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The Society for Learning Analytics Research (SoLAR) is an inter-disciplinary network of leading international researchers who are exploring the role and impact of analytics on teaching, learning, training and development. SoLAR has been active in organizing the International Conference on Learning Analytics & Knowledge (LAK) and the Learning Analytics Summer Institute (LASI), launching multiple initiatives to support collaborative and open research around learning analytics, promoting the publication and dissemination of learning analytics research, and advising and consulting with state, provincial, and national governments.

Do today's youth have more opportunities than their parents? As they build their own social and digital networks, does that offer new routes to learning and friendship? How do they navigate the meaning of education in a digitally connected but fiercely competitive, highly individualized world? Based upon fieldwork at an ordinary London school, The Class examines young people's experiences of growing up and learning in a digital world. In this original and engaging study, Livingstone and Sefton-Green explore youth values, teenagers' perspectives on their futures, and their tactics for facing the opportunities and challenges that lie ahead. The authors follow the students as they move across their different social worlds-in school, at home, and with their friends, engaging in a range of activities from video games to drama clubs and music lessons. By portraying the texture of the students' everyday lives, The Class seeks to understand how the structures of social class and cultural capital shape the development of personal interests, relationships and autonomy. Providing insights into how young people's social, digital, and learning networks enable or disempower them, Livingstone and Sefton-Green reveal that the experience of disconnections and blocked pathways is often more common than that of connections and new opportunities."

The Michigan Integrated Technology Competencies for Students (MITECS) support the Top 10 in 10 Strategic Plan. The competencies specifically address two components of the Learner-Centered Supports Focus Area which include Personalized Learning and Deeper Learning. Successful implementation of the MITECS requires professional learning for technology integration to support an Effective Education Workforce. Strategic Partnerships are a critical component of the MITECS as students access networks of professional experts and explore local community issues. Finally the MITECS inherently require Systemic Infrastructure - access to devices and robust connectivity to enable everywhere, all-the-time learning.

"Learn the basics of programming: Kniwwelino® contains a circuit board based on the Arduino® and Wi-Fi™ technologies and a visual programming interface. A fun environment: The online visual programming interface, in which blocks are assembled like a puzzle, has been designed especially for children. Extensions can be connected to the board to enable them to learn about electronics. Learning by doing: An extensive catalogue of tested and approved fun activities makes progressive and independent learning easier. Kniwwelino® lets children think up and create their own projects. Creative kits: Ready-to-use kits are available to introduce them to and let them create their first projects."

The emergence of new media and platforms has compelled media literacy scholars to review their theoretical frameworks and methodological approaches. Based on a new conception -'transmedia literacy'- that moves from traditional media lite-racy (teaching critical media skills at school) to informal learning and participatory cultures, the research behind the present article aims to understand how new generations are doing things with media and how they learn to do the things they do. The outputs of this international research that involved 8 countries were organised into three sections: 1) transmedia skills, 2) informal learning strategies and 3) emergent issues regarding teens, new media and collaborative cultures. Finally, the article deals with the future perspectives of transmedia literacy as a research and action programme.

The Mobile Learning Institute's film series "A 21st Century Education" profiles individuals who embrace and defend fresh approaches to learning and who confront the urgent social challenges that are part of a 21st century experience. "A 21st Century Education" compiles, in short film format, the best ideas around school reform. The series is meant to start, extend, or nudge the conversation about how to make change in education happen.

A Helsinki University researcher says Finland's current digital and 'phenomenon-based' learning methods used in schools may not be suitable for all students

"Despite a growing effort to implement computational thinking (CT) skills in primary schools, little research is reported about what CT skills to teach at what age. Therefore, the research questions that guide this study read: (1) How is age related to students' success in computational thinking tasks? (2) How are computational thinking tasks perceived by students? (3) How do students' experience learning with respect to computational thinking? 200 primary school students between the age of 6 and 12 participated in this study. These students got introduced to two CT subjects: abstraction and decomposition. We found that age seems to be related with these concepts, with an interaction effect for gender in the abstraction task. No differences found between young and older students in the constructs perceived difficulty, cognitive load, and flow indicate that young primary school students can engage in learning these CT skills."

