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the incorporation of Information and Communication Technologies into Primary Education brought with it positive changes in the role of the teacher and the student. Teachers and students stopped being mere transmitters and receptors, respectively. The first became mediators of information and the second opted for learning through investigating, discovering and presenting ideas to classmates and teachers. In this way they have, at the same time, the opportunity of getting to know the work of other students, too. Thus, the use of Internet and ICTs reinforce participation and collaboration in the school. According to Dr Altuna, it also helps to boost learning models that are more constructivist, socio-constructivist and even connectivist.

Despite its educational possibilities the researcher warns that there are numerous factors that limit the incorporation of Internet into the teaching of the curricular subject in question. These involve aspects such as the time dedicated weekly, technological and computer facilities, accessibility and connection to Internet, the school curriculum and, above all, the knowledge, training and involvement of the teaching staff.

the thesis observed a tendency to delegate responsibility for ICT in the school to those teachers who were considered to be “computer experts”. Dr Altuna warns of the risks that this practice runs, as thereby the rest of the staff continues to be untrained and unable to apply ICT and Internet in activities undertaken within their curricular subject. It has to be stressed, therefore, that all should be responsible for the educational measures to be taken so that students acquire digital skills. Also observed was the need for a pedagogic approach to ICT which advises the teaching staff on knowledge about and putting into practice activities in educational innovation.

The cost of a college education has risen, in real dollars, by 250 to 300 percent over the past three decades, far above the rate of inflation. Elite private colleges can cost more than $200,000 over four years. Total student-loan debt, at nearly $830 billion, recently surpassed total national credit card debt. Meanwhile, university presidents, who can make upward of $1 million annually, gravely intone that the $50,000 price tag doesn’t even cover the full cost of a year’s education.

Then your daughter reports that her history prof is a part-time adjunct, who might be making $1,500 for a semester’s work. There’s something wrong with this picture.

The higher-ed jeremiads of the last generation came mainly from the right. But this time, it’s the tenured radicals — or at least the tenured liberals — who are leading the charge. Hacker is a longtime contributor to The New York Review of Books and the author of the acclaimed study “Two Nations: Black and White, Separate, Hostile, Unequal,”

What can Darwin teach us about morality?At least to some extent, we are a species with an evolved psychology. Like other animals, we have inherited behavioural tendencies from our ancestors, since these were adaptive for them in the sense that they tended to lead to reproductive success in past environments.

But what follows from this?

we are not evolution's slaves. All other things being equal, we should act in accordance with the desires that we actually have

There is a great divide in business schools, one that few outsiders are aware of. It is the divide between research and teaching. There is little relation between them. What is being taught in management books and classrooms is usually not based on rigorous research and vice-versa; the research published in prestigious academic journals seldom finds its way into the MBA classroom.

none of this research is really intended to be used in the classroom, or to be communicated to managers in some other form, it is not suited to serve that purpose. The goal is publication in a prestigious academic journal, but that does not make it useful or even offer a guarantee that the research findings provide much insight into the workings of business reality.

is not a new problem. In 1994, Don Hambrick, then the president of the Academy of Management, said: “We read each others’ papers in our journals and write our own papers so that we may, in turn, have an audience . . . an incestuous, closed loop”. Management research is not required to be relevant. Consequently much of it is not.

Scientists these days tend to keep up a polite fiction that all science is equal. Except for the work of the misguided opponent whose arguments we happen to be refuting at the time, we speak as though every scientist's field and methods of study are as good as every other scientist's and perhaps a little better. This keeps us all cordial when it comes to recommending each other for government grants.

Why should there be such rapid advances in some fields and not in others? I think the usual explanations that we tend to think of - such as the tractability of the subject, or the quality or education of the men drawn into it, or the size of research contracts - are important but inadequate. I have begun to believe that the primary factor in scientific advance is an intellectual one. These rapidly moving fields are fields where a particular method of doing scientific research is systematically used and taught, an accumulative method of inductive inference that is so effective that I think it should be given the name of "strong inference." I believe it is important to examine this method, its use and history and rationale, and to see whether other groups and individuals might learn to adopt it profitably in their own scientific and intellectual work. In its separate elements, strong inference is just the simple and old-fashioned method of inductive inference that goes back to Francis Bacon. The steps are familiar to every college student and are practiced, off and on, by every scientist. The difference comes in their systematic application. Strong inference consists of applying the following steps to every problem in science, formally and explicitly and regularly: Devising alternative hypotheses; Devising a crucial experiment (or several of them), with alternative possible outcomes, each of which will, as nearly is possible, exclude one or more of the hypotheses; Carrying out the experiment so as to get a clean result; Recycling the procedure, making subhypotheses or sequential hypotheses to refine the possibilities that remain, and so on.

