Published on October 23, 2014
1. The Persistence of Technology •Web 3.0 •Differentiation with Tech •Online Resources •Flipped/Blended •BYOT •Social Media •Creativity and Discovery •Gamification •Augmented Reality •Artificial Intelligence •Semantic Searches Web 3.0 – The (r)Evolution of Educational Technology
3. Our kids learn within a system of education devised for a world that increasingly does not exist. We “learn,” and after this Americans need to learn how to discover. we “do.” We go to school Failing to create a new way of learning and then we go to work. adapted to contemporary circumstances might This approach does not map be a national disaster. very well to personal and professional success in America today. Learning and doing have become inseparable in the face of conditions that invite us to discover. Discovery, as intriguing process, has become a powerful theme in contemporary culture and entertainment. In art and design galleries, and many museums, artists and designers invite the public to explore contemporary complexities. Often they make visitors discovery participants. In a more popular way, television discovery and reality programs present protagonists who face challenges, encounter failure, and succeed, iteratively and often partially, while online the offer is even more pervasive, with games of discovery and adventure immersing young people in the process of competing against natural and internal constraints. http://www.wired.com/2014/10/on-learning-by-doing/
4. Dr. Willard R. Daggett, President of the International Center for Leadership in Education
5. “Nearly one-third of Americans are not ready to meet the twin challenges of trust and skills in a society in which digital applications are extended to more corners of our lives,” Horrigan said in his report. Experts say that a move towards online scholastic research in schools is requiring students to use proper digital researching skills with greater frequency. Unfortunately, many students may lack the skills required to adequately utilize digital tools in their learning. … this lack of digital readiness can manifest itself in poorer grades and decreased retention of knowledge.
6. 1975 – Steve Jobs founds Apple 1975 – Bill Gates founds Microsoft 1956 – Benjamin Bloom invents his Taxonomy 1984 – Martin Cooper invents the Cell Phone 1972 – Michael Sokolski founds Scantron 1972 – Phillips markets the first VCR to schools
7. September 2014
8. In Europe, 5-, 6- and 7-year-olds are learning computer coding. The idea among British, German and Estonian governments and school boards is that if students are familiar with the intricacies of computers at an early age, they will be better prepared for technology jobs later. The programs teach preschool-age students how to code and do basic computer programming via simple algorithms. Students enjoy the fun, challenging programs as do the instructors, who feel the curriculum is flexible enough to let them teach students what is presently applicable. This early introduction to computers isn’t just for the sake of the future technology industry. The British government believes that kids who get involved early on with computers have yet another format to express creativity. And regardless of actual career choice down the road, children will need to know how to work in a burgeoning digital era. Published: 14/10/2014 - 08:12 http://www.euractiv.com/sections/eu-code-week-2014/five-years-olds-learn-coding-schools-prepare-future-labour-market-309126
9. Web 3.0
10. State Educational Technology Directors Association (SETDA) Executive Summary Innovative Learning Models - The growing number of Internet-ready devices and the increase in digital and open education resources help deliver relevant, interactive content to students. These tools also empower students to become “Free Agent Learners” who create meaningful learning experiences, 24/7, inside and outside of the traditional classroom and school structure. Content delivery through project-based collaborative learning, online courses, and blended learning provides the opportunity for innovative learning. http://www.setda.org/wp-content/uploads/2013/12/SETDANational_Trends_2012_June20_Final.pdf
11. the web is in the midst of an evolutionary cycle that's likely to spark profound changes in education. There are common threads: widely available videos as educational tools, the blending of the physical and digital worlds, and a web that's capable of applying context to its processes. Many of these advancements aren't new, but they're becoming increasingly ubiquitous and farreaching, transforming existing processes and offering new insights into everything from health to marketing to learning. http://www.edtechmagazine.com/k12/article/2012/10/what-web-30-really-and-what-does-it-mean-education
12. Cator: Good teachers have always involved students in complex projects. But in the past, it's been more difficult, with just the library down the hall and the teacher's knowledge to guide them. As personal and continuous access to a Web 3.0 environment becomes a reality, teachers will be able to develop engaging, interesting and more complex assignments that are supported by a variety of resources. Students can understand more about, say, backyard bugs by engaging with an entomologist online, or earn a digital badge as they demonstrate advanced search techniques. Teachers want to see students learn and succeed. These emerging tools will augment their ability to -support their students. Data from digital environments can give teachers incredibly valuable information about how each student is learning and progressing and an array of explanations that their students can use. Teachers also will be able to seek out assistance with problems of practice as they develop their own personal and -connected professional learning networks. Students, meanwhile, will develop more independence, freeing the teacher to tutor individuals, work with small groups and design collaborative interactions that were previously difficult because of the disconnected nature of the classroom. The teaching profession, as a whole, will improve as new kinds of data provide new information about how people learn. Karen Cator is the director of the U.S. Department of Education's Office of Educational Technology.
