Much Ado about Digital Content: What do the Students Say? Julie Evans
This document summarizes a presentation by Project Tomorrow about their Speak Up research findings related to students' use and desires around digital content and e-textbooks. Key points include: students want interactive, collaborative, personalized learning enabled by mobile devices; they see potential benefits of digital content but barriers like digital equity need addressing; and students envision e-textbooks facilitating social learning, un-tethered access, and rich interactive content. Educators generally agree with this vision but face challenges in evaluating and implementing digital resources.
- Marian University offers a graduate course teaching educators how to use iPads in K-12 classrooms. Instructors show how apps like Angry Birds can teach physics and the iPad provides opportunities to support learning.
- A teacher uses the iPad lecture capture tool Tegrity, finding a 47% increase in student viewing of recorded lectures from the previous year. Cloud-based lecture capture allows students to access recordings online and on mobile devices.
- The tech staff at Washington and Lee University welcomed new students with custom t-shirts printed with QR codes linking to helpful campus resources, demonstrating how smartphones can be used on campus.
Digital Content within Instruction - Views of Ohio’s K-12 Students, Parents, ...Julie Evans
This document summarizes the findings of the 2012 Speak Up research project conducted by Project Tomorrow. The project surveyed over 450,000 K-12 students, teachers, parents and administrators across the US about their views on digital learning. In Ohio specifically, over 53,000 participants shared their perspectives. Key findings include that students see value in digital content and social media for learning, while teachers and administrators have concerns about access, training and quality. There appear to be gaps between student expectations for technology use and current school practices. The presentation explores these disconnects and discusses opportunities for shared visions of digital learning.
This document discusses future trends in education from 2012 to 2035. It provides information on current topics in education, science, technology and jobs. Some of the key points made are:
1) By 2025, education models may shift away from grade-based structures to peer groups organized by interest. Buildings will get smaller and more environmentally friendly.
2) Jobs that may become obsolete by 2025 include traditional desks, language labs, homework, and standardized tests. Skills needed for future jobs include social intelligence, cross-cultural competence, and virtual collaboration.
3) Emerging jobs include cyber security specialists, genetic counselors, organic farmers, and medical records administrators, to name a few. Stem
This document provides an overview of challenge-based learning (CBL). It defines CBL as a collaborative learning experience where students work with teachers to learn about real issues, propose solutions, and take action. The document discusses how CBL taps into student curiosity, focuses on authentic global challenges with local solutions, and allows students to hone 21st century skills. Examples of CBL challenges are provided, as well as guidance on implementing the CBL framework and using digital tools to support CBL in the classroom.
The document discusses instructional data analysis and data teams. It defines a data team as a group of educators that collaboratively uses data to identify opportunities for improvement, develop plans to address them, implement changes, and reflect on results. The document outlines the data team process and provides examples of how data can be analyzed, including examining frequency distributions by subgroup, common core strand analysis, and comparing p-values. It emphasizes using data to inform instructional decisions and continually assessing the impact of changes made by data teams.
Challenge Based Learning in the iPad classroomMark Richardson
This document outlines Mark Richardson's experience with and advocacy for Challenge Based Learning (CBL) and the use of iPads in CBL classrooms. It provides an overview of CBL, examples of how iPads can enhance CBL projects, and recommendations for specific apps to support each stage of the CBL process from launching challenges to sharing solutions. The document also shares resources for teaching CBL with iPads such as existing CBL units, tutorials for apps, and links to iTunes U courses about CBL.
Much Ado about Digital Content: What do the Students Say? Julie Evans
This document summarizes a presentation by Project Tomorrow about their Speak Up research findings related to students' use and desires around digital content and e-textbooks. Key points include: students want interactive, collaborative, personalized learning enabled by mobile devices; they see potential benefits of digital content but barriers like digital equity need addressing; and students envision e-textbooks facilitating social learning, un-tethered access, and rich interactive content. Educators generally agree with this vision but face challenges in evaluating and implementing digital resources.
- Marian University offers a graduate course teaching educators how to use iPads in K-12 classrooms. Instructors show how apps like Angry Birds can teach physics and the iPad provides opportunities to support learning.
- A teacher uses the iPad lecture capture tool Tegrity, finding a 47% increase in student viewing of recorded lectures from the previous year. Cloud-based lecture capture allows students to access recordings online and on mobile devices.
- The tech staff at Washington and Lee University welcomed new students with custom t-shirts printed with QR codes linking to helpful campus resources, demonstrating how smartphones can be used on campus.
Digital Content within Instruction - Views of Ohio’s K-12 Students, Parents, ...Julie Evans
This document summarizes the findings of the 2012 Speak Up research project conducted by Project Tomorrow. The project surveyed over 450,000 K-12 students, teachers, parents and administrators across the US about their views on digital learning. In Ohio specifically, over 53,000 participants shared their perspectives. Key findings include that students see value in digital content and social media for learning, while teachers and administrators have concerns about access, training and quality. There appear to be gaps between student expectations for technology use and current school practices. The presentation explores these disconnects and discusses opportunities for shared visions of digital learning.
This document discusses future trends in education from 2012 to 2035. It provides information on current topics in education, science, technology and jobs. Some of the key points made are:
1) By 2025, education models may shift away from grade-based structures to peer groups organized by interest. Buildings will get smaller and more environmentally friendly.
2) Jobs that may become obsolete by 2025 include traditional desks, language labs, homework, and standardized tests. Skills needed for future jobs include social intelligence, cross-cultural competence, and virtual collaboration.
3) Emerging jobs include cyber security specialists, genetic counselors, organic farmers, and medical records administrators, to name a few. Stem
This document provides an overview of challenge-based learning (CBL). It defines CBL as a collaborative learning experience where students work with teachers to learn about real issues, propose solutions, and take action. The document discusses how CBL taps into student curiosity, focuses on authentic global challenges with local solutions, and allows students to hone 21st century skills. Examples of CBL challenges are provided, as well as guidance on implementing the CBL framework and using digital tools to support CBL in the classroom.
