Internet Is Changing Education

How Is The Internet Changing Education?

By Katie Lepi

The internet has brought many wonders to our lives. I don’t know about the rest of you, but I don’t get lost much anymore (thanks to my Google Maps app), I never have to look up hot spots for meals ahead of time when I travel (thanks, Yelp), and when I want to know more about something, I can take my phone out and find the information I’m looking for.

The internet has brought great things to education, too. Research is easier, for sure. And online learning is bringing education options in varying ranges of affordability to a much wider audience. The handy infographic below takes a look at how educational power is shifting away from the hands of the institutions and more into the hands of students. Keep reading to learn about some of the milestones of e-learning, the current state of the internet and education, and what changes the internet is making happen.

How Is The Internet Changing Education?

• In 1971, The Open University in England begins broadcasting lectures on TV
• The now well known Univ. of Phoenix opens in 1989
• The term e-learning was coined in 1999
• Online education is currently a $34 billion industry
• The Open University is now the UK’s largest with 250,000 students
• The University of Phoenix is the largest in the US, with more than 500,000
• Khan Academy has over 41 million views on its courses
• Online learning can offer more personalized learning options
• Students can learn at their own pace, taking as many or as few classes at a time as they choose
• There are fewer one size fits all lecture based courses
• The London School of Business and Finance offered an MBA delivered entirely through a Facebook app

Post Source : http://www.edudemic.com/internet-education/

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Is It Time To Change How We Teach Math?

By Katie Lepi

Personalized learning is something that educators of all kinds are striving for. A teacher who can make learning real, relevant, and appropriate for each student in their class is one who can see amazing successes and empowered students. But with too many students and too little time, making learning as personalized as possible isn’t always easy. 

The handy infographic below uses learning to drive as a great example of personalized learning. When you learn to drive, you’re basically having a personalized, one on one instruction with real time observation and feedback. Can you imagine if students could learn math that way? Keep reading to learn more!

Why Learn Math Like You Learn To Drive?

This infographic explores “traditional teaching” as compared with teaching “focused on the point of learning”

Teaching focused on the point of learning:

• Demonstrates the skill
• Watches the student perform the skill
• Observes and gives critical feedback
• Ensures testing is practically applied

Traditional teaching:

• Demonstrates the skill
• Students practice the skill on their own, with little feedback
• Testing is less about demonstrating that the student has acquired the practical skill
• Many “life and death” professions are taught in the “focused on the point of learning” method, with one on one training and feedback (like surgeons and pilots)
• Children who excel in math in elementary school are twice as likely to find employment as adults, achieve higher levels of education, and earn more money in their lifetimes
• America’s GDP is estimated to increase by $77trillion if students in the US could increase their math scores to be equal to those of students in Canada
• Only 41% of 4th graders scored proficient in mathematics in 2013
• Only 24% of 8th graders scored proficient in mathematics in 2013
• US students consistently perform poorly in math despite increased spending per student

 Post Source : http://www.edudemic.com/teach-math-idea/

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How Has Technology Changed Younger Students?

How Has Technology Changed Younger Students?

By Katie Lepi

As mobile device usage has exploded, some people are questioning the proper use of these devices among children. Most teachers and parents agree that this technology is a valuable tool—but are students too “plugged in”? How much screen time is too much.

Devices in Schools

Teens acting as early adopters is no different when it comes to mobile device usage. More than half of all high school students carry a smartphone every day. A huge change from ten years ago when even ordinary cell phones were not that common among children.

Although schools sometimes struggle to manage smartphone usage in class, they are also embracing the technology as 17% of schools require the use of tablets or other devices in the classroom.  Parents seem supportive of the technology with 90% saying that mobile devices make learning fun and 76% believe that tablets encourage curiosity.

Even though 71% of parents believe mobile devices provide irreplaceable learning opportunities for their children, 43% still say they need help finding the best apps for education, and 62% worry about the devices as distractions when not used properly. Perhaps, because of the concern over the possibility for distraction, only 52% state that schools make use of the advantages that mobile devices provide in the classroom.

