1. Educators and students are gaining the ability to easily access, manage, and share digital educational materials online through open educational resources (OER). As more schools and teachers collaborate around sharing content, it will accelerate changes in education.
2. OER allows teachers to discover full courses, modules, videos and other materials to mix and match into new curricula. Teachers can analyze, critique and improve each other's lessons to bring innovation to the classroom.
3. OER can significantly reduce education costs by replacing expensive textbooks with freely accessible and updatable online resources. This is important as schools face budget cuts while needing to improve STEM education.
Literature in digital environments: Changes and emerging trends in Australian...Judy O'Connell
Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the centre of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualise these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
This document summarizes a study on the impact of a mandated Kindle initiative at a Florida high school. The study surveyed teachers to examine how the initiative affected their perceptions and use of technology. Key findings include that the majority of teachers viewed technology as important, used it weekly prior to Kindles, and felt comfortable with technology. After the initiative, most teachers used Kindles weekly and sought out other technologies. The initiative significantly increased teachers' likelihood of integrating more technology into their classrooms. The study implies that providing teachers exposure to new technologies, like Kindles, can positively influence their views on educational technology.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
Open access and educational resources: Sustainability in digital eraSudesh Sood
This document discusses open access and open educational resources (OER) and their importance and sustainability in digital education. It defines OER as digitized materials that can be freely used, shared, and adapted for teaching, learning, and research. The document outlines some open access initiatives in India and discusses issues around copyright and intellectual property as well as funding models to ensure sustainability of OER programs. If implemented fully, OER are expected to improve access to quality education across India, accelerate intellectual development, and increase the student population by reducing costs. Overall, the document argues for the importance of open access and sharing of educational resources to improve teaching and learning.
The document discusses using social networking tools like Facebook, Twitter, and Edmodo in university classrooms and language learning. It provides examples of how instructors have incorporated these tools for discussion boards, sharing links and resources, following historical figures, and micro-writing assignments. The document also addresses potential benefits and challenges of using social media in education, as well as evaluation criteria for student participation on the networks.
The document discusses how the learning styles of today's students have been shaped by growing up in a technology-rich environment. It argues that educators need to recognize this and incorporate technology into their teaching methods to better engage students. Specifically, it provides examples of how tools like podcasts, online exchanges, and video resources can help bring foreign languages and cultures to life in the classroom. It also suggests that technology can act as an "equalizer" and that students themselves are a valuable resource for teaching teachers about new educational technologies.
Each year The Harold W. McGraw, Jr. Prize in Education recognizes outstanding educational leaders whose accomplishments have significantly improved the quality of American education and made a lasting difference in the lives of countless students. The pantheon of previous McGraw Prize winners constitutes a virtual “Who’s Who” in American education. This year we sought out individuals who are using technology to advance the learning sciences and transform education. Therefore, we now have the pleasure of honoring three great educational entrepreneurs: Robert Beichner, Mitchel Resnick and Julie Young.
To tap their collective insight, McGraw-Hill asked Beichner, Resnick and Young to collaborate on a white paper which draws on their perspectives spanning across elementary, secondary and post-secondary education. The paper hones in on one of the unheralded benefits of educational technology: to enhance and strengthen the human connections that facilitate learning.
The document is a literature review by student Sue Caudery containing summaries of 14 sources on the topic of multiliteracies and the use of information and communication technologies (ICTs) in early childhood education. A common theme across the sources is that as technology and multimodal texts are increasingly part of children's lives, early childhood educators must provide multiliterate learning environments that incorporate ICTs and accommodate students' diverse experiences and backgrounds. Many authors believe immersing young children in problem-solving activities using ICTs can promote independent thinking skills.
Literature in digital environments: Changes and emerging trends in Australian...Judy O'Connell
Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the centre of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualise these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
This document summarizes a study on the impact of a mandated Kindle initiative at a Florida high school. The study surveyed teachers to examine how the initiative affected their perceptions and use of technology. Key findings include that the majority of teachers viewed technology as important, used it weekly prior to Kindles, and felt comfortable with technology. After the initiative, most teachers used Kindles weekly and sought out other technologies. The initiative significantly increased teachers' likelihood of integrating more technology into their classrooms. The study implies that providing teachers exposure to new technologies, like Kindles, can positively influence their views on educational technology.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
Open access and educational resources: Sustainability in digital eraSudesh Sood
This document discusses open access and open educational resources (OER) and their importance and sustainability in digital education. It defines OER as digitized materials that can be freely used, shared, and adapted for teaching, learning, and research. The document outlines some open access initiatives in India and discusses issues around copyright and intellectual property as well as funding models to ensure sustainability of OER programs. If implemented fully, OER are expected to improve access to quality education across India, accelerate intellectual development, and increase the student population by reducing costs. Overall, the document argues for the importance of open access and sharing of educational resources to improve teaching and learning.
