GETideas.org - from a Conversation on Global Education video series - for the accompanying video see www.getideas.org/coge - GETideas.org is an online community for education leaders around the world
10 nov-08 curriculum-corporation_conf._keynoteChris Borg
The document discusses the need for education systems to transform to Education 3.0 in order to meet the demands of today's globalized and digital world. Education 3.0 emphasizes 21st century skills like critical thinking, problem solving, collaboration and incorporates innovative teaching methods enabled by technology. It requires a holistic transformation of the entire education system, including reforms to curriculum, teaching, leadership and accountability to support 21st century learning. Different countries and education systems are at varying stages of this transition depending on factors like infrastructure and resources. Leadership is needed to drive the necessary changes to achieve more equitable and productive education systems.
This document discusses virtual and blended education models for the 21st century. It summarizes findings from several annual surveys on educational technology trends. The surveys found growing interest in online learning among students, parents, teachers and administrators. Online learning is becoming integrated into classroom instruction and used to personalize learning. It also allows for more communication, collaboration and connections around educational content. Mobile devices are increasingly being used to enhance learning through social media and making content more accessible.
This document contains summaries of multiple reports about trends in 21st century learning. It discusses the growth of online learning options and their potential to help meet new education standards and student needs. Mobile devices and social media are enabling more personalized learning. A retrospective shows significant growth in online learning over 5 years, impacting new programs and plans to expand opportunities. The reports examine topics like the state of online learning, who is learning online, what is driving interest, and whether it can transform learning. Barriers to adoption are also addressed.
Group B
Group C
Group D
41
This model allows for more individualized instruction and practice time using technology, while still having face-to-face teacher support. The rotation ensures equitable access to both online and offline learning experiences.
Flipped Classroom
42
Students watch video lectures at home as homework
Class time is spent on projects, exercises and collaboration
Homework:
Watch lecture videos
Class time:
Projects, exercises, collaboration
The US Department of Education aims to promote student achievement and preparation for global competitiveness. It focuses on fostering educational excellence and equal access. The department's priorities include ensuring students are college and career ready, supporting great teachers and leaders, meeting diverse student needs, providing a complete education, and fostering innovation. The RESPECT project seeks to elevate teaching as a respected profession through recognizing educational success, promoting professional excellence, and encouraging collaborative teaching.
This document discusses using web 2.0 technology for educational training and staff development at Moorestown High School. It notes that while the school has experienced academic success, there is a need to incorporate more innovative 21st century skills into the curriculum. Web 1.0 allowed read-only access to information, while web 2.0 enables read-write collaboration using tools like tags, blogs, and social networks. The document explores how to drive innovation in teaching these new skills to students.
This document summarizes a webinar about how the Blackboard Learn and Connect platforms can help drive student performance. It introduces the speakers and states that forward-looking statements are not guarantees. It then discusses Blackboard K12's vision of closing the gap between how students live and learn through empowering communication and engagement. Case studies from the Mooresville and Minnetonka school districts show how their digital conversions led to improved academic achievement, attendance, suspensions, and test scores. Questions from participants are invited.
ReimaginED: The Future of K12 EducationDavid Havens
Catalyzed by technology, education is undergoing major change towards greater personalization and access. Many tools and instructional models are being reimagined using technology, from personalized and interactive literature to credentialing and e-portfolios. New blended learning models like lab rotation and flex rotation combine online and classroom instruction. Venture capital is increasingly flowing into educational technology startups.
10 nov-08 curriculum-corporation_conf._keynoteChris Borg
The document discusses the need for education systems to transform to Education 3.0 in order to meet the demands of today's globalized and digital world. Education 3.0 emphasizes 21st century skills like critical thinking, problem solving, collaboration and incorporates innovative teaching methods enabled by technology. It requires a holistic transformation of the entire education system, including reforms to curriculum, teaching, leadership and accountability to support 21st century learning. Different countries and education systems are at varying stages of this transition depending on factors like infrastructure and resources. Leadership is needed to drive the necessary changes to achieve more equitable and productive education systems.
This document discusses virtual and blended education models for the 21st century. It summarizes findings from several annual surveys on educational technology trends. The surveys found growing interest in online learning among students, parents, teachers and administrators. Online learning is becoming integrated into classroom instruction and used to personalize learning. It also allows for more communication, collaboration and connections around educational content. Mobile devices are increasingly being used to enhance learning through social media and making content more accessible.
This document contains summaries of multiple reports about trends in 21st century learning. It discusses the growth of online learning options and their potential to help meet new education standards and student needs. Mobile devices and social media are enabling more personalized learning. A retrospective shows significant growth in online learning over 5 years, impacting new programs and plans to expand opportunities. The reports examine topics like the state of online learning, who is learning online, what is driving interest, and whether it can transform learning. Barriers to adoption are also addressed.
Group B
Group C
Group D
41
This model allows for more individualized instruction and practice time using technology, while still having face-to-face teacher support. The rotation ensures equitable access to both online and offline learning experiences.
Flipped Classroom
42
Students watch video lectures at home as homework
Class time is spent on projects, exercises and collaboration
Homework:
Watch lecture videos
Class time:
Projects, exercises, collaboration
The US Department of Education aims to promote student achievement and preparation for global competitiveness. It focuses on fostering educational excellence and equal access. The department's priorities include ensuring students are college and career ready, supporting great teachers and leaders, meeting diverse student needs, providing a complete education, and fostering innovation. The RESPECT project seeks to elevate teaching as a respected profession through recognizing educational success, promoting professional excellence, and encouraging collaborative teaching.
This document discusses using web 2.0 technology for educational training and staff development at Moorestown High School. It notes that while the school has experienced academic success, there is a need to incorporate more innovative 21st century skills into the curriculum. Web 1.0 allowed read-only access to information, while web 2.0 enables read-write collaboration using tools like tags, blogs, and social networks. The document explores how to drive innovation in teaching these new skills to students.
This document summarizes a webinar about how the Blackboard Learn and Connect platforms can help drive student performance. It introduces the speakers and states that forward-looking statements are not guarantees. It then discusses Blackboard K12's vision of closing the gap between how students live and learn through empowering communication and engagement. Case studies from the Mooresville and Minnetonka school districts show how their digital conversions led to improved academic achievement, attendance, suspensions, and test scores. Questions from participants are invited.
