7 Crucial education technology trends for the last 5 years.

By Richard D. Eddington/irishtechnews.ie/06-05-2018

The world is changing, and education must change with it. Many schools are aware of this fact and are trying to rebuild their activities in accordance with the opportunities offered by new technologies. Some universities borrow ideas from the business world, referring to the experience of successful start-ups in order to launch some new processes for themselves. Gradually, a paper routine leaves the schools, giving way to electronic means of working with data.

  1. School as a Service

School as a service begins with the commitment of the state to each student as a digital student. When states reduce historical barriers, the transition to personal digital learning will mean a school service: access to quality courses and teachers from several providers.

Education SaaS changes the basic assumptions – it does not need to associate time and place. This does not mean that everything will become virtual – in the foreseeable future, at least 90 percent of families will benefit from local schools, but this requires new thinking, new staffing models, new budgeting strategies and new ways of communicating with students and families.

  1. Mobile Learning

Mobile learning, also known as m-learning, is an educational system. Using portable computing devices (such as iPads, laptops, tablets, PDAs, and smartphones), wireless networks provide mobility and mobile training, which allows to teach and learn to expand beyond the traditional audience. Within the class, mobile training provides instructors and students with increased flexibility and new possibilities for interaction.

  1. Gamification in Education

Gemification in education is sometimes described using other terms: game thinking, the principles of the game for learning, the design of motivation, the design of interaction, etc. This differs from game-based learning in that it doesn`t imply that students themselves play commercial video games. It works on the assumption that the kind of interaction that players encounter with games can be transformed into an educational context in order to facilitate learning and influence on students’ behavior. Because gamers voluntarily spend a lot of time for gaming, researchers and teachers are exploring ways to use the power of video games to motivate and apply it in the classroom.

  1. Big Data

“Big Data” is a term that we are used to hearing in business, but it is also an important tool for education. Learning World explores this technological fashion word and talks with an expert on this topic: Kenneth Cuciere, co-author of “Learning with Big Data.”

Cukier sees “Big Data” as an opportunity to adapt learning to the individual needs of students and the learning process. Instead of avoiding this, teachers must accept changes that bring in large data, and use them to their advantage.

One example of the large data that occurs in education is the “Course Signals”, which allow professors to give feedback if there are early signs that students do not exercise or do not use class time.

  1. Blended and Flipped Learning

Blended learning is a pedagogical method in which the learner learns, at least in part, by providing content and training through digital and online media using the student controls in time or place. This allows the student to create an individual and integrated approach to learning. Blended training is combined with a flipped class approach to learning.

The Flipped class is a pedagogical model in which the typical elements of the lecture and the homework of the course change to the opposite. Students watch short video lectures or other multimedia materials asynchronously before a class session. Then, class time is devoted to active learning, such as discussions, design or problem assignments, or laboratory exercises. This learning model allows teachers to guide the teaching of students by answering students’ questions and helping them apply the concepts of the course during classes.

  1. Massive Online Open Courses

Nowadays MOOCs may not be so widespread as when they first attracted attention, and people no longer think that this is the answer to the problems of educational inequality. Nevertheless, MOOCs still deserve close attention, as it develops as an important part of education, and it offers its students many advantages if used well. Moreover, The New York Times called 2013 the “Year of the MOOC” because it attracted a lot of attention and money.

  1. Personalized Learning

Personalized learning is a sort of adaptive learning that considers working with computers to make decisions, based on previous levels of learner understanding when interacting with a computer program. Learning analytics and artificial intelligence are the essence of individual learning because without them it would be impossible to easily adapt the instruction on the basis of immediate answers.

Personalized learning can seem like a dream in many schools, but it’s already happening more than we can imagine – and often behind the back of the teacher.

The universities realized that technology can be a catalyst for improving the learning process. If many people enjoy using gadgets, why not to make them an education tool?

