Some education experts and policymakers argue that if the U.S. does not boost the number of workers in those jobs, that America will lose its competitive edge as a global innovator. But others say that there is no STEM crisis at all, that this is actually a myth and that colleges should integrate STEM and the humanities into a broader education.
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GTZ. Peru: Reforming financial policy in the education sector - 0 views
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Money alone is not enough to improve a country's education system. But without adequate funding for school buildings, technical equipment, teaching materials and teacher training, education reform is doomed to failure from the very outset. The Peruvian Government is well aware of this: for its planned reform of the education system, it has put a new distribution key for budgetary funds at the top of the agenda.
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The state of Religious Education needs to be improved - 2 views
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"A new report by the National Association of Teachers of RE (NATRE) and Religious Education Council for England and Wales, based on Freedom of Information Data gathered by the Department for Education in 2015, has found that more than a quarter of secondary schools in the UK are not teaching their pupils any religious education (RE)."
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shared by Vicki Davis on 30 Dec 11
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My Wish List for Education in 2012 | Education Is My Life - 1 views
educationismylife.com/ish-list-for-education-in-2012
education globaled flatclass all_teachers bestpractices
shared by Vicki Davis on 30 Dec 11
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TEacher AJ Juliani (a Flat Classroom certified teacher) writes a beautiful and profound blog on his wish list. He understand and gets global collaboration in the classroom. Especially moving is this quote: "My wish list for Education in 2012 is centered around the belief that it is time to try "new things in new ways". It is time to look for "Next Practices" instead of "Best Practices". It's time to put ideas that are unproven into practice, learn from our failures, and celebrate our successes. Here is my wish list:" Worth a read.
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Network theories for technology-enabled learning and social change: Connectivism and ac... - 1 views
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"Bell, F 2010, Network theories for technology-enabled learning and social change: Connectivism and actor network theory , in: Networked Learning Conference 2010: Seventh International Conference on Networked Learning, 3-4 May 2010, Aalborg, Denmark. PDF - Published Version Download (236Kb) http://usir.salford.ac.uk/9270/1/Bell.pdf Official URL: http://www.networkedlearningconference.org.uk/ Abstract Learning never was confined to classrooms. We all learn in, out of, before, during and after episodes of formal education. The changing sociotechnical context offers a promise of new opportunities, and the sense that somehow things may be different. Use of the Internet and other emerging technologies is spreading in frequency, time and space. People and organizations wish to use technology to support learning seek theories to frame their understanding and their innovations. In this article we explore Connectivism, that is positioned as a theory for the digital age, in use on a Massive Open Online Course (MOOC), Connectivism and Connective Knowledge, in 2008. We then compare Connectivism with another network theory, Actor Network Theory, to explore possible synergies. We found that Connectivism enables educators and learners to legitimise their use of technology to support teaching and learning. Connectivism, a relatively new theory, can benefit from a richer empirical base as it develops. Since the scope of educational change can vary from a specific learning setting through organisational and societal settings, we can develop theories through empirical exploration of cases across the range of settings to support our understanding and actions."
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LibraryLaw Blog: Breaking News: Digital Promise legislation passes - 2 views
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Mary Minow August 01, 2008 Breaking News: Digital Promise legislation passes "Digital Promise Passed by Both Houses of Congress On Thursday, July 31, 2008, the legislation to create the Digital Promise was passed by both the House and Senate as part of the reauthorization of the Higher Education Act. It is expected to be signed into law by President Bush within days. The name has been changed to the "National Center for Research in Advanced Information and Digital Technologies." I much preferred "Digital Promise" but the main thing is that the legislation has passed. What it will do: It will create a Congressionally originated 501(c)(3) nonprofit corporation within the U.S. Department of Education. It will have a nine-member independent Board of Directors appointed by the Secretary of Education from nominations by members of Congress. Grants and contracts will be awarded on merit, and policies will be developed following the tested procedures of NSF and NIH. The Center will be able to receive grants, contracts, and philanthropic contributions, as well as federal appropriations. See the National Center section of the bill ."