14. Differentiatio n with Technology
16. Education is at a critical juncture in the United States. It is vital for workforce development and economic prosperity, yet is in need of serious reform. American education was designed for agrarian and industrial eras, and does not provide all the skills needed for a 21st century economy. This creates major problems for young people about to enter the labor force. Mobile learning represents a way to address a number of our educational problems. Devices such as smart phones and tablets enable innovation and help students, teachers, and parents gain access to digital content and personalized assessment vital for a postindustrial world. Mobile devices, used in conjunction with near universal 4G/3G wireless connectivity, are essential tools to improve learning for students. As noted by Irwin Jacobs, the founding chairman of Qualcomm, Inc., “always on, always connected mobile devices in the hands of students has the potential to dramatically improve educational outcomes.” http://www.brookings.edu/research/papers/2013/09/17-mobile-learning-education-engaging-students-west
17. Mobile Technology and Mobile Learning As mobile phones, tablets, and other connected devices become more prevalent and affordable, wireless technology can dramatically improve learning and bring digital content to students. Students love mobile technology and use it regularly in their personal lives. It therefore is no surprise that young people want to employ mobile devices to make education more engaging and personalize it for their particular needs. Technologyrich activities can sustain high levels of student engagement and peer collaboration compared to less technology focused activities. Educators need to figure out how to harness mobile platforms for instructional purposes and employ them to boost educational learning. A majority (52 percent) of students in grades 6-12 believe that having access to a tablet computer is an essential component of their ultimate school. Fifty-one percent of school administrators agree with these sentiments as well. http://www.brookings.edu/research/papers/2013/09/17-mobile-learning-education-engaging-students-west
18. 64% of parents say 1014 is the appropriate age range to purchase a mobile phone for their children.
19. Middle Schoolers Turning on Smartphones By Mike Bock February 6, 2013 More middle school students are using smartphones to do homework than ever, with 39 percent of them reporting that they use their phones to complete afterschool assignments, according to a new survey. However, only 6 percent of students say they are allowed to use the devices in a classroom setting. http://www.edweek.org/dd/articles/2013/02/06/02bits-smartphones.h06.html
20. The report says students who use laptops, tablets, or smartphones in the classroom are more likely to be interested in STEM courses. “Mobiledevice usage in class appears to have the potential to sustain, if not increase, interest in STEM subjects as students progress into high school,” the report says.
21. Are Educational Apps and Tech Gizmos Helping or Hurting Students? September 24, 2014 By Patricia Dao With 43 percent of all pre-K through 12th grade students using a smartphone, it’s no shocker that gaming apps that are popular with youths, such as Minecraft and Clash of Clans, are usually at the top of “most downloaded” lists in app stores. However, the category coming in a close second may surprise you. Educational apps are ranked No. 2 in Apple’s app store, and the popularity and need for these apps and tools seems to increase daily. Education-minded entrepreneurs and organizations are hyperfocused on launching the next wave of inventions that will change the way children and adults learn. Investors are just as motivated to support these initiatives. They pumped an impressive $1.25 billion into tech education start-ups in 2013 alone.