Mobile Proliferation 

Younger children are also being exposed to mobile devices more and more. Over half of kids between 5 and 8 years old have used a tablet, smartphone, or other touchscreen device. That number only drops to 39% among 2–4 year olds, and 10% among one year olds and younger.

Education vs. Entertainment

Despite the educational appeal, only 57% of families report tablet devices being used for learning and education. A more popular use is playing games, reported by 77% of families and 55% and 43% claimed for entertainment when travelling and watching TV shows or movies respectively.

There’s no doubt that mobile devices can be effective tools for teaching and learning, but teachers and parents should take care that the “good” outweighs the “bad.” Set clear expectations in the classroom for when and how the devices should be used. Teachers can also use these devices to monitor students’ progress in homework and subject mastery and communicate with parents any areas where their children may be struggling.

What are your thoughts? Is the rate of mobile adoption among children a good or bad thing?

About the Author: Bruno Galera works for Dell and loves learning about tablets and other mobile gadgets. When he’s not reading about the latest industry trends, you can find him cooking, reading, cheering on his favorite football team, or at a museum enjoying contemporary art and photography.

Post Source : http://www.edudemic.com/how-has-technology-changed-younger-students/

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How Literacy Is Changing In Schools Around The World

By Katie Lepi

There are so many children around the world who don’t have access quality education. Either they lack schooling altogether, or what they do have access to is insufficient to help them gain the basic skills needed for success in today global society. We’re not even talking about digital literacy here, which continues to gain importance in its own right, but just the basic ability to read and write. If you can’t read or write,  your chances of being able to find and maintain sufficient employment are quite poor. Getting students in school – particularly girls – is a huge focus of many organizations, but there are also many that focus on increasing global literacy.

Education and Skills 2.0: New Targets and Innovative Approaches, is a book from the World Economic Forum’s Global Agenda Council on Education and Skills. The book discusses some of the many organizations and programs that focus on increasing literacy. Teach.com and the Global Agenda Council have teamed up to create the handy infographic below to highlight some of the key initiatives of these organizations. Keep reading to learn more about these organizations and what they do!

Boosting Global Literacy

These are just some of the organizations that are working to increase literacy around the globe. Maybe you’ve heard of some of them, maybe others will be new to you, but what they’re doing is so important. Take a few moments to check them out.

Pratham

Focuses on students in (mostly rural) India, where less than half of the children in grade 5 can read a grade 2 text. Pratham is an NGO that started in 2005, and is available to more than 700,000 children in about 15,000 villages.

UNESCO’s LAMP Program

LAMP is an acronym for Literacy Assessment and Monitoring Program. The program assesses the quality of literacy on a continuum of age groups in Afghanistan, India, El Salvador, Jordan, Lao PDR, Mongolia, Morocco, Namibia, Niger, Palestine, Paraguay and Vietnam. LAMP encourages the participating countries to evaluate their citizen’s literacy to help determine what may be necessary to improve it.

Indian Institute of Management Ahmedabad and PlanetRead

In India, this non-profit – academic partnership leverages the popularity of Bollywood, music, and subtitling technology to bring mass literacy exposure to citizens. Subtitles on mainstream television makes literacy exposure unavoidable and automatic. The regular reading practice helps those who don’t otherwise have formal education.

Questscope

In Jordan, this program is a collaboration between Dr. Curt Rhodes and the Jordanian Ministry of Education. It is a non formal education program offering school dropouts alternative pathways to vocational programs to help them gain skills and sufficient employment to sustain themselves.

Yoza

In South Africa, Yoza launched in 2009 with an aim to use mobile smartphone technology as a way to bring literacy to wider audiences. While 51% of households don’t own any books and only 7% of schools have a library, 100% of the population has access to smartphones, making them a logical medium for widespread literacy exposure.

Tostan

In 8 countries in West Africa, this non formal education program employs social networking and community involvement to spur meaningful social change. It reaches adolescents and adults with little access to formal education and is led by individuals with the same ethnic and language background as those they are working with.

