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It includes technologies the size of atoms, that will be present in all area of our environment-- similar to the Microsoft Future Vision videos we've seen in T561. But we'll be able power our devices using our own bodies?

#3 on the list - Death of the Traditional textbook

Here is the direct link to the article - http://mashable.com/2011/12/21/education-2011/

Cuban asks an important question that cuts through the apparent controversy: what level of technology use is best for children in school? I think his response also highlights how to frame technology as a tool and enhancement rather than a replacement for hands-on learning

This was also shared in UDL by my teaching fellow. Again, it is not just about the TECH, it is about the TEACHer!! Clearly there is a lot of buzz around iPads in schools at the moment. You can't log on to the Web without reading about another school or entire district or department investing massive coin in a sparkling set of the Wonder Tablets, excited that they will cure all the ills of the current education systems around the world.

Parents are divided by the tech movement at the GEMS Royal Dubai School. It exposes the concern of the growing digital divide if the need for an iPad is so strong and becomes the "go to" device. Will BYOD really mean "bring your own iPad?" Thoughts?

This infographic is especially interesting because, as far as I saw it, most of these "innovative" approaches didn't actually seem all that extraordinary. More generally, it's puzzling (and troubling, really) that despite advances in ed-tech in primary and secondary school, higher education institutions are quite far behind the curve as far as innovative uses of technology goes.

I agree - besides a lot of back-office and stick-stuff-online applications, only Mixable stood out (forming study groups), and that seems not to have much scope.

A set of workshops in DC about transformations in education. Papers about the topics will be released next week (Sept 27), for those of us who can't be in DC. One paper will be about "Harnessing Technology to Improve K-12 Education," so it will be interesting to see what the authors say. Though both authors are business school professors, so I'm not sure how they got chosen to write on this topic? Must be a good business to be in Ed Tech right now...

universities barrier mobile learning

A useful service for innovators and entrepeneurs

I was especially struck by the "take a pile of dirt" argument: new products don't require as long an incubation period as they once did. And so we're likely to see more and more untested ed tech options on the scene. That entrepreneurial spirit seems exciting, but the absence of research in support of any given innovation might also be something to be wary of.

Brings up the interesting issue of physical space in 21st century classrooms. Should schools of the future look like the way they do now (ie. desks and chairs, albeit with iPads/laptops atop desks)? How can we match the shift in pedagogical thinking with what our physical spaces of classrooms look like? On a related note, a colleague at an international school in Mumbai showed me around their new K-12 school recently (K-12 1:1 laptop program, phenomenal tech integration program)... and they no longer have walls to demarcate classrooms across the entire school. Instead of classrooms, they have "learning pods." So, imagine you're a third grade teacher--you have four slidable "walls" that you can open up to collaborate with the adjacent third grade section for social studies. Or perhaps you notice that the fifth grade science experiment seems to align with what you're doing today so you walk over to see if they'd be up for sharing what they're doing. Their idea is that the physical space needs to reflect the same environment of open education and collaborative learning that we're promoting in our classrooms.

Nice infographic from PBS on what teachers want in the classroom, for technology.

I'm sharing this more for an example of author bias & incentives in writing about edtech, than because I think he's right: he doesn't think tech will replace teachers at all. (Keep in mind who his customers are.)

Are "dumb" phones really that dumb?

BiNu makes feature phones a little smarter.

I'm so excited to see biNu on here, Jenny! I wrote a case study about their technology for a class last year and was blown away how their model of cloud computing could essentially turn "dumb" feature phones into smart phones - and for a fraction of the cost. They've changed their marketing approach and business model substantially since I wrote the case study last fall, but I still see a lot of potential for this type of tech to reach hitherto-unconnected people in the developing world who were still using phones and 2G networks. So interesting, thanks for posting!

Here's an example of one person who excelled in a MOOC. While everyone may not have the drive of this student, this is a good example of how an online technology facilitated a social learning group. Also - yet another example of how online resources can benefit people across the country who do not otherwise have access.

A friend just sent me this same article, Molly! However, my takeaway was much different. Whenever I read articles about young people doing extraordinary things with limited resources and technology, my first thought is always "how is this possible??" The article addresses my question directly: "The answer has to do with Battushig's extraordinary abilities, of course, but also with the ambitions of his high-school principal." The principal, also a graduate of MIT, was focused on developing more skilled engineers in Mongolia, and made it his mission to bring science and tech labs to his students; while MOOCs, the government's heavy investment in IT infrastructure, and the ubiquity of a 3G network made it possible to extend and enhance learning opportunities, the students may have never been exposed to engineering were it not for the encouragement of the principal. This human component, combined with technology, was what nurtured Battushig's drive and talent. This path will not work for just any student. If most homes in Mongolia have an Internet connection and even nomads cell phones, why have more people not found success with MOOCs? The author of the article summed it up best when she said, "Battushig's success also showed that schools could use MOOCs to find exceptional students all over the globe." Battushig is exceptional, just as elevated learning through MOOCs is still the "exception" and not the rule. MOOCs still lack a certain (perhaps human?) element that can move them from producing the anomaly of one "boy genius" to a more widespread level of learning.

Hi Laura - That's a good point about the principal. The principal and the student were both exceptional. While I do not think that MOOCs, as they are right now, can work for everyone, I do think that this example of educating an exceptional student is heartening. Maybe this exceptional student can learn a lot and then in turn, help others in his community. As undemocratic as it is, many advances in society are made by individuals or small groups of people. Overall though, I agree that MOOCs lack, as you said maybe a human element, to promote widespread education.

These services could be a help or a hindrance depending on the quality of their advice

Did some digging into the Quest for Learning school that was mentioned in the Connected Learning reading. They're about average on test scores in 2012 (found here: http://projects.nytimes.com/new-york-schools-test-scores/counties/new-york/districts/new-york-city-district-2/schools/quest-to-learn), which could be cited to support arguments on both side the 'gaming v traditional learning' coin with regards to standardized tests. It will certainly be interesting to see how their graduates fair over the next decade or so.

Well spotted, Ms. Laura. Schools like this really do take some leap of faith. Even parents/students/administrators/teachers who really believe in the ideals must realize that the students do not exist in a vacuum and that if/when their kids take the SATs, apply to college, etc., they are buying into the system that they are trying to reject/amend earlier in the students life.

Interesting interview with the Finnish educator Pasi Sahlberg on using technology to improve education and enhance learning: "I think the best way to move forward is to find a good solution to securing time for human interactions for all students in addition to giving students access to learn with new technologies."