The document discusses using social networking tools like Facebook, Twitter, and Edmodo in university classrooms and language learning. It provides examples of how instructors have incorporated these tools for discussion boards, sharing links and resources, following historical figures, and micro-writing assignments. The document also addresses potential benefits and challenges of using social media in education, as well as evaluation criteria for student participation on the networks.
The document discusses how the learning styles of today's students have been shaped by growing up in a technology-rich environment. It argues that educators need to recognize this and incorporate technology into their teaching methods to better engage students. Specifically, it provides examples of how tools like podcasts, online exchanges, and video resources can help bring foreign languages and cultures to life in the classroom. It also suggests that technology can act as an "equalizer" and that students themselves are a valuable resource for teaching teachers about new educational technologies.
Each year The Harold W. McGraw, Jr. Prize in Education recognizes outstanding educational leaders whose accomplishments have significantly improved the quality of American education and made a lasting difference in the lives of countless students. The pantheon of previous McGraw Prize winners constitutes a virtual “Who’s Who” in American education. This year we sought out individuals who are using technology to advance the learning sciences and transform education. Therefore, we now have the pleasure of honoring three great educational entrepreneurs: Robert Beichner, Mitchel Resnick and Julie Young.
To tap their collective insight, McGraw-Hill asked Beichner, Resnick and Young to collaborate on a white paper which draws on their perspectives spanning across elementary, secondary and post-secondary education. The paper hones in on one of the unheralded benefits of educational technology: to enhance and strengthen the human connections that facilitate learning.
The document is a literature review by student Sue Caudery containing summaries of 14 sources on the topic of multiliteracies and the use of information and communication technologies (ICTs) in early childhood education. A common theme across the sources is that as technology and multimodal texts are increasingly part of children's lives, early childhood educators must provide multiliterate learning environments that incorporate ICTs and accommodate students' diverse experiences and backgrounds. Many authors believe immersing young children in problem-solving activities using ICTs can promote independent thinking skills.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Digital access to knowledge in the preschool classroom: Reports from Australiafilzah zahilah mz
Australian preschool teachers’ use of Web-searching in their classroom practice was examined (N = 131).
Availability of Internet-enabled digital technology and the contribution of teacher demographic characteristics,
comfort with digital technologies and beliefs about their use were assessed. Internet-enabled
technologies were available in 53% (n = 69) of classrooms. Within these classrooms, teacher age and beliefs
predicted Web-searching practice. Although comfortable with digital access of knowledge in their everyday
life, teachers reported less comfort with Web-searching in the context of their classroom practice.
The findings identify the provision of Internet-enabled technologies and professional development as
actions to support effective and confident inclusion of Web-searching in classrooms. Such actions are
necessary to align with national policy documents that define acquisition of digital literacies as a goal and assert digital access to knowledge as an issue of equity.
This degree is designed to develop agile leaders in new cultures of digital formal and informal learning, with flexible program options in knowledge networking, global information flow, advanced search techniques, learning analytics, social media, game-based learning, digital literature, learning spaces design and more. Ideal for educators, school leaders, ICT integrators, teacher librarians, instructional designers, learning support specialists and teacher educators, who are seeking to develop expertise in global and community networked knowledge environments.
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
A summary and review of Curtis Bonk's 2009 book, which presents learning technology trends that are transforming education and opening opportunities for people around the world.
Teen Tech Week 2013: A library thing or aJohan Koren
This document discusses Teen Tech Week, a national initiative sponsored by libraries to help teens become competent and ethical users of digital media. It explores how libraries are key in helping teens develop 21st century skills through technology. The document also examines potential partnerships between libraries, schools, families, and community groups around supporting teens' technology needs and skills development.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
The document discusses virtual learning communities and e-learning. It states that virtual communities provide an environment for people to connect and learn from each other by collaboratively constructing new knowledge. This addresses the problem of information being created faster than experts can convert it into communicable forms of knowledge. The document also discusses how e-learning utilizes computers and networks as additional communication channels and how both synchronous and asynchronous communication tools can be used to support virtual learning.