The document discusses instructional data analysis and data teams. It defines a data team as a group of educators that collaboratively uses data to identify opportunities for improvement, develop plans to address them, implement changes, and reflect on results. The document outlines the data team process and provides examples of how data can be analyzed, including examining frequency distributions by subgroup, common core strand analysis, and comparing p-values. It emphasizes using data to inform instructional decisions and continually assessing the impact of changes made by data teams.
Challenge Based Learning in the iPad classroomMark Richardson
This document outlines Mark Richardson's experience with and advocacy for Challenge Based Learning (CBL) and the use of iPads in CBL classrooms. It provides an overview of CBL, examples of how iPads can enhance CBL projects, and recommendations for specific apps to support each stage of the CBL process from launching challenges to sharing solutions. The document also shares resources for teaching CBL with iPads such as existing CBL units, tutorials for apps, and links to iTunes U courses about CBL.
Technology Driven Differentiation - ASTE 2015 PresentationVicki Davis
This document provides an overview of technology-driven differentiated instruction in the classroom. It discusses various tools and frameworks that can be used, including educational networking, wikis, digital storytelling, virtual worlds, apps/QR codes, cloud storage, formative assessment platforms, and flipped classroom techniques. Each tool is explored in terms of how it can engage different learning styles and provide opportunities for various roles. An emphasis is placed on establishing a foundational framework first before implementing specific technologies.
The document summarizes Lucy Gray's presentation at the NCSEA meeting about emergent technologies in education. The presentation covered trends in how students use technology today, examples of technologies like blogs, wikis and social networks, and implications for the future of education including addressing the digital divide and preparing teachers for the 21st century classroom. The presentation included discussions on participatory pedagogy and implementing new technologies while balancing issues like privacy, censorship and digital citizenship.
This document contains information about Discovery Education, including:
- Discovery Education's goals of providing educational resources to help teachers and connecting classrooms to learning.
- Discovery Education's reach of over 1 million educators and 35 million students.
- Recognition from education leaders praising Discovery Education's contributions to supporting education.
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
The document summarizes a presentation about a social learning solution called Virtual Campus. It describes Virtual Campus as an eLearning platform that brings together social media and learning. It allows for social, collaborative, and independent learning. The platform provides features like a learning management system, social learning network, easy academic integration and add-on features. It promotes learning through socialization, self-study, and mentorship. The presentation outlines the benefits, process, and potential uses of Virtual Campus. It positions Virtual Campus as the top choice for eLearning in the Philippines.
This document proposes 10 innovations in teaching, learning, and assessment:
1. Massive open social learning aims to engage thousands of learners in online discussions and projects to build shared knowledge.
2. Learning design informed by analytics uses data on learner activities to evaluate and improve course design in an iterative process.
3. Flipped classroom moves direct instruction outside the classroom, using class time for activities that develop critical thinking skills.
4. Bring your own devices changes the relationship between students and teachers as students bring their own technologies and learning networks to school.
5. Learning to learn teaches students to become effective, self-determined learners who can manage their own learning processes and reflect on how to improve.
The document discusses the future of education and technology in the classroom. It suggests that classrooms of the future may replace desks and books with digital devices like laptops, e-readers, and tablets. Teachers could use technologies like video conferencing, Google Docs, podcasts, and social media to enhance instruction, collaboration, and student engagement. Challenges include training teachers, funding infrastructure upgrades, and preparing students with 21st century skills for a changing job market that increasingly requires technology proficiency.
Challenge Based Learning (CBL) is an instructional approach that presents students with challenges to solve or products to create. It provides multiple entry points and solutions, focuses on universal challenges with local solutions, and connects multiple disciplines. CBL teaches 21st century skills through authentic projects, uses technology for collaboration, and allows students to publish their work. It assesses both the problem solving process and the quality of students' solutions.
This document summarizes trends in virtual and online education. It discusses the growth of K-12 online learning and the variety of online education models available. It also outlines emerging technologies being used in online learning like learning management systems, video conferencing, videos, blogs, wikis, virtual worlds and mobile learning. Research shows that online learning can be as effective as face-to-face learning when there is adequate learning time, engaging curriculum, collaborative opportunities and pedagogical support. The document advocates giving learners control over their interactions with media and opportunities for reflection to enhance online learning.
The document discusses the skills needed for students in the 21st century. It notes that today's students will be retiring in 2067 and need to be prepared for a world with many emerging issues. 21st century skills like collaboration, problem solving and technology literacy are important for students to communicate and create change globally. It provides examples of how schools are integrating these skills through project-based learning, technology use and community involvement.
Manor Lakes P-12 College in Victoria, Australia implemented a Bring Your Own Device (BYOD) program that began with iPads for students in Year 6 and Prep. The college found that BYOD empowered students to personalize their learning, increased independence, and promoted self-directed learning both in and outside the classroom. BYOD also helped prepare students for a technology-rich future at university and in their careers.
[Avril loveless, viv_ellis]_ict,_pedagogy_and_the_(book_fi.org)Daryanto Aiz
This book explores the impact of new information and communication technologies on teaching and learning. It addresses key issues across all levels of education in the UK and internationally. Specifically, it examines the relationship between ICT, approaches to teaching and learning, and how curriculum subjects are represented. It considers the wider perceptions of ICT in society and schooling, the challenges to pedagogy, and how ICT both supports and changes the nature of curriculum subjects. The book offers a critical perspective on understanding ICT in education and how we can respond to technology initiatives. It will interest teachers and those in teacher training concerned with the role of current technology in education.
The document summarizes an education technology conference. It provides information on various sessions at the conference on topics like building successful e-learning programs, customizing assessments, and using ed-tech tools for individualizing education. Participants were encouraged to follow the event online using the hashtag #edweeklive and presentations were made available online. Questions were also posed to attendees on topics like how schools provide online courses, assessments, and mobile devices.
