Group items tagged

Software in the Cloud: HOT Common Core Online: HOT iPads: HOT Tablets Other Than iPads: LUKEWARM The Flipped Classroom: LUKEWARM Bring Your Own Device (BYOD): HOT Textbooks: LOSING STEAM Social Media as a Teaching and Learning Tool: LOSING STEAM E-portfolios: LUKEWARM Interactive Projectors and Whiteboards: LOSING STEAM

Monitoring anticipated tech changes

This is a very helpful glimpse. Very useful for focusing our precious energy, time and budget.

"The eighth big idea is we are entering a digital world where knowing about digital technology is as important as reading and writing. So learning about computers is essential for our students' futures BUT the most important purpose is using them NOW to learn about everything else."

More administrators say they are leading by example by encouraging educators to use more digital technology in the classroom. They say this type of leadership will become increasingly important as districts work to implement the Common Core State Standards. "Modeling is crucial. If you want your kids and teachers to be users of 21st-century tools, ... you have to show that you can do it too," said Spike Cook, principal of an elementary school in Millville, N.J. "It shows that I'm still a teacher -- I can still instruct and still learn."

"The NMC Horizon Report: 2012 K-12 Edition examines emerging technologies for their potential impact on and use in teaching, learning and creative inquiry within the environment of pre-college education. This article adapted from sections of the report. The report highlights six emerging technologies or practices that are likely to enter mainstream use within the next five years. Key trends and challenges that will affect current practice over the same period frame these discussi"

"Key findings from this survey highlight variability in ICT and Computing education internationally, as well as some areas of common ground. They are potentially useful in informing discussions about how to motivate students to pursue their ICT and Computing education. They may also be useful in considering what works or might usefully be developed in the curricula in the UK. Some key findings are presented below. Others are included in the report, along with more information about the survey. Key findings In some educational systems, the subject areas of ICT and Computing are not represented in the curriculum. In some they are optional and in others mandatory. The use of ICT is included in the curriculum more commonly than the technical aspects of Computing, such as programming. The age at which the teaching of ICT is expected by the curriculum varies, from introduction at or before age 6 in Ontario and Massachusetts to first introduction at the age of 12 in Singapore and 14 in Italy. There is evidence, however, that many students use ICT earlier than the curriculum implies. The introduction of more technical Computing skills occurs later, typically from the ages of 12-14 upwards. In terms of basic technical Computing skills, students are generally expected to know common terminology, to understand concepts such as 'hardware' and 'software' and to be able to name parts of a computer system, among other elements. Programming is covered in most Computing curricula investigated. In some, specific languages are identified, while in others, there is flexibility (e.g. Ontario simply specifies that programming languages should be 'industry standard'). Only the older students are exposed to the technicalities of networking and systems management, and then not in all countries/regions. Curriculum design varies. Most courses are linear, while Ontario offers a menu of Computing courses at the higher levels, from which students can select cours

Students who have participated in 1:1 computing report higher achievement and increased engagement, according to findings of studies published in a special issue of the Journal of Technology, Learning and Assessment, published by Boston College's Lynch School of Education.

In a systemic and rigorous analysis of forty years of research into the use of technology and its impact on student achievement, researchers have reported that technology used to support instruction, on average, improves learning performance by 12%.

"This address briefly traverses the successes and failures of the past before examining the evidence that may give some clues to the future challenges of using digital technologies and digital media in education. However, is Australian education and training in a position to address these challenges? The capacity of education to meet the future challenges of using technology for teaching and learning is the focus of this presentation."

"Among teachers in a 1:1 or BYOD classroom, 15% use subject-specific content tools every week. 37% use information and reference tools every week. 18% of these teachers use teacher tools on a weekly basis. 20% of those surveyed use digital curricula weekly."