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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 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.

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

De Verenigde Staten hebben een lange traditie van media literacy in het onderwijs, recentelijk is daar digital literacy bij gekomen. In Nederland staan we aan de vooravond van de structurele introductie van beide, met mediawijsheid als onderdeel van digitale geletterdheid. Verschillende scholen en organisaties zoals SLO, Kennisnet en de bibliotheken zijn al aan de slag met vraagstukken en experimenten rondom de invoering - mede ingegeven door het onderwijsvernieuwingsproject van OCW: Curriculum.nu. De overheid heeft daarbij onder meer de implementatie van het nieuwe leergebied Digitale geletterdheid voor ogen.

"BEE CREATIVE est une initiative dans le domaine de l'éducation non-formelle et de l'éducation formelle qui vise deux finalités : Permettre aux jeunes de savoir créer à l'aide des outils techniques et des nouveaux médias (« digital literacy ») Promouvoir auprès des jeunes la créativité, les talents et l'esprit d'entreprise dans le contexte des nouvelles technologies de l'information et de communication"

"Digital technology is integrated into our everyday lives and increasingly we are using smart voice recognition and voice activated products. Is this picture true for everyone? When we talk of a digital 'we' we exclude vast numbers of people who lack access and the most basic digital skills."

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?

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.

All primary school children in England are required to write computer programs and learn about computational thinking. There are moves in other countries to this effect such as the U.S. K-12 Computer Science Framework (CSF) for development.

DeepMind is the world leader in artificial intelligence research and its application for positive impact. We're on a scientific mission to push the boundaries of AI, developing programs that can learn to solve any complex problem without needing to be taught how.

Improving our Global Infrastructure: An International Geodesign Collaboration brings together teams from over 90 universities worldwide to design and plan responses to the severe local and global challenges that affect communities in the 21st Century.

We hope to contribute to the thriving field of AI ethics and social impact through original interdisciplinary research that also draws upon technical insights from our team, expertise from other disciplines, and the voices of people affected by the development of these new technologies. Our research themes reflect the key ethical challenges that we believe exist for us and the wider AI community.

Given the vast development of technological applications, education cannot ignore the use of technology in preparing students for participation in society. Technology use in education has become both a goal and a tool, implying that teachers need to be able to use technology as an effective tool in their teaching and students need to learn how to use technology appropriately in their day-to-day lives.

Op Prinsjesdag presenteert de Onderwijsraad zoals gewoonlijk het werkprogramma voor het volgend kalenderjaar. Het werkprogramma 2019 vormt onderdeel van de meerjarenagenda zoals de raad die in 2015 heeft opgesteld. In deze meerjarenagenda formuleert de raad een aantal hoofdlijnen voor de advisering in de periode 2015-2020: kerntaken van het onderwijs; onderwijsprofessionals; bestuur, organisatie en bekostiging; onderwijs en samenleving; en digitalisering.

Google Duplex, the automated service that calls up businesses to make bookings on your behalf, has received a limited public launch, reports VentureBeat. In a statement, Google said that it's starting its "slow rollout" of the service, which is now available to a "small group" of Google Pixel phone owners in "select cities." As well as expanding its availability with users, the service can also call restaurants that Google hasn't explicitly partnered with.

A qualitative study across Europe. It only takes witnessing a few interactions within modern western families to realize how much the experience of childhood has changed. The change comes from different winds blowing on today's families' time but certainly, the use of digital technologies peaks out and its impacts on childhood, education, learning and safety has been at question over the last years.

There's a well-known thought experiment in the world of artificial intelligence that poses a simple, but potentially very scary, question: what if we asked a super-intelligent AI to make paperclips? This may not sound terrifying at first, but as Oxford philosopher Nick Bostrom (who first described the parable) explains, it all depends on how well we've trained the AI. If we've given it common sense, it might ask us: "How many paperclips do you want?" If it doesn't know to ask, it might just make paperclips forever. And, if it's a super-intelligent AI that we've accidentally forgotten to program with any human ethics or values, it might decide that the most efficient way to make paperclips is to wipe out humanity and terraform the planet into one giant paperclip-making factory.

At the heart of the discipline of artificial intelligence is the idea that one day we'll be able to build a machine that's as smart as a human. Such a system is often referred to as an artificial general intelligence, or AGI, which is a name that distinguishes the concept from the broader field of study. It also makes it clear that true AI possesses intelligence that is both broad and adaptable. To date, we've built countless systems that are superhuman at specific tasks, but none that can match a rat when it comes to general brain power.