Speak Up 2013 Student Findings Congressional Briefing 4/8/2014Julie Evans
The document summarizes the key findings from the 2013 Speak Up survey conducted by Project Tomorrow. Over 400,000 K-12 students, teachers, parents, and others provided input. Key findings include:
- Students want greater access to technology at school, including websites, their own devices, and 24/7 access to teachers.
- When designing their ideal school, students cited technologies like online classes, tablets, e-textbooks, and games as having the greatest impact on learning.
- Students are using technology both in school, directed by teachers, and outside of school to support their schoolwork and personal learning.
Speak Up Survey Insights for Private School LeadersJulie Evans
This document summarizes key findings from the Speak Up Survey conducted by Project Tomorrow, a national education nonprofit. The survey gathered data from over 400,000 K-12 students, teachers, parents, and administrators across the US. Key findings regarding private school participants include: 1) Private school students have greater access to one-to-one computing programs compared to public schools; 2) Lack of professional development is a top obstacle for private school teachers in using technology; 3) Private school students report fewer frustrations with technology access than public school students. The document provides detailed comparisons between private and public school stakeholders' views and experiences with digital learning.
Six professional conversations on topics pertinent to contemporary teachers in the digital age of education from the Leading a Digital School Conference, Melbourne Australia 2013.
The document discusses the benefits of investing in educational technology. It argues that technology can increase student learning as measured by higher test scores, help develop skills needed for future jobs, and better engage students. Technology is seen as crucial for preparing students and school districts for the 21st century workforce.
Speak Up Congressional Briefing 2013 Parent and Educators FindingsJulie Evans
This document summarizes the key points from a presentation on the 2013 Speak Up survey results. The presentation included discussions on: defining the skills needed for college and career readiness; the relationship between technology use and developing these skills; how schools are building capacity to prepare students through technology integration and other means. A panel of experts also shared their views on these topics and how to create a new digital learning approach focused on student success.
From the Salon to the Agora:Using Online Social Networks to Foster Preservice Teachers’ Membership in a Networked Community of Praxis. Justin Reich, Meira Levinson, and William Johnston; Graduate School of Education, Harvard University
Technology Driven Differentiation - ASTE 2015 PresentationVicki Davis
This document provides an overview of technology-driven differentiated instruction in the classroom. It discusses various tools and frameworks that can be used, including educational networking, wikis, digital storytelling, virtual worlds, apps/QR codes, cloud storage, formative assessment platforms, and flipped classroom techniques. Each tool is explored in terms of how it can engage different learning styles and provide opportunities for various roles. An emphasis is placed on establishing a foundational framework first before implementing specific technologies.
The document summarizes Lucy Gray's presentation at the NCSEA meeting about emergent technologies in education. The presentation covered trends in how students use technology today, examples of technologies like blogs, wikis and social networks, and implications for the future of education including addressing the digital divide and preparing teachers for the 21st century classroom. The presentation included discussions on participatory pedagogy and implementing new technologies while balancing issues like privacy, censorship and digital citizenship.
This document contains information about Discovery Education, including:
- Discovery Education's goals of providing educational resources to help teachers and connecting classrooms to learning.
- Discovery Education's reach of over 1 million educators and 35 million students.
- Recognition from education leaders praising Discovery Education's contributions to supporting education.
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
The document summarizes a presentation about a social learning solution called Virtual Campus. It describes Virtual Campus as an eLearning platform that brings together social media and learning. It allows for social, collaborative, and independent learning. The platform provides features like a learning management system, social learning network, easy academic integration and add-on features. It promotes learning through socialization, self-study, and mentorship. The presentation outlines the benefits, process, and potential uses of Virtual Campus. It positions Virtual Campus as the top choice for eLearning in the Philippines.
This document proposes 10 innovations in teaching, learning, and assessment:
1. Massive open social learning aims to engage thousands of learners in online discussions and projects to build shared knowledge.
2. Learning design informed by analytics uses data on learner activities to evaluate and improve course design in an iterative process.
3. Flipped classroom moves direct instruction outside the classroom, using class time for activities that develop critical thinking skills.
4. Bring your own devices changes the relationship between students and teachers as students bring their own technologies and learning networks to school.
5. Learning to learn teaches students to become effective, self-determined learners who can manage their own learning processes and reflect on how to improve.
The document discusses the future of education and technology in the classroom. It suggests that classrooms of the future may replace desks and books with digital devices like laptops, e-readers, and tablets. Teachers could use technologies like video conferencing, Google Docs, podcasts, and social media to enhance instruction, collaboration, and student engagement. Challenges include training teachers, funding infrastructure upgrades, and preparing students with 21st century skills for a changing job market that increasingly requires technology proficiency.
Challenge Based Learning (CBL) is an instructional approach that presents students with challenges to solve or products to create. It provides multiple entry points and solutions, focuses on universal challenges with local solutions, and connects multiple disciplines. CBL teaches 21st century skills through authentic projects, uses technology for collaboration, and allows students to publish their work. It assesses both the problem solving process and the quality of students' solutions.
This document summarizes trends in virtual and online education. It discusses the growth of K-12 online learning and the variety of online education models available. It also outlines emerging technologies being used in online learning like learning management systems, video conferencing, videos, blogs, wikis, virtual worlds and mobile learning. Research shows that online learning can be as effective as face-to-face learning when there is adequate learning time, engaging curriculum, collaborative opportunities and pedagogical support. The document advocates giving learners control over their interactions with media and opportunities for reflection to enhance online learning.
The document discusses the skills needed for students in the 21st century. It notes that today's students will be retiring in 2067 and need to be prepared for a world with many emerging issues. 21st century skills like collaboration, problem solving and technology literacy are important for students to communicate and create change globally. It provides examples of how schools are integrating these skills through project-based learning, technology use and community involvement.
Manor Lakes P-12 College in Victoria, Australia implemented a Bring Your Own Device (BYOD) program that began with iPads for students in Year 6 and Prep. The college found that BYOD empowered students to personalize their learning, increased independence, and promoted self-directed learning both in and outside the classroom. BYOD also helped prepare students for a technology-rich future at university and in their careers.
