Does educational research data tell us anything? Can it prompt us to improve what we do? The important question for me is whether research of any kind prompts me as an educator to think about ways to improve my teaching.
- By Rushton Hurley
I had the delightful privilege of moderating the FETC Virtual Conference this past May. One of the events was a Q & A with Elliot Soloway, of the University of Michigan, and Cathleen Norris, of the University of North Texas, regarding their mobile learning research initiatives. Their strong contention is that students will bring their mobile phones to school to learn--and it will happen a lot sooner than we think. It's inevitable, they say, and educators need to get with the picture.
- By Therese Mageau
Today’s students have come to expect learning on demand. They are not afraid of technology, and speed is the name of the game. They multitask, think less linearly than those of us over 30, enjoy fantasy as an element of their lives, are less tolerant of passive activities, and use their tools to stay connected with each other. Nevertheless, this situation has implications for educators.
In the fifth installment of their monthly column, blended learning experts Michael B. Horn and Heather Staker discuss the policies prohibiting and fostering the growth of blended learning.
- By Michael Horn, Heather Staker
We need a new educational model that makes learning personal and motivating, and helps secure our students’ future in the knowledge economy. Mobile technology opens the door to it.
- By Mary McCaffrey
In conducting research on America’s digital schools this past year, I found a major shortfall between budgeted bandwidth and the estimated need for bandwidth.
The term "flipped classroom" is becoming more familiar all the time. Learning no longer need take place just between 8 a.m. and 3 p.m. or within the walls of the old-school classroom. I probably heard the term "flipped classroom" a dozen times during the Consortium for School Networking conference in Washington, DC, in March.
In our ongoing effort to overhaul teacher evaluations, we're creating a potential disaster for education by adopting value-added models to rate the effectiveness of individual educators.
- By Patricia Deubel
Each person who attends the Florida Educational Technology Conference (FETC) arrives feeling the same buzz. For those who have a hunger to learn about technology and its effectiveness in education, it's like a natural high. People everywhere, all friendly faces, some you know from social media sites like Twitter, Facebook, or LinkedIn, while so many more are new faces. All are open opportunities to engage in great conversations focused on one goal: to become better educators.
- By Jenna Linskens
We all have our opinions about open-source technologies. While many are in favor of "free" and "open" software conceptually, there are those whose reservations about open source trump even the high ace in the deck, also known as budgetary restrictions. So, no matter how good open source might seem to many of us--no matter how many benefits we can enumerate--those reservations hold back any serious attempts at implementation.