This document discusses innovations in digital learning and their implications for education. It summarizes three key innovations: 1) Visualization, which enhances learning through visual and multimodal design principles. 2) Democratization of knowledge, which opens up lifelong learning opportunities online. 3) Participatory learning, which emphasizes collaboration over individual work. The document argues these innovations require skills like critical thinking, self-direction, collaboration and adaptability. It provides a framework for educational leaders to establish a culture open to new ideas and accelerate the spread of powerful concepts.
This summarizes a document about a participatory action research project on professional development for teachers. The project worked with a group of New Hampshire teachers called Early Adopters to integrate new media literacies into the curriculum. It used a distributed expertise model where teachers learned collaboratively as peers rather than relying only on individual expertise. Teachers completed media literacy challenges and shared lessons, gaining skills in areas like appropriation and negotiation. The project showed the value of teachers learning through participatory cultures and helped them apply new skills to their teaching practices.
This document contains an assignment prompt for a student asking them to reflect on what they learned about literacies in the 21st century, how their views on technology in teaching have changed, and their ICT experience. It provides the student ID and date. The prompt contains 3 questions for the student to answer in their response.
The document proposes a plan to infuse digital literacy throughout the curriculum at Pontiac Township High School. The goals are to create an interdisciplinary curriculum, integrate digital literacy skills across disciplines, connect with other schools locally and globally, and increase digital literacy to make a positive impact. Key aspects of the plan include assessing students' digital skills, having students take lead roles in collaborative projects that address real-world issues, supporting teachers through resources and training, and documenting projects online to motivate continued involvement.
Digital Futures is a resource that aims to help educators understand and explore what it means to be digitally literate. It discusses how the definition of literacy has changed over time and explores different views on literacy, including as a set of cognitive skills, as a social practice, and critical literacy. The resource also examines how digital literacy can be incorporated into school-based literacy teaching by using technologies to encourage creativity, critical thinking, and home-school connections. Challenges of using digital technologies in schools are also addressed, as well as visions for the future of education.
Towards a model for m-learning in Africa.webdesignjhb9
Mobile learning (m-learning) extends e-learning by making learning available anywhere through mobile devices. M-learning enhances learning by optimizing interaction between students, teachers, and communities. It provides learning opportunities for rural and mobile learners without infrastructure. The document proposes a model for implementing m-learning in developing countries' higher education and shares developments from an m-learning project in Africa.
This document introduces the concept of SOAR (Students Own All Resources) learning in a proposed digital school system. The system would give students personalized access to curriculum through a Digital Individualized Education Plan (DIEP) tailored to their individual needs and interests. Students would access just-in-time instructional content as needed using a digital toolset, allowing them to learn at their own pace. The goal is to increase student engagement and achievement by giving them ownership over their education.
This document contains annotations summarizing several sources that discuss the use of information and communication technologies (ICT) in early childhood education. The annotations describe how ICT is changing definitions of literacy and requiring a new focus on digital literacy skills in early education. They also note benefits of ICT like improved student engagement and access to information, but warn that simply providing technology is not enough without teacher professional development in integrating it into lessons. Overall, the sources suggest that early childhood education must incorporate ICT and digital literacy skills to prepare students for an increasingly digital future.
This document discusses the role of information and communication technologies (ICTs) in modern pedagogy. It argues that ICTs have become essential tools in classrooms as students are accustomed to using digital media at home. The author reflects on their experience integrating ICTs like SMART Boards, videos, and online discussion platforms in their English classes. While students were digitally fluent, teachers needed to demonstrate the educational value of new technologies. The document also examines challenges of ICT integration like lack of teacher time and whole-school professional development support.
In early days the main emphases were on the cognitive aspects of learning and traditional instructions of teaching in the classroom using outdated and conventional techniques. But today in this world of constant innovations and discoveries, scientists and gadget-experts are continuously searching for one or the two technological devices a day. Nodoubt technology has made our life much easier and better in many aspects. In developed countries, technology facilitates and helps students and teacher to learn things in more effective ways. But in the country like India, the development in technology is not upto that mark. We still are moving towards the path of progress. Thus, this paper will best describes about the conceptual framework regarding futuristic studies related to future technologies such as M-Learning, E-Learning, , iPod, I-Pad self-efficacy learning, Virtual Learning Environment (VLE ) etc. In this paper investigator highlighted some of the studies related to trends in futurology and innovations that could prove an important aspect of education technology.