22. Freeman and his co-authors based their findings on 225 studies of undergraduate education across all of the "STEM" areas: science, technology, engineering and mathematics. They found that 55 percent more students fail lecture-based courses than classes with at least some active learning. The President’s Council of Advisors on Science and Technology has called for a 33% increase in the number of science, technology, engineering, and mathematics (STEM) bachelor’s degrees completed per year and recommended adoption of empirically validated teaching practices as critical to achieving that goal. The studies analyzed here document that active learning leads to increases in examination performance that would raise average grades by a half a letter, and that failure rates under traditional lecturing increase by 55% over the rates observed under active learning. The analysis supports theory claiming that calls to increase the number of students receiving STEM degrees could be answered, at least in part, by abandoning traditional lecturing in favor of active learning.
23. Recent results from the National Assessment for Educational Progress show that more than half of American fourth and eighth graders are not performing at proficient levels in math; only 42% of fourth graders and 35% of eighth graders are seen as proficient. Clearly, we are undereducating our youth. Students are suffering from a severe expectations and aspirations gap as we fail to excite and inspire them around what matters most — building criticalthinking, problemsolving, and collaboration skills through activity, project, and problembased learning.
24. Letter From the Secretary November 2010 Dear Members of Congress: Education is vital to America’s individual and collective economic growth and prosperity, and is necessary for our democracy to work. Once the global leader in college completion rates among young people, the United States currently ranks ninth out of 36 developed nations. President Obama has articulated a bold vision for the United States to lead the world in the proportion of college graduates by 2020, thereby regaining our leadership and ensuring America’s ability to compete in a global economy. To achieve this aggressive goal, we need to leverage the innovation and ingenuity this nation is known for to create programs and projects that every school can implement to succeed. To that end, I am presenting you with the Administration’s National Education Technology Plan, Transforming American Education: Learning Powered by Technology. The plan calls for applying the advanced technologies used in our daily personal and professional lives to our entire education system to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for continuous improvement.
25. All students—regardless of race, color, national origin or zip code —deserve a high-quality education that includes resources such as academic and extracurricular programs, strong teaching, technology and instructional materials, and safe school facilities. Today, U.S. Secretary of Education Arne Duncan announced guidance, in the form of a Dear Colleague letter to states, school districts and schools to ensure that students have equal access to such educational resources so that they all have an equal opportunity to succeed in school, careers and in life. The guidance, issued by the Department's Office for Civil Rights (OCR), provides detailed and concrete information to educators on the standards set in Title VI of the Civil Rights Act of 1964.
26. As we previously reported, a 2013 Pew study revealed that only 35 percent of teachers at the lowest income schools allow their students to look up information on their mobile devices, as compared to 52 percent of teachers at wealthier schools. And while 70 percent of teachers working in high-income areas say their schools do a good job providing resources and support to effectively integrate technology into the classroom, only 50 percent of teachers in low-income areas agree. The bottom line for any teacher: technology works best as an extension of what’s already happening in class. Mills recommends making it clear that it is students’ responsibility to bring their device to school charged and ready to go. Designating a spot on student desks or tables where devices go when they aren’t being used for a specific assignment is also a great way to deter students from succumbing to distraction. “Instead of relying on tech to be the policeman, cultivate a culture of responsibility.”
27. It shouldn’t matter if students are working in groups and sharing their devices. “We need to make sure students have individual tasks asked of them within each group,” Mills said. “The beauty of that is the kids don’t all have to have the same device.” Mills is a firm believer that a powerful use of devices turns students into producers, not consumers of content. “The most important aspect of teaching is to give students an opportunity to create,” Mills said. Sometimes technology will be the perfect tool for that, but in other cases the wireless may give out, an app will go on the fritz or any number of other obstacles might arise. In those cases, have a back-up plan so the lesson and its creative energy isn’t lost to the whims of malfunctioning technology. Mills described one project he planned for his class around The Diary of Anne Frank. He wanted students to analyze primary and secondary sources, so he made QR codes to accompany various images relevant to the book. He put so much information into the codes that they didn’t work. As an alternative, students researched topics on their phones and cut and paste relevant passages to match the images. In the end, the backup plan required more critical thinking and collaboration than the original project and students had a good time doing it.