ReimaginED: The Future of K12 EducationDavid Havens
Catalyzed by technology, education is undergoing major change towards greater personalization and access. Many tools and instructional models are being reimagined using technology, from personalized and interactive literature to credentialing and e-portfolios. New blended learning models like lab rotation and flex rotation combine online and classroom instruction. Venture capital is increasingly flowing into educational technology startups.
This document discusses trends in U.S. education from the 1970s to today. It notes that computers were introduced to schools in the 1970s and that generations born from the 1980s to 2000s expect more technology use in both education and work. The document also discusses challenges like the need for technology-savvy teachers, issues with class sizes, and the changing role of government in education policy. Finally, it proposes that increased school choice, privatization, technology use, and globalization could help reform and improve the U.S. education system.
This is the PowerPoint presentation used by Terri Fredericka and Jillian Maruskin in their breakout session: Preparing 21st Century Ohio Learners for Success: The 12-13 Initiative at the OHIONET Annual Meeting 2009.
New Visionary Report Release Nsba T+L 102908Julie Evans
- There is a new cohort of "visionary administrators" emerging who share common behaviors, values, and aspirations for 21st century learning. They have more in common with students than their peers.
- A report based on the Speak Up 2007 survey data found that these visionary administrators are more likely to believe technology improves learning, rate their own tech skills as advanced, and regularly use technology themselves.
- The report highlights how visionary administrators' views on technology use, 21st century skills, and school vision align more closely with students' aspirations than with their administrator peers.
The document discusses the National Education Technology Plan and how it supports the goals of the No Child Left Behind Act. It outlines seven action steps proposed by the plan, including strengthening leadership, improving teacher training, supporting e-learning, and integrating data systems. The plan aims to fully engage today's technology-savvy students and ensure they have the skills needed for a global, digital economy. If implemented well over the next decade, the plan could help boost student achievement through new, technology-facilitated models of education.
This document summarizes Josh Jarrett's background and work at a foundation focused on increasing access to postsecondary education. It outlines four key challenges facing higher education over the next decade: demographic changes resulting in more non-traditional students; low completion rates; funding challenges from budget cuts; and difficulties scaling innovative solutions. It also discusses five trends Jarrett is watching, including the challenge to the lecture model, use of analytics to personalize learning, emerging horizontal platforms, the rise of DIY learning, and new partnerships. The document concludes by describing Jarrett's Next Generation Learning Challenges initiative to accelerate breakthrough solutions to barriers facing low-income learners.
ELC Exxon Mobile Case Competition Winner Emory UniversityIesha Scott
• All graphics for presentation and documentation
• Brand equity measurement and marketing plan
• Demographic, psychographic and digital marketing analysis
The document discusses 10 trends that will impact education for the future, including an aging population, the importance of social and intellectual capital, personalized education, the role of technology, and the need for schools to prepare students with 21st century skills. It also discusses how education is shifting from traditional models to new approaches that incorporate emerging technologies, collaboration, creativity, and student-centered learning. Schools will need to change and adapt their practices to meet the needs of students in this new digital world.
The document summarizes findings from the Speak Up research project about students' and educators' views on mobile learning. Key findings include that students see benefits to using their own mobile devices for schoolwork, but face obstacles like limited access. Educators called "Mobile Learning Explorers" are more enthusiastic about technology's importance. Students envision a future with social, digitally-rich, untethered learning enabled by ubiquitous mobile access.
The document summarizes key findings from a new report by Project Tomorrow and Blackboard called "Learning in the 21st Century: Taking it Mobile!". The report analyzes data from 370,000 K-12 students, teachers, administrators and parents. It finds that student access to mobile devices is expanding rapidly across all ages, with high school students' access to smartphones more than tripling since 2006. Students are using mobile devices for learning and productivity such as communication, reminders, alerts and collaboration. A new group of educators called "Mobile Learning Explorers" are also pushing the boundaries of mobile learning in their teaching.
Blog entry with links here: http://www.reachcap.com/blog/post/2016-edtech-outlook
It’s hard to believe it’s been three years since we published our first ReimaginED report. When we first drafted ReimaginED, we set out to expose systemic challenges in our nation’s K-12 education system and to highlight some of the innovative solutions edtech entrepreneurs were developing to address these challenges. In last year’s report, we showcased ways technology could help our school system become an escalator to opportunity for all.
A lot has changed in three years, including our spinout from NewSchools to Reach Capital. Edtech investment has hit an all time high with a variety of new funders entering the space. As the market begins to mature, global edtech brands are emerging with solutions that are improving educational outcomes and serving millions of students, teachers, and families.
Even with these changes, however, a lot remains the same. The escalator to social mobility remains broken with unequal access to quality education. Meeting individual student needs is still a challenge and grows more pressing as children in US public schools are more diverse than ever. Moreover, our education system is not designed to prepare children for the demands of today's knowledge economy. We're still stuck in a system that is largely manufacturing-based, which falls short on important skills such as coding, creativity, and synthesis. All these challenges and more have led to increasing demands on teachers as both their role and their responsibilities evolve, with little to no support in the transition.
This year’s publication, rebranded as “Reach Capital’s 2016 Edtech Outlook”, touches on these persisting challenges, while also highlighting key drivers that make us optimistic about the potential of technology to improve access and opportunity for kids. This year, our publication is not a roundup of everything in K-12 edtech, but rather our perspective on the challenges,opportunities and promising solutions in the space that we find most compelling. If you're looking for a full report on the state of K-12 edtech, our friends at Edsurge in partnership with AT&T Aspire have recently published a state of edtech report and we encourage you to check it out.
Given our unique vantage point, we also provide a peek “around the corner” into emerging solutions that align with our mission. We continue to see a need for more innovations in critical areas like English Language Learner instruction and Social Emotional Learning. We look forward to finding and supporting talented, mission-driven entrepreneurs innovating in these and other areas that will improve access and opportunity for kids.
Thank you to co-authors Chian Gong, Aditya Kaddu, and Jennifer Wu as well as the entire Reach team for their guidance and feedback.
