Two teaching and learning trends expected to accelerate the use of educational technology in classrooms in a year or two, the report said, were the use of blended learning and STEAM (an acronym for science, technology, engineering, arts and math) education.
Sometimes called hybrid learning, blended learning enables educators to pursue a variety of instructional models. Ideally, the technology allows the teacher to make the most of face-to-face time with students, leaving some more routine learning tasks to the computer.
21st Century Students Crave Deeper Learning EdTech
Chris Dede, professor in Learning Technologies at the Harvard Graduate School of Education, says authentic, immersive simulations achieve greater outcomes, including critical thinking, reasoning and responsibility.
For middle school and younger students, arranging real-world apprenticeships is difficult everywhere. Fortunately, virtual worlds and augmented realities now offer the opportunity for all students to experience simulated internships without leaving their classrooms.
Two types of immersive media support a growing number of formal and informal learning experiences. Multiuser virtual environments (MUVE) offer students an engaging “Alice in Wonderland” experience. Augmented reality (AR) allows students carrying mobile wireless devices through real-world contexts to interact with virtual information, visualizations and simulations superimposed on physical landscapes.
Global Teacher Prize Winner Nancie Atwell Takes the Mic Edutopia
Edutopia talked with Nancie Atwell, the winner of the Global Teacher Prize this year. The $1 million award, often compared to a Nobel Prize for education, was established by the Varkey Foundation to elevate the stature of the teaching profession worldwide.
Atwell is the founder of the Center for Teaching and Learning (CTL) in rural Maine, and she is using her platform to advocate for educational practices and policies that put children at the center.
Her central message is: Give students voice and choice about what they read and write, and they'll engage in meaningful learning. "Too often in education, we're satisfied with mere compliance. People make the mistake of thinking kids either resist or comply. I'm saying there's another option, and that's engagement," said Atwell.
Do Teachers or Schools Own Resources Created in the Cloud? EdSurge
What happens to the contents of my Google Drive when I’m gone? Before the digital age, when you left a school you packed up a box of your things and threw them in the car before driving off into the sunset. But with so many schools transitioning to Google Apps for Education, what happens when administrators turn off access to your account with all your stuff still in it? Is it even “your” account to begin with?
What happens if administrators want to share your lesson plans with your replacement or the rest of the school? What about more personal things like pictures with your students, original artwork, Google Sites you made, or code you have written? Does your school own that, too?
Keywords: Google Apps for Education, cloud storage, intellectual property
The Key to Effective Teams in Schools: Emotional Intelligence Edutopia
You've probably heard about emotional intelligence (EI) -- the ability to recognize when you're experiencing emotions, to have strategies for managing them, and to recognize other people's emotions and respond appropriately to them.
A team leader's EI is extremely important, but there's also such thing as a group's collective emotional intelligence. And this, say the researchers, is what sets high-functioning teams apart from average ones.
Teams need to develop emotional intelligence so that members can engage in conversations that push each other's thinking (not each other's buttons), and that include challenging questions, taking personal risks, and acknowledging vulnerability.
Keywords: emotional intelligence, teacher development, communication, team work, collaboration
Tear Down This Wall! A New Architecture for Blended Learning Success EdSurge
To maximize the benefits of blended learning, we’ll need to rethink not just the system architecture of schooling, but also the physical architecture of schools themselves. Since blended-learning schools leverage multiple modes of learning, their spatial needs differ.
Blended-learning “habitats” look nothing like their predecessors. In a blended-learning environment, students are continually rotating between activities in a single space as they engage with a myriad of topics. It is much less passive than a traditional classroom. Consequently, programming a blended-learning school is a four-dimensional exercise where time and space must be tightly integrated.
10 Lessons Learned from an Award-Winning Digital Badging Program Educause
This week, I was invited to give a talk on digital badging at the Association for the Advancement of Computing in Education’s (AACE) World Conference on Educational Media and Technology in Montréal, Quebec, Canada. My presentation, Lessons Learned in Launching an Award-Winning Digital Badging Program, contains nuggets of wisdom that may be very helpful to your organization. Whether you are exploring digital badging or getting ready to launch your own initiative, these ten lessons are broadly applicable.
Educational Innovation Weekly Review is curated by Tecnológico de Monterrey'sObservatory 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.
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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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