The document discusses emerging trends in education, including learning management systems (LMS), massive open online courses (MOOCs), and mobile learning. It provides details on LMS features and free LMS platforms like Moodle. MOOCs are defined as online courses with unlimited participation available through the web. Examples of MOOC participation and global MOOC initiatives are described. Mobile learning is rising due to proliferation of mobile devices and its ability to support informal, contextual "anywhere, anytime" learning.
When discussion technology to reach the unreach, the focus shall be supporting the learners. What happens now, happens in the shift to a new paradigm of Lifelong Learning. While India as a young has great opportunities, one have to think on the changes taking place within the perspective of the huge innovations and technological changes that (will) take place.
The discussion on the trends observed, gives input to the message suggested to be:
Learners first. Learners are the future. They are here. Now. For a quality learning experience. Quality as priority 1.
Lead digital transformation. Lead transformation of education for SDG 4: Ensure inclusive and quality education for all and promote lifelong learning.
Go Open, Innovative and Collaborative.
This presentation, Current Trends in Education Programs, will review training, learning & development, as well as their latest trends, methods, and technologies employed in each methodology.
Keynote presentation by Professor Kathryn Moyle for the International Conference on Teacher Training and Education held in Solo, Indonesia on 5-6 November 2015. This presentation outlines the current global context for higher education in 2015, as a basis for examining the key trends in teacher education in the first decades of the 21st century. The purpose of this paper is to outline the current global contexts for higher education, and to provide an overview of the policies found in teacher education in those countries that consistently produce students who perform highly on international standardized tests such as PISA, TIMSS and PIRLS.
When discussion technology to reach the unreach, the focus shall be supporting the learners. What happens now, happens in the shift to a new paradigm of Lifelong Learning. While India as a young has great opportunities, one have to think on the changes taking place within the perspective of the huge innovations and technological changes that (will) take place.
The discussion on the trends observed, gives input to the message suggested to be:
Learners first. Learners are the future. They are here. Now. For a quality learning experience. Quality as priority 1.
Lead digital transformation. Lead transformation of education for SDG 4: Ensure inclusive and quality education for all and promote lifelong learning.
Go Open, Innovative and Collaborative.
This presentation, Current Trends in Education Programs, will review training, learning & development, as well as their latest trends, methods, and technologies employed in each methodology.
Keynote presentation by Professor Kathryn Moyle for the International Conference on Teacher Training and Education held in Solo, Indonesia on 5-6 November 2015. This presentation outlines the current global context for higher education in 2015, as a basis for examining the key trends in teacher education in the first decades of the 21st century. The purpose of this paper is to outline the current global contexts for higher education, and to provide an overview of the policies found in teacher education in those countries that consistently produce students who perform highly on international standardized tests such as PISA, TIMSS and PIRLS.
Presentation by Dr. S.S. Jena, Chairman, NIOS at the National Consultative Workshop on Virtual Open Schooling in India organized by NIOS and CEMCA on 16 October 2012.
Education is the yardstick for every country’s political and socio-economic development; which acts as a basis of reducing poverty and inequality by enabling the use of new technologies, creating and spreading knowledge. Despite the large inflows of donor financing and the Government of Uganda through the Ministry of Education and Sports; the sector for the last 29 years is still grappling to balance the increasing access with quality education in secondary schools. Therefore, the main objective of this article is to explore the new strategies the Ministry of Education and Sports can employ to increase access while improving the quality education in the country. The article is based on literature review and the author’s experience in education. The article examines the advantages of open schooling and reveals that the programme provides the fast-track options for retaining students; bringing dropouts and over-aged learners to school; reducing administrative costs and enabling young people to be effective in life. Furthermore, the researcher discusses the likely challenges of the programme and gives practical working solutions aimed at overcoming the challenges of implementing the programme in Uganda.
Key words: Open Schooling, Access to Education, Quality Education, Dropouts
Current Issues in Education - Meeting the Challenges of the 21st Century Todaypolchan
Current Issues in Education - Meeting the Challenges of the 21st Century Today, a Powerpoint presentation for the subject Current Issues in Education, Graduate Studies.
