We can’t improve U.S. education until we figure out how to talk and write clearly about it. In the name of education, let’s agree to stop abetting the school establishment’s “edu-speak.”
Let's stop passing along empty buzzwords and clichés like “grit” and “rigor,” along with “21st century skills” or “researched-based programs” that educate “the whole child.” Let’s finally make the conversation about challenges and solutions accessible to all.
New tricks and tools, shiny new apps and devices, should not motivate us to integrate technology into our courses. Instead, we should start with a vision for our courses and curricula, and then identify the technologies that can help us achieve or further develop that vision.
When no meaningful relationship exists between an educational technology and pedagogy, the tool itself loses value. Open educational resources provide a relevant example of how pedagogy can point toward a richer way to integrate technology into our courses.
65 percent of today’s grade school kids will end up doing work that has yet to be invented and the best chance of preparing young people for decent paying jobs in the decades ahead is helping them develop the skills to solve complex tasks.
What are these skills exactly? ‘Foundational Literacies’: reading, writing, sciences, along with more practical skills like financial literacy; ‘Competencies’: often referred to as the 4Cs — critical thinking, creativity, communication and collaboration; and ‘Character Qualities’ such as curiosity, persistence, adaptability and leadership.
Why are postsecondary institutions trying personalized learning? What have faculty and students experienced, for both good and bad? Are there different approaches across diverse institutions and programs?
In the e-Literate TV series on personalized learning we explored several institutions with pilots or long-term programs organized around each student's capabilities and needs. The focus was not on the technology itself but on the institutional and personal aspects.
Instead of viewing technology in a binary This or That conflict, it needs to become part of an integrated system of learning where students can access information from anywhere but where teachers have a relationship that supports the student in their learning.
There is a need to assist people in developing digital fluency. A recent article Digital Natives, Yet Strangers to the Web, explored a similar issue. Students might be growing up with digital devices but they need guidance.
Innovative educators enjoy using high quality digital programs to support learning where they work, but it does mean their role shifts. There are several changes in environments where technology is used to teach.
So when tech is doing the things teachers did, what do teachers do? Here are some ideas.
The London School of Economics and Political Science
There has been a surge of new scholarly communication tools in recent years. But should researchers drop everything they always took for granted? Will switching to open tools make research workflows more efficient? How are researchers incorporating these tools into their research workflows?
Jeroen Bosman and Bianca Kramer are conducting a global survey to investigate the choices researchers are making and why. Insights from these surveys will be valuable for libraries, research support, funders and researchers themselves.
The European Union remained world leader with a 22.2% share of researchers. In total, 72% of the world’s researchers can still be found in the European Union, China, Russia, the United States and Japan.
Nathan Myhrvold, former chief technology officer at Microsoft Corp., and Matt Ridley, a journalist and author, debate the role of basic science, practical tinkering, patents and Nobel Prizes in the development of new technologies.
In his recent essay “The Myth of Basic Science”, Matt Ridley argues that technological growth owes little to basic scientific research. In response, Myhrvold says that basic science isn’t a myth—it is the foundation of the modern world.
Educational Innovation Weekly Reviewis curated by Tecnológico de Monterrey's Observatory of Educational Innovation. With the highlights of the week on innovation, technology and education. If you require more information about a specific note, please email us: firstname.lastname@example.org. TECNOLÓGICO DE MONTERREY, 2015.
Observatory of Educational Innovation
Tecnológico de Monterrey's Observatory of Educational Innovation: We identify and analyze the educational innovation trends that are shaping the future of learning and education.
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