Edtech 2.0: Tokenizing and Gamification of the Education SystemVeronica Andrino
In line with the Government's goal of promoting and enhancing Education in The Philippines, there are other factors that also need to be addressed such as managing the enrollment system every semester and year. With limited manpower in each and every University, accommodating a large number of students is a tough challenge, not to mention managing the data and funds, both sent and paid, which are still mostly manually processed. The situation in the Philippines is similar to many other countries.
Unifinity Application is an Edtech at its core where the Application is created to help the other institutions who can’t afford to pay for expensive software cost. Unifinity aims to provide the solution to Government schools which relatively host 87% of the population of the students are enrolled on a Government institution while the rest of the students are enrolled in Middle-Class schools which are Semi-Private and the rest will be in a Private Class where the population of the students belongs to the First Class.
Unifinity aims to support the Institutions and Students who can't afford to pay for their school fees by giving them access to an application that offers accessibility by using their mobile phones and they can still attend the class, study even at home, making sure that the students will never miss a single lesson submitted by the teachers and the students can still study at home without the need of downloading an application.
Unifinity aims to create the first blockchain-based decentralized application (Dapp) built to enhance security, operational efficiency, cost-effectiveness, and transparency in the entire value chain of educational institutions.
Blockchain technology can be used as a powerful tool to improve the current education system by creating a simplified process and automation of all administrative processes including the authentication of data and identity of users as well as Tokenizing the traditional grading system by utilizing the smart contract on issuing remarks using ERC777 Tokens.
Review of available evidence regarding the impact of ICT in education at different levels. Presented at École Centrale Paris with the support of Programme Action Marie Curie, FMSH.
ENTREPRENEURIAL OPPORTUNITIES THROUGH INFORMATION TECHNOLOGY IN VOCATIONAL ED...IAEME Publication
Development on the Internet has led to the formation of Information Technology (IT) and IT has created various solutions for different sectors one among those is education. The educational sector has opened opportunities for entrepreneurship. Online learning has become a new trend in the constantly changing world and IT solutions have provided ways for it. Many such promising companies and startups have started coming up and a sector known as EdTech (a combination of education and technology which was made possible with the help of IT solutions) started growing up with billions invested in it around the globe. It is thus one of the fastest-growing sectors as it aims to make education feasible and accessible from any corner of the world. Vocational education as such is gaining more attendance in today’s world as there is a high demand for skilled and specialized people. Governments around the world are hugely investing in the skill development of their citizens. The purpose of this paper is to review the newly formed sector known as EdTech and analyze the role of Information Technology (IT) in creating opportunities for entrepreneurship. Further going on how in return entrepreneurship is transforming education (Sambamurthy, Bharadwaj, & Grover, 2003). A sample of 335 respondents has been surveyed to know the role and significance of information technology in creating Entrepreneurial opportunities in vocational education. Survey method and factor analysis are used to get the results. The study concludes that there are so many significant roles of information technology in creating Entrepreneurial opportunities in vocational education.
Edtech 2.0: Tokenizing and Gamification of the Education SystemVeronica Andrino
In line with the Government's goal of promoting and enhancing Education in The Philippines, there are other factors that also need to be addressed such as managing the enrollment system every semester and year. With limited manpower in each and every University, accommodating a large number of students is a tough challenge, not to mention managing the data and funds, both sent and paid, which are still mostly manually processed. The situation in the Philippines is similar to many other countries.
Unifinity Application is an Edtech at its core where the Application is created to help the other institutions who can’t afford to pay for expensive software cost. Unifinity aims to provide the solution to Government schools which relatively host 87% of the population of the students are enrolled on a Government institution while the rest of the students are enrolled in Middle-Class schools which are Semi-Private and the rest will be in a Private Class where the population of the students belongs to the First Class.
Unifinity aims to support the Institutions and Students who can't afford to pay for their school fees by giving them access to an application that offers accessibility by using their mobile phones and they can still attend the class, study even at home, making sure that the students will never miss a single lesson submitted by the teachers and the students can still study at home without the need of downloading an application.
Unifinity aims to create the first blockchain-based decentralized application (Dapp) built to enhance security, operational efficiency, cost-effectiveness, and transparency in the entire value chain of educational institutions.
Blockchain technology can be used as a powerful tool to improve the current education system by creating a simplified process and automation of all administrative processes including the authentication of data and identity of users as well as Tokenizing the traditional grading system by utilizing the smart contract on issuing remarks using ERC777 Tokens.
