If we truly want America’s children to have access to the internet in school, then it's time that the FCC steps in and requires the telcos and the cable companies to provide educational pricing for Internet connectivity!
- By Cathie Norris, Elliot Soloway
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.
What do we know about interactive whiteboards? For some, they're indispensable teaching tools. For others, they're just IT waste. Either way, the research isn't really there yet to tell us whether they've resulted in any kind of academic gain for students in the years they've been in use in classrooms. Education consultant Patricia Deubel breaks down the issues and looks for some interim answers.
- By Patricia Deubel
The notion that technology is abundant in schools is pervasive. The reality is, most teachers are not able to summon a PC for every student for research and online tutorials, or look online at their convenience for the best textbooks, projects, and approaches.
- By Geoffrey H. Fletcher
Technology Director Anthony A. Luscre of Mogadore Local Schools challenges educators to use students' mobile devices to provide technology-rich, highly engaging, and fun learning experiences that reflect real-world skills.
- By Anthony A. Luscre
Interactive whiteboards are replacing chalkboards in many districts across the country. Could your district be next? You better hope so.
The federal government lately has been passing out lots of money through competitive programs by way of the American Recovery and Reinvestment Act (ARRA). Together, the grants represent a huge investment in education, while providing one more example of the golden rule: He who has the gold makes the rules. What will those rules be going forward?
- By Geoffrey H. Fletcher
In the first segment in this series, we covered the pedagogy behind student videogame development. We addressed how learning as doing, collaborative & peer learning, tutoring, ownership, and publication are critical components to game development. We also addressed benefits of videogame making, including content area knowledge acquisition, students as producers of information, and the potential of game-making for encouraging STEM-related careers for women and minorities.
Most Web 2.0 tools are discussed at length in terms of their application to the learning process. While there is much that can be learned from using these tools in instruction, there are also principles upon which that use rests that have long been the goals of instruction at various levels. In other words, while the tools may change, the goals of teaching and learning remain much the same.
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?