The document discusses the importance of incorporating information and communication technology (ICT) into early childhood literacy education. It provides several arguments in favor of this approach, including that ICT skills are necessary for students' future careers and lives, and that introducing technology early can help close gaps for students without access to it at home. However, it also notes there are some arguments against overly emphasizing technology and reducing focus on traditional literacy skills. Overall, the document examines perspectives on both sides of how to best structure literacy education for young students in the modern, technology-centered world.
The document discusses trends in curriculum evaluation including digital delivery of content, interest-driven learning, and teaching 21st century skills. Digital delivery involves accessing online content from sources like Khan Academy and open educational resources that can be edited by educators and students. Interest-driven learning focuses on student passions to increase engagement by allowing them to pursue interests. Teaching 21st century skills prepares students for the real world by developing skills like collaboration, critical thinking, and navigating online information. These trends mean educators will collaborate more to customize content, students will learn critical thinking to evaluate online sources, and education will become more democratized with Internet access. The textbook industry will also change to remain relevant in the digital space while curriculum shifts focus to emphasize
The document discusses several emerging trends in education in Pakistan and globally. New career options such as radio jockeying, fashion design, and event management have opened up new avenues for education. Education is shifting from traditional classroom-based learning to a more flexible model that incorporates online and virtual learning, personalized instruction, and student input into the learning process. Students now have more options for how and what they learn.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Digital access to knowledge in the preschool classroom: Reports from Australiafilzah zahilah mz
Australian preschool teachers’ use of Web-searching in their classroom practice was examined (N = 131).
Availability of Internet-enabled digital technology and the contribution of teacher demographic characteristics,
comfort with digital technologies and beliefs about their use were assessed. Internet-enabled
technologies were available in 53% (n = 69) of classrooms. Within these classrooms, teacher age and beliefs
predicted Web-searching practice. Although comfortable with digital access of knowledge in their everyday
life, teachers reported less comfort with Web-searching in the context of their classroom practice.
The findings identify the provision of Internet-enabled technologies and professional development as
actions to support effective and confident inclusion of Web-searching in classrooms. Such actions are
necessary to align with national policy documents that define acquisition of digital literacies as a goal and assert digital access to knowledge as an issue of equity.
This degree is designed to develop agile leaders in new cultures of digital formal and informal learning, with flexible program options in knowledge networking, global information flow, advanced search techniques, learning analytics, social media, game-based learning, digital literature, learning spaces design and more. Ideal for educators, school leaders, ICT integrators, teacher librarians, instructional designers, learning support specialists and teacher educators, who are seeking to develop expertise in global and community networked knowledge environments.
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
A summary and review of Curtis Bonk's 2009 book, which presents learning technology trends that are transforming education and opening opportunities for people around the world.
Teen Tech Week 2013: A library thing or aJohan Koren
This document discusses Teen Tech Week, a national initiative sponsored by libraries to help teens become competent and ethical users of digital media. It explores how libraries are key in helping teens develop 21st century skills through technology. The document also examines potential partnerships between libraries, schools, families, and community groups around supporting teens' technology needs and skills development.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
The document discusses virtual learning communities and e-learning. It states that virtual communities provide an environment for people to connect and learn from each other by collaboratively constructing new knowledge. This addresses the problem of information being created faster than experts can convert it into communicable forms of knowledge. The document also discusses how e-learning utilizes computers and networks as additional communication channels and how both synchronous and asynchronous communication tools can be used to support virtual learning.
This document discusses innovations in digital learning and their implications for education. It summarizes three key innovations: 1) Visualization, which enhances learning through visual and multimodal design principles. 2) Democratization of knowledge, which opens up lifelong learning opportunities online. 3) Participatory learning, which emphasizes collaboration over individual work. The document argues these innovations require skills like critical thinking, self-direction, collaboration and adaptability. It provides a framework for educational leaders to establish a culture open to new ideas and accelerate the spread of powerful concepts.
