The Lao Red Cross aims to educate children about disaster risk reduction through school activities to empower future generations and spread messages to communities. They are working with the Ministry of Education on a three step process: 1) orienting teachers on DRR concepts, 2) introducing children to concepts, and 3) evaluating and improving. Interactive tools like flipcharts and games make the lessons fun and effective even in areas without technology. Evaluations found these tools helped children and teachers learn easily. The Lao Red Cross will continue partnering with the Ministry of Education to mainstream DRR education.
The Lao Red Cross is working to integrate disaster risk reduction education into the Lao school curriculum from primary to university level. They have conducted pilot programs in 3 provinces to introduce DRR concepts and games to teachers and students. The programs use interactive tools like flipcharts and board games to make learning fun. Evaluations found these tools helped teachers transfer knowledge effectively. The Lao Red Cross aims to continue this work with support from partners to empower more children and communities.
The Knowledge Review comes up with a special edition on “The 10 Best International Schools in Thailand”, which brings forth some of the leading international schools which are innovatively transforming education worldwide. This issue highlights some of those schools which have made a name for themselves in the global arena for providing brilliant educational and infrastructural facilities in the field of education.
https://theknowledgereview.com/the-10-best-international-schools-in-thailand-2018-september2018/
The document summarizes key points from a presentation on using Web 2.0 tools in education. It discusses how the town of Mooresville, NC successfully implemented a 1:1 laptop program. It also provides examples of various Web 2.0 tools that can be used in the classroom, such as blogs, wikis, Google Docs, and social networking, to engage students and enable collaboration. The presentation argues that technology can help close the digital divide and prepare students for 21st century skills.
Reach Capital: 2021 ReimaginED Report on U.S. Education TrendsTony Wan
The pandemic forced the world to conduct the biggest experiment with online education ever. And what we've learned will fundamentally shape the future of teaching and learning.
Out of necessity, schools adopted online tools at unprecedented levels. But this will be the new reality, now that more educators, students and parents got a taste of how technology can empower and scale the best of human teaching and learning. It will allow schools to extend their village of support beyond the resources available in their communities.
This is our data-informed overview of the trends shaping U.S. K-12 and higher education beyond the pandemic.
Reporting on Education: What You Need to KnowDavid Evans
This presentation provides tips for journalists covering education, gives a broad overview of education issues in Africa, and poses a few solutions. It was delivered as part of the impactAfrica webinar series, available here: http://impactafrica.fund/webinars.
School libraries as panaceas for mass failure in west african senior school c...Alexander Decker
This document discusses school libraries as a potential solution to mass failure on the West African Senior School Certificate Examinations in Nigeria. It provides background on the West African Examination Council and statistics showing high failure rates from 2008-2012. The paper then discusses how properly equipped and utilized school libraries can improve student performance in several ways, such as developing reading habits, supporting classroom instruction, and teaching students independent learning skills. It recommends fully overhauling and funding Nigerian school library systems to include modern facilities, resources, and staff in order to improve exam scores and reduce mass failure rates.
The document discusses the future of education and technology in the classroom. It suggests that classrooms of the future may replace desks and books with digital devices like laptops, e-readers, and tablets. Teachers could use technologies like video conferencing, Google Docs, podcasts, and social media to enhance instruction, collaboration, and student engagement. Challenges include training teachers, funding infrastructure upgrades, and preparing students with 21st century skills for a changing job market that increasingly requires technology proficiency.
The Lao Red Cross is working to integrate disaster risk reduction education into the Lao school curriculum from primary to university level. They have conducted pilot programs in 3 provinces to introduce DRR concepts and games to teachers and students. The programs use interactive tools like flipcharts and board games to make learning fun. Evaluations found these tools helped teachers transfer knowledge effectively. The Lao Red Cross aims to continue this work with support from partners to empower more children and communities.
The Knowledge Review comes up with a special edition on “The 10 Best International Schools in Thailand”, which brings forth some of the leading international schools which are innovatively transforming education worldwide. This issue highlights some of those schools which have made a name for themselves in the global arena for providing brilliant educational and infrastructural facilities in the field of education.
https://theknowledgereview.com/the-10-best-international-schools-in-thailand-2018-september2018/
The document summarizes key points from a presentation on using Web 2.0 tools in education. It discusses how the town of Mooresville, NC successfully implemented a 1:1 laptop program. It also provides examples of various Web 2.0 tools that can be used in the classroom, such as blogs, wikis, Google Docs, and social networking, to engage students and enable collaboration. The presentation argues that technology can help close the digital divide and prepare students for 21st century skills.
Reach Capital: 2021 ReimaginED Report on U.S. Education TrendsTony Wan
The pandemic forced the world to conduct the biggest experiment with online education ever. And what we've learned will fundamentally shape the future of teaching and learning.
Out of necessity, schools adopted online tools at unprecedented levels. But this will be the new reality, now that more educators, students and parents got a taste of how technology can empower and scale the best of human teaching and learning. It will allow schools to extend their village of support beyond the resources available in their communities.
This is our data-informed overview of the trends shaping U.S. K-12 and higher education beyond the pandemic.
Reporting on Education: What You Need to KnowDavid Evans
This presentation provides tips for journalists covering education, gives a broad overview of education issues in Africa, and poses a few solutions. It was delivered as part of the impactAfrica webinar series, available here: http://impactafrica.fund/webinars.
School libraries as panaceas for mass failure in west african senior school c...Alexander Decker
This document discusses school libraries as a potential solution to mass failure on the West African Senior School Certificate Examinations in Nigeria. It provides background on the West African Examination Council and statistics showing high failure rates from 2008-2012. The paper then discusses how properly equipped and utilized school libraries can improve student performance in several ways, such as developing reading habits, supporting classroom instruction, and teaching students independent learning skills. It recommends fully overhauling and funding Nigerian school library systems to include modern facilities, resources, and staff in order to improve exam scores and reduce mass failure rates.