Thailand Wanted A Quality Education for All Report 2016Peerasak C.
Key Findings
Over the past two and a half decades, Thailand has made great progress in expanding basic education, closing the gap in attendance between socio-economic groups through sustained efforts to expand school coverage and compulsory education.
All children in Thailand receive 12 years of free basic education, plus 3 years of pre-primary schooling.
Secondary school net enrollment rose impressively from 31% in 1990 to 78% in 2011.
82% of girls are enrolled in secondary education, 8% higher than boys.
However, a greater emphasis on the quality of education is needed to further equip students with the skills and knowledge they need to get good jobs.
One-third of 15-year-old Thai students are “functionally illiterate” or they read so poorly that they struggle to understand the meaning of what they have just read.
The problem is particularly acute for students enrolled in village schools in rural areas, where 47% of 15-year-old students are functionally illiterate.
On average, a 15-year-old student in Vietnam is around 1.5 years ahead of the 15-year-old Thai student academically.
Small schools, especially, face their own set of challenges. These schools are much more expensive to operate and do not generally deliver high quality education.
The number of primary school students fell from 7.45 million in 1982 to 5 million in 2012 due to falling birth rates.
The number of small schools with less than 20 students per grade increased dramatically from 15,000 in 1993 to 19,800 in 2010.
Small schools are hindered by a severe lack of teachers, teaching materials and physical infrastructure
How to improve the quality of small schools and ensure quality education for all?
Reducing the number of small, costly and poorly performing schools to create bigger and better resourced ones by re-organizing the school network.
Providing bigger budgets to the remaining small schools which are isolated.
Providing training and stronger incentives to attract quality teachers to the re-organized school networks and the isolated small schools.
Increasing school autonomy over staff management. Principals know best who to hire for their schools.
Strengthening evaluations of teachers and schools based on student outcomes can lead to improved student performance.
The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes.
COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.”
The big question that arises is that will this Online Teaching be able to produce lasting change?
Possible Solutions to the Crisis in Higher Education in KenyaMuthuri Kinyamu
The Africa Learning barometer shows us that there is a deeper learning crisis that needs to be addressed to raise standards and improve learning outcomes. Teaching is at the heart of the learning crisis and epidemic levels of teacher absenteeism.
None of the public universities meet the internationally recommended teacher-student ration so what’s the solution? No funds to hire more scholars or pay them better!
119,000 pupils to miss Form One slots in 2013 in Kenya. Only 16,125 pupils including 600 with special needs to join national schools.
27000 papers published annually in Africa however Open Access is still a challenge.
Scientists & researchers don’t publish much online, Google Scholar doesn’t have much content on Africa; discovery happens faster when we digitize material and share knowledge.
No much class interaction=Lecturer-student due to increasing teacher to student ratios. There’s need to enhance that for effective learning & offer quality education.
There’s need to democratize education by offering access to high quality content for students and giving experts a platform to build an audience outside the class, allowing them to have 10,000 students instead of 50.
Presentation by Dr. S.S. Jena, Chairman, NIOS at the National Consultative Workshop on Virtual Open Schooling in India organized by NIOS and CEMCA on 16 October 2012.
Education is the yardstick for every country’s political and socio-economic development; which acts as a basis of reducing poverty and inequality by enabling the use of new technologies, creating and spreading knowledge. Despite the large inflows of donor financing and the Government of Uganda through the Ministry of Education and Sports; the sector for the last 29 years is still grappling to balance the increasing access with quality education in secondary schools. Therefore, the main objective of this article is to explore the new strategies the Ministry of Education and Sports can employ to increase access while improving the quality education in the country. The article is based on literature review and the author’s experience in education. The article examines the advantages of open schooling and reveals that the programme provides the fast-track options for retaining students; bringing dropouts and over-aged learners to school; reducing administrative costs and enabling young people to be effective in life. Furthermore, the researcher discusses the likely challenges of the programme and gives practical working solutions aimed at overcoming the challenges of implementing the programme in Uganda.