This summarizes a document about a participatory action research project on professional development for teachers. The project worked with a group of New Hampshire teachers called Early Adopters to integrate new media literacies into the curriculum. It used a distributed expertise model where teachers learned collaboratively as peers rather than relying only on individual expertise. Teachers completed media literacy challenges and shared lessons, gaining skills in areas like appropriation and negotiation. The project showed the value of teachers learning through participatory cultures and helped them apply new skills to their teaching practices.
This document contains an assignment prompt for a student asking them to reflect on what they learned about literacies in the 21st century, how their views on technology in teaching have changed, and their ICT experience. It provides the student ID and date. The prompt contains 3 questions for the student to answer in their response.
The document proposes a plan to infuse digital literacy throughout the curriculum at Pontiac Township High School. The goals are to create an interdisciplinary curriculum, integrate digital literacy skills across disciplines, connect with other schools locally and globally, and increase digital literacy to make a positive impact. Key aspects of the plan include assessing students' digital skills, having students take lead roles in collaborative projects that address real-world issues, supporting teachers through resources and training, and documenting projects online to motivate continued involvement.
Digital Futures is a resource that aims to help educators understand and explore what it means to be digitally literate. It discusses how the definition of literacy has changed over time and explores different views on literacy, including as a set of cognitive skills, as a social practice, and critical literacy. The resource also examines how digital literacy can be incorporated into school-based literacy teaching by using technologies to encourage creativity, critical thinking, and home-school connections. Challenges of using digital technologies in schools are also addressed, as well as visions for the future of education.
Towards a model for m-learning in Africa.webdesignjhb9
Mobile learning (m-learning) extends e-learning by making learning available anywhere through mobile devices. M-learning enhances learning by optimizing interaction between students, teachers, and communities. It provides learning opportunities for rural and mobile learners without infrastructure. The document proposes a model for implementing m-learning in developing countries' higher education and shares developments from an m-learning project in Africa.
This document introduces the concept of SOAR (Students Own All Resources) learning in a proposed digital school system. The system would give students personalized access to curriculum through a Digital Individualized Education Plan (DIEP) tailored to their individual needs and interests. Students would access just-in-time instructional content as needed using a digital toolset, allowing them to learn at their own pace. The goal is to increase student engagement and achievement by giving them ownership over their education.
This document contains annotations summarizing several sources that discuss the use of information and communication technologies (ICT) in early childhood education. The annotations describe how ICT is changing definitions of literacy and requiring a new focus on digital literacy skills in early education. They also note benefits of ICT like improved student engagement and access to information, but warn that simply providing technology is not enough without teacher professional development in integrating it into lessons. Overall, the sources suggest that early childhood education must incorporate ICT and digital literacy skills to prepare students for an increasingly digital future.
This document discusses the role of information and communication technologies (ICTs) in modern pedagogy. It argues that ICTs have become essential tools in classrooms as students are accustomed to using digital media at home. The author reflects on their experience integrating ICTs like SMART Boards, videos, and online discussion platforms in their English classes. While students were digitally fluent, teachers needed to demonstrate the educational value of new technologies. The document also examines challenges of ICT integration like lack of teacher time and whole-school professional development support.
In early days the main emphases were on the cognitive aspects of learning and traditional instructions of teaching in the classroom using outdated and conventional techniques. But today in this world of constant innovations and discoveries, scientists and gadget-experts are continuously searching for one or the two technological devices a day. Nodoubt technology has made our life much easier and better in many aspects. In developed countries, technology facilitates and helps students and teacher to learn things in more effective ways. But in the country like India, the development in technology is not upto that mark. We still are moving towards the path of progress. Thus, this paper will best describes about the conceptual framework regarding futuristic studies related to future technologies such as M-Learning, E-Learning, , iPod, I-Pad self-efficacy learning, Virtual Learning Environment (VLE ) etc. In this paper investigator highlighted some of the studies related to trends in futurology and innovations that could prove an important aspect of education technology.
The document discusses the importance of incorporating information and communication technology (ICT) into early childhood literacy education. It provides several arguments in favor of this approach, including that ICT skills are necessary for students' future careers and lives, and that introducing technology early can help close gaps for students without access to it at home. However, it also notes there are some arguments against overly emphasizing technology and reducing focus on traditional literacy skills. Overall, the document examines perspectives on both sides of how to best structure literacy education for young students in the modern, technology-centered world.
