Demand for online learning is increasing by most measures in states and districts—and the growth in interest extends to private schools, which have traditionally lagged behind their public school peers in the virtual world.
Those were among the central conclusions of a report released here to coincide with the yearly symposium staged by the International Association for K-12 Online Learning, a gathering that brings together backers of virtual education from around the country.
“Keeping Pace With K-12 Online and Blended Learning,” released by the the Evergreen Education Group, is the 10th such report of its kind meant to document the size and nature of the virtual learning in schools. The document is sponsored by the online learning association, as well as education companies, foundations, and public-sector entities.
It’s morning assembly, and Form One students at Pui Ching Middle School, have their iPads ready. It’s the same story in their English and Chinese classes. As they listen to the news, read poems or watch other media on the screens in front of them, the students are preparing to put forward their thoughts via projector linked to their devices.
They are a pioneering group in a school already at the forefront of e-learning. From this autumn, the use of iPads will be rolled out to Form Two and Form Four classes. The school already has its own online learning system with various teaching materials and activities, and its students chat with one another on Facebook or the online course management system Moodle.
But it could take a while before Hong Kong schools use e-books extensively. That is despite the government initiative launched in November, which encourages 30 publishers to digitise their textbooks. The E-Textbook Market Development Scheme, which involves 88 schools testing the e-books under a Partner Schools Scheme, is spending HK$26 million for publishers to produce about 30 e-textbooks, which are expected to be available for use in the 2014-15 school year.
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 after-school assignments, according to a new survey commissioned by the Verizon Foundation. However, only 6 percent of students say they are allowed to use the devices in a classroom setting.
“Bring your own device” (BYOD) initiatives are relatively new in education, cropping up in the last few years as schools—under tight budget constraints—seek ways to leverage student-owned devices for learning.
Supporters of the BYOD movement say students are instantly more attentive and better behaved when they are encouraged to use their own mobile devices in the classroom, but educators face a number of challenges in making BYOD work in their schools.
For instance, what if some students don’t bring a smart phone, laptop, or tablet computer of their own? How can educators make sure that students use their mobile devices only for educational purposes, or that these devices won’t compromise the district’s network security? How can school leaders address the concerns of parents?
We’ve talked with ed-tech leaders in a number of districts with BYOD initiatives, and here’s how they’re meeting these challenges in their schools.
Facebook is the world’s largest social network, reaching 1 billion active users at the beginning of October. People across the globe use Facebook to connect with old friends, share news about their lives and even to maximize their brand’s social reach.
In its Statement of Rights and Responsibilities, Facebook lists a minimum age requirement of 13, which means that more and more students in high school and college are signing up for the social network. As a teacher, what should you do if a student sends you a friend request? Does age play a factor? Should you be careful about what you post, even if it’s from your private account?
We spoke with teachers, professors and other education professionals about best Facebook practices to help answer these questions and more.
iPads are making waves in education all over the nation, even in college classrooms, where they’re replacing laptops, textbooks, and notebooks. Some colleges have even gone so far as to hand out iPads to new students, helping students and faculty all work with the same technology for learning.
This year, the iPad is still going strong and schools are continuing to innovate new ways to use the tablets in class and around campus. Here we share just a few of the coolest ways iPads are making waves in higher ed this year, from helping teams play better to ensuring students never forget their notes.
There are so many benefits of using children’s audio books. With new advances in technology it is good to understand what resources are available and what devices you can use these with.
There are many resources for children’s books that can be read online or transferred to a portable on-the-go type system. Audio books are great in the car, in the evening when children are going to bed, to support that book report that needs to be completed for struggling readers… As The Story Home puts it, “you will find all the ways to bring stories to your active lifestyle, allowing you and your children to access quality listening entertainment during cross town errands, vacation trips, commutes, in waiting rooms and that very special quiet time before sleep. Whether you need a soothing journey, a magic moment, or a bit of wisdom, The Story is always just a click away.”
Children can actually “read” audio books online, in many cases, at no charge. The activity helps develop listening skills and can increase comprehension and reasoning ability, not to mention increasing site word recognition when accompanied by the text. Think how powerful it could be if parents listen with their children. Parents can provide questioning to help their kids learn to predict what will happen next, review the sequence of events in the plot, and examine the reasons a character acted the way he/she did. All of these skills are valuable academic skills.
Stories are accessible online through free downloads or streaming audio. Free audio downloads can be burned to a CD and played in the car, or on personal CD players. Free MP3s can be downloaded to iPods/iDevices to be taken anywhere.
Intel® Teach helps K–12 teachers of all subjects learn to engage students with digital learning, including digital content, Web 2.0, social networking, and online tools and resources. Intel Teach professional development empowers teachers to integrate technology effectively into their existing curriculum, focusing on their students’ problem solving, critical thinking, and collaboration, which are precisely the skills required in the high tech, networked society in which we live.
Intel® Teach Elements are free, just-in-time professional development courses that you can experience now, anytime, anywhere. This series of compelling courses provides deeper exploration of 21st century learning concepts.
In 2011, Katy Independent School District, in partnership with Cisco, launched the final phase of a technology transformation. Learn how Katy ISD realized their vision for education transformation with a BYOD mobile learning strategy.
Although the idea of permitting students to text in class may appear problematic at first, with the appropriate supports, teachers can take advantage of the technology and, in turn, create more meaningful and engaging learning experiences. Here are a few examples as to how teachers can utilize text message technology in their classrooms and increase student engagement and content mastery
In the first two terms of implementing an iPad programme, Longfield Academy in Kent have noticed a great impact on teaching and learning. Research carried out on behalf of Naace and supported by 9ine consulting will be published here next week.
It’s really exciting to be able to announce our research into the use of iPads. After a successful implementation at Longfield Academy in Kent and two terms of embedded use, the research shows some incredibly positive impacts on teaching and learning. The report on the research, carried out on behalf of Naace and supported by 9ine Consulting is available below. It outlines the conclusions of one of the most extensive studies so far undertaken into the use of tablets for learning. As one teacher put it, “The iPads have revolutionised teaching”, with appropriate use of iPads helping to enhance learning across the curriculum and encouraging collaborative learning. Whilst it’s early days for evaluating the impact on achievement, there are significant gains in quality and standard of pupil work and progress and potential for extending use even further. As more schools across the country consider adopting the use of tablets in classrooms, the messages from this research will be incredibly helpful for those who are deciding on their next steps.
BYOD is the catch phrase in the 2012 educational technology spheres. This acronym stands for ” Bring Your Own Device “, I am pretty sure you might have heard of this new trend because wherever you turn you hear people talking about embracing it. I actually have been reading a lot about it to the point that I deem it important that I share with you some of what I understood from BYOD .
Bring Your Own Device or BYOT ( Bring Your Own Technology ) has started in the business world with corporations encouraging their employees to bring their own technology devices such as laptops to use in the work place. This was a strategy to cut down on technology costs and spendings because of the financial crisis the world has witnessed in the recent couple of years. The strategy worked quite well and without even knowing it, it moved to education and so many school districts are embracing it.
BYOD in education refers to students bringing their own technology devices (smartphones, tablets, and laptops.) to school for educational uses. This was initially started by college students, but it soon spread to K-12 education. Schools that used to depend on government funds to provide technology that students would need for the school day , are now turning that responsibility to the parents by asking them to purchase the technology devices needed for schools, which, fortunately enough, most students actually own. This would cut down on schools’ huge yearly technology expenditure. But the pertinent question here is : does this BYOD work ? Does it improve students learning ?