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.
In the world of education technology, we are often guilty of preaching to the choir—the believers who know in their hearts (and now more often with data) that technology can improve teaching and learning.
In the first installment in our new monthly column, blended learning experts Michael B. Horn and Heather Staker advise schools to skip the "best practices" and instead seek innovations that work in their unique circumstances.
- By Michael Horn, Heather Staker
T.H.E. Journal Executive Editor Michael Hart talks about the storm of comments readers had to a handful of articles published over the last few weeks concerning the use of mobile devices in education, in general, and the use of smartphones either in or after class, in particular.
Electronic gaming has recently been hailed as the great new potential for transforming education. A growing body of research and practice suggests videogames can motivate as well as teach and help users learn. Fewer scientific studies, but just as much potential, exist within the area of student game development. In part 1 of this two-part article series, we look at the foundational reasons for why game development matters in the K-12 curriculum, both inside and outside of school.
The ongoing debate on the effectiveness of technology use for student learning outcomes still seems to have no clear answers. Some will say technology is highly effective for students; others will say technology has had no measurable impact on outcomes. Why is this, and what can be done about it?
In a recent editorial in K-12 Tech Trends by Patricia Deubel, Ph.D, "Should States Mandate Online Learning," the author questions Michigan's new high school graduation requirement, which mandates students take an non-credit online course or learning experience. It should be noted that, in addition to this experience, Michigan has adopted 16 credits state graduation requirements, including four credits in mathematics and three in science—yes, Algebra, Algebra II, Biology, and Chemistry which will go into effect for the Class of 2011.
In the sixth installment of their monthly column, blended learning experts Michael B. Horn and Heather Staker outline what teachers need to know about blended learning training resources, and where they can go to get them.
- By Michael Horn, Heather Staker
The emergence of open educational resources and the implications for learning
As part of an ongoing effort to assess the role of technology in education, the United States Department of Education (ED) has started seeking comments from those who work closely with it. Last week ED sent out a request for opinions from the public, looking to "hear your ideas on the integration of technology in education." We at THE Journal see this as a fantastic opportunity for educators and administrators to bolster federal support for ed tech and encourage all of our readers to participate.