recent one-week study that compared the outcomes of two classes, a control class that received a lecture from a Nobel Prize-winning physicist and an experimental section where students worked with graduate assistants to solve physics problems. Test scores for the experimental group (non-lecture) was nearly double that of the control section (41% to 74%).
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PressPausePlay on Vimeo - 2 views
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The digital revolution of the last decade has unleashed creativity and talent in an unprecedented way, with unlimited opportunities. But does democratized culture mean better art or is true talent instead drowned out? This is the question addressed by PressPausePlay, a documentary film containing interviews with some of the world's most influential creators of the digital era. presspauseplay.com @presspauseplay Facebook: on.fb.me/y4gEK1
Life with Raspberry Pi: The hot $25 computer may just spark a coding revolution in scho... - 0 views
What We Learn from Making | Harvard Graduate School of Education - 2 views
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Empowerment is a key goal of maker-centered learning — helping young people feel that they can build and shape their worlds. That sense of “maker empowerment” arises when students learn to notice and engage with their physical and conceptual environments, the report states. To encourage that heightened sensitivity, educators should provide opportunities for students to: look closely and reflect on the design of objects and systems; explore the complexity of design; and understand themselves as designers of their worlds.
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But as a new report from Project Zero’s Agency by Design concludes, the real value of maker education has more to do with building character than with building the next industrial revolution.
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In a white paper [PDF] marking the end of its second year, Agency by Design (AbD) finds that among the benefits that may accrue along the maker ed path, the most striking is the sense of inspiration that students take away — a budding understanding of themselves as actors in their community, empowered “to engage with and shape the designed dimensions of their worlds.”
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"What are the real benefits of a maker-centered approach to learning? It's often described as a way to incubate STEM skills or drive technical innovation - and it is probably both of these. But as a new report from Project Zero's Agency by Design concludes, the real value of maker education has more to do with building character than with building the next industrial revolution. "
Edtech In the Classroom : Evolution not Revolution - 0 views
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Technology cannot replace good teaching, and in reality should seen as work alongside and supplement it
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how well the technology is used to support teaching and learning is the key determinant of its impact.”
Will the Next Internet Revolution Be Televised? - EconMatters - - Forbes - 3 views
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The long heralded, but long delayed, integration of TV and the Internet is finally upon us. In the two hours between 8:00 and 10:00 PM, Netflix streaming movies and TV shows account for one-fifth (not a misprint) of all the Internet bandwidth being used in the United States. And that’s not the half of it. True Internet TV is about to go mainstream.
2020 Vision: Experts Forecast What the Digital Revolution Will Bring Next -- THE Journal - 6 views
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2020 Vision: Experts Forecast What the Digital Revolution Will Bring Next
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the second part is the mobility we now have,
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The private sector has moved much more rapidly in implementing technological tools than education has.
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Good document to continue our discussion....
21st Century Learning: Making Technology Relevant in Today's Classrooms : May 2008 : TH... - 0 views
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21st Century Learning: Making Technology Relevant in Today's Classrooms by Fred Podolski "21st Century Learning" is currently the hottest catchphrase in education, but what it means has yet to be fully determined. Technology is a part of students' everyday lives, and substantial advances in technology have profoundly affected the way they learn. As a result, educators are working hard to meet the ever-evolving needs of 21st century learners. Translating the ongoing technological revolution into a learning experience is a fundamental part of that challenge.
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21st Century Learning: Making Technology Relevant in Today's Classrooms by Fred Podolski "21st Century Learning" is currently the hottest catchphrase in education, but what it means has yet to be fully determined. Technology is a part of students' everyday lives, and substantial advances in technology have profoundly affected the way they learn. As a result, educators are working hard to meet the ever-evolving needs of 21st century learners. Translating the ongoing technological revolution into a learning experience is a fundamental part of that challenge
GenI Revolution : Home - 5 views
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Developed for middle school and high school students, this online game gives your students the chance to learn important personal finance skills as they play and compete against fellow classmates. The game includes fifteen Missions in which students attempt to help people in financial trouble. Students join the Gen I Revolution, strategically select their Operatives, and begin to explore and earn points as they work to complete each Mission.
YouTube - Social Media Revolution 2 (Refresh) - 6 views
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Social Media Revolution 2 is a refresh of the original video with new and updated social media & mobile statistics that are hard to ignore. Based on the book Socialnomics by Erik Qualman.
Geeks or cyberwarriors? Digital revolution underway in North Korea - Winnipeg Free Press - 1 views
How Employees Are Driving An iPad Revolution And What IT's Doing About It | Cult of Mac - 2 views
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"The iPad's transformation from consumer gadget to enterprise tool points the way to an employee-driven tech future in which users - not IT departments - get to choose their own gear and applications."
Free Technology for Teachers: The Social Media It's Not a Fad, It's a Revolution - 0 views
Start a Reading Revolution: Flip Your Class With Blogs | Edutopia - 3 views
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Start a Reading Revolution: Flip Your Class With Blogs
Is Coding the New Literacy? | Mother Jones - 2 views
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What if learning to code weren't actually the most important thing? It turns out that rather than increasing the number of kids who can crank out thousands of lines of JavaScript, we first need to boost the number who understand what code can do. As the cities that have hosted Code for America teams will tell you, the greatest contribution the young programmers bring isn't the software they write. It's the way they think. It's a principle called "computational thinking," and knowing all of the Java syntax in the world won't help if you can't think of good ways to apply it.
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Researchers have been experimenting with new ways of teaching computer science, with intriguing results. For one thing, they've seen that leading with computational thinking instead of code itself, and helping students imagine how being computer savvy could help them in any career, boosts the number of girls and kids of color taking—and sticking with—computer science. Upending our notions of what it means to interface with computers could help democratize the biggest engine of wealth since the Industrial Revolution.
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Much like cooking, computational thinking begins with a feat of imagination, the ability to envision how digitized information—ticket sales, customer addresses, the temperature in your fridge, the sequence of events to start a car engine, anything that can be sorted, counted, or tracked—could be combined and changed into something new by applying various computational techniques. From there, it's all about "decomposing" big tasks into a logical series of smaller steps, just like a recipe.
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"Unfortunately, the way computer science is currently taught in high school tends to throw students into the programming deep end, reinforcing the notion that code is just for coders, not artists or doctors or librarians. But there is good news: Researchers have been experimenting with new ways of teaching computer science, with intriguing results. For one thing, they've seen that leading with computational thinking instead of code itself, and helping students imagine how being computer savvy could help them in any career, boosts the number of girls and kids of color taking-and sticking with-computer science. Upending our notions of what it means to interface with computers could help democratize the biggest engine of wealth since the Industrial Revolution."
What the fourth industrial revolution could mean for education and jobs - 0 views
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Whereas we once learned to do work, learning has now become the work. Longer working lives and changing skill demands increase the need for continuous learning throughout life.
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