28. Social Media
29. Online Resources
30. Project Based Assessments and Classroom ePortfolios
32. FLIPPED vs. BLENDED
34. Games and play are a central part of childhood and can stimulate creativity and learning. As technology grows as a tool for teachers, one question has been: what role might educational video games play in the classroom? Today, increasing numbers of teachers are incorporating games to supplement and enrich classroom instruction. In addition, students of all ages are developing their own games. Ed Games Week brought the discussion on educational games to Washington, D.C. The Office of Science and Technology Policy (OSTP) and the U.S. Department of Education (ED) collaboratively planned a series of events including the Ed Games Expo, the Ed Games Workshop, and the White House Education Game Jam.
35. Game designers understand how to make games memorable and "sticky" in the sense that, even when you aren't playing the game, you're still thinking about solving its problems and puzzles. As teachers, how might we make our projects and content as sticky as games? How can we engage kids in thoughtful learning even after they leave the classroom? Here are game designers' top five secrets and some tips on using these same game dynamics to make learning in your classroom as addictive as gaming. 1. The Story Dynamic: Wrap Them Up in the Story 2. The Failure Dynamic: Fail Early, Fail Often 3. The Flexibility Dynamic: Provide Multiple Paths to Success 4. The Progression Dynamic: Scaffold and Recognize Progress 5. The Construction Dynamic: Build Something That Matters http://www.edutopia.org/blog/using-gaming-principles-engage-students-douglas-kiang
36. Augmented Reality
37. Homework Mini-Lessons: When students scan a page of their homework, the page reveals a video of their teacher helping them solve a problem. Faculty Photo Wall: Set up a display of faculty photos near the school entrance. Visitors can scan the image of any instructor and see that figure come to life, telling more about him- or herself. Book Reviews: Students record themselves giving a brief review of a novel that they just finished, and then attach that "aura" (assigned digital information) to a book. Afterward, anyone can scan the cover of the book and instantly access the review. Parent Involvement: Record parents giving brief words of encouragement to their child, and attach a trigger image to every child's desk. Anytime students need to hear encouraging words from their parent, they can scan the image on their desk for virtual inspiration. Yearbooks: From tributes to video profiles, from sports highlights to skits and concert footage, the ways that AR can enhance a school yearbook are limitless. Word Walls: Students can record themselves providing the definitions to different vocabulary words on a word wall. Afterward, anyone can use an app to make a peer pop up on screen, telling them the definition and using the word in a sentence. Lab Safety: Put triggers (images that activate media when scanned by an AR-enabled device) all around a science laboratory so that when students scan them, they can quickly learn the different safety procedures and protocols for the lab equipment. Deaf and Hard of Hearing (DHH) Sign Language Flashcards: With AR, flashcards of vocabulary words can contain a video overlay that shows how to sign a word or phrase. http://www.edutopia.org/blog/augmented-reality-new-dimensions-learning-drew-minock
38. Creativity and Discovery
39. Semantic Searches
40. The Web 3.0 Semantic Web. There is already a lot of work going into the idea of a semantic web, which is a web where all information is categorized and stored in such a way that a computer can understand it as well as a human. Many view this as a combination of artificial intelligence and the semantic web. The semantic web will teach the computer what the data means, and this will evolve into artificial intelligence that can utilize that information. semantic intelligent computing interacts with the physical world. We see that in -technology today. Google Goggles allows you to scan the physical world and do instant visual analysis against everything on the web. We're talking about the future of everything from eyewear that allows for digital connection to smart clothing that tracks a patient's heart rate or blood pressure. Shelly Blake-Plock Shelly Blake-Plock is a co-executive director of the Digital Harbor Foundation, which works to spark technology entrepreneurship in Baltimore through education, and a faculty associate at the Johns Hopkins University School of Education.
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