One of the most common misconceptions about Augmented Reality is that it belongs in the future, when in fact it is all around us – right here, right now. It is also incredibly user-friendly whilst utilising cutting edge technology, making it ideal for incorporating into learning environments.
The Education Foundation has joined forces with Facebook and education leaders from across the UK to create a new, toolkit; one designed to introduce teachers to the use of social media in and around the classroom. The free set of resources will be hosted at Edusocial.info, and will contain a range of practical guidance and advice built from over two years of work in UK schools, colleges and universities to apply social media to learning.
UNESCO is currently investigating how access to text can be improved through the use of technology, specifically basic mobile phones. Today mobile phones are common in areas where books are scarce. The United Nations estimates that 6 billion people have access to a connected mobile device of some sort, while only 4.5 billion have access to a toilet.
Managing tablets as learning tools in the classroom is not easy, especially when many kids use them largely as toys outside of school, if they have access to a tablet in their home environment. Here are some ideas on how to develop smart habits for class.
In July, new data from Nielsen said there’s an “upper limit” to how many apps a person will use each month — roughly 22 to 28 apps, on average. But according to new data from comScore, which was charted for us by Statista, people spend the vast majority of their time on a small fraction of their total apps.
Yes, according to a new study. The Guardian reports that lead researcher Anne Mangen of Stavanger University in Norway said at a recent conference in Italy that she and those she worked with presented 50 people with a short story by writer Elizabeth George. Of those 50 readers, 25 received a paper copy and 25 used a Kindle e-reader and then all were then asked questions about the story’s setting, characters, and other details.
Mark Pegrum's insight:
More and more reports of this nature are appearing. Is this something that will change as we get used to digital reading, or is there something inherent in the digital medium that decreases understanding and/or retention?
If you use a phone to send text messages, chances are you’ve been burned by autocorrect at some point. You’ve typed messages to friends or co-workers wherein “meeting” morphed into “mating,” or the phone changed “Trish” to “trash” without you noticing—making you appear ridiculous, incompetent, or drunk. We’ve all been there.
A quick perusal of Twitter on a few recent weekday afternoons showed that someone tweets “stupid autocorrect” or “f---ing autocorrect” approximately once every 65 seconds. And seemingly everyone has a story about bizarre or problematic “corrections”—“arguments” becoming “argue menus,” “hiney” taking the place of “honey,” and so on. The iPhone transforms “Steve Buscemi” into “Steve bus emu.”
In fact, when used judiciously, ICT can support different aspects of learning and development processes of young children, including language, creativity and problem-solving skills. Children can also play and learn together using ICT, which can foster their ability to communicate and collaborate. Moreover, ICT facilitate more personalized learning and thus can diversify and increase learning opportunities for every child, including children with special educational needs.
Six critical shifts are happening in education right now that are being driven, at least in part, by technology. According to preliminary findings from an upcoming report, these changes affect everything from the role of the teacher to a rethinking of how schools themselves work.
You probably know what a "selfie" is, but what about "gamification"? Both words from the corners of technology and social media are among the 150 that Merriam-Webster said Monday it is adding to its collegiate dictionary.