Review of available evidence regarding the impact of ICT in education at different levels. Presented at École Centrale Paris with the support of Programme Action Marie Curie, FMSH.
ENTREPRENEURIAL OPPORTUNITIES THROUGH INFORMATION TECHNOLOGY IN VOCATIONAL ED...IAEME Publication
Development on the Internet has led to the formation of Information Technology (IT) and IT has created various solutions for different sectors one among those is education. The educational sector has opened opportunities for entrepreneurship. Online learning has become a new trend in the constantly changing world and IT solutions have provided ways for it. Many such promising companies and startups have started coming up and a sector known as EdTech (a combination of education and technology which was made possible with the help of IT solutions) started growing up with billions invested in it around the globe. It is thus one of the fastest-growing sectors as it aims to make education feasible and accessible from any corner of the world. Vocational education as such is gaining more attendance in today’s world as there is a high demand for skilled and specialized people. Governments around the world are hugely investing in the skill development of their citizens. The purpose of this paper is to review the newly formed sector known as EdTech and analyze the role of Information Technology (IT) in creating opportunities for entrepreneurship. Further going on how in return entrepreneurship is transforming education (Sambamurthy, Bharadwaj, & Grover, 2003). A sample of 335 respondents has been surveyed to know the role and significance of information technology in creating Entrepreneurial opportunities in vocational education. Survey method and factor analysis are used to get the results. The study concludes that there are so many significant roles of information technology in creating Entrepreneurial opportunities in vocational education.
Presentation: K12 Teacher Empowerment and Professional DevelopmentIntelCAG
Teacher Professional Development
The following slides have been created by Intel for public use. Share or use the presentation in its entirety or as individual slides, as desired.
Digital divides presentation by pth mthembupth201007067
How technology can empower our education? it plays a crucial role in shaping classroom learning. what leads to digital divides and how it can be elevated
This study explored the main barriers to effective integration of Information and Communication Technology (ICT) in Harare Secondary School Education. Data were collected using close ended questionnaires. Participatory research was also carried out to familiarize with the changes happening in secondary schools with respect to integration of ICT in education and to find out the challenges being faced. Data were analyzed using the Statistical Package for Social Scientists (SPSS). The results showed that although teachers are aware of the benefits of using ICTs in education there was still limited use of this pedagogy in classrooms as teachers were facing a number of challenges which acted as barriers to the successful implementation of ICT in education. These include lack of a clear sense of direction on how to use ICT to enhance the learning of students, inadequate resources and support as well as lack of the required technological skills among the teachers. The study recommends that effective planning to counter these barriers before implementation would greatly increase the effectiveness of ICT integration in secondary schools.
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Presentation: K12 Teacher Empowerment and Professional DevelopmentIntelCAG
Teacher Professional Development
The following slides have been created by Intel for public use. Share or use the presentation in its entirety or as individual slides, as desired.
Digital divides presentation by pth mthembupth201007067
How technology can empower our education? it plays a crucial role in shaping classroom learning. what leads to digital divides and how it can be elevated
This study explored the main barriers to effective integration of Information and Communication Technology (ICT) in Harare Secondary School Education. Data were collected using close ended questionnaires. Participatory research was also carried out to familiarize with the changes happening in secondary schools with respect to integration of ICT in education and to find out the challenges being faced. Data were analyzed using the Statistical Package for Social Scientists (SPSS). The results showed that although teachers are aware of the benefits of using ICTs in education there was still limited use of this pedagogy in classrooms as teachers were facing a number of challenges which acted as barriers to the successful implementation of ICT in education. These include lack of a clear sense of direction on how to use ICT to enhance the learning of students, inadequate resources and support as well as lack of the required technological skills among the teachers. The study recommends that effective planning to counter these barriers before implementation would greatly increase the effectiveness of ICT integration in secondary schools.
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
International Accreditation Organization tells you about the role of technology in education, what are the impact of students, how it can be implemented.