Connecting the Dots Between Equity and CommunicationsJulie Evans
The document summarizes key findings from the Speak Up Research project regarding equity in education. It finds that addressing equity concerns requires discussing equity more comprehensively and inclusively. It also finds inequities still exist in technology access and learning experiences despite increased investments. Additionally, empowering student agency and ownership over learning is important for equity but many teachers are still uncomfortable with student choice. Digital tools can help support greater equity if used to enable personalized, convenient communications and greater student control over learning.
The document discusses the impact of COVID-19 on education in India. It outlines several key initiatives taken by the Indian government to support continued learning during the pandemic, including online learning portals for primary, secondary, and higher education. Both positive and negative impacts of the shift to online learning are also summarized. The initiatives highlighted digital tools and online resources that have helped ensure educational continuity while physical schools were closed due to the pandemic.
Connected educator leading a connected generationspaul6414
The document summarizes a presentation given by Edward Aguiles and Sandra Paul about being a connected educator. The presentation discusses how the present generation is connected through technology and social media. It defines what it means to be a connected educator by being a connected learner, knowledgeable about web tools, and willing to use social media. The presentation explains why it is important for educators to be connected in order to engage students, participate in professional learning, and access resources.
The document discusses a call to action for district leaders on K-12 cybersecurity. It summarizes a new research study by Project Tomorrow and iboss on attitudes and actions around cybersecurity. Three key insights are discussed: 1) An effective cybersecurity plan requires shared concern and accountability in a district. 2) Increased technology dependence requires reassessing management of human and digital assets for cybersecurity. 3) Cybersecurity preparation requires understanding the need for increased funding to support readiness and mitigation efforts. The document calls for greater awareness and cross-organizational action on cybersecurity issues in schools.
Speak Up 2012 National Findings: Educators and ParentsJulie Evans
This document summarizes the key findings from the Speak Up 2012 survey on educators, parents, and digital learning. The survey found a shift from chalkboards to tablets as digital tools become more important in education. This digital conversion is driven by the Common Core standards, personal technology use, budget pressures, employer needs, and engaged digital parents. Educators, parents, and students now have greater access to smartphones, tablets, and use social media. However, bandwidth, funding, teacher training, and school culture need to further support digital learning in K-12 classrooms.
This document summarizes research from the Speak Up project and Online Nation report on trends in online learning. Over 26,000 Texas students and 5,497 teachers participated in the 2007 Speak Up survey. Key findings include that today's students are interested in online opportunities and about 20% of US higher education students took an online course in 2006. The growth rate of online students exceeds the overall growth rate of higher education. Institutions provide online offerings to improve access and completion rates and appeal to non-traditional students. Lamar University offers unique online learning opportunities for P-12, higher education and its community.
Web 2.0 Applications: At Home and SchoolJulie Evans
The document summarizes key findings from the 2008 Speak Up survey conducted by Project Tomorrow. The survey gathered responses from over 1.3 million K-12 students, teachers, parents, and administrators regarding technology use. It found a "digital disconnect" between how students live and learn, with students highly engaged with technologies outside of school but facing obstacles to using them in school. Students said the #1 tool that could impact learning is being provided a laptop for personal use at school and home.
Giving children a proper education takes a monumental effort from teachers, administrators, and parents. Any tools that make educating students more efficient would benefit both educators and students. Many schools are now utilizing technology like smartphones, tablets, and computers to make the education process more interactive and responsive. According to surveys, teachers say technology has improved their ability to access resources, share ideas with other teachers, and interact with parents and students. Website platforms like eSchoolView provide online tools and central access to information that can create efficiencies for schools.
1) The document discusses the development of STEM learning ecosystems to improve STEM education. It provides context on why STEM education is important for students and the economy.
2) A STEM learning ecosystem is defined as harnessing contributions from various settings like schools, after school programs, and businesses to provide STEM learning opportunities.
3) The document outlines a framework for building successful STEM learning ecosystems, including forming cross-sector partnerships, establishing governance structures, equipping educators, and aligning in-school and out-of-school learning.
Impacting The Community With The 2007 Horizon Reporttracyl
The document summarizes the New Media Consortium's 2007 Horizon Report. It describes how the report identifies emerging technologies that will impact higher education over the next 1-5 years. It also discusses how the report has been used by various communities to discuss implications of new technologies and spark knowledge sharing about trends in education. Research was conducted using sources like tagging sites, websites, blogs, videos and slide presentations to understand the report's impact.
Hook 'em with Tech: Using 21st Century Tools to Engage Kids in Your ContentGlenn Wiebe
This document discusses using technology tools to engage students in learning content. It notes that technology is essential for teaching today's students, who have grown up with technology. The document provides examples of several digital tools that can be used to integrate technology into lessons in meaningful ways, such as Google Earth, Newspaper Archive, and PhotoStory. It emphasizes that technology integration requires teachers to give up some control and think differently about how they teach and how students learn.
Globalization is causing changes in the ICT industry that require engineering students to work collaboratively in virtual teams across borders. This project aims to prepare students for global work environments through problem-based learning involving virtual international student teams guided by universities and industry partners. The goals are to develop global mindsets in students and make engineering education more adaptive to 21st century work realities. Current work involves fundraising and establishing partnerships with universities and businesses in the Nordic-Baltic region.
This document discusses trends in U.S. education from the 1970s to today. It notes that computers were introduced to schools in the 1970s and that generations born from the 1980s to 2000s expect more technology use in both education and work. The document also discusses challenges like the need for technology-savvy teachers, issues with class sizes, and the changing role of government in education policy. Finally, it proposes that increased school choice, privatization, technology use, and globalization could help reform and improve the U.S. education system.
This is the PowerPoint presentation used by Terri Fredericka and Jillian Maruskin in their breakout session: Preparing 21st Century Ohio Learners for Success: The 12-13 Initiative at the OHIONET Annual Meeting 2009.
New Visionary Report Release Nsba T+L 102908Julie Evans
- There is a new cohort of "visionary administrators" emerging who share common behaviors, values, and aspirations for 21st century learning. They have more in common with students than their peers.
- A report based on the Speak Up 2007 survey data found that these visionary administrators are more likely to believe technology improves learning, rate their own tech skills as advanced, and regularly use technology themselves.
- The report highlights how visionary administrators' views on technology use, 21st century skills, and school vision align more closely with students' aspirations than with their administrator peers.