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GDPR and Education - 0 views
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"New rights and responsibilities regarding personal data are set to be released in Europe on 25th May 2018 under the new General Data Protection Regulation (GDPR). For individuals, new rights are given by knowing what information organisations hold about you, and what they can do with it. Organisations have new obligations, including ensuring permission has been given to hold such data and responsibilities about the way the data is held. The changes affect everyone, including schools, educational companies, and individuals."
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GRAMMY in the Schools | Make your future be music - 2 views
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Just in. Nominate your favorite music teacher for this award!!! "The GRAMMY Foundation® and The Recording Academy® are partnering to present the first-ever Music Educator Award, to recognize music educators for their contributions to our musical landscape. Whether singing in the shower, playing in their college marching band, or performing on the GRAMMY® stage, musicians of all levels have had music teachers that have made a difference in their lives, and this award will acknowledge that contribution. The award is open to current U.S. music teachers from kindergarten through college, and the first annual award will be presented at the Special Merit Awards Ceremony & Nominees Reception in 2014, the night before the GRAMMY Awards®. The Music Educator Award recipient will receive an award and honorarium of $10,000. In addition, nine finalists will also be recognized for their contributions and they will each receive an award and $1,000. Everyone can nominate a teacher - students, parents, friends, colleagues, community members, members of The Recording Academy, school deans and administrators. Teachers are also able to nominate themselves. Once a teacher is nominated, s/he will be notified and encouraged to fill out the complete application.
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The Australian - Top 50 2013 education | The Australian - 10 views
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The top 50 people to watch in education in Australia. I enjoy looking at these lists and also following those who are thought leaders / educators. (I don't really follow politicians in the movements.) We have a lot to learn from each other.
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shared by Vicki Davis on 16 Jan 12
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UK Education Systems - Education - British Council USA - 1 views
www.britishcouncil.org/n-uk-system-k-12-education.htm
education curriculum news information uk edu_newapp
shared by Vicki Davis on 16 Jan 12
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This helpful page from the British Council explains the differences between the UK and US educational systems. They have had a national curriculum since 1992.
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Secret Teacher: low morale and high pressure leaves no time for inspiration | Teacher N... - 0 views
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These heartbreaking words from a teacher in the UK. As the world tries to improve education by the numbers, the world has forgotten kids aren't numbers. They are precious, individual and unique and deserve education systems that celebrate and encourage that. OK, teachers, it is time to man the media - you are the media now! Are you fed up yet? It might not be you right now, but if you don't speak, it will be, wherever you teach, such stories impact us all and the profession we care for so much. "As a teacher, I vowed that I would work hard to nurture my students, to make each and every student feel valued and for them to know that they have a voice, and a place in the world. However the last two years have made me feel like that insecure 14-year-old again: I have lost my confidence because of the overly-rigid current education system. We are constantly being told we are not good enough and that we are not doing enough: enough intervention, enough rigorous marking, enough sustained and rapid progress. What excited me the most about becoming a teacher was discovering the hidden talents and sparks of genius in my students. However, it breaks my heart to say this, but I feel that I no longer have time, nor am I encouraged to make these discoveries. We are so caught up with data and so many progress checks that we don't give our students the time to shine. I wonder what would happen if the greats of the world like Einstein, Gaudi, Picasso and Martin Luther King were to attend school in 2013, would they be able to cultivate their talents and thrive?"
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Is The STEM Education Crisis A Myth? : NPR - 2 views
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You have to remember that STEM makes up only about 7 percent of the jobs in the American economy. On the other hand, we know that anybody who majors in STEM often doesn't stay in STEM. For instance, by the time most STEM majors are 35 years old, they're in management. They leave. They no longer work on the bench in the lab. So we need to produce a lot more STEM workers than we actually use initially because we lose so many of them along the way because their careers are relatively successful.
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That is, a technical education now allows you to do anything. And anything, for most workers, means having a job that's fairly focused as a STEM worker, but then moving on to management or into a regulatory roll or into a government job. So STEM has become the place where you go if you want to have a lot of alternatives 10 years down the road.
