Group items tagged

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.

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."

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.

"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 teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The ubiquity of digital devices and applications, in particular, requires educators to develop their digital competence. The European Framework for the Digital Competence of Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent. It provides a general reference frame to support the development of educator-specific digital competences in Europe. DigCompEdu is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational education and training, special needs education, and non-formal learning contexts."

Thymio has been developed in the context of a collaboration between the MOBOTS group of the Swiss Federal Institute of Technology in Lausanne (EPFL) and the Lausanne Arts School (ECAL). For Thymio, the development was supported by the NCCR Robotics research program, while Mobsya association took part in the development and managed production and distribution.

As the COVID-19 pandemic worsened in countries across the globe, most governments took the precaution of closing their schools in an attempt to contain the spread of the virus. Schools were forced to replace this time in class with online learning and home schooling, in most cases facilitated by teachers and parents. After weeks of school closures, some countries are now starting the complicated process of gradually reopening their schools. To support these efforts, this COVID-19 country note aims to bring together evidence from various OECD school education surveys conducted prior to the crisis and use it to examine how prepared teachers, students and schools were in Netherlands to face the impact of the COVID-19 pandemic, with a view to informing and guiding future policy responses to the crisis.

Terwijl onderwijstechnologie zich blijft ontwikkelen, zijn veel instellingen steeds meer op zoek naar mogelijkheden om learning analytics (LA) en artificial intelligence (AI) te integreren om leerresultaten te verbeteren. De grenzen tussen LA en AI zijn soms echter vaag, wat leidt tot verwarring over hoe deze twee gebieden elkaar overlappen en aanvullen.