[Avril loveless, viv_ellis]_ict,_pedagogy_and_the_(book_fi.org)Daryanto Aiz
This book explores the impact of new information and communication technologies on teaching and learning. It addresses key issues across all levels of education in the UK and internationally. Specifically, it examines the relationship between ICT, approaches to teaching and learning, and how curriculum subjects are represented. It considers the wider perceptions of ICT in society and schooling, the challenges to pedagogy, and how ICT both supports and changes the nature of curriculum subjects. The book offers a critical perspective on understanding ICT in education and how we can respond to technology initiatives. It will interest teachers and those in teacher training concerned with the role of current technology in education.
The document summarizes an education technology conference. It provides information on various sessions at the conference on topics like building successful e-learning programs, customizing assessments, and using ed-tech tools for individualizing education. Participants were encouraged to follow the event online using the hashtag #edweeklive and presentations were made available online. Questions were also posed to attendees on topics like how schools provide online courses, assessments, and mobile devices.
Speak Up 2013 Student Findings Congressional Briefing 4/8/2014Julie Evans
The document summarizes the key findings from the 2013 Speak Up survey conducted by Project Tomorrow. Over 400,000 K-12 students, teachers, parents, and others provided input. Key findings include:
- Students want greater access to technology at school, including websites, their own devices, and 24/7 access to teachers.
- When designing their ideal school, students cited technologies like online classes, tablets, e-textbooks, and games as having the greatest impact on learning.
- Students are using technology both in school, directed by teachers, and outside of school to support their schoolwork and personal learning.
Speak Up Survey Insights for Private School LeadersJulie Evans
This document summarizes key findings from the Speak Up Survey conducted by Project Tomorrow, a national education nonprofit. The survey gathered data from over 400,000 K-12 students, teachers, parents, and administrators across the US. Key findings regarding private school participants include: 1) Private school students have greater access to one-to-one computing programs compared to public schools; 2) Lack of professional development is a top obstacle for private school teachers in using technology; 3) Private school students report fewer frustrations with technology access than public school students. The document provides detailed comparisons between private and public school stakeholders' views and experiences with digital learning.
Six professional conversations on topics pertinent to contemporary teachers in the digital age of education from the Leading a Digital School Conference, Melbourne Australia 2013.
The document discusses the benefits of investing in educational technology. It argues that technology can increase student learning as measured by higher test scores, help develop skills needed for future jobs, and better engage students. Technology is seen as crucial for preparing students and school districts for the 21st century workforce.
Speak Up Congressional Briefing 2013 Parent and Educators FindingsJulie Evans
This document summarizes the key points from a presentation on the 2013 Speak Up survey results. The presentation included discussions on: defining the skills needed for college and career readiness; the relationship between technology use and developing these skills; how schools are building capacity to prepare students through technology integration and other means. A panel of experts also shared their views on these topics and how to create a new digital learning approach focused on student success.
From the Salon to the Agora:Using Online Social Networks to Foster Preservice Teachers’ Membership in a Networked Community of Praxis. Justin Reich, Meira Levinson, and William Johnston; Graduate School of Education, Harvard University
SCRIBL Data- Scalable, Real-Time, Individual Behavior and Learning DataEdTechTeacher.org
The document discusses a conference on cyberlearning tools for STEM education. It provides details on an online discussion forum for conference sessions and shares data on individual behavior and learning from wikis. Research questions are posed about making wikis effective learning environments, whether certain student populations benefit more, and how to design a study to examine digital divides in tool usage.
State of Wiki Usage in U.S. K-12 Schools and Just That They Followed the Dire...EdTechTeacher.org
This document discusses two studies on wiki usage in K-12 schools. The first study found that while teachers want to use wikis to develop students' 21st century skills, most assess wiki quality based on procedural compliance rather than complex thinking. The second study analyzed over 100,000 K-12 wikis and found that they are widely adopted but often used for content delivery rather than skill building. Wikis in wealthier schools were generally of higher quality and more persistent. The document concludes by posing questions about how to better support teachers in developing 21st century skills through wikis.
Health Tech End User Presentation- Presto, myHalo, Sonamba, MedipendantChuck LaParr
This document summarizes technologies from HealthTech Marketing Group that help seniors age in place safely and independently. It discusses four categories of technologies for aging in place: communication and engagement, home safety and security, health and wellness, and learning and contribution. Specific HealthTech products are then outlined, including Halo Monitoring for fall detection, Medi-Pendant for medical alert, A&D Medical for telemedicine devices, Presto for computer-less email, and Sonamba for wellbeing monitoring. Costs are provided for each solution. The growing senior population in the US is cited as motivation for these aging-in-place technologies.
MassCUE 2010: Why Change? Communicating the Benefits of 21st Century LearningEdTechTeacher.org
Transforming learning in schools requires convincing diverse stakeholders to
embrace 21st century learning and technology integration. The first step in this
process is providing a compelling answer to the question ―Why Change?‖ In this
session, we’ll examine answers to this question and strategies for communicating
those answers to stakeholders.
Home Health Service Providers With Out NotesChuck LaParr
Halo Monitoring was founded in 2006 to allow seniors to age independently at home with peace of mind. The company developed a fall detection device using motion sensor technology that monitors falls and activities of daily living without requiring long periods of inactivity. The myHalo system includes a wearable sensor, home base station, and web portal to provide alerts to caregivers and allow remote patient monitoring. Halo aims to save lives by reducing response times to falls through its automatic alert system.
Ten Years of Teaching Technology to Teachers discusses levels of teacher adoption of technology from basic use to innovative practices. It provides conceptual frameworks for integrating technology into lesson planning including backwards design, collect-relate-create-donate, and aligning technology to support difficult concepts. The program engages adult learners through various formats including online courses, webinars, and in-person workshops focusing on skills and 21st century learning.
The document discusses professional development for integrating technology into teaching. It suggests three approaches: 1) Address why change is needed by focusing on preparing students for 21st century skills; 2) Lead by example in implementing technology-enhanced teaching; 3) Create a long-term vision and immerse teachers in professional learning experiences like online courses and webinars to develop new skills.