Key words: Open Schooling, Access to Education, Quality Education, Dropouts
Current Issues in Education - Meeting the Challenges of the 21st Century Todaypolchan
Current Issues in Education - Meeting the Challenges of the 21st Century Today, a Powerpoint presentation for the subject Current Issues in Education, Graduate Studies.
Thailand Wanted A Quality Education for All Report 2016Peerasak C.
Key Findings
Over the past two and a half decades, Thailand has made great progress in expanding basic education, closing the gap in attendance between socio-economic groups through sustained efforts to expand school coverage and compulsory education.
All children in Thailand receive 12 years of free basic education, plus 3 years of pre-primary schooling.
Secondary school net enrollment rose impressively from 31% in 1990 to 78% in 2011.
82% of girls are enrolled in secondary education, 8% higher than boys.
However, a greater emphasis on the quality of education is needed to further equip students with the skills and knowledge they need to get good jobs.
One-third of 15-year-old Thai students are “functionally illiterate” or they read so poorly that they struggle to understand the meaning of what they have just read.
The problem is particularly acute for students enrolled in village schools in rural areas, where 47% of 15-year-old students are functionally illiterate.
On average, a 15-year-old student in Vietnam is around 1.5 years ahead of the 15-year-old Thai student academically.
Small schools, especially, face their own set of challenges. These schools are much more expensive to operate and do not generally deliver high quality education.
The number of primary school students fell from 7.45 million in 1982 to 5 million in 2012 due to falling birth rates.
The number of small schools with less than 20 students per grade increased dramatically from 15,000 in 1993 to 19,800 in 2010.
Small schools are hindered by a severe lack of teachers, teaching materials and physical infrastructure
How to improve the quality of small schools and ensure quality education for all?
Reducing the number of small, costly and poorly performing schools to create bigger and better resourced ones by re-organizing the school network.
Providing bigger budgets to the remaining small schools which are isolated.
Providing training and stronger incentives to attract quality teachers to the re-organized school networks and the isolated small schools.
Increasing school autonomy over staff management. Principals know best who to hire for their schools.
Strengthening evaluations of teachers and schools based on student outcomes can lead to improved student performance.
The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes.
COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.”
The big question that arises is that will this Online Teaching be able to produce lasting change?
Possible Solutions to the Crisis in Higher Education in KenyaMuthuri Kinyamu
The Africa Learning barometer shows us that there is a deeper learning crisis that needs to be addressed to raise standards and improve learning outcomes. Teaching is at the heart of the learning crisis and epidemic levels of teacher absenteeism.
None of the public universities meet the internationally recommended teacher-student ration so what’s the solution? No funds to hire more scholars or pay them better!
119,000 pupils to miss Form One slots in 2013 in Kenya. Only 16,125 pupils including 600 with special needs to join national schools.
27000 papers published annually in Africa however Open Access is still a challenge.
Scientists & researchers don’t publish much online, Google Scholar doesn’t have much content on Africa; discovery happens faster when we digitize material and share knowledge.
No much class interaction=Lecturer-student due to increasing teacher to student ratios. There’s need to enhance that for effective learning & offer quality education.
There’s need to democratize education by offering access to high quality content for students and giving experts a platform to build an audience outside the class, allowing them to have 10,000 students instead of 50.
This presentation is about the complex ecosystem that education has become. There are revolutionary changes happening in the system requiring professional managers to handle many issues.
Global trends in education that apply at the elementary, secondary, tertiary and adult education levels in many countries across the globe. This was a Spotlight Session hosted by the Center for Interactive Learning and Collaboration in September, 2010.
With SlideShare's new mobile app for Android, discover and view presentations on topics ranging from technology and business to design and entertainment. Share your favorite presentations, or save professional content to read offline or later.
Download the SlideShare App: https://play.google.com/store/apps/details?id=net.slideshare.mobile
#ForOurFuture18 UL System Conference Presentation: Online Learning - Current ...Luke Dowden
Two veterans of online learning will share their thoughts on the current state and the future of online learning. Chief online
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MOOCs in indian context: An Overview provides information about various MOOCs platforms and discusses extensively about Swayam, the Indian MOOC Platform.