The document discusses the future of education and technology in the classroom. It suggests that classrooms of the future may replace desks and books with digital devices like laptops, e-readers, and tablets. Teachers could use technologies like video conferencing, Google Docs, podcasts, and social media to enhance instruction, collaboration, and student engagement. Challenges include training teachers, funding infrastructure upgrades, and preparing students with 21st century skills for a changing job market that increasingly requires technology proficiency.
This document discusses a partnership program between Baylor University and Waco ISD to implement civics education through the online game-based program iCivics. It provides background on the teacher education program at Baylor, the demographics of Parkdale Elementary where iCivics was implemented, and an overview of the iCivics program. Research conducted by Baylor found that iCivics improved students' civics knowledge and attitudes, especially for younger grades. Teachers found students engaged with the games and content. The partnership leveraged university and district resources to provide teacher training and support iCivics implementation.
DEVELOPING AN INTERACTIVE STORYBOOK APPLICATION ‘JACK AND THE DIRTY SMELLY BE...ijma
The high percentage of students who are still struggling with the English language is worrisome, even
though there are many well-planned strategies and education policies that are developed to resolve this
problem. It is a universal belief that learning a foreign language at a young age through reading plays an
important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive
storybook application combined with suitable multimedia elements and features to encourage children to
read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using
Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted
with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and
features in improving children’s learning. Their responses were recorded and analysed using descriptive
analysis. The findings showed that respondents agreed that learning experience improved significantly and
attracted children to read when using this application. In conclusion, by using correct multimedia elements
and suitable features in the interactive storybook application, it is envisaged that the children’s
comprehension in learning a foreign language can be expanded. This research foresees there is enormous
opportunity for literacy development in foreign language learning in the early ages through the creation of
an interactive storybook application with suitable multimedia elements and features for children.
The document discusses various topics related to using technology in education, including:
1) Examples of how 1:1 computing programs have led to improved student achievement and engagement.
2) Different web 2.0 tools and technologies that teachers can use to enhance instruction, such as Google Docs, podcasts, and video conferencing.
3) The importance of training teachers to integrate technology and changing approaches to learning in the 21st century classroom.
TEDx Phnom Penh - Heroes and innovations in educationsamng
Presented at a TEDx workshop session in Phnom Penh on 22 May 2012. The session reviewed existing materials on TED and looked at other innovations in education with a particular focus on developing countries (like Cambodia) and the role of technology.
This document summarizes a presentation on Web 2.0 tools and 21st century learning. It discusses how Mooresville Public Schools achieved high student achievement through 1:1 computing. It also covers topics like using social media, blogs, podcasts, and video conferencing in education. The document advocates for training teachers in new technologies and strategies to engage students in more collaborative, authentic learning experiences.
The Story of the ICT Journey of Mr. S. L. Faisal, National ICT Awardee-2017. The presentation details how he had integrated ICT based innovations and experiments in teaching, learning and libraries.
Watch the presentation and interaction here
https://youtu.be/btf2cu-KENQ
Erma Anderson - Why Math Instruction has Changeduasdubai
Erma Anderson met with parents at Universal American School of Dubai on January 12, 2016. She shared research explaining why math instruction has changed.
The document discusses implementing a 1:1 iPad program at a school. It provides information from other schools that have implemented similar programs showing benefits like improved student engagement, motivation, and learning outcomes. Trials also found iPads increased accessibility of information, opportunities for collaboration, and digital literacy skills essential for students. The document proposes a 1:1 iPad program for the school's level 4 students next year, outlining purchase/lease options and the learning benefits students would gain from improved access to iPads both at school and home.
The document discusses the pros of using technological devices in education. It outlines how computers have transformed classrooms by enabling computer-assisted instruction, online learning, and research capabilities. Other technologies that have benefited education include printers, interactive whiteboards, and digital projectors. These devices enhance learning by engaging students and providing new ways to deliver educational content.
ReimaginED 2015: Trends in K12 EducationDavid Havens
We’re living in a time of tremendous technological change. In the next five years, another billion people will gain access to the internet. By 2020, 80% of the adults on Earth will have a smartphone, double what it is today.
We started the Seed Fund to seek out those places where technological change might be leveraged to improve education, and there is much to improve about our current system. One of the most troubling trends of the last decade is the decrease in educational mobility. As a country, we are doing worse than most at educating our neediest kids which now account for just over half of public school children.
For our neediest children, the problems are cumulative. A series of school failures and missed opportunities add up to an education of accumulated disadvantage, a reverse Matthew Effect of sorts. Our team is focused on how technology can be used to reduce and even eliminate these obstacles so that our school system is an escalator to opportunity for all.
We’ve invested in over 40 teams scaling ideas to improve our education system by empowering students, educators and families with the best tools technology has to offer. Through this lens, we share our second ReImaginED deck. Inspired by KPCB’s Mary Meeker’s widely shared Internet Trends deck, we set out to expose data about our K-12 education system and highlight some of the innovations in education technology. The goal of this deck is to draw out high level trends so it doesn’t include the human stories on the other side of these numbers and charts, see here for some of those.
In ReimaginED 2015 (building off the original published over a year ago), we review the latest systemic challenges, landscape shifts, and emerging innovations that are helping to solve these problems.
Let us know about other innovation trends you are seeing in the comments below or by sharing this on twitter, #ReimaginED2015.
(Cross-post from www.newschools.org/blog/reimagined2015, original post by Jennifer Carolan and David Havens)
This document discusses the increasing use of technology in education. It notes that while technology usage in schools has risen from 35% in 1994 to 100% today, there is still a lack of equipment and training for teachers to properly utilize technology. The document also examines the potential for digital textbooks to replace printed textbooks, noting benefits like lower costs but drawbacks like reliance on internet access. It concludes that technology can enhance education when used appropriately, but students also need alternatives to screens for learning.