On any new problem, of course, inductive inference is not as simple and certain as deduction, because it involves reaching out into the unknown. Steps 1 and 2 require intellectual inventions, which must be cleverly chosen so that hypothesis, experiment, outcome, and exclusion will be related in a rigorous syllogism; and the question of how to generate such inventions is one which has been extensively discussed elsewhere (2, 3). What the formal schema reminds us to do is to try to make these inventions, to take the next step, to proceed to the next fork, without dawdling or getting tied up in irrelevancies.

In the United States, nearly a half century of research, application of new technologies and development of new methods and policies has failed to translate into improved reading abilities for the nation’s children1.

the reasons why progress has been so uneven point to three simple rules for anticipating when more research and development (R&D) could help to yield rapid social progress. In a world of limited resources, the trick is distinguishing problems amenable to technological fixes from those that are not. Our rules provide guidance\ in making this distinction . . .

unlike vaccines, the textbooks and software used in education do not embody the essence of what needs to be done. That is, they don’t provide the basic ‘go’ of teaching and learning. That depends on the skills of teachers and on the attributes of classrooms and students. Most importantly, the effectiveness of a vaccine is largely independent of who gives or receives it, and of the setting in which it is given.

This was not a statistically controlled study: the subjects took a free test online and of their own accord.  They were by definition connected to the internet and interested in testing their English; they will also be younger and more urban than the population at large.

But Philip Hult, the boss of EF, says that his sample shows results similar to a more scientifically controlled but smaller study by the British Council.

Wealthy countries do better overall. But smaller wealthy countries do better still: the larger the number of speakers of a country’s main language, the worse that country tends to be at English. This is one reason Scandinavians do so well: what use is Swedish outside Sweden?  It may also explain why Spain was the worst performer in western Europe, and why Latin America was the worst-performing region: Spanish’s role as an international language in a big region dampens incentives to learn English.

What are the most important lessons you’ve learned about using social media for teaching and outreach? It is easier to reach fame than impact. If it’s so personal, you run the risk of standing in the way of your content.

What’s the single most important piece of advice you would give to someone just starting out in university-level teaching? Pick the subjects and courses that really interest you rather than those that are predicted to give you nice job and salary, but study what you study very hard and go deeper and broader than what is required.

Are there any special skills we should be teaching our students in the digital age that are different than those we would have taught them in the past? Critical thinking, reasoning and a quest for sources of all information. And when in doubt, rely on Wikipedia. It is amazingly good, especially if you carefully read the history of the text of interest.

The accepted definition of creativity is production of something original and useful, and that’s what’s reflected in the tests. There is never one right answer. To be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).

Torrance’s tasks, which have become the gold standard in creativity assessment, measure creativity perfectly. What’s shocking is how incredibly well Torrance’s creativity index predicted those kids’ creative accomplishments as adults.

The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.

What do educators in Singapore and China do? By their own internal accounts, they do a great deal of rote learning and "teaching to the test." Even if our sole goal was to produce students who would contribute maximally to national economic growth — the primary, avowed goal of education in Singapore and China — we should reject their strategies, just as they themselves have rejected them.

both nations have conducted major educational reforms, concluding that a successful economy requires nourishing analytical abilities, active problem-solving, and the imagination required for innovation.

Observers of current practices in both Singapore and China conclude that the reforms have not really been implemented. Teacher pay is still linked to test scores, and thus the incentive structure to effectuate real change is lacking. In general, it's a lot easier to move toward rote learning than to move away from it

On paper, Singaporean education is great. Our universities are in the Top 200 in the Times Higher Education list. We win Olympiads all the time. When it comes to knowing a basic inventory of facts, Singaporean education is just about the best you can get. And that is a fact.

So what’s missing?

Singapore is a true melting pot. In the past, as is today, and as will be tomorrow, many cultures came together into one. It has been lauded as one of Singapore’s big selling points – an eclectic fusion of Orient and Occident, a quaint East-meets-West mixture which happens to work. But have we taken this metaphor and looked at it from another perspective? Many cultures came together under the band of meritocracy – may the best rule, and may they rule with wisdom. And since they are the best, they are paid the best money one can get too. This is the fire which managed to melt, or should i say meld East and West into a functioning whole. And since we are such fans of meritocracy, society has been geared in that direction too. This melting pot which is Singapore has had certain repercussions, which the post I have linked to above shows. It seems that in developing the concept of meritocracy, what “The Best” is was artificially defined. And in artificially defining something, you create an artificial standard to compare everything against. In doing so, everything else becomes irrelevant. It creates a strong tendency towards conformity, which is the negative result of the melting pot. The individual loses his/her uniqueness and becomes part of this stew of uniformity. In school, you are told to study hard, you are told what you have to study, without any care as to what you actually think.