Leadership for Rethinking Web 2.0 and Mobility in Education: Protect? Preserv...Lucy Gray
Presentation given by Keith Krueger and Lucy Gray at the International Society of Educational Technology Conference on behalf of the Consortium for School Networking
Practical Competences in a Changing World New Learning Technologies in Renewa...Manuel Castro
Our world is in continuous change, and inside the Engineering Education arena we saw those changes arising mainly in the last 10 years. Teaching methodologies are evolving such as remote and virtual laboratories, MOOCs and blended learning, among others like learning analytics, assessment and engagement, they will be analyzed and connected. Those activities and learning technologies are impacting Renewable Energies Engineering Education as part of the Engineering areas. The evolution of teaching through face-to-face, distance learning and now online learning will be linked to the increasing use of technology in teaching, analyzing the main critical factors in the EHEA as changes followed by other areas like Middle East and North Africa. This evolution is a key driving factor towards blended learning and jumping to open education (OCW and MOOCs) which are caused today by a change in the higher education paradigm pushed by the international crisis as well as the in-depth refurbishing of the public and private university roles in the different education steps and in life-long learning
REVIEW OF THE ROLE OF INFORMATION COMMUNICATION TECHNOLOGIES IN EDUCATION & R...Abdul Waheed Jamali
Information Communication Technologies are constructed energetic deviations in civilization. They are manipulating all facets of life expectancy. The encouragements were fondled additional and more to institutes since ICTs deliver together pupils also tutors with more chance’s trendy adjust learning and teaching to discrete prerequisites society is coercing institutes to suitably respond to that technical modernization. According to Tunio (2002), ICTs reduce the absorption of knowledge, facilitate the acquirement, and offer under-developing countries unprecedented chances to instigate educational organisms. Also, ICTs improve strategy devising and implementation and broaden the assortment of chances for commercial and other arenas.
This presentation was designed for teachers participating in Garden Valley School Division's Technology PD sessions. This presentation introduces participants to the history and current issues relating to technology integration in education.
Guest lecture given at SciencesPO (Paris School of International Affairs) to a Masters course on Trends in Comparative Education Policy (26 April 2017)
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Mal Lee
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5. The IWB Developments in their Holistic Context - in Schools and Education Authorities, Historically and Geographically Mal Lee Broulee, Australia
6. The Interactive Whiteboard Revolution 1 The second revolutionary instructional technology 200 plus years after the first The Teaching Board Harbinger of a fundamental change in teaching We’re not there yet but .......
7. The Interactive Whiteboard Revolution 2 Finally a digital instructional technology acceptable to all Facilitating the digital shift - profound historic implications Catalytic impact upon development of digital schools Shift from traditional to digital operational mode - with associated implications
8. The Interactive Whiteboard Revolution 3 A work in progress - yet at the beginning of change A small but crucial part of the total educative process
9. The Macro Imperative Necessity of researching the use of classroom digital instructional technology in its macro context - historically and globally, within the wider school community and education authority The vital and growing interrelatedness of the influences
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12. Key Nomenclature 1 Instructional Technology “ any device available to teachers for use in instructing students in a more efficient and stimulating manner than the sole use of the teachers voice” (Cuban, 1986) Digital Technology Used in preference to ICT, which as explored in Lee and Winzenried, is now dated, and does not highlight the core digital element
13. Key Nomenclature 2 Digital Takeoff The rapid surge in the everyday use of digital instructional technologies by a critical mass of the teachers in a school Digital Schools Those schools where the teaching materials, and the administration and communication systems are predominantly digital
14. Key Nomenclature 3 Digital Toolkit The suite of ever-evolving digital technologies - software and hardware - teachers can use in their teaching
15. Historical Context - Findings from C20 Teacher use of electronic powered instructional technology throughout the C20 was miniscule - and remains so in the majority of classrooms in the developed and developing world today If teachers don’t use technology..........
16. Findings from C20 -1 Only two comprehensive studies undertaken of teacher usage of instructional technology Larry Cuban - Teachers and Machines, 1986 Lee and Winzenried - The Use of Instructional Technology in Schools, 2009 Teachers as the gatekeepers of the classroom were largely excluded..........