*Fuente: https://irishtechnews.ie/7-crucial-education-technology-trends-for-the-last-5-years/

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Tanzania: Quality Education Compromised in Mwanza

Tanzania/March 06, 2018/Source: http://www.maraviexpress.com

Learners at Ching’ombe Primary School in Mwanza have to wait a bit longer before accessing quality education at the school as authorities are yet to finalize processing money for maintenance works of two classroom blocks whose roofs were blown off on November 10, last year.

About four months now lessons have been conducted under trees, a development some quarters of the society are blaming on district council authorities for taking too long to address the situation at the institution.

When Malawi News Agency (MANA) visited the school in Futsa Education Zone in Mpandadzi Ward located in Mwanza West Constituency on Thursday to appreciate the situation on the ground, it was revealed that only the backside of one block for two classrooms was roofed.

Meanwhile, the school management has been compelled to combine two classes in one classroom while lessons for other classes are being conducted under trees, a situation which head teacher for the school, Fecknala Mkwapatira described as limiting factor to delivery of quality education at the school.

“Education standards have been compromised at our school because since the incident happened about four months ago, classes have been interrupted by several external factors such as rains, coldness and heat among others,” explained Mkwapatira.

He then urged relevant authorities to promptly address the problem at the school.

District Commissioner for Mwanza, Humphrey Gondwe in an interview said he advised District Education Manager’s (DEM’s) office to authorize management of the school to use part of School Improvement Grant (SIG) as starter pack to do maintenance work of the two blocks in question as council looks for well wishers to assist.

“I already gave way forward to former DEM immediately the incident happened to release money for that purpose,” said Gondwe who seemed to be surprised that the work wasn’t done.

He then said he would, in liaison with current DEM, speed up the process to address the matter.

The current DEM, Saulos Namani in an interview with Mana acknowledged the pathetic situation at the school but attributed the delay to some coordinating primary education advisors who haven’t submitted new account numbers for schools in their zones to the education accounts office following recent changes of account numbers at the bank.

“Five out of 11 schools that are on one chunk of cheque for their respective SIG are yet to submit their new account numbers to my office so that accounts personnel can process the SIG for them including Ching’ombe school,” he said.

However, Namani expressed fears that the money was too little for the whole work to be done.

“It is only 40 percent of total sum of about K640,000 under access and equity component of SIG which will not be enough to complete renovation works,” said Namani.


Quality Education Compromised in Mwanza


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Malasya: 100 per cent access to early childhood education by 2020’

Malasya/January 3, 2018/By: Saiful Bahari, reporters@theborneopost.com/Source: http://education.einnews.com

Access to early childhood education in Sarawak is set to reach 100 per cent by 2020.

Minister of Welfare, Community Well Being, Women, Family and Childhood Development Datuk Seri Fatimah Abdullah said currently, 97.5 per cent of children in Year 1 underwent preschool education prior to entering primary school.

“Our vision to provide access to early childhood education to all is showing signs of success, and awareness among parents is significantly showing improvement,” she said during a visit to the Community Development Department (Kemas) Taska Permata at Kampung Sri Tajo, Asajaya yesterday.

Fatimah said the government’s aim to provide 100 per cent access to early childhood education by 2020 can be achieved and is nearing its target.

On a related matter, the minister stressed that the quality of early childhood education is another important factor that needs to be looked into, as it will provide the necessary impact.

“Access needs to be complemented with the right quality, and these traits are the pillars toward producing a quality child who is ready to enter primary school.

“The government continuously looks into how we can develop preschool teachers and their teaching materials and methods to ensure that we can churn out the best to shape the child,” she said.

The government, added Fatimah, will continue to empower preschool training centres for teachers, and its learning module will be improved constantly to ensure it gives the best results. During her visit, she presented the Quality Preschool Benchmark Award 2017 for government preschool to staff of Taska Permata Kampung Sri Tajo.

Kota Samarahan MP Rubiah Wang and Kemas state director Mohd Zamri Mustajab were among those present.



