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"Regardless of whether you think every infant needs an iPad, I think we can all agree that technology has changed education for the better. Today's learners now enjoy easier, more efficient access to information; opportunities for extended and mobile learning; the ability to give and receive immediate feedback; and greater motivation to learn and engage. We now have programs and platforms that can transform learners into globally active citizens, opening up countless avenues for communication and impact. Thousands of educational apps have been designed to enhance interest and participation. Course management systems and learning analytics have streamlined the education process and allowed for quality online delivery. But if we had to pick the top ten, most influential ways technology has transformed education, what would the list look like? The following things have been identified by educational researchers and teachers alike as the most powerful uses of technology for learning. Take a look. 1. Critical Thinking In Meaningful Learning With Technology, David H. Jonassen and his co-authors argue that students do not learn from teachers or from technologies. Rather, students learn from thinking-thinking about what they are doing or what they did, thinking about what they believe, thinking about what others have done and believe, thinking about the thinking processes they use-just thinking and reasoning. Thinking mediates learning. Learning results from thinking. So what kinds of thinking are fostered when learning with technologies? Analogical If you distill cognitive psychology into a single principle, it would be to use analogies to convey and understand new ideas. That is, understanding a new idea is best accomplished by comparing and contrasting it to an idea that is already understood. In an analogy, the properties or attributes of one idea (the analogue) are mapped or transferred to another (the source or target). Single analogies are also known as sy

This research began with the premise that video game play, especially as it relates to participation in persistent virtual worlds, provides fictional spaces where players engage in cognitive and communicative practices that can be personally transformative in prosocial ways. Players' experiences with these worlds are as much defined by the technical design and construction of these spaces as they are influenced by the socio-cultural arrangements that develop. In support of this belief, we collected data on children's experiences with a range of technologies germane to the Digital Age, including their participation in the Quest Atlantis environment, an immersive space for learning that is intended to engage children ages 9-12 in a form of dramatic play comprising both online and real-world learning activities. By enlisting this innovation to nonintrusively collect data about children's participation as well as their engagement with media more generally, the research team was able to move beyond an ethnographic study of what already exists in the world and develop a grounded appreciation for what an innovative technology-rich context might make possible in the future.

"How can the use of apps on an iOS or Android tablet help teachers develop these critical thinking skills in students? Concentrating on apps that can target the cognitive thinking skills at the high end of Bloom's Revised Taxonomy (2000) is one way to work on this process. Since many schools now have BYOD programs, finding apps that are available for both the iOS and Android operating systems makes it easier for teachers to develop formative and summative assessments that all students can complete. If educators are familiar with what the creative tool is capable of, they are more likely to develop engaging and meaningful assessments as well as provide technical support for their students. Educators should first re-familiarize themselves with the concepts inherent in the higher-order thinking skills of Bloom's Revised Taxonomy."

""Pope Francis Shocks World, Endorses Donald Trump for President"; "ISIS Leader Calls for American Muslim Voters to Support Hillary Clinton." These examples of fake news are from the 2016 presidential election campaign. Such highly partisan fabricated stories designed to look like real reporting probably played a bigger role in that bitter election than in any previous American election cycle. The fabrications spread on social media and into traditional news sources in a way that tarnished both major candidates' characters. Sometimes the stories intentionally damage a candidate; sometimes the authors are driven only by dollar signs. Questions about how and why voters across the political spectrum fell for such disinformation have nagged at social scientists since early in the 2016 race. The authors of a new study address these questions with cognitive experiments on familiarity and belief."

"A few years ago, I began shifting to a play-based approach in my kindergarten classroom. Research extolled the physical, cognitive, social, and emotional benefits of play and called to mind Friedrich Froebel's vision of kindergarten as a place where play and learning go hand in hand.  As I made small changes in my classroom, I began to understand that play is a primary and integral mode through which children make sense of the world, and that it is essential to their development and well-being. In addition, it supports skills like collaboration, communication, and creativity. Offering play can feel challenging when mandated programs and standardized tests are requirements of many school districts, but play-based learning is an effective practice for deepening understanding and engaging children. The key is finding a balance between academic expectations and the developmental needs of young students."

"From autonomous vehicles, predictive analytics applications, facial recognition, to chatbots, virtual assistants, cognitive automation, and fraud detection, the use cases for AI are many. However, regardless of the application of AI, there is commonality to all these applications. Those who have implemented hundreds or even thousands of AI projects realize that despite all this diversity in application, AI use cases fall into one or more of seven common patterns.  The seven patterns are: hyperpersonalization, autonomous systems, predictive analytics and decision support, conversational/human interactions, patterns and anomalies, recognition systems, and goal-driven systems. Any customized approach to AI is going to require its own programming and pattern, but no matter what combination these trends are used in, they all follow their own pretty standard set of rules. These seven patterns are then applied individually or in various combinations depending on the specific solution to which AI Is being applied."

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