Online Learning Institute - Keynote SessionJulie Evans
Project Tomorrow conducted the Speak Up 2013 national research project to understand views on learning and teaching with technology. Over 400,000 K-12 students, parents, teachers, librarians, and administrators participated through surveys and focus groups. Key findings included a disconnect between the skills administrators said were important, like technology skills and critical thinking, and what students said they were learning. While access to devices is increasing, use of digital tools and content in the classroom remains limited. District goals around technology often do not align with current classroom practices.
The document is an end of year report from Bella T. Wong to the School Committee summarizing the Wellesley Public Schools' progress on their 2009-2010 system goals. It discusses initiatives to integrate technology into instruction, collect and analyze data to support students, and implement supplemental academic programs and mentoring to improve achievement for all students, especially those from Boston. Key accomplishments included increasing the number of classrooms with SMARTBoards and other technologies, launching math and tutoring programs, and collaborating with other districts on initiatives to close the achievement gap.
This document summarizes the results of an online survey of English teachers who have taught or are currently teaching in Vietnam. The survey received 12 responses. It found that teachers make supplemental materials to address gaps in textbooks and the specific needs of their Vietnamese students. Teachers reported focusing on pronunciation, grammar, and vocabulary in their classes. They also incorporated speaking activities like role plays and group discussions. Respondents said the most rewarding part of teaching in Vietnam was their diligent and enthusiastic students. The biggest challenges included students' pronunciation and overreliance on textbooks. The survey provides advice for new teachers, such as learning about Vietnamese culture and language.
Education Technology in India: Designing Ed-Tech for Affordable Private SchoolsHila Mehr
This document summarizes research on education technology use in affordable private schools in India. It explores trends and opportunities for ed-tech products and solutions in these schools. The researchers conducted surveys, interviews, and human-centered design research methods in Hyderabad, India in 2012-2013. They found that while affordable private schools have invested in technologies like computer labs and smart classrooms to enhance learning, many of the technologies are outdated or not being used effectively. The document profiles the different stakeholders in affordable private schools - school leaders, students, teachers, and parents - and discusses their perspectives on and interactions with education technology. It also examines educational tablet solutions and their implementation in these schools. The research highlights barriers to ed-tech adoption but
This document discusses Gardenvale Primary School's "Bring Your Own Device" (BYOD) policy, which allows students to bring their personal electronic devices to school for educational purposes. It provides several reasons for implementing a BYOD policy, including equipping students with 21st century skills, improving engagement, increasing access to information, and saving costs compared to providing devices for all students. The document also describes Lenovo laptop options that are suitable for BYOD and notes that Edunet can help schools set up an online portal for parents to purchase devices that meet the school's requirements. Edunet offers several payment options, including an upfront payment plan or a 12-month financing plan through Zip Money.
Speak Up Top Ten Tips for Online LearningJulie Evans
This document summarizes key findings from the 2007 Speak Up survey on online learning. Some key points:
- Over 1 million K-12 students, teachers, parents, and leaders provided input on technology use and online learning.
- A "digital disconnect" exists between advanced tech-savvy students and others.
- Middle school students are very interested in online classes, most wanting them to work at their own pace.
- 26% of teachers now prefer online classes for professional development.
- School leaders see student engagement and scheduling as top reasons for online learning but face funding and training barriers.
The document summarizes key findings from the 2013 Speak Up national research project conducted by Project Tomorrow. Over 400,000 K-12 students, teachers, parents, and administrators shared their views on digital learning. A major finding was the emergence of self-directed learners who use digital tools outside of school to pursue their own interests. These students develop advanced technology skills and use videos, tutorials, apps, games and social media for independent learning. The report also highlights student views on using games and simulations for learning subjects like coding and medicine.
This document discusses tools that can be used to teach basic math concepts. It notes that Filipino students perform poorly in math and identifies challenges like lack of resources in public schools. To address these issues, the document explores how information and communication technologies (ICT) like graphing calculators, Microsoft Excel, instructional videos and online resources can be used as tools to teach math in engaging ways. However, it also acknowledges limitations due to difficulties accessing these tools. It concludes by emphasizing the need to address resource inadequacies and provide teacher training to help educators utilize ICT effectively.
The Lao Red Cross is working to integrate disaster risk reduction education into the Lao school curriculum from primary to university level. They have conducted pilot programs in 3 provinces to introduce DRR concepts and games to teachers and students. The programs use interactive tools like flipcharts and board games to make learning fun. Evaluations found these tools helped teachers transfer knowledge effectively. The Lao Red Cross aims to continue this work with support from partners to empower more children and communities.
This document discusses a partnership program between Baylor University and Waco ISD to implement civics education through the online game-based program iCivics. It provides background on the teacher education program at Baylor, the demographics of Parkdale Elementary where iCivics was implemented, and an overview of the iCivics program. Research conducted by Baylor found that iCivics improved students' civics knowledge and attitudes, especially for younger grades. Teachers found students engaged with the games and content. The partnership leveraged university and district resources to provide teacher training and support iCivics implementation.
DEVELOPING AN INTERACTIVE STORYBOOK APPLICATION ‘JACK AND THE DIRTY SMELLY BE...ijma
The high percentage of students who are still struggling with the English language is worrisome, even
though there are many well-planned strategies and education policies that are developed to resolve this
problem. It is a universal belief that learning a foreign language at a young age through reading plays an
important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive
storybook application combined with suitable multimedia elements and features to encourage children to
read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using
Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted
with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and
features in improving children’s learning. Their responses were recorded and analysed using descriptive
analysis. The findings showed that respondents agreed that learning experience improved significantly and
attracted children to read when using this application. In conclusion, by using correct multimedia elements
and suitable features in the interactive storybook application, it is envisaged that the children’s
comprehension in learning a foreign language can be expanded. This research foresees there is enormous
opportunity for literacy development in foreign language learning in the early ages through the creation of
an interactive storybook application with suitable multimedia elements and features for children.
The document discusses various topics related to using technology in education, including:
1) Examples of how 1:1 computing programs have led to improved student achievement and engagement.
