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Websites and laptops have been around for years now, but we haven’t fully thought through how to integrate them with teaching so as to conceive of courses differently.

“In the standard approach, the emphasis in class is on the first, and the second is left to the student on his or her own, outside of the classroom

you have to flip that, and put the first one outside the classroom, and the second inside

We have to train people to tackle situations they have not encountered before. Most instructors avoid this like the plague, because the students dislike it. Even at Harvard, we tend to keep students in their comfort zone. The first step in developing those skills is stepping into unknown territory.

hey’d much rather sit there and listen and take notes. Some will say, ‘I didn’t pay $47,000 to learn it all from the textbook. I think you should go over the material from the book, point by point, in class.’

It’s no accident that most elementary schools are organized that way.

But ultimately, learning is a social experience.

Perhaps the key is to coax students not only out of their rooms, but into each other’s minds.

ata mining and take various inputs, like test question results, activity on the system, what links students clicked, etc. to make a prediction of the next best piece of content for a student to learn.

The technology seems to be working. After a pilot project at Arizona State University with 5,000 remedial math students, pass rates improved from 66 percent to 75 percent, with half the class finishing four weeks early

“The professors are much better prepared for a single class so that they can give much more individualized instruction,” Lui said. “The practical effectiveness of this means that teachers are now able to use their time more efficiently to hone in on the things that are most troublesome or useful for different groups of students. You’re not teaching to the mean or bottom quartile.”

Analyzing and collecting big data is really what Junyo is about, enabling everyone in the education sector to make the learning experience more personal.

The students also have their own dashboard to see recommended content.

Teachers don’t have the time to do detailed reporting of a student’s progress and even if they did, they wouldn’t be able to provide one on one tutoring for every single student at different stages of learning.

students are learning more outside the classroom than in the classroom, and educators are finally starting to acknowledge that.

It’s no longer about who has the most information in their heads, it’s about who can find that information the fastest and who can do something with the information that they find.

The only way to do this is to make the fundamental change from teaching how to use technology to using technology to learn.

This model is fundamentally flawed because it teaches our students to be passive participants in the learning process.

With the advent of personal technology devices, we have the best opportunity of our careers to help students become more active participants in the learning process.

Dependent on PD

Besides the lack of time and/or motivation, I’m beginning to wonder if teachers really know how to learn new skills independently. We come from a system of education where everything was fed to us. As a student (even through my master’s degree), if I was told I needed to learn something there was a clear process I had to go through to learn it; sign up (and pay) for the right course with the available expert, buy some textbooks, go to class, follow directions, and collect my credits to show that I had learned it. Most PD follows a similar process (although greatly abbreviated). So that is the paradigm that teachers have for their own learning – they feel that they need to be taught something in order to learn it. I’m not sure that they know there is now another way to learn, especially where learning about technology is concerned. But how would they know this new way of learning if it’s rarely been modeled for them? And if this is how they view their own learning, can we really expect them to teach students how to be independent learners?

We will, instead, produce graduates who cast assumptions they've never really questioned into grammatically correct slogans, and the sloganeers with the catchiest phrases, the most confidence, and the most money will shape the future.

Technology can make education bette

Education is not the transmission of information or ideas. Education is the training needed to make use of information and ideas.