"21st Century Learning" is currently the hottest catchphrase in education, but what it means has yet to be fully determined. Technology is a part of students' everyday lives, and substantial advances in technology have profoundly affected the way they learn. As a result, educators are working hard to meet the ever-evolving needs of 21st century learners. Translating the ongoing technological revolution into a learning experience is a fundamental part of that challenge.
Leaders from two schools that have implemented iPad programs share their insights, experiences, and recommendations for institutions looking to launch similar programs. They also reveal the six elements they consider "critical" to the success of an iPad 1-to-1 program.
- By Mitchell A. Salerno, Michael Vonhof
- 12/14/11
The spread of cheap and powerful videoconferencing tools had led to widespread adoption of the technology in an effort to lower costs and put resources to better use. But Education Consultant and Executive Director of Academic Programs and Faculty at Daymar Colleges Group Ruth Reynard argues that it can improve teaching and learning as well.
What is strong research? How do you know if research warrants policy changes or adopting a technology intervention in your setting? Significant outcomes from research are not necessarily of practical significance. Where do you turn, if research is sparse or non-existent? How should a technology solution be implemented?
- By Patricia Deubel
- 08/28/08
Teachers who spend time actually thinking through assignments that align with the learning outcomes of a course are the most effective at assessing the learning that has taken place. Now, however, even the most creative teachers are being stretched like never before in regards to creating assignments that work in technology-rich learning environments. While evaluating learning in the purest sense might never really be possible given the scope of variables, new technologies are making it more achievable than ever before.
Those educators among us who are familiar with constructivist and constructionist models of learning understand the impact that social learning theory has had on the field. Likewise those of us who are familiar with the application of new technology in learning understand that customization (or "the user") is what drives every structure, every program, and every software function.
Caller ID spoofing causes the caller ID display on a phone to display something other than the real caller. It isn't a new technology; it's been around since caller ID became popular. While the original spoofing implementations were somewhat kludgy, with the advent of Voice Over IP (VoIP) they became much better. It's an easy hack that endangers institutional data through "social engineering." Are your faculty and staff aware of this potential threat?
As we move toward more interactive media, continuous real-time networks and dynamic learning communities, bolder and media-rich exchanges of content, and increased opportunities for self-authoring, the role of the instructor is challenged again. The challenge this time is that facilitation is not enough--the challenge for the future of instruction is that we stand side-by-side with our students and all contribute equally and actively to a learning community.
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.
We are at a crossroads in educating our youth. Advancements in technology, principally Web 2.0, social software, and digital tools, have challenged what it means to be educated and how we proceed to educate our youth in a culture where innovation and creativity, lifelong learning, personalization, and knowledge from and with the collective vie for a rightful place.
- By Patricia Deubel
- 04/16/08