2) Different web 2.0 tools and technologies that teachers can use to enhance instruction, such as Google Docs, podcasts, and video conferencing.
3) The importance of training teachers to integrate technology and changing approaches to learning in the 21st century classroom.
TEDx Phnom Penh - Heroes and innovations in educationsamng
Presented at a TEDx workshop session in Phnom Penh on 22 May 2012. The session reviewed existing materials on TED and looked at other innovations in education with a particular focus on developing countries (like Cambodia) and the role of technology.
This document summarizes a presentation on Web 2.0 tools and 21st century learning. It discusses how Mooresville Public Schools achieved high student achievement through 1:1 computing. It also covers topics like using social media, blogs, podcasts, and video conferencing in education. The document advocates for training teachers in new technologies and strategies to engage students in more collaborative, authentic learning experiences.
The Story of the ICT Journey of Mr. S. L. Faisal, National ICT Awardee-2017. The presentation details how he had integrated ICT based innovations and experiments in teaching, learning and libraries.
Watch the presentation and interaction here
https://youtu.be/btf2cu-KENQ
Erma Anderson - Why Math Instruction has Changeduasdubai
Erma Anderson met with parents at Universal American School of Dubai on January 12, 2016. She shared research explaining why math instruction has changed.
The document discusses implementing a 1:1 iPad program at a school. It provides information from other schools that have implemented similar programs showing benefits like improved student engagement, motivation, and learning outcomes. Trials also found iPads increased accessibility of information, opportunities for collaboration, and digital literacy skills essential for students. The document proposes a 1:1 iPad program for the school's level 4 students next year, outlining purchase/lease options and the learning benefits students would gain from improved access to iPads both at school and home.
The document discusses the pros of using technological devices in education. It outlines how computers have transformed classrooms by enabling computer-assisted instruction, online learning, and research capabilities. Other technologies that have benefited education include printers, interactive whiteboards, and digital projectors. These devices enhance learning by engaging students and providing new ways to deliver educational content.
ReimaginED 2015: Trends in K12 EducationDavid Havens
We’re living in a time of tremendous technological change. In the next five years, another billion people will gain access to the internet. By 2020, 80% of the adults on Earth will have a smartphone, double what it is today.
We started the Seed Fund to seek out those places where technological change might be leveraged to improve education, and there is much to improve about our current system. One of the most troubling trends of the last decade is the decrease in educational mobility. As a country, we are doing worse than most at educating our neediest kids which now account for just over half of public school children.
For our neediest children, the problems are cumulative. A series of school failures and missed opportunities add up to an education of accumulated disadvantage, a reverse Matthew Effect of sorts. Our team is focused on how technology can be used to reduce and even eliminate these obstacles so that our school system is an escalator to opportunity for all.
We’ve invested in over 40 teams scaling ideas to improve our education system by empowering students, educators and families with the best tools technology has to offer. Through this lens, we share our second ReImaginED deck. Inspired by KPCB’s Mary Meeker’s widely shared Internet Trends deck, we set out to expose data about our K-12 education system and highlight some of the innovations in education technology. The goal of this deck is to draw out high level trends so it doesn’t include the human stories on the other side of these numbers and charts, see here for some of those.
In ReimaginED 2015 (building off the original published over a year ago), we review the latest systemic challenges, landscape shifts, and emerging innovations that are helping to solve these problems.
Let us know about other innovation trends you are seeing in the comments below or by sharing this on twitter, #ReimaginED2015.
(Cross-post from www.newschools.org/blog/reimagined2015, original post by Jennifer Carolan and David Havens)
This document discusses the increasing use of technology in education. It notes that while technology usage in schools has risen from 35% in 1994 to 100% today, there is still a lack of equipment and training for teachers to properly utilize technology. The document also examines the potential for digital textbooks to replace printed textbooks, noting benefits like lower costs but drawbacks like reliance on internet access. It concludes that technology can enhance education when used appropriately, but students also need alternatives to screens for learning.
Online Learning Institute - Keynote SessionJulie Evans
Project Tomorrow conducted the Speak Up 2013 national research project to understand views on learning and teaching with technology. Over 400,000 K-12 students, parents, teachers, librarians, and administrators participated through surveys and focus groups. Key findings included a disconnect between the skills administrators said were important, like technology skills and critical thinking, and what students said they were learning. While access to devices is increasing, use of digital tools and content in the classroom remains limited. District goals around technology often do not align with current classroom practices.
The document is an end of year report from Bella T. Wong to the School Committee summarizing the Wellesley Public Schools' progress on their 2009-2010 system goals. It discusses initiatives to integrate technology into instruction, collect and analyze data to support students, and implement supplemental academic programs and mentoring to improve achievement for all students, especially those from Boston. Key accomplishments included increasing the number of classrooms with SMARTBoards and other technologies, launching math and tutoring programs, and collaborating with other districts on initiatives to close the achievement gap.
This document summarizes the results of an online survey of English teachers who have taught or are currently teaching in Vietnam. The survey received 12 responses. It found that teachers make supplemental materials to address gaps in textbooks and the specific needs of their Vietnamese students. Teachers reported focusing on pronunciation, grammar, and vocabulary in their classes. They also incorporated speaking activities like role plays and group discussions. Respondents said the most rewarding part of teaching in Vietnam was their diligent and enthusiastic students. The biggest challenges included students' pronunciation and overreliance on textbooks. The survey provides advice for new teachers, such as learning about Vietnamese culture and language.