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If you want to understand why STEM jobs are such a big deal, then this NPR interview really helps us understand why so many people are talking about STEM even though it makes up only 7% of the jobs. Read (and share) this NPR interview or download it for a listen as you travel. "That is, a technical education now allows you to do anything. And anything, for most workers, means having a job that's fairly focused as a STEM worker, but then moving on to management or into a regulatory roll or into a government job. So STEM has become the place where you go if you want to have a lot of alternatives 10 years down the road."
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Integration Focus: EDU Sunset - 1 views
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If you've integrated sliderocket (now becoming ClearSlide) into Google apps for edu, you'll no longer have Google integration or free accounts past the end of the year. Sliderocket was acquired by clear slide. "Thank you to everyone who has inquired about SlideRocket's free educational initiative through Google Apps. As the integration of SlideRocket into ClearSlide has progressed, it has become apparent that a shift in our approach toward educational accounts is necessary and appropriate. Specifically, due to both technical and practical reasons, we will no longer be integrating with Google Apps or offering free educational accounts beyond the end of the year."
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ICT in Education Assessments are Biased and Inaccurate « Educational Technolo... - 7 views
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One of the conclusions was that indeed, large reforms (e.g., “Het nieuwe leren”, or the new learning) were imposed without scientific support. Another that political prejudices, not any kind of data, were the main motivating factor in the reforms.
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Sadly, I think this is true of most educational reforms - ICT or not.
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The alternative, assessing educational reforms well before introduction, is a form of social engineering. Social engineering seems to always be more difficult than you think. And I think history has shown that education is no exception in this respect.
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Scientific “facts” are never appreciated unless they completely align with the preconceptions of the “stake-holders” (minus the children).
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what kind of "scientific facts" would guide ICT reform, though? what about research? studies? user testing?
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: Does this ICT4E solution improve scores on existing tests
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whose tests? and what is being tested? and why do tests have to be the only metric of success?
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The curriculum is obsessed with jargon and nomenclature, seemingly for no other purpose than to provide teachers with something to test the students on.
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I would probably argue that having tests which match the curriculum is a GOOD thing. However, in this case it seems that the problem is the curriculum. So reform does not always begin with the assessment, or with the ICT.
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If we want to test whether changes in education really improve learning, we do have other tools. They are called aptitude tests.
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Progressive Education - 0 views
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As Jim Nehring at the University of Massachusetts at Lowell observed, “Progressive schools are the legacy of a long and proud tradition of thoughtful school practice stretching back for centuries” — including hands-on learning, multiage classrooms, and mentor-apprentice relationships — while what we generally refer to as traditional schooling “is largely the result of outdated policy changes that have calcified into conventions.”
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Progressive educators are concerned with helping children become not only good learners but also good people
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Learning isn’t something that happens to individual children — separate selves at separate desks. Children learn with and from one another in a caring community, and that’s true of moral as well as academic learning. Interdependence counts at least as much as independence
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Progressive schools are characterized by what I like to call a “working with” rather than a “doing to” model.
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A sense of community and responsibility for others isn’t confined to the classroom; indeed, students are helped to locate themselves in widening circles of care that extend beyond self, beyond friends, beyond their own ethnic group, and beyond their own coun
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“What’s the effect on students’ interest in learning, their desire to continue reading, thinking, and questioning?”
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Alfred North Whitehead declared long ago, “A merely well-informed man is the most useless bore on God’s earth.” Facts and skills do matter, but only in a context and for a purpose. That’s why progressive education tends to be organized around problems, projects, and questions — rather than around lists of facts, skills, and separate disciplines
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students play a vital role in helping to design the curriculum, formulate the questions, seek out (and create) answers, think through possibilities, and evaluate how successful they — and their teachers — have been
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Each student is unique, so a single set of policies, expectations, or assignments would be as counterproductive as it was disrespectful.)
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they design it with them
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what distinguishes progressive education is that students must construct their own understanding of ideas.
