This study enhances the value of ubiquitous technology in a systemic transformation of teaching and learning.
Grant Wiggins’ creativity rubric for lessons.
There is much talk about the difference between 20th and 21st Century education. The differences between the students of the 20th Century and those we teach now are profound, well known and documented. From these differences, plus the differences that exist in the world we live in now and the world our students will occupy, it is safe to assume that education to must change. So this is an attempt to compare the predominant educational approach of the 20th Century and that of the 21st Century.
Mobile devices, used under the guidance of highly qualified teachers, offer powerful ways to engage K-12 students, spark their curiosity, and improve achievement. But budgets are tighter than ever. How can cash-strapped school systems give all students access to vital educational technologies?
Anthropologists have long studied the role that mythology plays in the cultural fabric of a community. According to these social scientists, various cultures use myths as a form of storytelling to provide an explanation for a changing or confusing world, to validate existing beliefs, to fill in gaps of knowledge or understanding, and to establish a sense of order amongst chaos. Myths often are also used to inspire awe and wonder amongst the community. While the excitement of the myth story is contagious, the awe and wonder is not intended to stimulate scientific questioning or inquiry, but rather to maintain a status quo of order or power. Such is the case for example with the traditional Navajo myth about the creation of the constellations. As the story is told, the Sun and Moon were made from cutting giant discs of quartz that were then hoisted into the sky to provide light to the Navajo people, both during the day and at night. Not wanting to be wasteful, the creation deity used the remnants of the quartz cutting process to create patterns of stars in the night sky that had an explicit function of explaining the community’s laws. While the myth provided the Navajo people with an awe-inspiring explanation for how the Sun, Moon, and stars were created, it also sought to establish a cultural order within the community, as the medicine men were the only ones recognized with the wisdom to interpret the constellation-based laws.
In a similar way, the education community has used anecdotal stories over the years to understand or make sense of the role of technology within the lives of today’s K-12 students. These stories have developed into a comprehensive mythology around student digital learning that closely mimics the role of myths within other cultures. The unprecedented pace of the infiltration of technology tools and resources within our daily lives has created a need, especially for adults, to create a new sense of order within education, and to fill in gaps of knowledge and understanding around the use of technology with overly simplified explanatory narratives.
Today’s K-12 students tap into a wide range of mobile devices to enhance learning—both in and out of school. Principals, parents and teachers support this mobile learning trend by recognizing the benefits of increased access allowing students to learn anytime, anywhere. See how mobile devices enable new and customized learning that is untethered and digitally-rich.
Amanda Lenhart presented nine major themes from the Project’s five-report series on Teens and Online Privacy. In a talk delivered to the Family Online Safety Institute’s annual conference on November 7th, Amanda examined youth’s social media diversification and sharing practices, privacy choices, and the ways that youth concepts of privacy differ from adults.
BYOD is a reasonable choice for districts with the following conditions: cost is a critical factor, wide bandwidth is available, and there is a large student population with limited income to purchase separate devices for school and home. Additionally, the IT staff is well organized, capable, and experienced. BYOD is not appropriate for all districts but it is a compelling choice for the many districts that have this combination of factors.
One to one initiatives are developing at a rapid rate within education across the globe as governments and schools realise the potential for technology in developing 21st century teaching styles. The education sector clearly provides a vast target market for vendors and component suppliers alike, with over 1.45 billion enrolled students and teachers across the world. Declining prices, increased product customisation, digitisation of education content and a growing trend toward government investment in ICT in education are all combining to develop significant market demand. This report covers:
•Market Sizing – To quantify and track quarterly, global sales volumes and installed base of notebooks, netbooks and tablets in K12 education
•Market Forecasting – To develop five year sales forecasts, reviewing key feature set developments.
•Investment Status – To identify shifts in education spending and government plans
•Product, Technology, & Competitive Review – To identify and interpret key market developments and trends.
For further details, or if you have any questions, please email Phillip.Maddocks@futuresource-hq.com or
A resource for education leaders interested in implementing anytime, anywhere, anyway technology-supported learning in K-12 education.
No two students are alike. Each and every child deserves learning opportunities tailored for his or her unique needs, abilities, and interests. Impossible? Not with smart, adaptable curriculum powered by today’s educational technology.
Technology has a crucial role to play in preparing young people for success in the 21st century. But this success requires more than simply placing the right tools in students’ hands. To help promote success, Intel provides this comprehensive blueprint for building ambitious and effective technology initiatives, based on real-world
successes, that takes into account the complex array of variables that impact schools today.
The first question for curriculum writers is not: “What will we teach and when should we teach it?” Rather the initial question for curriculum development must be goal focused: “Having learned key content, what will students be able to do with it?”
Teachers Increasingly Rely on Media & Technology. The eighth annual PBS teacher survey on media and technology use reflects a deepening commitment to media and digital technology that connect teachers and their students to educational resources
Schools all over the country are developing technology plans to implement “ubiquitous computing” in some form. By “ubiquitous computing,” people usually mean a combination of two key ingredients: wireless networking which provides high-speed Internet access, and a 1-to-1 computer-to-student ratio, achieved in most cases by the acquisition of laptops. The educational press has reported on many experiments such as the Maine Laptop Initiative, and similar programs at the local and state level. The new XO, “$100” computer provides an added dimension of affordability and innovation, along with the attractive vision of universal access to computer power and the many gifts of the World-Wide Web.
This paper summarizes the 2007-2008 evaluation results of the leadership survey distributed the to Michigan Freedom to Learn (FTL) program teachers, in their effort to improve student learning and achievement in Michigan schools through the integration of laptop computers with teaching and learning in K-12 classrooms.
A research report on technology in schools 3/18/2008
This report summarizes the 2005-2006 evaluation results of the Michigan Freedom to Learn (FTL) program.
Florida’s Final Report