The Myers-Briggs Type Indicator (MBTI) assessment is a psychometric questionnaire designed to measure psychological preferences in how people perceive the world and make decisions.
This document provides 10 big ideas for teaching and learning with iPads. It suggests that iPads should be given to students to enhance learning, but also warns that teachers need support and time to properly integrate the technology. Additionally, apps that allow students to create are more useful than those focused only on content. Schools should focus on how iPads can be used as a tool to empower student creativity and collaboration, rather than seeing them as the answer in themselves.
Top ten arguments against capitalism and how one can answer themMartin Johansen
This document outlines and responds to the top ten arguments commonly made against capitalism. It begins by defining capitalism as a system with private property, limited government, and economic freedom. It then lists the top ten arguments as: labor exploitation, economic inequality, unsafe products, pollution, monopolies, discrimination, poverty, unequal access based on location, irresponsible behavior, and instability. For each argument, it provides a concise response explaining why capitalism does not necessarily lead to the negative outcome described. The document concludes by listing recommended literature on capitalism and potential arguments against the welfare state.
This document discusses envisioning a "Creative Agency Classroom" where students are seen as knowledge workers or agents responsible for their own learning. The teacher acts as a project manager, creating projects for student learning and providing support. Administrators take the role of agency executives, developing a culture supportive of creative teaching and learning. This reframes traditional classroom roles and metaphors to better prepare students for the 21st century.
This document profiles several notable leaders and provides insights into their leadership styles and philosophies. It begins by defining leadership as influencing others to follow a given direction. It then profiles 10 leaders:
Kishore Biyani known as the "Retail King" of India who pioneered ready-made clothing retail. N.R. Narayana Murthy who co-founded Infosys and pioneered India's IT sector. Lakshmi Mittal known as the "Steel King" who founded ArcelorMittal. Suhas Gopinath the youngest CEO at age 24 who founded Global Inc. Dr. A.P.J. Abdul Kalam known as the "Missile Man" who led India
Personalized Learning, Backpacks of Cash, and Rockstar Teachers: The Intersec...EdTechTeacher.org
1. The document discusses the intersection of education policy, technology, and media hype in the United States.
2. It covers topics like personalized learning, blended learning, connected learning, and how technology may enable unbundling of teaching responsibilities.
3. The document also references the debate between Edward Thorndike's view of education as delivery of instruction versus John Dewey's view of education as life experience.
This document discusses using logic models to plan and communicate strategies for 21st century learning at the school-wide level. It advocates for backwards planning by first selecting learning goals, then designing performance assessments, and developing lesson activities to prepare students. The document provides an example logic model focusing on the learning goal of information/search literacy. It includes potential performance assessments, skill benchmarks, and instructional supports such as professional development, coaching, and curriculum mapping to guide students toward mastery. The document emphasizes using data from performance assessments to drive decisions about learning activities and instructional support.
ISTE- The State of Wiki Use in US K-12 SchoolsThomas Daccord
The document summarizes research on wiki usage in U.S. K-12 schools. It finds that wikis are widely adopted, with 40% of teachers reporting using them. However, most wikis are used for content delivery rather than developing 21st century skills. The research analyzed over 175,000 wikis and found that great wikis are born, not made, and that wikis in wealthier schools provide more opportunities for skill development. Interviews with teachers found they commonly assess wiki quality based on compliance rather than skills. Overall, wikis have potential but are underutilized for developing expert thinking, complex communication, and new media literacy.
This document discusses the need to reform teacher education programs to better prepare teachers and students for a global digital era. It notes that most teacher education programs are doing a mediocre job of this. It then outlines trends driving this need, such as growth in online education and emerging technologies. It also summarizes research finding online learning can be effective when certain factors are in place. Finally, it discusses efforts underway to enhance online teacher professional development through networks and innovative programs.
A presentation to the San Jose State University Library faculty and staff about the Open.Michigan initiative and how it ties into supporting access to low/no cost resources in the classroom and focuses on participation in education.
The Real Scoop: What the Speak Up Data Tells usJulie Evans
The document summarizes key findings from the Speak Up research project, which surveys K-12 students, teachers, parents, and administrators about technology use in education. Some main points include:
- Students are more comfortable with technology than teachers and see it as important for personalized learning. However, school policies often limit technology use.
- Parents and students want more access to online classes and digital content. Many parents are experienced with online learning themselves.
- Teachers desire training to incorporate new technologies like mobile devices, digital content, and flipped learning into instruction. A lack of teacher skills and interest poses a barrier to online learning adoption.
- Administrators recognize the importance of technology but face challenges around supporting teacher training
Speak up 2011 National Findings: Teachers, Librarians, & AdministratorsJulie Evans
This document summarizes the Speak Up 2011 Congressional Briefing that took place on May 23, 2012 in Washington DC. The briefing presented findings from the Speak Up 2011 national survey on how K-12 students, teachers, librarians and administrators view technology use in education. A panel of educators discussed challenges, opportunities and next steps for personalizing learning through digital technologies. The briefing highlighted budget issues, strategies like BYOT and digital content, and the importance of educators having a personal value proposition with technology.
Introducing the New Student Vision for Enabled, Empowered and Engaged LearningJulie Evans
This new student vision focuses on social-based learning, un-tethered learning using personal mobile devices anywhere and anytime, and digitally rich learning using tools like virtual reality, digital textbooks, games, and tablets.
Enabled, Engaged, Empowered: The New Student Vision for Digital LearningJulie Evans
The document summarizes key findings from the 2012 Speak Up National Research Project conducted by Project Tomorrow. Some of the main points covered include:
- Students have a vision for digital learning that incorporates social learning, personalized and un-tethered learning experiences with rich digital content.
- While administrators see technology as important, teachers, parents and students see it as even more critical to student success.
- Students are adopting mobile devices and want to use their own devices for schoolwork, though many schools still restrict this.