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A school that is culturally progressive is not necessarily educationally progressive. An institution can be steeped in lefty politics and multi-grain values; it can be committed to diversity, peace, and saving the planet — but remain strikingly traditional in its pedagogy
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A truly impressive collection of research has demonstrated that when students are able to spend more time thinking about ideas than memorizing facts and practicing skills — and when they are invited to help direct their own learning — they are not only more likely to enjoy what they’re doing but to do it better.
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Regardless of one’s values, in other words, this approach can be recommended purely on the basis of its effectiveness. And if your criteria are more ambitious — long-term retention of what’s been taught, the capacity to understand ideas and apply them to new kinds of problems, a desire to continue learning — the relative benefits of progressive education are even greater.[5]
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Students in elementary and middle school did better in science when their teaching was “centered on projects in which they took a high degree of initiative.
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For starters, they tell me, progressive education is not only less familiar but also much harder to do, and especially to do well. It asks a lot more of the students and at first can seem a burden to those who have figured out how to play the game in traditional classrooms — often succeeding by conventional standards without doing much real thinking. It’s also much more demanding of teachers, who have to know their subject matter inside and out if they want their students to “make sense of biology or literature” as opposed to “simply memoriz[ing] the frog’s anatomy or the sentence’s structure.”[12] But progressive teachers also have to know a lot about pedagogy because no amount of content knowledge (say, expertise in science or English) can tell you how to facilitate learning. The belief that anyone who knows enough math can teach it is a corollary of the belief that learning is a process of passive absorption —a view that cognitive science has decisively debunked.
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Now There's A Davos Of Education And A $1 Million 'Nobel Prize' For Teachers - 2 views
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A $1 million teacher prize and other important announcements from the Global Skills and Education Forum in Dubai. Nominate a teacher today (and see a panel on education technology.
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shared by Caroline Bucky-Beaver on 31 Oct 08
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Footprints in the Digital Age - 0 views
www.ascd.org/...JnWmcWLY1mVcyLJ7JtJ!-633203459
PLN students engagement socialnetworking digitalcitizenship
shared by Caroline Bucky-Beaver on 31 Oct 08
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It's a consequence of the new Web 2.0 world that these digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives.
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A recent National School Boards Association survey (2007) announced that upward of 80 percent of young people who are online are networking and that 70 percent of them are regularly discussing education-related topics.
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By and large, they do all this creating, publishing, and learning on their own, outside school, because when they enter the classroom, they typically "turn off the lights" (Prensky, 2008).
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This may be the first large technological shift in history that's being driven by children.
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The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
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Publishing content online not only begins the process of becoming "Googleable," it also makes us findable by others who share our passions or interests.
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Although many students are used to sharing content online, they need to learn how to share within the context of network building. They need to know that publishing has a nobler goal than just readership—and that's engagement.
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These new realities demand that we prepare students to be educated, sophisticated owners of online spaces.
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More than ever before, students have the potential to own their own learning—and we have to help them seize that potential. We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks.
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Get Started! Here are five ideas that will help you begin building your own personal learning network. Read blogs related to your passion. Search out topics of interest at http://blogsearch.google.com and see who shares those interests. Participate. If you find bloggers out there who are writing interesting and relevant posts, share your reflections and experiences by commenting on their posts. Use your real name. It's a requisite step to be Googled well. Be prudent, of course, about divulging any personal information that puts you at risk, and guide students in how they can do the same. Start a Facebook page. Educators need to understand the potential of social networking for themselves. Explore Twitter (http://twitter.com), a free social networking and micro-blogging service that enables users to exchange short updates of 140 characters or fewer. It may not look like much at first glance, but with Twitter, the network can be at your fingertips.
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Very interesting article regarding our need as educators to teach students how to build their own PLNs. Teachers need to lead by example. He gives quick tips in the end on how to establish a PLN.
