Tag: Edtech

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A Digital Future: K-12 Technology by 2018

Rapidly changing technology continues to make its mark on K-12 learning. The recently-released New Media Consortium Horizon Report details six up-and-coming technologies in the next five years for K-12 classrooms. Let’s take a closer loo

Horizon #1: In the next year, or less.

Mobile learning. Tablets and smartphones in the classroom are no longer a matter of “if,” but “when, and how quickly?” Administrators and educators can tap into the convenience of mobile technology in the classroom and the potential for student learning adaptation. Over half of school administrators say there is some form of mobile technology in their classrooms and that they plan to implement more when it is financially feasible. School districts should keep in mind that the purchase of mobile devices for K-12 use is only one piece in the learning puzzle. There must be funding for teacher training and maintenance of the devices too.

Cloud computing. When it comes to greater educational collaboration, cloud computing has unlimited potential. This is true for teacher-to-teacher, teacher-to-parent and teacher-to-student applications. By using a common location, academic expectations can be better accessed, along with actual student work. Instructors can also share learning materials and experiences through the remote opportunities that cloud computing provides.

Horizon #2: Within two to three years.

Learning analytics. This evolving concept in K-12 classrooms is different from educational data mining in that it focuses on individual students, teachers and schools without direct implications to the government. Learning analytics is the education industry’s response to “big data” that is used in the business world for improvements and redirection of focus. Learning analytics essentially show students what they have achieved and how those goals match up with their peers. If implemented correctly, this technology has the potential to warn teachers early of academic issues while keeping students more accountable. Using the mobile and online technology already in place, students can better track and tailor their academic experiences.

Open content. The rise of MOOCs, or massive open online courses, in terms of college learning is having a trickle-down effect on K-12 education. The idea that all the information that exists on any given topic already exists, and does not need to be re-created or purchased, is gaining steam among K-12 educators. Within the next three years, expect more shared content available to teachers and to students. Open textbooks, resources and curricula are not the only benefit of an open content push; shared experiences and insights are also valuable teaching tools.

Horizon #3: Within four to five years.

3D printing. Also known as prototyping, this technology will allow K-12 students to create tangible models for their ideas. Many fields, like manufacturing, already make use of this technology to determine the effectiveness of ideas on a smaller, printable scale. In education, this technology will bolster creativity and innovation, along with science and math applications. The STEM Academy has already partnered with Stratasys, a leading 3D printing company, to start integration of the technology in programming classes.

Virtual laboratories. These Web applications give students the chance to perform physical science experiments over and over, from anywhere with Internet access. As in a physical lab, the performance of the student will determine the results of the experiment. While not a replacement for all in-lab exercises, the virtual version can provide extra practice and guidance. There is no pressure to “get it right” on the first run, and mistakes are allowable because the technology lends itself to no-cost repetition. It also may prove a smart solution to rekindling the American public’s interest in the scientific.

In coming posts, I will take a closer look at each of these technologies and their implications on K-12 learners. Which do you think will have the greatest impact?

 

 Read all of our posts about EdTech and Innovation by clicking here. 

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Can Robotics Teach Problem Solving to Students?

Critical thinking and problem-solving skills are essential to success at university and in later life. However, the traditional classroom model has done a poor job of imparting these skills to students. The way children have learned in the classroom for generations has focused on lectures and worksheets. Past generations would depend on group sports, clubs and teenage jobs to impart these vital skills onto students.

However, new ideas suggest that robotics may hold the key to teaching problem-solving skills to students. Using robots to teach real-world skills may be a strange concept, but is it worth exploring? We think so and here’s why.

How Robotics Influences Problem Solving

The inclusion of robotics coursework in school requires students to understand fundamental problems and how to overcome them. This is done through brainstorming in a group setting or trial and error for individuals. Applying the concepts of math and science to real life applications is an important concept for students.

Much like in real life situations, students are taught to use their explorative mind. Instead of memorizing theorems, and answers they are encouraged to find new ways to solve the same equations. Additionally, the incorporation of team exercises helps children understand how enlisting others can lead to resolutions.

In real world application, problems are often solved through a combination of approaches. No one formula will be universally helpful. For that reason, it’s imperative for students to master the skill of problem-solving to succeed in higher education and their career paths.

Results of Studies

According to a June 2017 article on Roboterra, robotics courses serve many practical purposes in education. From engaging students in active learning to promoting problem-solving skills. Students are instructed how to analyze data and design trials to work towards a goal. Additionally, group exercises require students to value cooperative thinking and learn how to present their ideas to peers.

The views represented in that article are supported by findings of a 2012 study on the effects of robotics on students’ problem-solving skills. The study showed that before undertaking the course, only 40% of students would work on a difficult problem until resolution. Meanwhile, over 75% of students would work until a problem was solved after completing a robotics course.