- Online and blended learning are growing trends, though full implementation faces obstacles.
- Students are actively using digital content and social media for informal "DIY" learning outside of
The document discusses the need for reform in teacher education programs to better prepare teachers for 21st century classrooms. It outlines trends driving this evolution, including the growth of online education and digital learning. Innovations in teacher education programs include offering fully online degree programs and certificate courses, using new technologies like mobile learning and virtual worlds, and developing participatory online networks for collaboration.
Parents and Educators Speak Up about Online LearningJulie Evans
This document summarizes key findings from a 5-year retrospective review of the Speak Up national research project on online learning. Some of the main findings discussed are that a majority of teachers and administrators have now taken an online class for professional development, teachers' value of online learning increases with their own online experience, and there is a growing interest in mobile learning that correlates with educators' online experiences. The profile of a typical student interested in online classes is also described.
This document discusses trends in higher education and skills needed for 2020. It predicts that by 2020:
- Learning will be ubiquitous, personalized, and accessed through networks rather than individual institutions. Knowledge will be shared openly across the globe.
- Institutions will take on more of a guiding role, teaching thinking processes rather than content. Faculty will act as specialized coaches and knowledge will reside in open networks rather than silos.
- Students will need skills like judgment, transmedia navigation, collective intelligence and negotiation to succeed in this environment where knowledge is shared and learning is collaborative across networks and modalities.
Mssaa ap conference 21st century leadershipMaureen Cohen
This document outlines goals of providing an overview of web 2.0 tools, barriers to technology integration, and strategies used at Grafton High School. It discusses preparing students for the future by using tools like blogs, podcasts, and online polling. Barriers like limited resources and training were overcome through collaborative leadership and professional development. Web 2.0 allows learning anywhere and helps engage and assess students for 21st century skills.
Learning in the 21st Century: A 5 Year Retrospective on the Growth in Online ...Julie Evans
The document summarizes key findings from a retrospective report on the growth of online learning over 5 years:
1) A majority of teachers, administrators, and district administrators have taken online classes for professional development, increasing 148% for teachers since 2007.
2) Teachers value online professional development for its flexibility and opportunities for collaboration, with 30% now preferring it. Their value proposition is directly related to their previous online experiences.
3) Educators with more online experience are more interested in mobile learning in schools.
This document summarizes key trends in technology and their impact on education. It notes that digital information is growing exponentially, content and knowledge are becoming globally shared, and students increasingly expect to access materials online. It advocates for the use of open educational resources to reduce costs and connect students worldwide to knowledge. The document argues that educational institutions must embrace online and collaborative learning to remain relevant and meet growing student demand in a rapidly changing technological landscape.
The document discusses the educational technology graduate programs at Boise State University. It provides an overview of the various degree and certificate programs offered, including online and hybrid options. It also shares data on student enrollment trends, revenue generated, and innovative learning opportunities provided to students. Challenges facing the programs are outlined as well as ways the department is linking research, policy, and practice through partnerships and studies.
The document discusses using mobile devices to build community in schools. It notes that schools with strong community see benefits like increased academic motivation and social skills. However, few schools successfully build community, especially for low-income and minority students. The document then discusses how mobile devices are widely used by today's youth and how collaborative mobile learning can support relationship-building and engagement. It provides examples of activities like sharing photos or comments that can be used on mobile devices to facilitate teamwork and community.
Content Collaboration Community: Increasing Global Compentencies through Inte...Heather Weisse Walsh
The document discusses the U.S. national education technology plan and its vision for leveraging technology to improve learning, teaching, and infrastructure. The plan's goals are to engage and empower all learners through personalized and lifelong learning experiences, connect educators through collaboration and data tools, and provide ubiquitous access to educational resources through advanced networks and multimedia. Specific strategies discussed include using interactive video, virtual reality, digital collections, and Web 2.0 tools to enable global collaboration, access experts, and support interactive discussions between distributed students and teachers.
“Using Technology to Promote Student Success: The New Student Vision for 21st...Julie Evans
The document summarizes key findings from the 2011 Speak Up national research project on K-12 students', teachers', parents', and administrators' perspectives on digital learning. Some of the main points include:
- Students expect to use digital tools and mobile devices for social, untethered, and digitally-rich learning.
- While students see opportunities to leverage technology, administrators face challenges around budgets, achievement gaps, and effective technology integration.
- Parents are concerned about class sizes, testing emphasis, and their children learning 21st century skills to compete globally.
- Mobile learning, online learning, and digital content are emerging trends according to the student vision for the future of learning.
This document provides an overview of using technology to differentiate instruction in the classroom. It discusses how teachers can use various technologies like blogs, wikis and podcasts to engage students and allow them to learn at their own level. It provides examples of websites and tools that teachers can use for different subjects and learning styles. It also discusses the role of teachers in using technology and provides resources for professional development, grants and assessing student work with rubrics.
Speak Up 2011 National Findings: K-12 Students & Parents Julie Evans
The document summarizes a congressional briefing that presented findings from the Speak Up 2011 survey on K-12 students and parents. It included welcome remarks, a panel discussion with students and parents, and a question and answer session. Key topics discussed were students' expectations for personalized learning, how schools are currently meeting those expectations, how students already personalize learning outside of school through various digital tools and social media, and how technology could be better utilized to personalize learning both inside and outside the classroom.
The document discusses using data to assess educational technology initiatives and interventions. It provides a six-step process for conducting research: 1) ask a question, 2) define indicators, 3) identify a sample, 4) identify a method, 5) gather data, and 6) analyze results. Key recommendations include identifying clear learning goals connected to the technology, measuring progress towards those goals using random samples, and using assessment data to improve instruction.
This document discusses challenges and opportunities in teaching for the 21st century. It notes that the cognitive demands of work and civic life are higher than ever, requiring skills like expert thinking, complex communication, and new media literacy. Networked technologies allow students to practice these 21st century skills in engaging online environments. However, some teachers are reluctant to change, citing reasons like the risk of disrupting what works, technology becoming obsolete, losing control, safety concerns, and lack of relevance to testing. The document advocates for managing rather than locking down technology use, and notes that effecting large-scale change in education is difficult but important work.
