Group items matching

in title, tags, annotations or url

By David Nagel 05/26/11 "...The United States Department of Education's Office of Civil Rights Thursday issued a "dear colleague letter" to public K-12 institutions (as well as a separate letter to higher education institutions) and a set of answers to frequently asked questions that expands on a letter sent out exclusively to college and university presidents last June (DCL). In the FAQ, OCR makes explicit some legal obligations of all education institutions, including K-12 institutions, to "ensure equal access to the educational benefits and opportunities afforded by the technology and equal treatment in the use of the technology for all students, including students with disabilities." At the same time, the FAQ said the intent is not to stifle the use of new and emerging technologies, but to "remind everyone that equal access for students with disabilities is the law and must be considered as new technology is integrated into the educational environment. ..."

Complements http://etcjournal.com/2010/07/06/ebook-readers-attempting-to-bugger-the_blind-bad-for-business/ and perhaps http://etcjournal.com/2011/03/19/nyu-northwestern-schools-adopting-google-apps-discriminate-against-the-blind/

by Kevin Carey on September 26, 2011 "Under the category of "policy stuff that doesn't involve grand controversy and/or vast sums of new spending, yet might actually make the world a better place," the other day I attended a White House event announcing the launch of Digital Promise, a "new national center founded to spur breakthrough technologies that can help transform the way teachers teach and students learn." The rationale for the initiative is contained in a Council of Economic Advisers memo ..."

Council of Economic Advisers memo: http://www.whitehouse.gov/sites/default/files/unleashing_the_potential_of_educational_technology.pdf

June 21, 2011, 8:00 am By Prof. Hacker Lewis Carroll's logic game[This is a guest post by Anastasia Salter, Assistant Professor at the University of Baltimore in the school of Information Arts and Technologies. Her academic work focuses on storytelling in new media; she also writes the Future Fragments column for CinCity. Follow her on Twitter at AnaSalter.--@jbj] "...With that said, perhaps the most important takeaway from LEEF is that it's not all about expensive toys. Learning games don't have to be hi-Tech to be effective. There's a lot to be learned from Space Vikings, the conference's ARG-that's alternate reality game, not its augmented reality cousin. Unlike augmented reality, which requires Technology to mediate an environment, alternate reality is a playful imposition of story onto a physical space. In Space Vikings, a number of us dedicated conference attendees were drawn into a mission to save our tribes from a "pedagogical wasteland." How did we accomplish this feat? By hunting down "anomalies"-read masking tape clues, QR codes and posters-with answers to questions to submit in a digital educational games theory scavenger hunt. This is just one example of a conference ARG, and designers were at LEEF to report on lessons learned from others like DevLearn's Zombie Apocalypse. (For more ideas on educational uses of Alternate Reality, check out Think Transmedia.) These same ideas can scale and transform to a number of settings. For example, Melissa Peterson's Elmwood Park Zoo ARG is currently a project conducted with paper (though imagined for smartphones), and it's already doubling the engagement time of visitors to the local zoo. And on the other side, games like the Giskin Anomaly in Balboa Park are adding new layers of narrative to a popular and culturally rich tourist destination. And these games don't have to be location dependent. Case studies like the Radford Outdoor ARG Outbreak, a social inquiry game that puts st

ACL Digital brings innovative & engaging learning solutions to schools, colleges, universities, and Ed-tech organizations. We integrate our knowledge in education with digital innovation and engineering expertise to improve learner experience and streamline administrative operations.

Posted by xarxatic (Jordi Martí) on Aug. 25, 2011 "... la autoformación del docente (mediante el apoyo de una comunidad -que no se encuentra en cursos reglados-) está siendo la única capaz de crear y mejorar las capacidades docentes del profesorado (a nivel de nuevas tecnologías y mejora de praxis). Por tanto, ¿a qué esperamos para reformular esta formación "oficial" y reconvertirla en esa formación individualizada y guiada que tanto se necesita? O, ¿por qué si la realidad demuestra que la autoformación en comunidad es la que da un mejor resultado, no se intenta aprovechar por parte de la Administración ese camino?"

Translation of the quotation: "... teachers self-training (with a community's support that isn't available in formal courses) is the only one that can create and improve the teaching capacities of the teachers (at the level of new tech tools and improvement of praxis). Therefore, what are we waiting for before we reshape that "official" training and convert it into this so needed personalized training? Or: why, given the evidence that self-training within a community gives the best result, does the Administration not take this path?"