The document discusses the National Education Technology Plan and how it supports the goals of the No Child Left Behind Act. It outlines seven action steps proposed by the plan, including strengthening leadership, improving teacher training, supporting e-learning, and integrating data systems. The plan aims to fully engage today's technology-savvy students and ensure they have the skills needed for a global, digital economy. If implemented well over the next decade, the plan could help boost student achievement through new, technology-facilitated models of education.
This document summarizes Josh Jarrett's background and work at a foundation focused on increasing access to postsecondary education. It outlines four key challenges facing higher education over the next decade: demographic changes resulting in more non-traditional students; low completion rates; funding challenges from budget cuts; and difficulties scaling innovative solutions. It also discusses five trends Jarrett is watching, including the challenge to the lecture model, use of analytics to personalize learning, emerging horizontal platforms, the rise of DIY learning, and new partnerships. The document concludes by describing Jarrett's Next Generation Learning Challenges initiative to accelerate breakthrough solutions to barriers facing low-income learners.
ELC Exxon Mobile Case Competition Winner Emory UniversityIesha Scott
• All graphics for presentation and documentation
• Brand equity measurement and marketing plan
• Demographic, psychographic and digital marketing analysis
The document discusses 10 trends that will impact education for the future, including an aging population, the importance of social and intellectual capital, personalized education, the role of technology, and the need for schools to prepare students with 21st century skills. It also discusses how education is shifting from traditional models to new approaches that incorporate emerging technologies, collaboration, creativity, and student-centered learning. Schools will need to change and adapt their practices to meet the needs of students in this new digital world.
The document summarizes findings from the Speak Up research project about students' and educators' views on mobile learning. Key findings include that students see benefits to using their own mobile devices for schoolwork, but face obstacles like limited access. Educators called "Mobile Learning Explorers" are more enthusiastic about technology's importance. Students envision a future with social, digitally-rich, untethered learning enabled by ubiquitous mobile access.
The document summarizes key findings from a new report by Project Tomorrow and Blackboard called "Learning in the 21st Century: Taking it Mobile!". The report analyzes data from 370,000 K-12 students, teachers, administrators and parents. It finds that student access to mobile devices is expanding rapidly across all ages, with high school students' access to smartphones more than tripling since 2006. Students are using mobile devices for learning and productivity such as communication, reminders, alerts and collaboration. A new group of educators called "Mobile Learning Explorers" are also pushing the boundaries of mobile learning in their teaching.
Blog entry with links here: http://www.reachcap.com/blog/post/2016-edtech-outlook
It’s hard to believe it’s been three years since we published our first ReimaginED report. When we first drafted ReimaginED, we set out to expose systemic challenges in our nation’s K-12 education system and to highlight some of the innovative solutions edtech entrepreneurs were developing to address these challenges. In last year’s report, we showcased ways technology could help our school system become an escalator to opportunity for all.
A lot has changed in three years, including our spinout from NewSchools to Reach Capital. Edtech investment has hit an all time high with a variety of new funders entering the space. As the market begins to mature, global edtech brands are emerging with solutions that are improving educational outcomes and serving millions of students, teachers, and families.
Even with these changes, however, a lot remains the same. The escalator to social mobility remains broken with unequal access to quality education. Meeting individual student needs is still a challenge and grows more pressing as children in US public schools are more diverse than ever. Moreover, our education system is not designed to prepare children for the demands of today's knowledge economy. We're still stuck in a system that is largely manufacturing-based, which falls short on important skills such as coding, creativity, and synthesis. All these challenges and more have led to increasing demands on teachers as both their role and their responsibilities evolve, with little to no support in the transition.
This year’s publication, rebranded as “Reach Capital’s 2016 Edtech Outlook”, touches on these persisting challenges, while also highlighting key drivers that make us optimistic about the potential of technology to improve access and opportunity for kids. This year, our publication is not a roundup of everything in K-12 edtech, but rather our perspective on the challenges,opportunities and promising solutions in the space that we find most compelling. If you're looking for a full report on the state of K-12 edtech, our friends at Edsurge in partnership with AT&T Aspire have recently published a state of edtech report and we encourage you to check it out.
Given our unique vantage point, we also provide a peek “around the corner” into emerging solutions that align with our mission. We continue to see a need for more innovations in critical areas like English Language Learner instruction and Social Emotional Learning. We look forward to finding and supporting talented, mission-driven entrepreneurs innovating in these and other areas that will improve access and opportunity for kids.
Thank you to co-authors Chian Gong, Aditya Kaddu, and Jennifer Wu as well as the entire Reach team for their guidance and feedback.
Connecting the Dots Between Equity and CommunicationsJulie Evans
The document summarizes key findings from the Speak Up Research project regarding equity in education. It finds that addressing equity concerns requires discussing equity more comprehensively and inclusively. It also finds inequities still exist in technology access and learning experiences despite increased investments. Additionally, empowering student agency and ownership over learning is important for equity but many teachers are still uncomfortable with student choice. Digital tools can help support greater equity if used to enable personalized, convenient communications and greater student control over learning.
The document discusses the impact of COVID-19 on education in India. It outlines several key initiatives taken by the Indian government to support continued learning during the pandemic, including online learning portals for primary, secondary, and higher education. Both positive and negative impacts of the shift to online learning are also summarized. The initiatives highlighted digital tools and online resources that have helped ensure educational continuity while physical schools were closed due to the pandemic.
Connected educator leading a connected generationspaul6414
The document summarizes a presentation given by Edward Aguiles and Sandra Paul about being a connected educator. The presentation discusses how the present generation is connected through technology and social media. It defines what it means to be a connected educator by being a connected learner, knowledgeable about web tools, and willing to use social media. The presentation explains why it is important for educators to be connected in order to engage students, participate in professional learning, and access resources.
The document discusses a call to action for district leaders on K-12 cybersecurity. It summarizes a new research study by Project Tomorrow and iboss on attitudes and actions around cybersecurity. Three key insights are discussed: 1) An effective cybersecurity plan requires shared concern and accountability in a district. 2) Increased technology dependence requires reassessing management of human and digital assets for cybersecurity. 3) Cybersecurity preparation requires understanding the need for increased funding to support readiness and mitigation efforts. The document calls for greater awareness and cross-organizational action on cybersecurity issues in schools.
