Democratic FCC Commissioner Jessica Rosenworcel called for a variety of strategies to support out-of-school access to high speed broadband during a speech at ISTE 2015.
Education Technology Advocates Stress Need For Broadband Access Out Of School.
Benjamin Herold writes at the Education Week (6/29, Herold) “Digital Education” blog that education advocates attending the annual conference of the International Society for Technology and Education in Philadelphia signaled that they are planning on “turning their attention to a trio of policy issues they say could threaten the spread of personalized digital learning.” The foremost of those issues is the expansion of access to broadband outside of school. One speaker at the event, Democratic Federal Communications Commissioner Jessica Rosenworcel, lamented that most teachers assign homework requiring online access, “even though one third of households do not subscribe to broadband.”
Mel Riddile's insight:
As the principal of a high-poverty 1-to-1 school, 24/7 access to high speed broadband was a must for our students. Without it, the gap widens because the rich get richer, while the poor remain essentially unchanged.
Another way MindMup is now allowing you to work with larger groups easier is a quick notification mechanism when someone changes a node. You'll get a small speech bubble pop up for several seconds and disappear automatically, so it's easy to keep an eye on the entire team or classroom. At the moment, this only works for node text changes, but in the future we'll add other notification types.
children spend substantial amounts of time with media including television, computers, and mobile devices and rather than focusing solely on child screen time, this survey sought to understand the role of the parents in creating the home media environment in which children are being raised today.
Three main findings from this study:
In contrast to the popular press image that mobile technology is the new pacifier used to calm and quiet down children, our survey shows that parents today have a range of tools at their disposal and other tools are used more often than mobile technologies. Parents are more likely to use toys or activities (87%), books (79%), and TV (77%) when they need to keep children occupied than mobile media devices like smartphones or iPads (37% among those who have one). Parents have encyclopedias full of information at their fingertips, storybooks on their kindles, and a selection of games in their pocket, yet for most parents media is not their number one concern, it is not something that they often have family conflict about, and most parents say new mobile devices do not make parenting easier. Fewer parents were concerned with the impact of media on their children especially compared to more global issues like health, nutrition, and social emotional skills. Most parents (70%) say smartphones and tablets do not make parenting easier. Also, media use does not cause family conflicts. Yes, young children spend considerable amounts of time with screen media (see Common Sense Media, 2011), but so do their parents. And it seems that parents of young children may be setting the stage for the home media environment that their young children will grow up in. About 27% of families were “media centric“ families. These families have parents who themselves consume an average of 11 hours of screen media a day. Most of these parents (81%) say they are “very” or “somewhat” likely to use TV to keep their child occupied when they need to get something done at home. Many children in these families (48%) have TVs in their bedroom and children spend an average of almost 4.5 hours with screen media per day. In contrast, “media light” families consist of parents who spend less than 2 hours per day with screen media. These families are less likely to enjoy watching TV or movies together as a family “a lot” and are less likely to use TV when getting their child ready for bed. Children in these families spend about an hour and a half with media each day.
To text or not to text in English literature class?
A new study out of the National Communication Association wanted to find out whether increased smartphone and social media use in class impacted student learning — and what they found was that it had both negative and positive effects.
In the study, researchers analyzed kids who were using phones in class to respond to text messages — both relevant and irrelevant to the class material. They measured the type of messages and the frequency of them, and found that students who were texting about the material actually scored higher on multiple choice tests about the subject than those who were texting about non-class related things.
Of course it’s not actually Twitter that does this; it’s the individuals I have connected with in those 6 year, from all corners of this wonderful world and from all walks of life and cultures. These people, who I’ve built my Personal Learning Network (PLN) around, have made me laugh, cry, think, reflect, criticise, critique, avoid, seek out, and generally strive to know more about myself.
The great thing is that you/they had no idea they were doing it, or even part of it. That’s because that’s what I use Twitter for. You might use Twitter for something else; running buddies, charity auctions, account complaints, celebrity stalking, coffee-shop cake comparisons. We each have our own version of the same system that offers our own unique answers or destinations.
- See more at: http://www.dontwasteyourtime.co.uk/social-network/how-twitter-can-be-used-for-informal-personal-learning/#sthash.pv4HyoqJ.dpuf
WEEK 14 – Collaborative Editing With Google Drive Well, at long last, here we are … the final week of the Try-a-Tool-a-Week challenge! It’s been a lot of fun. Over 700 teachers signed up to receive weekly emails offering quick-start
The 2014/2015 Best Apps Committee was chaired by its founder Melissa Jacobs and included: Jennifer Helfrich, Joquetta Johnson, Melissa Johnston, Catharine Potter, Kathleen Roberts, Mary Ann Scheuer, John Schumacher, Laura Warren-Gross and me.
Twitter can be an immensely useful tool for teachers, regardless of the subject or age range of students you teach. There are tons of Twitter Tips out there, written for new users and seasoned veterans. There are too many lists to count that enumerate great accounts to follow, chats to participate in, hashtags to check …
About 100 Virginia high school students will be able to participate in a pilot program where they take all of their courses online from a state-run virtual school.
Virginia To Offer Online Pilot Program This Fall.
The Washington Post (6/15, Balingit) reports this fall a Virginia Department of Education pilot program will allow about 100 high school students “to take all of their classes online.” The state’s online school, Virtual Virginia, “traditionally has offered Advanced Placement, electives and foreign language courses for students,” but this school year it will offer “all of the core coursework Virginia students need to earn a high school diploma.”
There are plenty of reasons teachers do not use education technology. It’s expensive. It’s hard to always find a reason to implement edtech into a particular lesson. That’s all true and valid, really. But what are the other big reasons that teachers don’t use technology in the classroom? We did a little digging through surveys, […]
Objectives: To study the associations of screen time (Internet / video games / television) with health-related behaviors and outcomes in adolescents.
Methods: Regression analyses were performed to assess the associations of screen time with several health-related behaviors and outcomes in 2425 Dutch adolescents.
Results: Screen time was associated with bullying, being bullied, less physical activity, skipping school, alcohol use and unhealthy eating habits. Compulsive and excessive screen times were associated respectively with several psychosocial problems and being overweight.
Conclusions: Screen time was of significant importance to adolescent health. Behavioral interrelatedness caused significant confounding in the studied relations when behaviors were analyzed separately compared to a multi-behavioral approach, which speaks for more multi-behavioral analyses in future studies.
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