The document discusses trends in curriculum evaluation including digital delivery of content, interest-driven learning, and teaching 21st century skills. Digital delivery involves accessing online content from sources like Khan Academy and open educational resources that can be edited by educators and students. Interest-driven learning focuses on student passions to increase engagement by allowing them to pursue interests. Teaching 21st century skills prepares students for the real world by developing skills like collaboration, critical thinking, and navigating online information. These trends mean educators will collaborate more to customize content, students will learn critical thinking to evaluate online sources, and education will become more democratized with Internet access. The textbook industry will also change to remain relevant in the digital space while curriculum shifts focus to emphasize
The document discusses several emerging trends in education in Pakistan and globally. New career options such as radio jockeying, fashion design, and event management have opened up new avenues for education. Education is shifting from traditional classroom-based learning to a more flexible model that incorporates online and virtual learning, personalized instruction, and student input into the learning process. Students now have more options for how and what they learn.
5 ways to make Textbooks relevant in a Digital World.pptxjessejames256973
We are providing the best Textbook solutions for your bright future ahead. Our experts will solve your college textbooks and provide step-by-step solutions. You can now improve yourself by getting help from our experts, who are proficient in their respective field.
The document discusses current trends and issues in education in India. It outlines how the traditional classroom model is shifting to facilitate more collaborative and technology-enabled learning. Students are now teaching teachers by providing feedback, while educators are paying closer attention to individual student needs. Virtual and online learning are also becoming more prevalent, with open educational resources available online. Overall, the trends reflect how the education system is improving by becoming less stagnant and better accommodating diverse learning styles.
Trend Watch: Digital Media and Student RetentionAliciaVirtue
Presentation identifies 8 trends in digital media that can be applied to the learning process and formal education pedagogy.
Also identified are 5 factors that positively impact student retention.
Examples of applications that use digital technologies to bolster positive retention factors are presented.
This document discusses the future of education and the transition to online and virtual learning. It notes that by 2020, online education will dominate university and school learning. This will allow for more effective use of resources and delivery of courseware anywhere, anytime. Developing countries are also expanding investments in schools and universities to grow their skilled workforces. National and international initiatives are working to support teachers in facilitating new learning models and using technology effectively in the classroom.
The document discusses the need for schools to adapt to the 21st century by embracing new technologies, collaborative learning models, and focusing on developing students' creative and innovative skills. It provides statistics about the growth of information and changing job market. It also outlines characteristics of communities, professional learning communities, and the benefits teachers experienced from participating in a professional learning program focused on 21st century skills.
Future of education - Insights from discussions building on an initial perspe...Future Agenda
The initial perspective on the Future of Education kicked off the Future Agenda 2.0 global discussions taking place through 2015. This summary builds on the initial view and is updated as we progress the futureagenda2.0 programme. www.futureagenda.org
1. Standards-based grading and measuring student proficiency based on clearly defined learning objectives will become more common, replacing traditional grading systems.
2. Curriculums will become more personalized to student interests to keep them engaged, enabled by new learning technologies allowing individualized lessons.
3. Digital integration in classrooms will continue growing exponentially, from e-textbooks to online degree programs, encouraging active participation and contribution to collective knowledge.
Ged 411 education in the new social milieuMarvin Gonzaga
The document outlines 8 possible outcomes of changes to the education system through increased adoption of educational technology: 1) multimedia learning resources will proliferate online and become essential, 2) learners and teachers will have portable, wireless devices to access these resources, 3) learning will increasingly take place through authentic real-world contexts and tasks, 4) students will become active collaborators with peers and experts, 5) teachers' roles will shift from sole lecturers to guides, 6) education will become lifelong and schools will serve all community members, 7) grade levels will be less defined and assessment will focus on authentic performance, 8) boundaries between schools will blur as technology enables long-distance collaboration.
The document discusses how schools may change by 2020 due to new digital technologies and learning environments. It argues that schools will need to adapt from standardized, teacher-directed models to personalized, self-directed, lifelong learning. Key shifts include learning becoming more mobile, networked, global, and interest-driven rather than confined to the classroom. Literacy will require skills like collaborating online, managing multiple information streams, and creating multimedia content. Schools will face challenges but can leverage technology to provide personalized learning instead of a one-size-fits-all approach. Educators will need preparation and experiences using technology to inspire innovative teaching practices.