Speak Up 2012 National Findings: Educators and ParentsJulie Evans
This document summarizes the key findings from the Speak Up 2012 survey on educators, parents, and digital learning. The survey found a shift from chalkboards to tablets as digital tools become more important in education. This digital conversion is driven by the Common Core standards, personal technology use, budget pressures, employer needs, and engaged digital parents. Educators, parents, and students now have greater access to smartphones, tablets, and use social media. However, bandwidth, funding, teacher training, and school culture need to further support digital learning in K-12 classrooms.
This document summarizes research from the Speak Up project and Online Nation report on trends in online learning. Over 26,000 Texas students and 5,497 teachers participated in the 2007 Speak Up survey. Key findings include that today's students are interested in online opportunities and about 20% of US higher education students took an online course in 2006. The growth rate of online students exceeds the overall growth rate of higher education. Institutions provide online offerings to improve access and completion rates and appeal to non-traditional students. Lamar University offers unique online learning opportunities for P-12, higher education and its community.
Web 2.0 Applications: At Home and SchoolJulie Evans
The document summarizes key findings from the 2008 Speak Up survey conducted by Project Tomorrow. The survey gathered responses from over 1.3 million K-12 students, teachers, parents, and administrators regarding technology use. It found a "digital disconnect" between how students live and learn, with students highly engaged with technologies outside of school but facing obstacles to using them in school. Students said the #1 tool that could impact learning is being provided a laptop for personal use at school and home.
Giving children a proper education takes a monumental effort from teachers, administrators, and parents. Any tools that make educating students more efficient would benefit both educators and students. Many schools are now utilizing technology like smartphones, tablets, and computers to make the education process more interactive and responsive. According to surveys, teachers say technology has improved their ability to access resources, share ideas with other teachers, and interact with parents and students. Website platforms like eSchoolView provide online tools and central access to information that can create efficiencies for schools.
1) The document discusses the development of STEM learning ecosystems to improve STEM education. It provides context on why STEM education is important for students and the economy.
2) A STEM learning ecosystem is defined as harnessing contributions from various settings like schools, after school programs, and businesses to provide STEM learning opportunities.
3) The document outlines a framework for building successful STEM learning ecosystems, including forming cross-sector partnerships, establishing governance structures, equipping educators, and aligning in-school and out-of-school learning.
Impacting The Community With The 2007 Horizon Reporttracyl
The document summarizes the New Media Consortium's 2007 Horizon Report. It describes how the report identifies emerging technologies that will impact higher education over the next 1-5 years. It also discusses how the report has been used by various communities to discuss implications of new technologies and spark knowledge sharing about trends in education. Research was conducted using sources like tagging sites, websites, blogs, videos and slide presentations to understand the report's impact.
Hook 'em with Tech: Using 21st Century Tools to Engage Kids in Your ContentGlenn Wiebe
This document discusses using technology tools to engage students in learning content. It notes that technology is essential for teaching today's students, who have grown up with technology. The document provides examples of several digital tools that can be used to integrate technology into lessons in meaningful ways, such as Google Earth, Newspaper Archive, and PhotoStory. It emphasizes that technology integration requires teachers to give up some control and think differently about how they teach and how students learn.
Globalization is causing changes in the ICT industry that require engineering students to work collaboratively in virtual teams across borders. This project aims to prepare students for global work environments through problem-based learning involving virtual international student teams guided by universities and industry partners. The goals are to develop global mindsets in students and make engineering education more adaptive to 21st century work realities. Current work involves fundraising and establishing partnerships with universities and businesses in the Nordic-Baltic region.
This document discusses interactionist theories in education, specifically symbolic interactionism. Symbolic interactionism views the self and society as socially constructed through ongoing social interactions and negotiations over meanings. It is based on the work of theorists like Herbert Blumer, George Herbert Mead, and Charles Horton Cooley. There are seven key principles of symbolic interactionism, including that human thought and action are shaped by social interactions, people learn and assign meanings and symbols during interactions, and societies are formed through patterns of social interaction.
Culture, Network and Engagement - Presentation for BCPVPAChris Kennedy
Presentation slides for Chris Kennedy - October 1st and 2nd - Student And Adult Engagement - presented with Steve Cardwell for BCPVPA and Learning Forward in Richmond.
The summary provides an overview of the Richmond Kigoos 2014 Awards Banquet, recognizing swimmers in various categories. Teaghan Frid and Andrew McCoy received the Bill McNulty Award for female and male swimmers excelling in criteria like volunteerism and sportsmanship. Peter Duan received the Gerry Soika Award for being a full-time swimmer who demonstrates outstanding sportsmanship. Various swimmers were recognized in categories like most improved, outstanding, and Kigoo awards for different age groups. The document also lists provincial medalists, finalists, qualifiers, and new club records set.
What Swimming is Teaching Me About SchoolingChris Kennedy
This document discusses how swimming culture provides lessons that could improve schooling. It notes that in swimming, children are grouped based on age and ability for practices and meets. Coaches share practice plans in advance and give constant feedback, while children focus on improving their own times rather than averages. Overall, the document argues that sports like swimming engage children and could provide a model for making schools more individually focused and feedback-driven.
Abstract:
Proficiency in using educational technology tools is becoming increasingly important for all instructors and librarians. The question is which tools to use and how to make them a meaningful part of students’ experiences in classrooms and at reference desks. Educators should also be able to make the most of educational technology when providing services to distance education students.
This presentation will show some of the major types of educational technology tools used at the university level including screen-capture software, citation management software, research tools, course management systems, podcasting, presentation software, and Second Life. The presenter will give an overview of what technology exists, how it is used, and why it is worthwhile. Students expect more multimedia instruction both online and in-person. By using these tools professors and librarians can provide instruction that is more vibrant and interactive without sacrificing content.
CAP Conference Presentation - May 13, 2015Chris Kennedy
This document discusses innovation in education and creating a culture of innovation in schools. It provides examples of innovative programs being implemented in various schools, such as letter grade free assessment, maker movement classes, and passion projects. It emphasizes focusing on a few innovative initiatives and connecting educators through learning teams and networks rather than trying to replicate individual models. Celebrating risk-taking and shining a light on innovative work are discussed as ways to promote innovation. Flexibility and not attempting to scale initiatives but rather connect networks are presented as keys to supporting a culture of innovation. The document concludes with a poem about the impact of teachers.