Reforming SWAYAM The Perspective of Instructorsijtsrd
Technology has made its presence felt in each walk of life and has changed the pace of modernisation. Information and communication technology accelerated the world towards knowledge economy and higher education should be focused to achieve this. MOOCs Massive Open Online Courses have placed higher education in the public domain at a global scale and not only learners but teachers also get benefited to have their continuous professional development. Realising the need of the hour, India launched an indigenous MOOC platform with name‘SWAYAM’ in July 2017 and has just updated it in May 2019.This paper is part of a broad study to list the suggestions provided by SWAYAM MOOC instructors in different aspects to further improve these courses. It is a survey based self participatory study as its link was shared with 1120 SWAYAM instructors through e mails and 66 of them voluntarily participated. The suggestions indicated by them can be placed under three categories of technology, instruction and communication, to head towards the further refinement of quality and accessibility of this platform. Pooja Verma | Ahrar Husain "Reforming SWAYAM: The Perspective of Instructors" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33637.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/33637/reforming-swayam-the-perspective-of-instructors/pooja-verma
Developing a Pedagogy Framework for Institution-Wide Implementation of MOOC: ...Enna Ayub
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Share the pedagogy framework contains a plan on developing a sustaining momentum of academic’s participation for MOOCs.
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Higher Education Technology Outlook in Africa Presentation for the Student Satisfaction, Quality Assurance and Peer Review Conference, Emperors Palace, Kempton Park, 13 March 2014
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Online teaching platforms offer a range of benefits for both educators and learners, making education more accessible, flexible, and interactive. For more, visit us - www.proctur.com
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
4. Learning Management Systems (LMS)
• An LMS is comprehensive, integrated
software that supports the development,
delivery, assessment, and administration
of courses in traditional face-to-face,
blended, or online learning
environments.
27 January 2015P.N. Rao4
5. 27 January 2015P.N. Rao5
Learning
Management
Systems
(LMS)
Course
Management
System
(CMS) Learning
Content
Management
System
(LCMS)
Virtual
Learning
Environment
(VLE)
Virtual
Learning
System
(VLS)
Learning
Portal
E-learning
Platform
6. 27 January 2015P.N. Rao6
LMS
Cost
effective
Consiste
nt
delivery
Own
pace
Any
time/
place
Easy to
update
Good for
large
groups
7. Free LMS - MOODLE
• “Modular Object-Oriented Dynamic Learning
Environment” - Moodle has been around for over
twelve years, with the first version in August 2002.
• It is open source, a lot of community support and a
lot of plugins or add-ons from flash video to
teleconferencing. Need to install on the server.
• https://www.youtube.com/watch?v=CuKhBKAgQcA
27 January 2015P.N. Rao7
https://moodle.org/
10. 27 January 2015P.N. Rao10
Learning
Management
System
Massive Open
Online
Courses
11. Massive Open Online Courses (MOOC)
• A massive open online course is an online
course aimed at unlimited participation and
open access via the web.
• MOOCs are a recent development in distance
education which was first introduced in
2008 and emerged as a popular mode of
learning in 2012.
27 January 2015P.N. Rao11
http://en.wikipedia.org/wiki/Massive_open_online_course
12. 27 January 2015P.N. Rao12
"MOOC poster mathplourde" by Mathieu Plourde {(Mathplourde on Flickr) -
http://www.flickr.com/photos/mathplourde/8620174342/sizes/l/in/photostream/. Licensed under CC BY 2.0 via Wikimedia Commons -
http://commons.wikimedia.org/wiki/File:MOOC_poster_mathplourde.jpg#mediaviewer/File:MOOC_poster_mathplourde.jpg
13. Example of participation
• An MIT- “Hard circuits and electronics”
course --launched about a year and a half
ago, 155,000 students from 162
countries enrolled in this course.
• 7,200 students passed the course.