The document discusses how schools may change by 2020 due to new technologies and learning environments. It notes that learning will become more mobile, networked, global, collaborative, self-directed and personalized. This represents a huge challenge for traditional schools. Literacy will also change and require skills like developing technology proficiency, collaborating online, and managing multiple information streams. Schools will need to adapt learning resources and assessments to engage students in new ways. Educators will need new preparation focused on technology to improve learning. Infrastructure changes are also needed to provide all students and educators access to internet and devices for learning anywhere.
The document discusses the past, present and future of education. In the past, education involved chalkboards and group studies. Currently, powerpoint and internet are widely used. In the future, education may become more accessible through distance learning and the use of social media and mobile technologies. Challenges will include keeping students focused without direct supervision and ensuring all students can benefit from new technologies.
The document discusses the history and adoption process of textbooks in the United States. It notes that traditionally, textbooks have been written and published by a small number of large companies. The document then outlines the state adoption process, where states select textbooks for use in K-12 classrooms. Recently, some states have begun allowing digital and open educational resources as alternatives to traditional textbooks. The future may see more personalized, digital content replacing printed textbooks.
ACSA Technology Leadership Group Position Paperdvodicka
This document provides recommendations from the Association of California School Administrators' Technology Leadership Group on promoting effective technology integration into teaching and learning. It discusses the need to transform classrooms from information centers to places where students develop 21st century skills. Recommendations are provided for teachers, site leaders, district leaders, and state leaders focused on challenge-based learning, customized learning experiences, online resources, and revising standards and assessments to reflect digital-age needs. The goal is to better prepare students through strategies that engage them and develop skills like problem-solving, critical thinking, and digital literacy.
1. The document discusses changes in education over the past 10 years, focusing on the shift to more blended and online learning as well as a greater emphasis on skills and entrepreneurship.
2. It notes that both educators and students have embraced blended learning models using edtech platforms, making education more accessible and affordable.
3. Additionally, the concept of learning has expanded beyond formal schooling, with more emphasis on lifelong learning and gaining knowledge from various sources like online courses and the internet. Students now see education as more than just attending university.
Giving children a proper education takes a monumental effort from teachers, administrators, and parents. Any tools that make educating students more efficient would benefit both educators and students. Many schools are now utilizing technology like smartphones, tablets, and computers to make the education process more interactive and responsive. According to surveys, teachers say technology has improved their ability to access resources, share ideas with other teachers, and interact with parents and students. Website platforms like eSchoolView provide online tools and central access to information that can create efficiencies for schools.
Student as producer and open educational resources: enhancing learning throug...Sue Watling
Student as producer and open educational resources: enhancing learning through digital scholarship in Effective Learning in Social Science (ELiSS), 4 (3).2012
Student as producer and open educational resources: enhancing learning throug...
The Changing Face of Education
1.
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By Stephan
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1
The great Bengali poet Rabindranath Tagore once famously cautioned, “Don’t limit a
child to your own learning, for he was born in another time.” His words resonate clearly in an
age characterized by students that live in a digital world ‐ and teachers that are beginning to as
well. Embracing his philosophy in this modern setting will lead to a less expensive, higher
quality, and more open environment that brings great potential in terms of content, culture,
and spirit of mind.
This potential is being brought to fruition, as educators and students are gaining the ability to
easily access, manage, and share digital materials. As the number of users collaborating around
content continues to increase, the growing network will provide exponential acceleration that
will change the face of education.
Three out of every four high school and middle school students in the United States now have a
smart phone1
, and forward‐thinking schools such as Hudson High School in New York City have
recognized the digital trend by abandoning textbooks in favor of Kindles, iPads, and laptops. In
Dedham, Massachusetts, the school system wants to hand out netbooks for students to use
throughout high school and even after graduation.2
And under one proposal in Florida, all
textbooks for students in K‐12 will be replaced by “electronic materials” by 2015.3
Against this backdrop, the education industry has attempted to move closer to a collaborative
climate, which requires adopting more comprehensive technology to bring content and users
together.
Multiple repositories that improve the capability to search for and share materials have
contributed important building blocks, but have in many ways duplicated efforts and have
fallen short of creating a meaningful community. The leap to a more accessible, easy to
navigate complete delivery infrastructure requires a collaborative, blended environment that
allows educators to explore new boundaries without wasting time and further replicating
efforts. The adoption of national standards enables that approach, and momentum is gathering
with 40 states now signed on to the Common Core Standards. Easily discovering the resources
most relevant to their needs, improving upon them using their own pedagogical style and
materials, and sharing the new iteration with peers on a global platform will bring the “wisdom
3. of the cr
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then benefit from the ability to discover assets at a level much more granular than in the past,
accessing specific, targeted materials that will contribute to their classroom. Instead of stale
lessons being delivered year after year, students will enjoy constantly refreshed material
enhanced by peer reviews.