Education Technology in India: Designing Ed-Tech for Affordable Private SchoolsHila Mehr
This document summarizes research on education technology use in affordable private schools in India. It explores trends and opportunities for ed-tech products and solutions in these schools. The researchers conducted surveys, interviews, and human-centered design research methods in Hyderabad, India in 2012-2013. They found that while affordable private schools have invested in technologies like computer labs and smart classrooms to enhance learning, many of the technologies are outdated or not being used effectively. The document profiles the different stakeholders in affordable private schools - school leaders, students, teachers, and parents - and discusses their perspectives on and interactions with education technology. It also examines educational tablet solutions and their implementation in these schools. The research highlights barriers to ed-tech adoption but
This document discusses Gardenvale Primary School's "Bring Your Own Device" (BYOD) policy, which allows students to bring their personal electronic devices to school for educational purposes. It provides several reasons for implementing a BYOD policy, including equipping students with 21st century skills, improving engagement, increasing access to information, and saving costs compared to providing devices for all students. The document also describes Lenovo laptop options that are suitable for BYOD and notes that Edunet can help schools set up an online portal for parents to purchase devices that meet the school's requirements. Edunet offers several payment options, including an upfront payment plan or a 12-month financing plan through Zip Money.
Speak Up Top Ten Tips for Online LearningJulie Evans
This document summarizes key findings from the 2007 Speak Up survey on online learning. Some key points:
- Over 1 million K-12 students, teachers, parents, and leaders provided input on technology use and online learning.
- A "digital disconnect" exists between advanced tech-savvy students and others.
- Middle school students are very interested in online classes, most wanting them to work at their own pace.
- 26% of teachers now prefer online classes for professional development.
- School leaders see student engagement and scheduling as top reasons for online learning but face funding and training barriers.
The document summarizes key findings from the 2013 Speak Up national research project conducted by Project Tomorrow. Over 400,000 K-12 students, teachers, parents, and administrators shared their views on digital learning. A major finding was the emergence of self-directed learners who use digital tools outside of school to pursue their own interests. These students develop advanced technology skills and use videos, tutorials, apps, games and social media for independent learning. The report also highlights student views on using games and simulations for learning subjects like coding and medicine.
This document discusses tools that can be used to teach basic math concepts. It notes that Filipino students perform poorly in math and identifies challenges like lack of resources in public schools. To address these issues, the document explores how information and communication technologies (ICT) like graphing calculators, Microsoft Excel, instructional videos and online resources can be used as tools to teach math in engaging ways. However, it also acknowledges limitations due to difficulties accessing these tools. It concludes by emphasizing the need to address resource inadequacies and provide teacher training to help educators utilize ICT effectively.
The Lao Red Cross is working to integrate disaster risk reduction education into the Lao school curriculum from primary to university level. They have conducted pilot programs in 3 provinces to introduce DRR concepts and games to teachers and students. The programs use interactive tools like flipcharts and board games to make learning fun. Evaluations found these tools helped teachers transfer knowledge effectively. The Lao Red Cross aims to continue this work with support from partners to empower more children and communities.
The document summarizes a Disaster Risk Reduction Practitioners Workshop held in Bangkok, Thailand from November 13-14, 2013. Over 60 DRR practitioners from Southeast Asia attended to share experiences and lessons learned. The workshop focused on six themes: advocacy and awareness; community mobilization; school safety; early warning systems; livelihoods; and urban DRR. For each theme, presentations were given and challenges, best practices, and gaps were discussed. Key recommendations included the need for champions to promote DRR, aligning projects with national strategies, targeting awareness campaigns appropriately, and addressing challenges like institutionalizing DRR long-term. The workshop provided a valuable learning and networking opportunity for participants.
1) The document summarizes a 3-day training held in Laos to build the capacity of Red Cross volunteers in epidemic control and response. 17 participants from 15 provinces attended.
2) The training covered topics such as understanding epidemics and outbreaks, epidemic response cycles, and using epidemic control toolkits to assess situations and deliver health messages.
3) Evaluation found the training increased participants' knowledge and abilities to respond to epidemics. However, more support is needed to roll out training to more volunteers nationwide.
The document summarizes the Safe Schools program implemented across Cambodia, Indonesia, and Nepal to increase school safety and resilience to natural disasters. The program worked to strengthen school infrastructure, mainstream disaster risk reduction into school curricula, conduct risk assessments of schools, and raise community awareness. It highlights how the program empowered children to take leadership roles in disaster preparedness activities and advocacy. It also describes the replication of effective practices from the program in other countries, benefiting over 2.5 million children.
This document discusses radio-based instruction and its effectiveness among senior high school students in Landan National High School during the COVID-19 pandemic. It begins by providing background on the impact of the pandemic on education globally. It then discusses the theoretical framework of using radio-based instruction and the conceptual framework of the study. The study aims to determine the level of effectiveness of radio-based instruction in teaching English to Blaan senior high school students. It will analyze effectiveness based on student demographics and academic performance. The goal is to propose interventions to improve radio-based instruction effectiveness.
This report on policy mapping study on Safe Schools policy practices analyses the Safe School perspective in South Asia and safe schools programme in Nepal since last few decades and suggest the gaps and needs towards fulfilling the comprehensive school safety framework.
The document provides updates on various DIPECHO-funded disaster risk reduction programs in Nepal. It focuses on school safety initiatives. CARE is implementing a project to improve disaster preparedness knowledge and capacity in schools through teacher trainings and classroom sessions for students. Practical Action is raising awareness of risks through school competitions and discussions. Handicap International provides tips for making school safety inclusive for students with disabilities. Mercy Corps works with schools to introduce disaster risk reduction and form student rescue clubs to develop preparedness plans. The overall goal is to enhance knowledge and awareness of safer schools and communities in Nepal.
This document provides an outline for a thesis on exploring the effectiveness of using visual aids to promote speaking skills for 12th grade students at Cam Pha High School. It includes an introduction that establishes the rationale and aims of the study, which are to examine how audiovisual aids, visual communication, actual photographs and objects, and student feelings impact speaking ability. The literature review discusses visual aids, visual communication advantages and disadvantages, actual photographs, and the Communicative Language Teaching approach. The methodology section defines key terms and outlines the study's data collection instruments of surveys, interviews and classroom observations.