27 January 2015P.N. Rao13
http://www.ted.com/talks/anant_agarwal_why_massively_open_online_courses_still
_matter/transcript?language=en
14. Global participation in Coursera MOOCs - 2013
27 January 2015P.N. Rao14
https://www.insidehighered.com/blogs/globalhighered/mapping-courseras-global-footprint
15. Academic Financial Trading Platform
• Founded by Carnegie Mellon University professors,
launched online business education courses in 2012
specifically for Indian MBA students and executives.
http://www.academictrader.org/
• Offer massively open online business courses by faculty
from the world's top business schools to a broad
community of students, researchers, and practitioners
around the world completely for FREE.
27 January 2015P.N. Rao15
http://timesofindia.indiatimes.com/city/delhi/Carnegie-Mellon-University-professors-launch-online-business-
education-courses-for-Indian-students/articleshow/17506783.cms?referral=PM
16. http://educateme360.com/
• “Education is a right, not a privilege”
• A New York-based Indian start-up, offers
customized online learning to Indian students.
• Their courses, currently still in the pilot stage,
aim at fighting illiteracy and developing blended
learning.
• They will be made available in various Indian
languages.
27 January 2015P.N. Rao16
17. http://www.edukart.com/
• Started by alumni of Stanford and IIMs.
• Offers degree courses recognized by the
University Grant Commission (UGC) and also
professional certificates.
• Not free.
27 January 2015P.N. Rao17
18. Indian Initiatives
• Delhi University- 'India in 21st century‘ - It will
include 10 lectures delivered by Vice Chancellor
Dinesh Singh.
• Starts from January 30, 2015.
• http://www.swayamlearning.com/ - (Study Webs of
Active-learning for Young Aspiring Minds)
• http://www.mooconmooc.org/#/login
27 January 2015P.N. Rao18
http://economictimes.indiatimes.com/industry/services/education/delhi-university-
set-to-launch-massive-open-online-courses/articleshow/45955770.cms
22. Mobile in India
• The number of mobile internet users in India
is expected to reach 213 million by June
2015- report by the Internet & Mobile
Association of India (IAMAI) which is growing
at a healthier ˜ 10% per quarter.
27 January 2015P.N. Rao22
http://www.iamai.in/PRelease_Detail.aspx?nid=3528&NMonth=1&NYear=2015
23. 27 January 2015P.N. Rao23
http://www.iamai.in/PRelease_Detail.aspx?nid=3528&NMonth=1&NYear=2015
24. Mobile Learning
• Mobiles provide a new, and sometimes only,
access channel to the internet for many people.
• A core feature of mobiles is that they support
‘anywhere, anytime’ learning.
• Because they are personal and always at hand,
they are perfectly suited to support informal
and contextual learning.
• Mobile has a role to play in bridging the formal
and informal learning spaces.
27 January 2015P.N. Rao24
25. Mobile Learning
• As of January 2014*
• 58% of American adults have a smartphone
• 32% of American adults own an e-reader
• 42% of American adults own a tablet computer
• Mobile devices have replaced desktop
computers as the primary access device to
the Internet.
27 January 2015P.N. Rao25
* http://www.pewinternet.org/fact-sheets/mobile-technology-fact-sheet/
26. Mobile Learning
• Educators should be modeling and mentoring
smartphone use.
• A digitally literate culture in a technology-
driven society should be teaching its students
how to use the devices of choice to access,
curate, communicate, collaborate with and
create information.
27 January 2015P.N. Rao26
27. Mobile Learning
• Educators need to view smartphones not as a
distraction to learning, but as an accelerator.
• Students can use their personal devices to
personalize their learning.
• The where and when about using these
devices may need to be worked out for
effectiveness in an academic setting.
27 January 2015P.N. Rao27
28. Mobile Learning
• To better educate our students, we need
to better educate their educators.