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Australia: Teachers union pushes blame for failing education standards back on minister


El sindicato nacional que representa a los maestros ha culpado a la falta de educación de Australia por los recortes de fondos. Un experto en pruebas internacionales afirmó que el sistema escolar australiano está cayendo con un promedio de estudiantes apenas al mismo nivel que los estudiantes más desfavorecidos de Singapur .

Andreas Schleicher, coordinador del Programa para la Evaluación Internacional de Estudiantes (PISA), criticó fuertemente los sistemas escolares de Australia en una columna en el periódico de News Corp The Australian.  «Australia solía tener uno de los sistemas escolares más importantes del mundo, pero en la década pasada los resultados del aprendizaje han caído a niveles más cercanos al promedio de los sistemas escolares del mundo industrializado», dijo Andreas Schleicher, coordinador del Programa de Estudiantes Internacionales Evaluación (PISA), escribió. El presidente federal de la Unión Australiana de Educación Correna Haythorpe respondió a las reclamaciones culpando al ministro federal de Educación, Simon Birmingham. «Con el 87 por ciento de las escuelas públicas establecidas para permanecer por debajo de la norma de recursos escolares, incluso para el año 2023 bajo el plan de financiamiento del Gobierno Federal, Simon Birmingham está socavando la equidad Andreas Schleicher ha identificado como vital no sólo para la justicia social, impulsar la economía y beneficiar a la sociedad «, dijo. «El Gobierno Federal está arrancando $ 3 mil millones de las escuelas públicas sólo en los próximos dos años, y no puede esperar que eso no tenga consecuencias para el aprendizaje de los estudiantes».

The national union representing teachers has blamed Australia’s failing education level on funding cuts.An international testing expert claimed the Australian school system is falling with average students barely at the same level as Singapore’s most disadvantaged students.

Andreas Schleicher, the co-ordinator of the Program for International Student Assessment (PISA), strongly criticised Australia’s school systems in a column in News Corp’s broadsheet The Australian.

«Australia used to have one of the world’s leading school systems, but in the past decade learning outcomes have dropped to levels closer to the average of school systems in the industrialised world,» Andreas Schleicher, the co-ordinator of the Program for International Student Assessment (PISA), wrote.

Federal President of the Australian Education Union Correna Haythorpe responded to the claims by blaming federal education minister Simon Birmingham.

«With 87 per cent of public schools set to remain below the schooling resource standard even by 2023 under the Federal Government’s funding plan, Simon Birmingham is undermining the equity Andreas Schleicher has identified as vital not only to social justice, but to using resources effectively to boost the economy and benefit society,» she said.

«The Federal Government is ripping $3 billion from public schools over the next two years alone, and he can’t expect that to not have consequences for student learning.»


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Haythorpe argues the cuts will «disproportionately hit country children who are already facing learning challenges revealed by measures including NAPLAN and PISA».

«The equity question spans the whole of the public system, which the Federal Government is funding to only 20 percent of the schooling resource standard, as he funds often quite wealthy private schools to 80 percent,» she said.

«That has to change. Unless it does, we will continue to see the kinds of concerning results that Andreas Schleicher has highlighted. Simon Birmingham is trying to sell slow-growth, low-ambition funding as enough funding, when it clearly isn’t.»

Haythorpe’s comments follow on from the assistant minister to the treasure, Michael Sukkar blasting the teacher’s union for being a «roadblock» to the government’s efforts to improve education quality.

Sukkar, told Sky News Birmingham and the government was «absolutely dedicated to the task of some of these tougher reforms that will help improve our standards, but again we’ve got a big roadblock in the way».

«The roadblock is the education union, the teachers’ federations who basically are now just political arms of the Labor Party and anything that is suggested by a Coalition government they will oppose, even if it’s in the best interests of students,» he said according to a report in The Australian.

Nine.com.au has approached the Minister for Education Simon Birmingham for comment.


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