The document discusses how flexibility and networks will change education. It argues that flexibility will make it easier for students, teachers, schools, and districts. It also states that provinces should network globally and scale work through diffusion rather than replication. Support is encouraged through risk-taking. Flexibility is presented as a goal for various education roles and levels.
This document provides an overview of various technologies that can be used for e-learning, including online learning platforms, mobile phones, tablet computers, web 2.0 tools, and e-assessment technologies. It discusses the benefits of these tools, such as flexibility and accessibility for online learning, and their uses in the classroom, such as for discussions, demonstrations of knowledge, and revision. It also outlines typical tasks that can be done on tablet computers, like organizing apps, taking notes, and videoconferencing. Throughout, it emphasizes that the appropriate use of technology is more important than its use alone without consideration for teaching.
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This document discusses plans for a new managed learning environment called "Our school in the Cloud" for Scottish schools. It would utilize Microsoft SharePoint and provide online learning resources and tools for students and teachers. The project aims to inspire and engage students by explaining the purpose and benefits of the online platform. However, previous initiatives like GLOW faced challenges like poor leadership, decision-making and failure to keep up with trends in technology and social media. The new project hopes to learn from these lessons by placing user needs at the center and taking an agile approach with a small dedicated team.
This document discusses how digital technologies and sharing are changing education. It outlines several key trends including the growing connectivity of people through networks, digitization of content, the rise of mobile devices, and increased data collection. It also discusses how these trends are impacting students and the types of services they expect. The document then discusses how institutions can prepare students for jobs that don't yet exist using technologies not invented by engaging students with participatory tools like social networking, video sharing, and blogging. It also discusses the growth of eLearning and open educational resources to increase access and lower costs for students. The challenges of changing institutional culture and policies to fully leverage these opportunities are also addressed.
This document discusses challenges facing global education and proposes a new model to address them. It summarizes that global education must prepare students for 21st century careers by focusing on teaching skills like critical thinking, adopting new technologies, and ensuring education is available and affordable worldwide. A new model is proposed that emphasizes lifelong learning through personalized, skills-focused, technology-enabled education to help students and economies compete globally.
NE Teaching & Learning Conference (& LMDC)Cable Green
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ACSA Technology Leadership Group Position Paperdvodicka
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Pathways to Prosperity:Meeting the Challenge of Preparing Young Americans for the 21st Century
William C. Symonds
Director
Pathways to Prosperity Project
Harvard Graduate School of Education
Frankfort, Kentucky
September 21, 2011
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Impact of Globalization on School Leadership in the US
1. Conversations on Global Education Transformation A video series for education leaders on GETideas.org An online community for education leaders
2. Andrew Thomson Public Sector Consul Cisco Global Education January 29, 2009 The Impact of Globalization on School Leadership in the US This slide deck can be seen with the accompanying video on GETideas.org www.getideas.org/coge
5. Globalization: Pressures Makes Trade Easier Capital More Mobile New Jobs/ Lost Jobs Globalization Access and equity pressures Demands for Productivity Demands for Increased Skills Community Response Education System
10. The Case for Change Leapfrogging? Lagging Leading
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12. “ We need to prepare our kids for the 21 st Century economy by bringing our school system into the 21 st Century.” President Barack Obama The Blueprint for Change: Education http://www.barackobama.com/issues/education/
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16. The Case for Change Facing Large Scale Disruption In Need of a Bold and Urgent Response The Economy Demands New 21st Century Skills Demands Strong Basics The Learner Demands Improved Access Demands Improved Outcomes Education System
17. The Case for Change Results refer to US 2-year college and technical diploma graduates, but are similar for high school and 4-year college diploma graduates Source: National Council on Economic Education, Tough Choices or Tough Times?—The Report of the New Commission on the Skills of the American Workforce , Washington, 2007; Workforce Readiness Project, 2006. “ The best employers the world over will be looking for the most creative, most innovative people on the face of the earth.” Tough Choices for Tough Times, 2007 % Employers Think 21st Century Skills Will Be More Important in Graduates over Next 5 Years* Critical Thinking/ Problem Solving IT Application Teamwork/ Collaboration Creativity/ Innovation Diversity
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Editor's Notes
Welcome to the first presentation in our series. I’m delighted that you could join us today. I will be speaking to you about the impact of globalization on our schools, and at the end of my presentation we will have time for a short question and answer session.
[Diane to add script]
Storyline: We are at a time of change, and a time of challenge: socially, economically, and globally.
We know that globalization is about change. But it need not be change that’s forced upon us or change that we’re helpless to influence. There are two forces that can direct and control the impact of this change: education and the internet. Through education, we can change the way we connect to the larger economy – connect ourselves, our workforce and our communities. We can use the internet to open up new economic and social opportunities that before were impossible. And we can use these two forces together to create new hope for access and equity across the globe.
So as a result of these internal and external pressures at a macro level we see the role globalization plays on driving change in the need for improved access, equity, and quality of education. But globalization also has an impact at the community level as we see that it makes trade easier that in turn makes capital more mobile. This mobility results in a shift of economic wealth through the creation and loss of jobs in various economies as capital seeks lower or more productive markets to seek a return on investment. The result is a pressure to increase access and equity of wealth and opportunity in nations; both who are gaining and/or losing jobs. I say and/or because within an economy there is often a shift from lower wage/lower skilled jobs to higher wage/higher skilled jobs as capital moves. This intern increases the demand from business for more productive and skilled workers and increased the demand from citizens for increased access to those skills. In each case the focus is placed on education to meet those access, capacity, skills, and equity issues. Pressure on Schools and systems to: Do more Reach More Achieve More So why does this matter? Simply put: Education systems are at the intersection of the development of financial capital and human capital. As we have seen, education systems are under pressure from citizens to improve access to social and economic opportunities in a global community. It is under pressure to operate with higher quality and efficiency to produce graduates who can meet the needs of a changing economy in which capital is highly mobile. As such, government policy makers, need to look at those factors that impact a nation’s competitiveness to ensure both social inclusion and economic progress. In short, we need to look at the education system itself in order to ensure it is functioning in a way that meets the changing needs of the economy and community.