• Address the needs of all learning abilities
• Equity of opportunity should not be
eclipsed by a market-driven agenda
27 January 2015P.N. Rao28
29. Other Trends
• Flipped classroom
• Blended instruction
• Collaborative Group Working using
Mobile phones
• Social media – Face Book, Linked In,
Research Gate, Edutopia, Blogs, …
27 January 2015P.N. Rao29
LMS systems are known by various names, including course management system (CMS), learning content management system (LCMS), virtual learning environment (VLE), virtual learning system (VLS), learning portal, or e-learning platform. Each term might have a slightly different meaning, depending on your interpretation. Perhaps it should be called an instructional management system, as the system's parameters are usually set by instructors rather than by students. However, throughout this article, we'll use the term LMS.
The advantage is that it is available in more than 100 languages! Moodle is trusted with millions of users all over the world. Definitely MOODLE!
A massive open online course is an online course aimed at unlimited participation and open access via the web.
In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user forums to support community interactions between students, professors, and teaching assistants (TAs). MOOCs are a recent development in distance education which was first introduced in 2008 and emerged as a popular mode of learning in 2012.
an MIT-hard circuits and electronics course -- about a year and a half ago, 155,000 students from 162 countries enrolled in this course.
And we had no marketing budget. Now, 155,000 is a big number. This number is bigger than the total number of alumni of MIT in its 150-year history. 7,200 students passed the course, and this was a hard course. 7,200 is also a big number. If I were to teach at MIT two semesters every year, I would have to teach for 40 years before I could teach this many students.
EduKart, which promotes itself as “India’s leading online education company” offers degree courses recognised by the Indian University Grant Commission (UGC) and also professional certificates. Most courses are provided by Indian higher education institutions, some by international higher education institutions. EduKart emphasises that it tailors its offer to industry needs: it provides corporate courses; supports job matching; and rates its graduates on an “EduKart Rating of Employability”.
"DU will be offering a series of MOOC which will be open and accessible to everyone across the globe. The courses will be free of cost," said Malay Neerav, Media Coordinator and Joint Dean of Students Welfare, Delhi University. "The first course in the series will be 'India in 21st century'. It will include 10 lectures all of which will be delivered by Vice Chancellor Dinesh Singh himself," he added. "The first MOOC will kickstart from January 30. The enrolments for the course .. Read more at:http://economictimes.indiatimes.com/articleshow/45955770.cms?utm_source=contentofinterest&utm_medium=text&utm_campaign=cppst
The think piece highlights that with the increase in access to information, and production of knowledge (both underpinned by technology), there is a questioning of the very notions of the authority of traditional bodies of knowledge controlled by legitimate educational institutions. Mobiles provide a new, and sometimes only, access channel to the internet for many people.
With the acceptance of the smartphone as the truly personal computer of choice for most Americans, it stands to reason that educators should be modeling and mentoring its use for the very skills we are touting as "21st century." A digitally literate culture in a technology-driven society should be teaching its children how to use the devices of choice to access, curate, communicate, collaborate with and create information. Content is now accessible anywhere at any time. What to do with it when accessed is what we need to teach.
Educators no longer have the luxury of determining what content kids will be exposed to. Mobile devices have enabled kids to determine that on their own. Educators need to view smartphones not as a distraction to learning, but as an accelerator. Students can use their personal devices to personalize their learning. They can determine on their own what they want to learn without being in a classroom. The where and when about using these devices may need to be worked out for effectiveness in an academic setting, but banning should no longer be tolerated by communities demanding a relevant education for their children.
With the acceptance of the smartphone as the truly personal computer of choice for most Americans, it stands to reason that educators should be modeling and mentoring its use for the very skills we are touting as "21st century." A digitally literate culture in a technology-driven society should be teaching its children how to use the devices of choice to access, curate, communicate, collaborate with and create information. Content is now accessible anywhere at any time. What to do with it when accessed is what we need to teach.
Educators no longer have the luxury of determining what content kids will be exposed to. Mobile devices have enabled kids to determine that on their own. Educators need to view smartphones not as a distraction to learning, but as an accelerator. Students can use their personal devices to personalize their learning. They can determine on their own what they want to learn without being in a classroom. The where and when about using these devices may need to be worked out for effectiveness in an academic setting, but banning should no longer be tolerated by communities demanding a relevant education for their children.