17. Findings from C20 -2 Teachers were blamed for the failure to use each of the ‘revolutionary’ instructional technologies from the 1920’s onwards All major instructional technologies developed by private industry - to make a profit Profound impact of the major technology companies - on the choice of instructional technology
18. Findings from C20 -3 Focus on the technology - not teaching Implementation strategies consistently ineffectual All instructional technology will move through a common, finite life cycle Instructional technology of C20 - with one major exception - was designed for the general consumer or office markets. Teachers had to make do The one exception - the IWB
19. Findings from C20 -4 All new technology will be used initially to replicate the ways of old Time is needed for new ways to emerge (Naiksbitt 1984) Miniscule recurrent funding Unintended deleterious impact of school-based management (SBM) particularly in mid-sized and small schools
20. The Pathfinding Schools 1 ‘ Overnight’ achieved total teacher and student use of IWBs and related technology Digital take off Significant student and parent acceptance and excitement For the first time teachers clamoured for an instructional technology Impact of ever rising teacher and student expectations
21. The Pathfinding Schools 2 Impact of critical mass of IWBs and teachers using them Catalytic influence on emergence of digital schools Evident globally
23. 1995 - 2002 Ramping Up 1 Educational potential of the digital and ‘Net apparent to prescient leaders National productivity, vision of digital future and implementation of comprehensive school, education authority and national strategies Schools - 1995 - ‘telecommunication deserts’ Initial investment in school network infrastructure
24. 1995 - 2002 Ramping Up 2 Surge in domestic use of all manner of digital technologies - ‘Net Generation’ acquiring ICT competencies in home Pioneering education authorities begin to exert control over technology corporation Embryonic digital classroom technologies evolve
25. 2003 - 2009 Digital Take Off - of the proactive 1 ‘ Triple Convergence’ - Friedman - Confluence of key technological developments Networks in place Maturation and affordability of key digital classroom technologies - IWB, data projectors Maturation and affordability of ‘digital toolkit’ Web 2.0 evolves
26. 2003 - 2009 Digital Take Off - of the proactive 2 High level recognition of the impact of quality teachers - and importance of teacher acceptance of technology Pathfinding school and education authority leadership Significant supplementary funding Youth embrace the use of digital in their lives
27. Evolution of IWBs 1 First Smart Technologies IWB sold 1991 Initial Smart and Promethean IWBs sold to universities Built upon teaching board operational principles 1998 - Smart Notes 2.0 released Dependence on affordable, efficient data projectors for front projection IWBs Relative maturation and affordability achieved around 2002 -2003
28. Evolution of IWBs 2 Contrast between ‘teaching’ and ‘presentation’ boards Sustained commitment by ‘teaching board’ providers to education Industry ‘shake-out’ Emergence of IWBs as classroom digital integrators - from mid 2000s Evolution of digital teaching hubs - using ever expanding digital toolkit Emergence of global IWB teaching software industry - driven by Uk investment
30. IWBs of Late Market dominance of quality teaching boards Proven longevity, reliability of IWB technology - 10 year plus lifespan Low cost of ownership increasingly evident Contrast between ‘license free’ IWB software and upgrades and PC software Benefits of strong market competition Continued dominance of front projection IWBs - with emerging alternatives
31. IWBs of Late Shift to short throw data projectors - approx 50% by 2012 Regional variability in teacher acceptance of IWB company ‘add ons’ Significance of company IMM teaching resource banks
32. Proactive – Reactive Scenario 1995 - 2009 Apparently global, with schools, education authorities and nations In reality – points along a continuum – each attribute Many reactive schools, education authorities and developed nations still in mid 90s Difficulty – if not near impossibility – of bridging the divide
33. Educative Power of Domestic Digital Technology The level of digital instructional technology in the average home has always exceeded that in the average classroom The home – school digital difference has continued to grow since the mid 90s, and will continue into the future The young across the world have embraced digital technologies into their lives The young are developing their digital competencies primarily in the home
34. Educative Power of Domestic Digital Technology Parents strongly supportive of the use of digital technology in the home Home and the mobile technology provide the young 24/7/365 use of the technology Smart phones/handheld PCs fast providing globally ‘ubiquitous’ computing Classroom use of Smartphones/handheld PCs banned in the vast majority of schools globally
35. Educative Power of Domestic Digital Technology Parents and students increasingly embraced collaborative and networked mode Educational bureaucracies retaining hierarchical mode
36. Educative Power of Domestic Digital Technology ‘ It’s when a technology becomes normal, then ubiquitous, and finally so pervasive as to be invisible, that the really profound changes happen, and for young people today, our new social tools have passed normal and are heading to ubiquitous, and invisible is coming (Shirky, 2008, p105)’
37. Historical Context - Reflection Questions/Comments Observations requiring clarification or substantiation Where do you see need for more research?
