Weak demand and a slower-than-expected global market recovery are pushing mobile phones into a decline, with no recovery expected until 2024, according to a new forecast by market research firm IDC.
Within two years, half of information security professionals across all sectors will leave their current positions, and half of those will find themselves in completely different roles.
Without minimizing the need to honor students’ privacy rights, we as an ed tech community should also not miss the opportunity to search for the new emergent patterns that will no doubt appear when we look at how students, teachers, and their data all interact. It’s these new patterns, like ripples in the sand, that will likely offer insights into the heretofore most intractable questions in education.
Most schools are using various forms of tutoring as part of their learning recovery strategies, in addition to formative assessments, remediation, and individualized instruction.
Students need to learn not only math shortcuts, processes, and formulas — they also must learn the underlying concepts behind them. Students need a deeper conceptual understanding of math so they can transfer their knowledge to new contexts and are less prone to making mistakes. They also need more time for learning math in school and more focus on long-term retention.
With so-called learning loss from the pandemic continuing to harm students, schools can't just return to normal methods of teaching math. Fortunately, researchers have a strong understanding of how people learn math, just as they did with the now widely accepted science of reading. However, that understanding is taking too long to filter into classroom instruction.
A new report examines how bringing internet connectivity to all results in broader benefits to society, using federal funds, with states and internet providers cooperating.
In a new K–12 ed tech safety benchmark report, “School Mobile Apps Student Data Sharing Behavior,” Internet Safety Labs finds that 96% of all apps used in schools share children’s personal information with third parties without the knowledge or consent of the users or the schools.
Forty-five percent of public schools in the United States had at least one teaching vacancy as of October 2022, with 27% reporting multiple vacancies, according to information released today by the National Center for Education Statistics (NCES). The shortages disproportionately affect schools in areas of high poverty (57% versus 41% in more affluent areas) and in schools with a student body composed of 75% or more minority students (60% versus 32% of schools with 25% or less minority population).
According to a new survey, "75% of high school graduates are not ready to make college and career decisions. This is despite the fact that the National Center for Education Statistics reported that in the 2018-2019 school year, the graduation rate for high schools was 86%, the highest it had been since 2010."