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shared by anonymous on 13 Sep 12
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Sept 13 - IJEDICT Weekly News is out | Education Futures | Scoop.it - 1 views
www.scoop.it/...-13-ijedict-weekly-news-is-out
weekly news education development ICT4E ict ict4d online newspaper
shared by anonymous on 13 Sep 12
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This publication is a weekly news update on what's happening in the ICT for education and development arena. Read and subscribe free at: http://paper.li/f-1325685118
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New U.S. Research Center to Study Education Technology - 0 views
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Congress has authorized a new federal research center that will be charged with helping to develop innovative ways to use digital technology at schools and in universities. The National Center for Research in Advanced Information and Digital Technologies was included as part of the latest reauthorization Requires Adobe Acrobat Reader of the Higher Education Act, approved last month. President Bush signed the law on Aug. 14. The center will be charged with supporting research and development of new education technologies, including internet-based technologies. It will also help adapt techniques already widely used in other sectors, such as advertising and the military, to classroom instruction.
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Online Predators and Their Victims - 1 views
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adult offenders who meet, develop relationships with, and openly seduce underage teenagers
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This is an important point to make to parents! It is about RELATIONSHIPS not abduction, usually!
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The publicity about online"predators" who prey on naive children using trickery and violence is largely inaccurate.
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In the great majority of cases, victims are aware they are conversing online with adults. In the N-JOV Study, only 5% of offenders pretended to be teens when they met potential victims online. (112)
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There tends to be a focus on the negative - no matter what percentage of the actual story is being discussed. Our news from "normal" channels follows the old "if it bleeds it leeds" mentality. The potential of the web towards "good" is highly underated - in my humble oppion
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Offenders rarely deceive victims about their sexual interests.
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promises of love and romance
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99% of victims of Internet-initiated sex crimes in the N-JOV Study were 13 to 17 years old, and none were younger than 12. 48% were 13 or 14 years old. (115)
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My (Liz B. Davis ) Summary of Key Points (All are quotes directly from the article): Online "Predators" and Their Victims. Myths, Realities, and Implications for Prevention and Treatment. by: Janis Wolak, David Finkelhor, and Kimberly J. Mitchell - University of New Hampshire and Michele L. Ybarra - Internet Solutions for Kids, Inc.
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Remember that we may start annotating articles and extracting this information together as well.
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it was those 15-17 years of age who were most prone to take risks involving privacy and contact with unknown people. (115)
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This tells us what we need to know about courses on digital citizenship and safety -- discuss these issues probably beginning around 11 -- before soliciation happens -- then have focused programs probably starting age 12-13 -- as with everything -- these ages tend to get lower over time -- what will happen w/ the Webkinz generation is anyone's guess.
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I see this more and more...as the parent of webkinz kids...in the past..you had the "don't talk to strangers" talk with them. Now the strangers are coming into our homes and at much younger ages. -
I think we need to be aware that not all "unknown people" are wanting to commit crimes, fraud, etc. Talking to someone you don't know might be the introduction to your new best friend. The content of discussion is important. Not knowing someone, I would not give them personal information. Friendship is built over time.
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A nice way I've heard to describe this is that even though kids think they're tech savvy, they are not relationship savvy. It's this age group that doesn't recognize the complexity of relationships. -
@David - I think, however, that we should be very careful about teaching HOW to make friendships -- friend of a friend and building relationships OVER TIME is often how these things happen. Children want the romance and don't realize the "gentle" stranger they've met wants to harm them. This is a tricky one -- one of my dearest friends is Julie Lindsay who I met online. But that conversation was totally OK, as youwould guess. Teaching them about this is tricky. We'll have to think on this one AND look at the research.
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take place in isolation and secrecy, outside of oversight by peers, family members, and others in the youth's face-to-face social networks (115)
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Again, this reinforces my thoughts of NOT having computers in the bedroom! Period. Have family computers w/ screens viewable by everyone!
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Most of the online child molesters described in the N-JOV Study met their victims in chatrooms. In a 2006 study, about one third of youths who received online sexual solicitation had received them in chatrooms. (116)
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Youth internet users with histories of offline sexual or physical abuse appear to be considerably more likely to receive online aggressive sexual solicitations. (117)
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But I think they are MORE at risk now that they have new outlets...THIS is what teachers / school faculty NEED to understand!