Storyline: Maybe this is not all that surprising. After a decade of school reform, we are still seeing rather tepid results. While systems like Canada, Australia, Japan, Korea and the UK continue to make gains, the US lags behind. While near the middle of the pack in terms of overall achievement, there is a looming concern about how well our system will compete with emerging systems that are employing new technology to help their students leapfrog forward. Will this impact our ability to maintain our competitive advantage as a leading developed nation? The US system is stagnating and is being leapfrogged over. As we look to the US government to make an unprecedented investment in American schools we need to think about how best to apply those investments to ensure they help American students compete and be more productive citizens as we emerge from the recession. We looked at the science scores of OECD nations and paired nations from the 2006 PISA study. At that time we were examining the stratification of education based on Socio-economic status. However the chart shows an additional and interesting trend, namely the ability for those developing and emerging nations represented in blue to leapfrog into the top right quadrant through the use of improved pedagogical, curriculum, and technological skills. In fact a recent study undertaken by the Oxford Said School of Business has developed an index to track this ability to potentially leapfrog in education by looking at broadband access and quality as it pertains to the single biggest innovation the net is providing, the opportunity to use it for video based collaboration and learning. BRIC countries are identified as having potential, but clearly having infrastructure challenges to overcome. Imagine the impact if the technology kept pace with the pedagogical change we see here. Then truly leapfrogging, because of the change in leadership paradigm to 3.0 thinking could occur.
Storyline: Interestingly, the US system “overall” is not suffering. Rather it is the significant disparities in the system that cause it to underperform. The sizable difference between states, between rural and urban students, the differences in achievement based on socio-economic and racial issues continue to hold back the true ability of the system to perform. A look at the internal challenges that can cause a nation to lag. An interesting example of the US in which its inefficiency and lack of uniform excellence draws down its overall national rankings.
Storyline: In the US election, although sometimes eclipsed by the talk about the economy, there was a strong undercurrent of support for change in the way education was moving. A recognition that American education needed to change to provide American students with a better set of options and outcomes. The US election presented voters with a choice of visions for education that would address these needs. Education, as it is often, was not a vote-determining issue. While given some profile in the campaign, American voters largely made their choices based on the state of the economy, with AP reporting exit polls showing nearly 6 in 10 voters considered this issue as helping determining their vote and choice. That is not to say that there is not broad support for education change.
Storyline: Today, after the election there remain differing views about how best to accomplish that, but there is a relatively uniform desire to make change and make sure today’s students are better prepared for tomorrow’s workforce and community demands. That expectation of change is strong, and while the need for change is underscored by the changes to our economy, the ability to deliver that change is tempered by the tight budgets states and districts find themselves dealing with. US education policy is being shaped by two major issues are impacting the US today: the expectation of change for a “better tomorrow” as evidenced by the election and mandate of the new Obama Administration; and, the reality of tighter financial budgets as a result of diminished state revenues and the consequences of the global financial situation. Since 2006, the policy debate in education in the US has shifted from one of shaping and mitigating impacts of existing programs like No Child Left Behind (NCLB) to a broader debate about improving the overall competitiveness of the education system through narrowing of achievement gaps, improved teaching and assessment of core skills and competencies, and a desire to move from one of small scale innovation to larger scale replication of what works
That expectation for change is driving by concern that our schools today are not doing a bad job, but not necessarily doing enough to equipping our students with the skills they need to succeed. Certainly people think their local schools are better than those across the nation, but after nearly a decade of target programs to change assessment and accountability systems still barely half of Americans think that the education system is headed in the right direction. Sadly, more Americans have faith in the post office than the public school system as a service provider. In the Spring of 2008, Education Next and the Harvard University based Program on Education Policy and Governance (PEPG) commissioned a poll of 3200 American adults to survey their opinions on current education policy. The polling shows that Americans are generally divided on the overall direction of American schools. While 56% agree they are headed in the right direction, a corresponding 44% disagree. This holds true for ethnic/racial crosstabs. The poll also found general, albeit somewhat tepid, satisfaction with the national school system. Perhaps not surprisingly, people thought more highly of their own local schools than they did of the nation’s schools as a whole. These sort of difference usually provide insight about the general perception of the schools (as indicated nationally) versus the specific practice of education (as indicated locally). From the survey we can see a fairly significant difference between perception and practice at the policy level in that the satisfaction with local schools (those people giving the schools an “A” or “B” grade) is nearly double the satisfaction level for the national system. It is worth noting that while Hispanic and African-American respondents were likely to be more critical of schools both locally and nationally, although the general trends of greater satisfaction with local institutions holds true in all groups. What is more troubling from the polling is the general comparison with how the schools compare with other public services in terms of satisfaction. The poll shows that they fall substantially behind both police and the post-office in terms of satisfaction. This difference is even more dramatic when accounting for ethnic/racial variances as more than twice as many African-Americans would give the police a satisfactory rating than their local schools (24% to 55%). Even school teachers are more inclined to more highly rate the other public services than the schools although by a lower margin (Schools: 61%; Police 74%; and Post Offices 77%).
Storyline: That said, they do have hope and believe that we have the ability to make the changes that will level the playing field in education and improve the equity of our schools offerings. A lot of that hope falls to the ability to use technology to improve outcomes and narrow gaps. This is particularly true in rural settings and for advanced course offerings. In fact fully 2/3 of American’s polled last year said that they thought we, as system leaders, needed to do “much more” to incorporate the technology our children use today in the schools today. With the advancement of technology and technological solutions, the role the internet plays in the education system is changing. American’s believe technology can help create change and improve outcomes in education. Interesting liberal minded voters are more likely to espouse these views, while conservative voters are more suspicious of the benefits of these technologies. These preferences or biases however do not necessarily reflect the change paradigms of their respective policy makers as, liberal minded policy makers are more inclined to look for “people oriented” solutions that impact classroom teaching and system reform, while conservative minded policy makers (as evidenced by the republic education platform) tend to look for technology as an enabler to redesign the system and enable their parental choice policies. In this regard it is important to think about how we are positioning Cisco’s solutions and network technology in the discussion. First it is worth noting that there is reasonably strong support/acceptance of internet based education courses being delivered within the formal school system. The Education Next - Harvard University poll conducted in the Spring of 2008 shows nearly 70% of parents would be willing to have their children “go through high school taking some academic courses over the internet.” Only Hispanic parents showed concern with this concept, although even at that 56% agreed. The internet based education courses found strong support in rural areas and for advanced classes. As such, we can interpolate that there is an opportunity to position the network as a medium or vehicle for closing the equity gap. That said there was less enthusiasm for using it to offer courses to drop-out or in home schooling (as is much of the trend around virtual schools). This would point to there being more work to do in positioning the technology as a means of closing the achievement gap. The Zogby polling of 7000 US adults that Cisco undertook in May of 2007 shows similar acceptance of the internet, and support for its usage for similar purposes with 62% believing the network helps level the playing field and increase equity in the system. Fully two-thirds of respondents in that poll indicated that not only was it acceptable to have students take courses over the internet but that it was vital to do “much more” to incorporate information technology into the learning process. While support for technological usage in the classroom and across the systems is growing there remain serious challenges to ensuring the network is well positioned to compete for dollars – especially those seen as discretionary today.