The review process among immediate colleagues may already be a staple of good practice, but
the potential is expanding as states continue to adopt the Common Core Standards. This lays
the foundation for collaboration beyond school buildings and even beyond state borders; the
technology will be the tie that binds these knowledge networks of schools.
2. Going beyond the search: creating the new curricula
The open source movement fundamentally altered the world of IT, and education is now on the
cusp of a similar transition. Using this technology, school systems and teachers must have
access to a simple and effective mechanism to gain access to full courses, course modules,
syllabi, lectures, streaming videos – material that is virtually without limits or borders. After
one teacher posts a lesson plan that was successful in their classroom, others can analyze,
critique, revise, and recommend the plan to others.
As a jeweler may use a variety of disparate yet complementary stones to create a piece of
artwork that is far more than the sum of its parts, so too should teachers be able to mix and
match from freely available educational resources. Many materials a teacher has used
previously – including those found on YouTube, Wikipedia, and elsewhere on Web 2.0 sites –
can be combined with those discovered in the virtual OER marketplace.
In addition, appropriate resources can be “pushed” to educators based on individual histories
and preferences including subject matter, quality, and assets frequently used and
recommended by peers. A well‐organized, user‐friendly platform to capture content and
support continuously evolving curricula will bring a new spirit of innovation and collaboration to
the classroom.
3. Beating the budget
Education is expensive, and in an era of recession‐induced budget cuts and rising demands,
schools are continually being asked to do more with less. The trend is underscored by recent
developments in Wisconsin, Rhode Island, Texas, and around the nation, where school systems
experienced massive cutbacks.
Districts must seek ways to restructure their budgets, and OER should play an important role.
New technology will yield significant savings by replacing expensive textbooks – some of which
may be outdated the moment they are published – with resources that are constantly being
updated, refined, and improved upon to provide curricula and lessons from some of the world’s
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About the Author
Stephan K. Thieringer is the president & CEO of AcrossWorld Education, an international
education company that empowers institutions and organizations to harness the value of Open
Educational Resources. Prior to co‐founding AcrossWorld, Mr. Thieringer was the COO of Giunti
Labs.
Thieringer was a finalist of the prestigious Massachusetts Technology Leadership Council’s “CXO
of the year” award 2008. A leader and visionary in the movement for ubiquitous information
access, Thieringer is a global strategy advisor of The Open Knowledge Initiative™ (O.K.I.), an
executive committee member of the Open Educational Resources in Cancer consortia (OERC),
as well as a member of the U.S.‐India Business Council Executive Committee for Education. Mr.
Thieringer also serves on the academic advisory board for Notehall India.
A frequent and popular speaker on topics related to knowledge and information access, digital
asset management, and mobile learning, Thieringer has been featured in, and has contributed
to, a number of regional, national and global business publications and educational journals
nationwide and globally. Most recently, in February 2011, Mr. Thieringer was a featured
speaker at INFOCOM 10‐11 in Kolkata, India alongside key delegates from the education and
communication sectors. The U.S. India Business Council’s Higher Education mission on occasion
of President Obama concluded in Delhi in November 2010 which included Thieringer as an
active leader. Stephan resides in Massachusetts and is a citizen of Germany. He received his
MBA from the University of Lucerne (Switzerland) in 1986, and holds a honoris causa doctorate
in education.
Endnotes
1
The smart‐phone, safe‐school paradox, The Times of Trenton, Michael Nitti, January 30, 2011.
2
School goal: netbooks for students, Boston.com, Johanna Saltz, December 2, 2010.
3
Florida looks at taking school textbooks completely digital by 2015, St. Petersburg Times,
Marlene Sokol and Jeffrey Solochek, February 17, 2011.
4
Once a Leader, U.S. Lags in College Degrees, New York Times, Tamar Lewin, July 23, 2010.
5
See, for example, the Massachusetts Institute of Technology’s Open Courseware Initiative.
6
Boston Public Schools at a Glance 2009–2010, Boston Public Schools.