Education in cambodia challegnes with ASEAN sobunna seng
This document summarizes a lecture on why Cambodia's poor education poses challenges for ASEAN integration. It begins by defining education and ASEAN integration. It then compares the quality of education in Cambodia and Singapore, noting shortcomings in Cambodia like limited teaching materials and infrastructure. Poor quality is exacerbated by weaknesses in equitable access, quality, and management. This could have consequences for Cambodia like students losing jobs amid integration. Solutions proposed include improving monitoring, curriculum, teacher training, and use of technology. The conclusion emphasizes developing skills to help Cambodians benefit from ASEAN integration.
The document discusses incorporating technology into teaching the macro skills of listening, reading, writing, and speaking in an English language curriculum. For listening, the document proposes using songs or voice recordings and having students identify emotions and intonation. For reading, it suggests using illustrated videos and group reading assessments. For writing, it recommends using images to inspire poems. For speaking, it proposes having students do role plays after watching movies. The document also discusses how a multiliteracies approach could help instill communicative competence, such as using images, music, and group activities like interpretive dancing to encourage interaction and teamwork.
Save the Children operates in Maban County, South Sudan, providing education and child protection programs for refugees and internally displaced people. They incorporate child participation in several ways: (1) establishing children's clubs in schools to give children a voice, (2) engaging children in disaster risk mapping and response planning, and (3) having children help design and present radio programs, booklets, and workshops. However, challenges to greater child participation include low literacy rates, lack of resources to engage all children, cultural practices that reduce children's opportunities, and environmental factors like drought and conflict.
Khelvigyan Project - Children Toy Foundation★ Akshay Surve
The Khelvigyan project was developed by the Children Toy Foundation to promote play and recreation for underprivileged children ages 2 to 12 in Mumbai, India. It has established 260 toy libraries across 11 states and 2 union territories, benefiting over 24,000 children. The project in Matunga provides educational toys, games, and play activities to complement formal education for around 1,500 children from nearby slum communities. Evaluations found improvements in scholastic aptitude, with the experimental group performing better than the control group in most subjects after the 8-week intervention. Teachers also perceived benefits such as increased interest in school and improved math and language skills. The project provides a low-cost model that can be replicated in other
The document contains comments from experts praising a proposed model resource book for small schools in Sri Lanka. Dr. Simona Popa from UNESCO Prospects thanks the author for addressing the important topic of small schools and their unrealized potential. Jenny Homan, who has worked in rural Tanzania education for 10 years, says the book has identified true issues in rural education. Qasir Rafiq and Javeed Mirza also appreciate the book for covering an important topic that most educators overlook. The experts feel the book will interest scholars, practitioners, and policymakers working in comparative and international education.
This document provides an introductory guide to supporting school improvement to raise attainment of Black children in primary schools. It discusses the current context of disparities in attainment between ethnic groups shown by national data. Research has identified factors influencing underachievement such as low teacher expectations and institutional racism. The guide emphasizes that improving teaching quality and using data effectively are key to raising standards for Black students. It outlines the contents of the materials, which include sections on leadership, research, data analysis, learning and teaching strategies. The overall aim is to support schools in developing a whole-school approach to meet requirements around equal opportunities.
This document provides an introductory guide to supporting school improvement to raise attainment of Black children in primary schools. It discusses the current context of disparities in attainment between ethnic groups shown by national data. Research has identified factors influencing underachievement such as low teacher expectations and institutional racism. The guide emphasizes that improving teaching quality and using data effectively are key to raising standards for Black students. It outlines the contents of the materials, which include sections on leadership, research, data analysis, learning and teaching strategies. The overall aim is to support schools in developing a whole-school approach to meet requirements around equal opportunities.
The document summarizes a 2-day training for School Management Committees in Chepkopegh Zone, West Pokot District held by SNV and World Vision.
1) Over 50 participants from 11 primary schools attended to learn about their roles and responsibilities in managing schools, developing school improvement plans, and addressing issues like enrollment, performance and infrastructure.
2) Participants discussed the composition and roles of SMCs, stakeholders, and setting objectives to empower SMCs to improve school performance. Groups presented situational analyses of their schools and visions for the next 3 years.
3) The training aimed to provide skills for SMCs to properly manage schools, understand emerging issues, and improve standards in their schools
Education of th e gifted and talentedsylvia b. rimmronak56
The document provides an overview of gifted education and summarizes the 7th edition of the textbook "Education of the Gifted and Talented". Key points include:
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- Gifted education has historically cycled between periods of increased interest and funding followed by cuts, though it has shown resilience through differentiated instruction and ability grouping.
- The authors thank the many contributors to the new edition and acknowledge the ongoing cycling of gifted education issues between progress and challenges to the field.
The document discusses how ICT supports learning for students with special needs at Heronsbridge Special School. It describes the school's ICT resources including an ICT suite, desktops in classrooms, interactive whiteboards, iPads, and devices for students with profound needs. The author works as a special support assistant with 8 students ages 12-14 in an English class. An ICT lesson is described where an interactive whiteboard is used to help students develop letter recognition, phonics, and name recognition through a "Good Morning" song and activity identifying letters in names. The ICT resources engage students and support developing communication skills.
ONE WORLD UNIVERSITY was created by ADPP Mozambique and the Federation Humana People to People in 1998.
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ISET/OWU.
This document provides session guides for Module 6 of the Junior High School Communication Skills in English learning strand. The module focuses on using context clues. Session Guide 1 covers recognizing main ideas, distinguishing facts from opinions, and making inferences. Key activities include identifying main ideas, differentiating facts and opinions, and drawing conclusions. Session Guide 2 covers identifying meanings of words using prefixes and suffixes. Key activities include explaining meanings of words with prefixes like un- and suffixes like -ful. The session guides provide instructions and resources to help learners meet learning objectives related to comprehending texts and using context to determine word meanings.