In 2018 the Netherlands started the development of a new curriculum framework for primary, lower and upper secondary education. New themes in curriculum are Digital Literacy, citizenship and a strong focus on 21st century skills. Digital Literacy is defined as a combination of ICT skills, media literacy, information literacy and Computational Thinking. Starting with a vision on a theme such as Digital Literacy and using this vision as a starting point for describing big ideas. For Digital Literacy eight big ideas were described: data and information, safety and privacy, using and controlling, communication and cooperation, digital citizenship, digital economy, applying and designing, and sustainability. Computational Thinking is integrated in each of these big ideas. The underlying framework for Computational Thinking is based on ISTE and CSTA and each big idea is specified as a learning trajectory describing learning objectives leading to a new legal curriculum framework in 2022.

The badges featured on this page are issued by Badgeschool and focus specifically on helping early childhood, elementary, and secondary teachers learn how to integrate computational thinking and coding into their classrooms. To learn more about Badgeschool, badges for other technologies, and how you can earn these badges, please visit our FAQ page.

Students will learn the foundational skills of digital literacy and game & application development through multimodal, project-based learning. Modes of instruction include the coding of a programming language, media design, civic and service engagement, and informational and media literacy studies

"In October 2015, the Department published The Digital Strategy for Schools 2015-2020 Enhancing Teaching Learning and Assessment, the next stage of the ICT in Schools programme. The Digital Strategy for Schools provides a rationale and a Government action plan for integrating ICT into teaching, learning and assessment practices in schools over five years.  This Strategy builds on previous strategies in the area of ICT integration and is the result of research and extensive consultation with education partners and stakeholders. It supports the overall strategy of the Department in a number of key areas including curriculum implementation, skills development, teacher education and learner outcomes"

The chapters in the 2020 edition of Research Highlights in Technology and Teacher Education represent some of the finest research from our SITE 2020 Annual Conference. Each paper here has undergone several rounds of rigorous review, and we are pleased to share them with you in this twelfth edition. These chapters, focused on curriculum studies, educator development, and student learning, demonstrating the wide scope of SITE researchers, and showing the international representation that can be found within the SITE community.

In 2015 a curriculum framework for Computational Thinking was developed for lower secondary education in the Netherlands. The framework is based on ISTE and CSTA, translated for the curriculum in the Netherlands and validated by experts, teachers, teacher educators and publishers. Based on this validated curriculum a new learning trajectory was designed for primary education, in collaboration with teachers and principals from three schools.

Computational Thinking (CT) is a problem solving process that includes a number of characteristics and dispositions. CT is essential to the development of computer applications, but it can also be used to support problem solving across all disciplines, including the humanities, math, and science. Students who learn CT across the curriculum can begin to see a relationship between academic subjects, as well as between life inside and outside of the classroom."

Challenges of a digital society and response of Dutch universities. One programme, seven themes: Citizenship & Democracy, Responsible Data Science, Health & Well-Being Learning & Education, Work & Organisations, Digital Cities & Communities, Safety & Security

"The ISTE Essential Conditions are the 14 critical elements necessary to effectively leverage technology for learning. They offer educators and school leaders a research-backed framework to guide implementation of the ISTE Standards, tech planning and systemwide change. "

Common Sense Education's K-12 Digital Citizenship Curriculum maps to a number of national and Common Core standards. Use these charts to identify the ways in which our lessons help meet the learning objectives for your students.

The ISTE Standards for Students booklet is your guide to ISTE's leading-edge standards that empower learners who live, work and play in a technology-infused world. These standards amplify learning and empower student voice, preparing today's learners for the new literacies they face. The Student Standards are presented amid content that defines and characterizes them, and answers the important question: What do the Student Standards look like in practice?