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Yes, Kristin! -- what we saw in Florida this week tells us that -- these students have now found a new way to have life in prison! And it relates to YOutube!
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..Although Internet safety advocates worry that posting personal information exposes youths to online molesters, we have not found empirical evidence that supports this concern. It is interactive behaviors, such as conversing online with unknown people about sex, that more clearly create risk. (117)
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Posting personal information is NOT what puts students at risk -- interactive BEHAVIORS! Do! This is one criticism we've had of online projects. At risk behaviors from AT RISK students cause things to happen!!! Listen up!
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and your students are lucky that they have you to guide them. Way too many schools are not involving their students in these activities so they don't have these "appropriate" models
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Exactly, kristin -- MORE SCHOOLS have got to do this. It is a travesty that these kids are being victimized when the schools can do something about it. Completely a travesty. I hope we can all get fired up again about this topic, especially with the good research coming out now!
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Online molesters do not appear to be stalking unsuspecting victims but rather continuing to seek youths who are susceptible to seduction. (117)
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maintaining online blogs or journals, which are similar to social networking sites in that they often include considerable amounts of personal information and pictures, is not related to receiving aggressive sexual solicitation unless youths also interact online with unknown people. (117)
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Safety habits and teaching students how to interact safely. Learning to interact with people you KNOW in safe ways will keep our students safe. It is NOT about pulling the plug.
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Boys constitute 25% of victims in Internet-initiated sex crimes, and virtually all of their offenders are male. (118
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Unfortunately, teaching boys to beware of men is something we have to do because that seems to be who is preying on the young boys.
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Some gay boys turn to the internet to find answers to questions about sexuality or meet potential romantic partners, and there they may encounter adults who exploit them. (118)
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..child molesters are, in reality, a diverse group that cannot be accurately characterized with one-dimensional labels. (118)
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Online child molesters are generally not pedophiles. (118)Online child molesters are rarely violent. (119)
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Child pornography production is also an aspect of Internet-initiated sex crimes. One in five online child molesters in the N-JOV Study took sexually suggestive or explicit photographs of victims or convinced victims to take such photographs of themselves or friends. (120)
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Again -- behaviors. Teaching children not to take pictures of themselves and post them w/out parental approval is important, particularly for younger kids.
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Youths may be more willing to talk extensively and about more intimate matters with adults online than in face-to-face environments. (121
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"If you wouldn't say it face to face, you shouldn't say it anyplace," should be our new saying to our students. (Yes, I coined it but it iwhat I will teach to my children.)
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it may not be clear to many adolescents and adults that relationships between adults and underage adolescents are criminal. (122)
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Simply urging parents and guardians to control, watch, or educate their children may not be effective in many situations. The adolescents who tend to be the victims of Internet-initiated sex crimes many not themselves be very receptive to the advice and supervision of parents. (122)
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The fact that the victims don't have a great relationship with their parents mean that we must have other outlets for teenagers such as with teachers, counselors, and others who are involved in these discussions!
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We recommend educating youths frankly about the dynamics of Internet-initiated and other nonforcible sex crimes. Youths need candid, direct discussions about seduction and how some adults deliberately evoke and then exploit the compelling feelings that sexual arousal can induce. (122)
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Yes, this is a gross mischaracterization. We are afraid of the unknown scary boogeman who isn't who we think he is, when it is the person who is up front that we must worry about. We want someone to blame instead of realizing it is the behavior of kids.
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Youths need candid, direct discussions about seduction
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The hard part is finding comfortable places to have these discussions. Where is the best place? -
I believe that the Http://digiteen.wikispaces.com project is the best thing I've got going in my classroom with 9th graders in Qatar & Austria. We're having great conversations -- third person looking at things happening and working through what they think is a good way to do it, I believe. I truly think that everyone working with students should be educated to watch for the "signs" -- and we should also have individual programs.
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We can look back at the reference in this study -- the hyperlink is at the top of the page -- I'm not sure of the sample size for this but it looks like this is what the New Jersey study found.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.