 30 eleot items on a four-point scale where 4 = Very Evident, 3 = Evident, 2 = Somewhat Evident and 1 = Not Observed
Student publishing is a topic Erin Murphy (@MurphysMusings5) and I explore in-depth in Hack 10 of our upcoming book, Hacking Project Based Learning! For book updates, sign up for my email list (and also receive a free eBook). Currently in my district we’ve had some preliminary talks regarding if/how digital portfolios could be implemented on …
"How, and where, do adults learn once they have left formal schooling? For those who identify as lifelong learners, where does technology fit into the equation? This report from the Pew Research Center answers these questions and more as it discloses the learning activities of nearly 3,000 Americans, aged 18 and older. As researcher John Horrigan reveals, learning in a physical setting, such as in a classroom, a library, or a place of worship, is still the preferred choice for most adults. In other words, learning activities are still very much place-based pursuits of knowledge. Another finding from the study that may or may not come as a surprise to readers, is that access to information technology remains an issue. While the Internet plays an important role in personal and professional learning pursuits for those who already have high levels of education and easy access to technology, such as a home broadband connection or a smartphone, the Internet remains on the periphery of learning activities for those with less education and lower incomes. Colorful graphs and charts round out the study, and interested readers may explore these key findings and others directly from this site or via downloadable PDF."
Digital citizenship is not so different from traditional citizenship. We still need to guide students to be kind, respectful and responsible. What’s new is teaching them how to apply these values to the realities of the digital age.
More than 1,400 educators responded to a survey about how their schools are progressing with integrating new technology. They addressed subjects like tech security, Bring Your Own Device policies, and using technology for instruction and assessment.
Examples of Applying the SAMR Model can Help Teachers Understand and Embrace it The SAMR Model for integrating technology into teaching, developed by Dr. Ruben Puentedura, has gained a good deal of exposure in recent years. “SAMR” is an acronym
According to Ayah Bdeir, technology is the language of our time. The 33-year-old founder and CEO of littleBits likes to compare the engineers of today to the clergy of the Middle Ages, who controlled access to knowledge and power via their monopoly over the use and understanding of the written word. Today’s engineers have a…
"This blog, written by Mills Kelly of the Center for History and New Media at George Mason University, "considers the intersection of digital technologies and history." As the author would likely admit, what that means changes depending on the week. Recent posts have taken on the narrative hegemony of the U.S. World & News Report's college rankings, questions about how history should be written in the aftermath of Hurricane Katrina, and the tensions between playfulness and rigor in academic scholarship. A simple search feature makes for easy scouting, as well as the option to filter posts by Scholarship, including such topics as Digital Campus, Longform Blog Essays, Making the History of 1989, and others."
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