BBC Janala

The Bangladeshi government and the UK’s Department for International Development run this joint collaboration to reach 24 million English language learners via a multi-platform, self-directed learning initiative for those with little or no English language background. It aims to break down any cultural, financial and psychological barriers to learning English while making it fun.

Post Source: http://www.edudemic.com/increasing-world-literacy-infographic/

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Trying New Technology

Trying New Technology

By Katie Lepi

10 Drivers of Blended Learning

• Teachers need and want to:
• Personalize learning
• Improve the progress potential for each individual student
• Improve student engagement and motivation
• Shift to online state testing as of 2015
• Extend time and stretch resources effectively
• Extend the reach of effective teachers
• Improve teacher’s working conditions
• Decrease device costs
• Have students and parents adopt learning apps
• Narrow the digital divide

10 Questions To Ask Yourself When Implementing New Technology

• The answer doesn’t have to be yes for every question, but the more boxes you can tick, the better!
• Does it improve the teacher’s ability to personalize learning? (yes!)
• Does it offer potential for individual progress? (yes!)
• Does it improve student engagement and motivation? (yes!)
• Does it help teachers to to online testing methods? (yes!)
• Does it extend time and stretch resources effectively? (yes!)
• Does it extend the reach of effective teachers? (yes!)
• Does it improve teacher’s working conditions? (yes!)
• Does it decrease device costs? (yes!)
• Does it help students and parents adopt learning apps? (yes!)
• Does it help narrow the digital divide? (yes!)

Post Source: http://www.edudemic.com/new-technology-questions/

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Why It’s Time To Change How Students Cite Their Work

By Shawn McCusker

When students write a paper, it goes without saying that they must cite the sources that they use in creating it. For generations, students have created note cards to document and organize these resources and/or submitted a bibliography page with their finished work.

In the modern classroom, student research and creation has taken on a new look. Before, when students created a poster, and then separately handed in a bibliography page to the teacher, justice was done and fair credit was given for the ideas used.

However, as widespread sharing of these projects becomes more common, and the internet allows students to reach an audience far beyond the school or classroom, we need to re-evaluate this procedure and address our responsibility to share these sources – not just with the teacher or school, but with all who might consume the project.

Without readily available sources to review, the audience cannot truly evaluate the validity of the project. They are left with what might be a beautiful and elegant project (the product) without knowing the sources used to construct it (the process).

Sharing sources with an audience is how we can focus on the PROCESS of creation rather than seeing only the PRODUCT.

Sharing Sources of Student Work

1. Include citations for individual pieces of information within the products themselves. This method has the advantage of sharing the sources with those who are consuming the project. For a classroom, this further engages the class in evaluating the sources that are used and allows them to ask “is that a valid source?” or “does that source have a perspective or a bias?”

2. Have students create a traditional bibliography page in Google Drive and include a link to it on their project. This will increase the likelihood that students will explore sources and evaluate projects at a deeper level. The same could be done with Evernote or a shared document in Dropbox.

3. For traditional paper projects, science fair projects, posters, mobiles or other display work, have the students provide a shortened URL to let others find and explore their works cited as they view the product. This will also work for electronic work such as Prezis, Glogsters, Popplets, Google Presentations or online videos. Shortnened URLs can be created at tinyurl.com or by using chrome extensions such as goo.gl URL shortener.

3. In place of a Tiny URL, use a QR code to link viewers to works cited. QR codes can be created for free using QR Kaywa or QRCode Monkey. QR codes are an image file that can be easily added to online projects, and are equally effective when added to the end of videos.

In our information-rich world, accessing information is a daily activity, making it essential to credit the sources being used. This is no less true in elementary school, high school or college. The “Culture of Creation” that emerges in connected classrooms makes this even more important, and putting it at the forefront of creation will allow for a healthy and necessary evaluation of how classwork is created and the ideas used to do so. 

Post Source: http://www.edudemic.com/students-cite-work/

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