Storyline: And so the US education faces a dual dilemma. On the one hand we are seeing a new generation of learners emerging who are more tech savvy and demanding greater access to programs that allow them to take up the challenges of a changing society and economy. While at the same time we are seeing a strengthening demand from employers who are looking to students as potential workers in an ever changing economy to be able to master 21 st century skills and help us emerge from the recession stronger and more competitive than we enter it. There is no doubt that the education world is changing fast… The way learners want to access the system, the quantity of learners seeking access, and the demands of those learners for new skills that allow them to participate fully in their communities and the new economy are growing. At the same time, employers demand new skills from their employees: for survival, for opportunity, for retooling and retrenching. They need new skills that allow for a more mobile, nimble, and responsive workforce that understands the basics of their industry and craft, but also the ability to collaborate, communicate, and conceptualize new approaches quickly. Today, we find the education system is caught in between 20 th century traditions and the need for a bold and drastically new design of the entire system.
Storyline: Lets look at what employers are saying: Employers are coping but struggle to build their workforce in an ever competitive global landscape They want people who can innovate, work in teams.
Storyline: As system leaders this is a challenge for us. Weakening economics weaken our tax base and threaten the very education programs people are looking to help move the economy forward. While Texas is in a privileged position as one of only a handful of states not facing a budget deficit this year, we know that the reduced commodity prices, the economic slow down, and the softened housing markets are taking their toll here too. The economic and fiscal situation today is exacerbating and magnifying an already increasingly desperate and indeed disparate reality in the US states. States in Deficit The Centre on budget and Policy Priorities reports that 28 US states projecting budget deficits at the start of the fiscal year. As a result the current economic and fiscal situation in the US, there are now 37 states reporting projected current year deficits. While the average deficit is projected to be 9.2%, the cumulative total of the revenue gap is expected to exceed $48 billion per annum. This is expected to grow to encompass 43 states by next year with a budget gap up to $100 billion. At least 16 states are cutting or proposing to cut K-12 and early education; several of them are also reducing access to child care and early education, and at least 21 states have implemented or proposed cuts to public colleges and universities. According to the National Association of School Business Officials Fiscal Survey of States (2008) 18 states are projected to shrink their budgets in 2009. This is a four-fold increase over 2008. Furthermore, post evidence shows that states are even more likely to constrict their budget deficits during periods of recovery than periods of economic downturn. For example 37 states cut their budgetary expenditures in 2002 and 2003, following the end of the fiscal downturn of the late 1990’s early 2000’s. NASBO reports those cuts equaled $14 billion and $12 billion in each respective year. Still less than a sufficient amount to meet the $48 billion shortfall projected this year.
Storyline: There is a bright spot on the horizon in the form of the Recovery and Reinvestment Plan that the new administration has launched. In it, there is an attempt to substantially invest in education infrastructure to not only stimulate the economy but also help position schools to better meet the needs a 21 st century economy and society demand. That program that is currently before Congress is looking to provide $6 billion in support for rural connectivity that can help bridge gaps in achievement, access, and equity entitlement. $14 billion is allocated to help rebuild schools and can be used to invest in modern infrastructure and technology as well as repairs and renovations. School districts themselves will be the prime beneficiaries of this investment and will have the choice to make about how to allocate those funds.
Storyline: We believe that there is an opportunity to make a difference, to help our schools move forward with the next generation of learning that we call education 3.0.
Storyline: We believe that you are in a position today, or will be shortly to make a decision about how to advance the leadership of our school system, to improve personalized data driven learning options, to build a seamless and modern school infrastructure, and to make our future system more productive and affordable than it is today.
Storyline: In short there are a set of key drivers for change at the district level: redesigned curriculum, new forms of assessment both formative and summative, a relentless focus on professional development within a professional learning community, and clearly articulated and accessible accountability loop that involved all stakeholders.
Storyline: We think the process is practical and achievable today. By working to change the basic approaches of classroom practice, that shape the student experience and teacher/student interaction we can advance a new teacher focused, student centered learning environment that takes into better account modern pedagogical practice and better manage the blurred line between formal and informal learning. By placing an increased emphasis on competency based learning, complex problem solving, collaboration skills and STEM+ subjects we can make sure the core skills of 21 st century learning are available to students. School reform needs to move from top down to bottom up. We need to encourage the full range of stakeholders and system leaders to participate in looking at how to implement and actualize these new approaches. Finally, we need to use the technology that is readily available to us today. By combining these changes to our school culture, our educational leadership and our learning community, with a truly modern infrastructure. We can make education 3.0 happen and accelerate the outcomes we know the system needs.
And speaking of partners, we at Cisco certainly do not believe that we can go it alone or set an agenda for change without your help and the input of education leaders around the world. That’s why we’ve set up a public service web site, GETideas. org, as a place for education leaders to collaborate on a new vision for change. We urge you to visit GETideas, connect with other leaders, and join the dialogue on global education transformation. And please don’t forget to register for other presentations in our series. We value your input and look forward to seeing you on GETideas.org . That concludes my presentation . We will have time now to address a few of your questions . If you have more, please feel free to click on the hand icon and type them in. Also, after the Q&A you will see a link to our very short online survey . We do value your feedback and hope that you’ll take a moment to give us your comments. Here’s the first question…