Reinventing Curriculum | Blog
Here you'll find analysis and views on technology, policy and curriculum in elementary and secondary education by two outspoken technology advocates, Elliot Soloway and Cathie Norris. Reinventing Curriculum is published twice per month. Below you will also find the archive for Elliot and Cathie's previous blog, Being Mobile.
The biggest technology companies in the world are racing to position themselves as “mobile-first" because people are using mobile devices all the time, everywhere. Going mobile-first is in — except in K-12 education.
The latest, free app in the Co.llaboration Suite of collabrified apps, Co.Xplore supports students in learning with each other by sharing the photos they take on their mobile devices.
With zillions of apps in Apple's App Store and the Google Play store, how could there be an educational app that is not there? As you will read in this week’s blog post, there is an app that needs to be built — an app that we built for the Palm Pilot and PocketPC 10 years ago — that needs to be resurrected now!
Singapore’s Ministry of Education provides a clear answer to the question raised by a third-grade Singaporean science teacher: It’s no longer about preparing children for the Industrial Age. It's about preparing children for the Age of Knowledge Work. Okay, American education: Time to enter the 21st century!
As documented on the front page of the New York Times, teachers are being asked to make decisions about the data privacy and security aspects of the apps they bring into their classrooms. With the current district/school policies, it is only a matter of time before a parent will sue a teacher for allowing a child’s data to be published on the Internet. Something is wrong here!!
In this post we first describe, based on research, what a productive (synchronous) collaborative interaction is, and then we identify the three benefits to the students from engaging in a productive collaborative interaction.
Using the “productivity paradox” from the business world, we can understand why student achievement has not benefitted from technology use.
Based on more than 30 years of working with schools in the U.S. and our recent 7 years working with schools in Singapore, we have come up with a list of 11 barriers that need to be addressed if technology is going to have an impact beyond the isolated classroom.
In this week’s blog post, we continue with our “Learnings from Singapore, Implications for Us” theme and describe some empirical data that provocatively support the conjecture that technology can, in fact, give a leg up to children who have trouble learning.
This week’s blog post provides educators and researchers with information on how to set up classroom-based educational technology research. It’s not for the faint of heart, but progress won’t happen without it!