Future Technology Trends In Education
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The document discusses future technology trends in education including open courseware, e-books and e-book readers, and gesture-based technology input. It predicts that by 2011, open courseware will allow for self-learning through open source education available to all. By 2013, e-books will become commonplace and replace textbooks by allowing students to store all materials digitally. By 2015, gesture-based technology will offer engaging, hands-on, and natural learning experiences through collaboration.
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This document discusses the potential of interactive digital narratives for media education and their pedagogical uses. It outlines some challenges in contemporary education like changing media environments and digital divides. Interactive digital narratives, as "digital born" electronic media, offer procedural, participatory, encyclopedic and spatial affordances. They could enable guided exploratory learning, scaffolded reading, and agency/imagination. However, there are open questions around the limitations of existing "digital born" educational media and contextual factors that may restrict their use in educational spaces.
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1. The document discusses future technology trends in schools including social networks, smart objects, and electronic books. It provides examples and potential benefits and issues with each technology. 2. Social networks are predicted to play a major role in student interaction and learning through blogs and social media platforms. However, greater supervision may be needed due privacy concerns. 3. Smart objects like phones and tablets could enhance teaching and learning if used to access educational resources, though privacy and cost are considerations. 4. Electronic books are seen as convenient for students and can present information flexibly, though issues around legality and a decline in physical books must be addressed.
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The document discusses the future role of teachers as collaborative facilitators in online and blended learning environments. It argues that with the rise of Web 2.0 technologies, teachers will act as guides who encourage collaborative knowledge-building between students using tools like blogs, wikis and social media. Teachers will need training to help students leverage informal online spaces for formal learning and assessment of soft skills like collaboration. Overall, the role of teachers is shifting from sole content experts to curators and facilitators of collaborative student-driven learning.
Fostering A Future With Technology In Education
The document discusses trends in the future of education with technology, including blended learning, social networking, and online publishing. It addresses how technology can help develop 21st century skills and allow for lifelong learning in a changing world. Challenges include supporting blended learning models, facilitating networking and collaboration, and ensuring online content is properly authenticated. The future of education may see more personalized and adaptive learning through connectivity, as well as students taking on greater responsibility for their education with teacher guidance.
Social media and Peer-to-Peer Learning
The document discusses the use of social media and peer-to-peer learning. It covers topics like personal learning networks, social learning environments, and how students are using social media sites like Facebook for both social and academic purposes. It also examines challenges around privacy, ethics and the "participation gap" in digital learning environments.
Bridging the Digital Divide: It's more than teaching computer skills to seniors
This document discusses bridging the digital divide and digital literacy. It defines digital literacy and describes a digitally literate person. The document also discusses different frameworks for digital and media literacies, including Rheingold's five literacies, 21st century skills, and transliteracy. Finally, it addresses challenges around different generations and their relationship with technology.
Moodleposium 2010 v1
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networklearning
learning in a networked world: the role of social media and augmented learning.
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Visitors and Residents: What motivates engagement with the digital informati...
This document summarizes findings from a study on what motivates engagement with the digital information environment. The study found that digital literacy does not always keep pace with technical skills, and users are often self-taught. Younger generations are still influenced by traditional stereotypes that they are obsessed with technology. The study highlights the need for longitudinal research to understand changing information behaviors and how users engage with both virtual and physical information environments.
Digital Literacy: It's about more than access
Digital literacy is about more than just access to technology. It involves using technology well and the ability to learn, unlearn, and relearn skills. While many have access to technology, 66 million Americans still lack basic digital literacy skills. Digital literacy encompasses skills like attention, participation, collaboration, and network smarts. It also involves the ability to read, write, and interact across different platforms and media. Questions about digital literacy include its relationship to concepts like media literacy, visual literacy, and information literacy.
8 dalitlevytwotypesofmoo cs
- The document discusses two types of MOOCs: connectivist MOOCs (c-MOOCs) and other MOOCs (x-MOOCs). C-MOOCs emerged in 2008 based on connectivist pedagogy and focused on networking, knowledge construction, and collaboration. X-MOOCs later emerged from elite universities focusing more on content delivery and assessment. The document provides details on early c-MOOCs and the differences between the two approaches.
2 Simone C.O_ ecosistema del e-elarning
This document provides an overview of eLearning ecosystems and their benefits. It discusses how the modern education environment needs to adapt to digital learners and dynamic technological changes. An eLearning ecosystem empowers learners through customizable, accessible learning from anywhere while promoting innovation and connections within organizations. Embracing eLearning ecosystems can provide structured, stimulating, and holistic learning experiences that prepare students for an interconnected world.
ed6620powerclassroomofthefuture
The document discusses the future of education and the classroom. It argues that new technologies are enabling a paradigm shift in education similar to the printing press, moving towards more learner-centered and blended models. Learners will have more flexibility over space and time in their education, using online tools like blogs, podcasts, and video conferencing. Teachers will need training to embrace new technologies and practices, such as reflective blogging, online teaching strategies, and incorporating learners' interests and learning styles. The classroom of the future is envisioned as a blended environment that combines online and in-person learning.
Emerging Technologies, Emerging Perspectives on Education, and Cultures of Sh...
Keynote at the Emergent Technologies for the Future 2013 conference
Open University - UK
Institutions of learning adapt and change over time. The emergence of certain technologies, social behaviors, cultural expectations, and political and economic pressures influence what institutions do and what they look like. We live at a time when education features prominently in the global press and discussions focusing on improving the ways we design education are a daily occurrence. A central tenet of this discussion is the notion that technology is transforming education. Yet, the assumption that technology changes education often goes unchallenged. In this talk, I will highlight how learning and education are and are not changing as we are faced with new ideas about learning, increased (market-driven) interest in education, decreased state funding for education, and cultures of participation and sharing. Together, we will explore the research on online learning, the opportunities that exist for meaningful change, and the future educational systems that we are creating.
Educational Technology for 21st century
The presentation for my lectures on the Faculty of Education dedicated to foreign students (regularly updated)
Digital Learning Environments: A multidisciplinary focus on 21st century lear...
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Exit paper slidecast
1. The document is a list of 36 references related to multiliteracies and Web 2.0.
2. The references cover topics like how Web 2.0 tools can support new literacies, participatory learning, and digital literacy skills.
3. Many of the references also discuss the implications of Web 2.0 and new literacies for education, including how they influence student learning and teaching practices.
VCARA Virtual Worlds, Immersive Learning and MOOCs
Valerie Hill presents for the 4th Annual VCARA Conference - Digital Stewardship & Knowledge Dissemination in the 21st Century - May 22, 2013
OCSLD digi lit presentation
This document provides an overview of a presentation on literacies of the digital given by Helen Beetham on March 10, 2011. The presentation discusses moving beyond skills-based definitions of digital literacy to focus on how digital technologies are changing practices in personal, social, workplace and other contexts. It examines tensions between viewing digital literacy as an individual attribute versus a political project, and outlines evidence of changes in knowledge practices and known challenges learners face. The presentation concludes by considering what experiences learners need to develop digital literacies and questions how those experiences can best be supported.
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Future Technology Trends In Education
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