This document discusses integrating disaster risk reduction (DRR) education into school curriculums. It provides examples of countries that have successfully integrated DRR, such as including it as a separate subject in India or teaching DRR concepts within existing subjects in Lao PDR. The key approaches discussed are to plan curriculum changes ahead of a country's national curriculum development cycle so there is enough time to develop, test, and refine DRR curriculum materials before nationwide adoption. Integrating DRR education can help students and their families better prepare for and respond to disasters in their communities.
This document outlines a course plan for EDUC 1A/EDUC 101 - The Child and Adolescent Learners and Learning Principles. The course focuses on child and adolescent development with emphasis on current research and theories regarding biological, linguistic, cognitive, social and emotional dimensions. The course also addresses laws, policies and procedures related to providing safe and secure learning environments. The course is divided into 4 units covering basic concepts, biological development, cognitive development, and social/emotional development. Each unit utilizes various teaching and learning activities such as discussions, simulations, and research projects to help students understand key concepts and theories and their application to teaching approaches suited to different learners. Assessment tasks ensure students can demonstrate knowledge of child/
The document discusses the impact of disaster risk reduction (DRR) field sessions held in Myanmar by the IFRC. It provides details about the field sessions, which involve community assessments, training participants on identification and mitigation of risks. Participants from Myanmar worked with two communities to address flooding, fire and health risks. Community members reported improved cleanliness, organization, and prevention of health issues after applying their new DRR knowledge. The field sessions benefited both the communities and Myanmar Red Cross Society by increasing preparedness.
Bai trinh bay hoi nghi truoc mua mua bao 2012 eng 26 sept 2012CSRU
The document summarizes the agenda and expected outcomes of a 2012 pre-disaster meeting held by the Vietnamese Red Cross. The meeting aimed to: 1) Agree on response sectors, distribution timeframes and relief item specifications; 2) Map existing resources; and 3) Agree on coordination mechanisms. It also reviewed recommendations from 2010-2011 meetings and what had/had not been implemented, such as developing needs assessment templates and standard operating procedures. Key discussion points included how to improve operations and why some recommendations faced challenges in implementation. The overall goal was to increase efficiency, reduce costs and relieve pressure during disaster response.
1. Planting seeds of knowledge
By working with the Ministry of Education and Sports, the
Lao Red Cross aims to invest in the future by planting seeds
of knowledge about safety and resilience with children.
The Lao Red Cross recognizes that children are agents of
change. When they are empowered with knowledge on
DRR through school activities, the messages extends to
the wider community; children pass on messages and
share the information with both their family and peers.
Mainstreaming disaster risk reduction
Step 1: orientation
As the Lao Red Cross works to integrate disaster risk
reduction into the curriculum, an orientation session for
teachers and staff is organised as an initial step to
introduce the basic concepts. For this pilot project, the
orientation meetings involved 33 teachers from 20 schools
and 5 staff members from the provincial department of
education in Khammouan, Savannakhet and Salavan. The
process is structured in such a way that educators will
benefitfromaclearunderstandingofdisastermanagement
terms and scenarios. It also provides a feedback loop for
process improvement and evaluation. The pilot process
consists of three main steps, as illustrated main steps, as
illustrated:
In October 2011, the Lao People’s Democratic Republic
(Lao PDR) made the decision to include a curriculum
on disaster risk reduction (DRR) in the formal education
system, from primary school to university. The DRR
curriculum has been drafted by the Ministry of Education
and Sports Standing Committee, but has not yet been
finalized as of December 2013.
The Lao Red Cross – an active stakeholder nationally for
response and DRR – is advocating with the Standing
Committee for the need to mainstream DRR into every stage
of the school curriculum among relevant stakeholders,
including partners Ministry of Education and Sports.
In 2012, the Lao Red Cross has worked with the education
department in the three provinces of Khammouan,
Savannakhet and Salavan to raise awareness of DRR by
targeting school teachers and students. The pilot in the
three provinces integrates different DRR topics into
regular school sessions at targeted primary schools, with
the support of the local education authority, and the
schools’ principals, teachers, students and parents.
Investing in the future
Lao Red Cross
Credit: Lao Red Cross
Khammouan
Savannakhet
Salavan
2. 2
Lao Red Cross
Case study Educate children today and invest in the future
The process
Step 1
Introduce school teachers
and school staff members
to basic disaster
management terms.
Make certain the teachers
and staff members
understand the terms.
• Use flip charts with pictures
to demonstrate disaster
management terms.
• Introduce disaster risk
reduction games through
the Disaster Risk Reduction:
Learning through play DVD.
• Get teachers to play games
with the facilitators.
Step 2
Introduce school children to
basic disaster management
terms. Make sure the children
understand the terms and
are able to identify with
the concepts.
• Use flip charts with
pictures to demonstrate
disaster management terms.
• Introduce disaster risk
reduction games through
the Disaster Risk Reduction:
Learning through play DVD.
• Get children to play games
with the teachers.
Step 3
Evaluation and
recommendations
• Participants in the
introduction provide
feedback on the relevance
and usefulness of the flip
charts and the Disaster Risk
Reduction: Learning through
play DVD.
• What can be improved in the
flip charts and the games?
• What are the
recommendations from
the teachers and the
national educators?
• Evaluators and participants
can help provide an opinion
for the way forward.
Step 2: the learning process
A series of sessions for teachers and staff are conducted
in the following order: 1) questions and discussions 2)
visuals and clarification, 3) games and reinforcement.
Through these three sessions, participants learn about
disaster management concepts, visual tools are used to
clarify complex definitions such as ‘hazard’ and ‘risk’, and
Lao Red Cross teams reinforce the learning through fun,
interactive games.
Step 3: The real-time scenario
After a brief introduction, teachers are exposed to one
specific scenario. They then have to test what they have
learnt by demonstrating how they can transfer their
knowledge to the children.
In the pilot, breaking down complex messages was easy
since teachers in Lao PDR are well trained and innovative.
The children understood the messages easily because the
teachers also took the initiative to localize the context
and gave Laotian examples.