Beyond Pocket of Excellence: How the Best School leaders Empower TransformationEdTechTeacher.org
This document discusses driving educational change through technology integration. It addresses why change is needed, what kind of change is required, and what change looks like. It also provides guidance for school leaders in supporting change through empowering teachers, using data, and leading by example. The key ideas are that 1) incremental technical changes are not enough and a cultural paradigm shift is required, 2) change is difficult but necessary work to improve student outcomes, and 3) leaders must nurture experimentation and protect educators trying new approaches.
Not Another Paper: Alternative Assessments with TechnologyEdTechTeacher.org
The document discusses alternative assessments to traditional papers that use technology. It describes projects using word processors like editing historical texts or creating historical newspapers. It also discusses instant message conversations, blogs, podcasts, and collaborative audio projects using Voicethread. Throughout, it emphasizes selecting learning goals first and then designing assessments and activities to help students master those goals.
Technology Integration in Singapore: Lessons LearnedEdTechTeacher.org
Singapore has successfully integrated technology into its education system through aligning interventions with learning goals, making assessment part of professional learning, and nurturing a culture of pervasive professionalism among teachers. The education system in Singapore emphasizes coherence between technology use and educational objectives, evaluates professional development efforts, and promotes ongoing improvement as part of teachers' professional responsibilities.
Personalization, Backpacks Full of Cash, and Rock Star Teachers: The Intersec...EdTechTeacher.org
The document summarizes key ideas from a talk on the intersection of education policy, technology, and media hype. It discusses how some no longer believe in public schooling as a viable institution. It also examines perspectives on personalization in learning and debates around school choice, teacher roles, and MOOCs. Different visions of personalization and reforms like backpacks of cash or unbundling teaching jobs are presented as areas of discussion but also disagreement.
What’s New? The Promise and Peril of Digital LearningEdTechTeacher.org
The document discusses how digital media is changing the context, forms, and nature of learning. Regarding context, computers have automated routine tasks, shifting labor demands toward non-routine problem solving and communication. MOOCs and personalized learning like Khan Academy are new forms enabled by technology. Digitally-native students need literacies like attention, participation, and "crap detection" to navigate online environments, where issues like identity, privacy and credibility arise. The document calls for putting technology in the service of learning and involving students' perspectives.
Will Free Benefit the Rich? Fighting for Technology EquityEdTechTeacher.org
The document discusses how technology may or may not benefit students from different socioeconomic backgrounds equally. It summarizes research showing that low-income schools were less likely to have successful wikis for students, and the wikis that did exist had much shorter lifespans, compared to wikis in more affluent schools. While technology could help close gaps if implemented equitably, there is a risk it may instead further advantage affluent students if access to technology and training is not equal across populations. The key issue is inequality in education, and technology alone will not solve it without attention to these equity concerns.
Are Great Wikis Born or Made? Are Students Just Posting in the Same Place?EdTechTeacher.org
This document summarizes research on wikis used in K-12 educational settings. It describes the research design, which involved analyzing usage data from over 179,000 public wikis on the PBworks platform. A random sample of 1,799 wikis was taken, of which 406 were identified as U.S. K-12 wikis from identifiable schools. The research measured wiki quality over time using a rubric, developed trajectories of quality, and correlated quality with school socioeconomic status. Results showed that early wiki quality predicted later quality, suggesting "Great Wikis are Born." Analysis of collaboration behaviors found little evidence of substantive collaboration between students such as co-editing, though further research is needed on how to better support online
Did We Change?: The Power of Assessing our Technology Investments and Interve...EdTechTeacher.org
A sales pitch for the question: "Did We Change?" An argument that we need to carefully measure the impact of our technology investments using multiple research strategies.
What the Best U.S. Principals do to Support Education TechnologyEdTechTeacher.org
1) School leaders can support integrating technology (ICT) into classrooms by empowering teachers, creating a shared vision, and immersing teachers in professional development.
2) Teachers should be encouraged as "edupreneurs" to experiment with technology in their lessons in order to shift the school culture towards 21st century skills like collaboration and problem solving.
3) Professional development programs should include lessons observations, lesson study, and online courses to model technology integration and collaborative teaching practices for 21st century skills.
The document discusses the history and future of 21st century skills. It describes how the concept originated from labor economists studying changes in skill demands due to technology. 21st century skills are defined as expert thinking and complex communication abilities, which allow humans to outperform computers. The document analyzes how computerization has reduced demand for routine cognitive and manual tasks, instead requiring skills like problem solving, communication, and managing complex information. It suggests education should focus more on developing these types of higher-order skills to prepare students for current and future work environments.
This document discusses teaching global studies with technology. It recommends using backwards planning to design lessons, starting with learning goals and assessment, then activities. It also recommends Shneiderman's "collect-create-relate-donate" framework for designing technology-based lessons, where students collect information, relate collaboratively, create performances of understanding, and donate their work. The document provides examples of using wikis and challenges participants to create a wiki page.
The document discusses historical perspective taking (HPT), which involves understanding the context of historical texts by viewing them from the perspective of the author. It notes HPT is difficult but can be made more approachable by breaking it into steps. It then contrasts reading comprehension with HPT, noting HPT requires understanding words in their original context and the author's intent. The document proposes a think-aloud protocol where students read texts aloud and discuss their thinking, followed by reflection. It provides guidance for readers and recorders to structure the think-aloud process. Finally, it introduces the SPACSS and EMABI algorithms to help students analyze sources.
The document discusses teaching 21st century skills through the use of online collaborative environments and web literacy. It provides a framework for designing web 2.0 projects, including examples. Key skills discussed are expert thinking, complex communication, and being able to work independently and collaboratively using technology. The document advocates teaching these skills through challenges and projects using tools like wikis.