38. Geographical Context Industry data courtesy Colin Messenger, Futuresource Regional sales of IWBs Percentage of nations’ classrooms with IWBs Projected sales of IWBs globally to 2012
39. Significant Developments UK and Mexico - national government involvement US, Aust, NZ – no national government involvement 4% takeoff Global spread and diversity Low SE Asia figures Low Canadian and European sales 30 plus nations at tender stage
40. Research and Global Context Perceived inclination for researchers to extrapolate globally from own local context Strongly apparent in US instructional technology research for decades - increasingly evident in UK research Marked inclination not to seek out, or to acknowledge significant developments elsewhere in world Significance of national, very often regional context Where the development transcends all national boundaries
41. School Context - Solution Simultaneous, multi-faceted, and sustained addressing of a suite of nine human and technological variables Focus on enhancing teaching Human change paramount Solutions context specific Onus on each school Relative ease of achieving total teacher usage at school level
42. The Nine Variables Teacher Acceptance Working with the givens Teacher training and development support Nature and availability of technology Appropriate content and software Infrastructure Finance School and Education Authority Leadership Implementation
43. Teacher Acceptance Invariably disenfranchised Gatekeepers to the classroom Educational value Assists their teaching Comfortable to use
44. Working with the givens Teach classes – not individuals Manage classes Teach within classrooms – with limitations Crowded curriculum Limited teaching time Use of tools within classroom
45. Teacher training and teacher development support Fundamental importance Nature Expectations Normalised into all operations Resourced Sustained
46. Nature and availability of the technology Assists teaching – does not oblige change Integration with teaching Operates within givens Comfortable and reliable Enhances efficiency Affordable History of ‘making do’ Continuing shortcomings
47. Appropriate content/software Current situation Confluence of ‘recent’ developments Availability of quality ‘IWB’ IMM teaching applications UK stimulated global ‘IWB’ IMM teaching software IWB industry resource banks Proactive – reactive ‘Net access continuum
48. Infrastructure Centrality Importance of total class broadband access Reliability and 100% ‘uptime’ Future proofed Appropriate support Digital integration
49. Finance Commitment Pathfinders – including low SES Re-prioritising Total cost of ownership Paper-based mode of funding Appropriate networked model of funding required
50. Leadership Fundamental importance Historic shortcomings Inadequate development Architects of digital school Taking prime responsibility
51. Implementation Historic pattern Deleterious impact of discrete ICT plans Importance of holistic, integrated whole school development strategy and planning On-going refinement, measurement and evaluation
52. A 10 th variable? – Information Services and Management May not be critical, but vital Apparent in all case studies Growing importance Centrality to lesson collaboration, asset management and enhanced efficiency
53. Additional Reasons for IWB Acceptance Graduated teacher take up Builds on the known Ability to be securely installed in every teaching room, K-12 Excitement and attraction in use Responsiveness to on-going change and enhancement Facility to use with full spectrum of teaching situations – from individual to large group Scant cost to classroom teacher
54. IWB Impact – at school level 1 Rapid teacher, student and parent acceptance – and excitement when implemented wisely Student attraction Enhanced student attendance, and student behaviour Digital integrator Ever rising teacher and student expectations Paper to digital shift
55. IWB Impact – at school level 2 Enhanced teacher collaboration Enhanced teacher efficiency Catalytic impact of a critical mass of digital users on shift to digital schooling Whole school normalisation of the digital
56. Impact on Student Attainment 1 You know as well as me Plethora of factors at play Growing challenge of digital integration Well covered by Balanskat, Blamire & Kefala (2006) Enhanced student attainment within basic skills tests in low attaining schools Challenge of upper quartile/high SES Probably increased coverage of teaching program
58. The School Context – Reflecton Questions/Comments Where do you see the need for more research?
59. Laud the achievement of IWBs Celebrate the progress made – so recently and rapidly Compliment the teachers’ embracing digital technology Recognise the historic/revolutionary change to digital teaching materials Highlight the advanced teacher efficiency and productivity emanating from their use Celebrate youth’s digital competency Laud the attainments of pathfinder schools and education authority leaders
60. Laud the achievement of IWBs Recognise we are at the dawn of the 2 nd great instructional technology
61. Laud the achievement of IWBs Appreciate the educational and historical significance of this Becta conclusion; This sharp rise in the use of ICT resources in the curriculum has been driven to a large extent by the adoption of interactive whiteboards (IWBs) and related technologies. Interactive whiteboards are a popular technology, in heavy demand by schools and practitioners. They offer transparent benefits to learning and teaching. That is, it is easy for institutions and teachers to recognise how IWBs enrich and enhance learning and teaching – something which may not always be so immediately transparent to practitioners in the case of other technologies’ (Becta, 2007 p66)
62. Contact Details Mal Lee [email_address] Skype: malcolmrlee +61 2 44 717 947 PO Box 5010 Broulee Australia 2537