On a technical level, fun and interesting tools such as flip
charts and DVDs allow teachers to apply case-based
reasoning. This was found to be particularly useful when
teaching in an environment that does not benefit from
any multimedia capacity. The case-based reasoning
process allows teachers to draw on their own experiences,
examining how problems from the past were solved and
how those solutions could be applied to potential problems
in the future.
On a practical level, flip charts also help to eliminate
disruption due to technical issues. For example, if a DVD
player fails or a laptop crashes or if a school simply does
not have any multimedia capacity, classes can still take
place. Additionally, teachers consider the flip charts to be
portable tools that can be used inside and outside the
classroom.
Teaching with the right tools
Since 2008, the European Commission for Humanitarian
Aid and Civil Protection (ECHO) has been supporting the
IFRC to deliver a regional initiative, ‘Enhancing Red Cross
and Red Crescent capacities to build safer and more
resilient communities in South-East Asia’. The initiative
bolsters the ongoing disaster risk reduction education
initiatives by Lao Red Cross – as well as other National
Societies in the region - as they work successfully in
schools and communities.
3. 3
Lao Red Cross
Case study Educate children today and invest in the future
Online games in 8 languages
The IFRC has developed disaster risk reduction guidelines
titled, “Children in disasters: Games and guidelines to
engage youths in risk reduction”, as well as the DVD,
“Disaster Risk Reduction: Learning through play”, which
is available online in the eight main Southeast Asian
languages including Laotian:
http://www.ifrcmedia.org/assets/pages/drr-games/index.html
Interactive flip charts
The IFRC has additionally developed a flip chart titled,
“Once upon a time”. Illustrated below, this learning
tool allows a teacher to tell the story of what a family
needs to remember during a flood. This ranges from
what a community meeting is, to how to respond to an
early warning alarm. It also allows a teacher to borrow
working solutions from their own experience and from
the Laotian context.
The images are in sequence with the “Disaster Risk
Reduction: Learning through play” DVD. Lao Red Cross is
requesting further support from IFRC and donors to
laminate the materials before binding,so teachers can make
notes while delivering the presentation, in order to make
it a more interactive learning experience.
With this support, the IFRC and National Societies have
also been able to develop a number of different interactive
educational materials. When games are introduced to
children, they can learn important messages in a fun way.
And in the context of DRR, games tell children the
importance of specific actions to be taken before, during
and after disasters.
DRR board games
The children who took part in the pilot sessions enjoyed a
DRR game that is modelled on a traditional snakes and
ladders board game.
The game follows a pedagogical model that is grounded in
action-research initiatives. Children who play the game
are encouraged to solve a problem – in this case, to answer
questions, either individually or as a class. The class is
then encouraged to become a small community of practice
as they begin the reflection process with their teachers
after playing the game.
The Lao Red Cross and the IFRC tested it on a large board
measuring 3 metres by 2 metres. The Lao Red Cross hopes
that the output from the reflection process will eventually
be linked to curriculum objectives.
The IFRC has since expanded the project, and after the
pilot, the board was further provided to several schools in
Southeast Asia, adapting it to each local language.
4. 4
Lao Red Cross
Case study Educate children today and invest in the future
Observations and recommendations
With the support of a number of INGOs and the Ministry
of Education and Sports, Khammouan was one of the first
provinces to mainstream DRR into school education.
However, more implementation is needed to cover the
orientation process of more teachers, educators and
officers from the education sector in order to reach more
children in the province.
Salavan, on the other hand, is a province without any DRR
experience. However, it appears to have a great interest in
and understanding of what it is to be disaster ready. Based
on evaluation and feedback,Salavan needs DRR education.
The provinces of Khammouan and Savannakhet have an
awareness of DRR, but need refresher courses to remind
teachers and students of what they learnt before.
The evaluation recognized that 100 per cent of participants
indicated a need for the laminated flip charts to be bigger,
preferably A3 size. The Lao Red Cross test charts were
made in A4. It was also noted that while the test visuals
are good, a bigger set of charts with more colourful
pictures and key messages at the back of each page would
be more exciting for teachers and students, allowing
teachers to use the charts to formulate lessons. Mr Vihath
Sainalivong,DeputyHeadofKhongxedonDistrictEducation
Department in Salavan, said, “Some primary schools do
nothaveDVDplayersandothersmaynothaveelectricity….
The DVD is more interesting as a tool, but the flip chart is
easier to use.”
Regarding the DRR game, children loved it. Teachers and
educators ranked the game as 100 per cent relevant
to mainstreaming disaster risk reduction. Games are
preferred by teachers and students alike, as they are fun
and engaging. Students and teachers commented that it
was easier to learn new ideas in a fun environment.
What next?
The Lao Red Cross will continue to work closely with the
Ministry of Education and Sports to integrate and
mainstream DRR into both formal and informal school
education. In this way, the National Society will strive to
reach and empower children in school communities and
to synergize this effort with wider community initiatives.
Orientation sessions on community-based disaster risk
reduction should be given to primary and secondary
school teachers so that they will gain a sound foundation
in disaster risk reduction and can use this as leverage
when teaching in schools.
The Lao Red Cross, together with Red Cross Red Crescent
Movement partners and non–Movement partners, will
endeavour to provide waterproof flip charts and other
useful teaching aids to further foster the process of
reaching more young people, as children learn relevant
practical skills that they can take back and apply within
their families and communities. The Lao Red Cross
recognizes this is an effective way of saving lives and
minimizing loss to property and livelihoods, and reducing
health risk.
A second field visit would be beneficial to measure the
impact of the work and to assess if the tools provided are
effective and continue to be relevant and easy to use.
æ
For further information, please contact:
International Federation of Red Cross and Red Crescent Societies
South-East Asia Regional Delegation, Ocean Tower 1, 5th floor, 170/11-12 Sukhumvit soi 16,
Klong-toey, 10110 Bangkok, Thailand
Tel: +66 (0)26 618 201 | Fax: +66 (0)26 619 322
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