Standing on the Shoulders of Giants: Copyright and Fair UseEdTechTeacher.org
This document discusses copyright, fair use, citation, and plagiarism in an educational context. It begins with definitions of key concepts like copyright and fair use. It then addresses scenarios where students use copyrighted works in their own creative works and papers. The document emphasizes that fair use and transformation allow limited use of copyrighted content for educational purposes. It provides guidance on helping students properly cite sources to avoid plagiarism. Throughout, it stresses applying critical thinking to determine what constitutes fair use and stands on the shoulders of others through citation.
1. The document discusses strategies for teaching early American history using primary sources and active learning techniques.
2. It provides examples of analyzing primary sources, such as having students evaluate a source using the SPACSS method to understand its purpose, argument, context, and significance.
3. Various active learning strategies are presented, like brainstorming, discussions, language arts integration, and assessments, to engage students in content learning.
The document discusses teaching global studies with technology. It recommends using backwards planning to design lessons, starting with learning goals and assessments, then planning activities. It also recommends Shneiderman's framework of having students collect, relate, create and donate using technology. It discusses using guided inquiry over open research to focus students' searches. It provides examples of search tools like directories, custom search engines, and assessing credibility of sources.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
1. Will Free Benefit the Rich?
Justin Reich
@bjfr
EdTechResearcher.org
Fellow, #Berkman
Co-Founder and Director,
EdTechTeacher
2.
3. Closing Gaps Rising Tide
Affluent students
Affluent students
Learning
Learning
Low-income Low-income
students students
EdTech Innovation EdTech Innovation
1) Will technology innovation ameliorate or exacerbate educational equality?
2) If technology innovation exacerbates inequality, should we care?
3) How could we design and deliver technology innovations so that they do
improve equality?
4. What do you think might be
happening?
Where can research help us move past speculation?
6. Case Study of Classroom Wikis
Access: Usage:
Do students in schools Do wikis created in
serving different schools serving different
populations have populations provide
equitable access to equitable opportunities
wikis? for learning?
Exemplar: Flat Classroom Project
http://fcp11-3.flatclassroomproject.org/WFS+Wiki+A
7. Assessing wiki access
Do you use a blog or wiki? Do you have students
contribute to a blog or wiki?
School Rarely Sometimes Rarely Sometimes
%FRPL
<35% 22 17 12 11
35-49% 23 16 11 8
50-74% 20 14 13 7
75-100% 22 17 13 9
Gray, N., Thomas, N., Lewis, L; Teachers Use of Educational Technology in
U.S. Public Schools: 2009, NCES 2010040
Fast Response System Survey:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010040
9. Assessing Wiki Usage
Reich, J; Murnane, R; Willet, J. (Forthcoming) The state of wiki usage in U.S.,
K-12 schools: Leveraging Web 2.0 data warehouses to assess quality and
equity in online learning environments. Educational Researcher
Data: 179,851 Publicly- Instrument: Wiki
Viewable, Education- Quality Instrument,
Related Wikis from measures opportunities
Pbworks.com for students to develop
Sample: 255 wikis from deeper learning
U.S. K-12 Public competencies
Schools • Expert Thinking
• Complex Communication
• New Media Literacy
10. Wiki Quality Instrument
• Information Consumption
– Do students use wikis to get information? links?
• Participation
– Do students contribute to the wiki? Do they own any or all pages?
• Expert thinking:
– Do students use academic content knowledge in wiki activities?
– Do students reflect on the process/product?
• Complex Communication/Collaboration:
– Do students concatenate text on pages?
– Do they substantively edit each others work and co-create pages?
• New Media Literacy:
– Do students use formatting?
– Do they hyperlink?
– Do they embed multimedia?
11. Wiki Type Low Income Mid to High
Schools Income Schools
(n=117) (n=133)
Failed or Trial Wiki 50% 30%
Teacher-Content Wiki 34% 35%
Individual Student-Owned 15% 35%
Wiki
Collaborative Student – 2% 1%
Owned Wiki
12. Wikis created in mid to high
income schools
Wikis created in low income
schools
13. Closing Gaps Rising Tide
Affluent students
Affluent students
Learning
Learning
Low-income Low-income
students students
EdTech Innovation EdTech Innovation
14. Key Findings from 25 years of Education
Technology Research
• When provided with a • In affluent homes and
new technology, teachers schools, technology is
typically use the more likely to be used for
technology to extend higher-order skill
existing practices rather development with more
than to innovate (Larry adult supervision than in
Cuban, Judith Sandholtz) lower income homes and
school (Harold
Wenglinsky, Paul
Attewell, Mark
Warschauer)
28. Differences in networked technology Low Poverty Medium Poverty High Poverty
resources among public school districts Districts Districts Districts (>20%)
(<10%) (11-20%)
Provide teachers with their own server space for
posting their own Web pages or class materials
(Elementary 90% 81% 74%
Secondary) 92% 84% 74%
Provide students with electronic storage space 76% 60% 50%
on a server 92% 85% 72%
Provide students with online access to the 82% 69% 66%
library catalogue 92% 82% 72%
Provide students online access to databases (for 71% 58% 53%
library resources) 79% 67% 57%
Employ an individual responsible for education
technology leadership
(Full Time 60% 48% 47%
Part Time 26% 35% 33%
None) 13% 17% 20%
SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS),
“Educational Technology in Public School Districts, Fall 2008,” FRSS 93, 2008.
30. Picture Credits
• Historic Strawberry School:
http://www.flickr.com/photos/alanenglish/5066943664/in/
set-72157623090972731
• Brains:
http://2.bp.blogspot.com/_mKpSkn3PTaI/Snnpamgsz5I/
AAAAAAAABLk/wHALn8m1oNc/s400/braiiins.jpg
• High tech high classroom:
http://newsletter.hightechhigh.org/10-20-2005/index.php
31. March 3
Microsoft New England Research July-August, 2012
and Development Center Harvard University
Cambridge, MA Cambridge, MA
Editor's Notes
Take questions on twitter, Incredible exciting time to be in education, so much potential, good time for the field/movement to wrestle with questions of equity