Repayments will be structured so that higher-earning graduates are paying higher levels of interest rates, up to 3% above inflation. Only those who earn below £21,000 will remain paying an effective zero rate of interest.

There are concerns that such interest charges are against Muslim teaching on finance and will prevent young Muslims from getting the finance needed to go to university.

"Many Muslim students are averse to interest due to teachings in the Islamic faith - such interest derails accessibility to higher education," says Nabil Ahmed, president of the FOSIS student group.

A recent editorial in the New York Times by Nicholas Wade raises some interesting points about the nature of basic science research – primarily that its’ risky.

As I have pointed out about the medical literature, researcher John Ioaniddis has explained why most published studies turn out in retrospect to be wrong. The same is true of most basic science research – and the underlying reason is the same. The world is complex, and most of our guesses about how it might work turn out to be either flat-out wrong, incomplete, or superficial. And so most of our probing and prodding of the natural world, looking for the path to the actual answer, turn out to miss the target.

research costs considerable resources of time, space, money, opportunity, and people-hours. There may also be some risk involved (such as to subjects in the clinical trial). Further, negative studies are actually valuable (more so than terrible pictures). They still teach us something about the world – they teach us what is not true. At the very least this narrows the field of possibilities. But the analogy holds in so far as the goal of scientific research is to improve our understanding of the world and to provide practical applications that make our lives better. Wade writes mostly about how we fund research, and this relates to our objectives. Most of the corporate research money is interested in the latter – practical (and profitable) applications. If this is your goal, than basic science research is a bad bet. Most investments will be losers, and for most companies this will not be offset by the big payoffs of the rare winners. So many companies will allow others to do the basic science (government, universities, start up companies) then raid the winners by using their resources to buy them out, and then bring them the final steps to a marketable application. There is nothing wrong or unethical about this. It’s a good business model.

There are more universities operating in other countries, recruiting students from overseas, setting up partnerships, providing online degrees and teaching in other languages than ever before. Capturing the moment: South Korea has turned itself into a global player in higher education Chinese students are taking degrees taught in English in Finnish universities; the Sorbonne is awarding French degrees in Abu Dhabi; US universities are opening in China and South Korean universities are switching teaching to English so they can compete with everyone else. It's like one of those board games where all the players are trying to move on to everyone else's squares. It's not simply a case of western universities looking for new markets. Many countries in the Middle East and Asia are deliberately seeking overseas universities, as a way of fast-forwarding a research base.

"There's a world view that universities, and the most talented people in universities, will operate beyond sovereignty. "Much like in the renaissance in Europe, when the talent class and the creative class travelled among the great idea capitals, so in the 21st century, the people who carry the ideas that will shape the future will travel among the capitals.

"But instead of old European names it will be names like Shanghai and Abu Dhabi and London and New York. Those universities will be populated by those high-talent people." New York University, one of the biggest private universities in the US, has campuses in New York and Abu Dhabi, with plans for another in Shanghai. It also has a further 16 academic centres around the world. Mr Sexton sets out a different kind of map of the world, in which universities, with bases in several cities, become the hubs for the economies of the future, "magnetising talent" and providing the ideas and energy to drive economic innovation.

from the earliest years, education should be based primarily on exploration, understanding in depth, and the development of logical, critical thinking. Such an emphasis, she says, not only produces a citizenry capable of recognizing and rooting out political jingoism and intolerance. It also produces people capable of questioning authority and perceived wisdom in ways that enhance innovation and economic competitiveness. Nussbaum warns against a narrow educational focus on technical competence.

a successful, long-term democracy depends on a citizenry with certain qualities that can be fostered by education.

The first is the capacity we associate in the Western tradition with Socrates, but it certainly appears in all traditions -- that is, the ability to think critically about proposals that are brought your way, to analyze an argument, to distinguish a good argument from a bad argument. And just in general, to lead what Socrates called “the examined life.” Now that’s, of course, important because we know that people are very prone to go along with authority, with fashion, with peer pressure. And this kind of critical enlivened citizenry is the only thing that can keep democracy vital.

Do the languages we speak shape the way we see the world, the way we think, and the way we live our lives? Do people who speak different languages think differently simply because they speak different languages? Does learning new languages change the way you think? Do polyglots think differently when speaking different languages?

For a long time, the idea that language might shape thought was considered at best untestable and more often simply wrong. Research in my labs at Stanford University and at MIT has helped reopen this question. We have collected data around the world: from China, Greece, Chile, Indonesia, Russia, and Aboriginal Australia.

What we have learned is that people who speak different languages do indeed think differently and that even flukes of grammar can profoundly affect how we see the world.