A December 2015 report published by Taylor & Francis Online, explored the efficacy of teaching problem solving before programming in Robotics. The study group found the course rated highly for student satisfaction, over 92%. It was suggested that further exploration of problem-solving skills would garner better results. Thus cementing the idea that Robotics and problem solving are co-dependent of each other.

Incorporating Robotics into Your Curriculum

Accepting the idea that robotics can help teach problem-solving to students is one thing. However, how do we utilize that information? The key is developing a curriculum which encourages children to think creatively and come up with unique solutions.

The first key to this model of teaching is formulating your expectations. Students need to understand that there can be more than one correct answer to any given task. It’s paramount to encourage students to experiment with ideas. If one fails, they need to be instructed how to extrapolate information from that failure to steer them towards future success.

The next idea to incorporate into your method is how you determine success. Students should be graded on their application of theory, teamwork, communication of ideas, and the development of their solutions. This isn’t a course where the robot’s functionality will harm your students’ grades.

Another consideration is that students will be unfamiliar with robots. Starting small with building projects and models will allow them to gain comfort with the problem-solving portion of the course. Once you have covered the foundations, you can move to simple robots.

The last tenant to employ in your classrooms is group review. After each project, examine the progress, discuss the process, and brainstorm possible solutions for issues. This suggests to students that the task is not over and was not a failure.

Overall, to succeed in life children must be willing to try multiple solutions to one problem. The use of robotics in school can elevate understanding of problem-solving techniques and eliminate the fear of failure for students.

Have you used robotics in k-12 education? What is the best beginner robotics lesson you’ve had? We want to hear your experiences!

I don’t see were you transition from the introduction to the body of the article.

 

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Making Edtech a Key Part of Your School Construction Plan

Technology brings with it exciting innovations and even though products get smarter and smaller; our classrooms are changing very little. The construction of new schools is not meeting the needs of modern students, and future students are bound to suffer too.  If we are pushing edtech as the future of education, architects and school boards need to be creating spaces that are conducive to blended learning, technology and the explosion that is happening across the edtech market.

One problem that many schools suffer from is bad Wi-Fi. This is not always due to their own fault but rather due to the construction of older schools. The brick walls are hard for Wi-Fi signals to penetrate and extra routers and boosters mean that more maintenance is required and more complex systems need to be up kept. Students and teacher suffer because of this, and if connectivity is the key to the new education system, better spaces need to be created for Wi-Fi.  These and other concerns around old walls, foundation, and old spaces are explored in this great article by Old House.

Closely linked to this are the concerns that schools of the future will have high electricity consumption. The more electronics in use, the more wifi, and electricity needed to keep those technologies running effectively. Schools of the future need to be green, and schools should align themselves with standards set out by  Leadership in Energy and Environmental Design (LEED).  By doing this, schools will ensure that edtech is having a positive effect on students but also on the school and the environment at large. Schools need to understand that while the push for “paperless schools” is great, there are environmental concerns that come with schools as technology hubs.

Space wise, classrooms need to change too. Edtech may increase screen time, but that does not mean it must happen at the same desk for hours on end. Some edtech such as augmented reality and virtual reality requires space for movement. If we have classrooms that are simply made for desks, we cannot give students space to move, learn and engage with technology as they are meant to. The benefits of standing desks, as well as movement in the classroom, needs to be considered. Construction plans need to be more open and allow for students to engage with the space around them.

Construction needs to move away from the notion of “computer rooms” and realize that every space could be a computer room. Study pods and other quiet spaces need to be integrated into classrooms as students are being encouraged to work together but also to work alone. Edtech allows for this flexibility, but the current classroom set out does not. Blended learning is important, and if students are to feel that they are in control of their learning, they need to feel that classroom offers opportunities to do so. Some other additions to the classroom of the future should cover some of the following points.

  • Charging ports near every student’s workstations
  • Windows that allow for light but reduce glare on screens
  • Air-conditioning to keep devices and students cool

Another aspect that Edtech changes is the way that students psychologically interact with their teachers, peers and their classrooms. A recent study done by Herman Miller on workplace wellbeing concluded that giving people some control over their surroundings adds to their sense of well-being and the same holds true for classrooms. Students need to feel in control of their classrooms in order to have mental well behind, something that is overlooked in present school construction.

So, if we are to move towards a new medium of learning, we need to be building schools that facilitate this new type of learning. Architects and education innovators need to come together to create the best possible spaces for learning. We cannot continue building schools as we have for hundreds of years but rather think towards the future and the needs and concerns of future generations.

 

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How Edtech Companies Can Sell To the International Market

Edtech is a growing market, expected to increase by 17% yearly. However, a significant part of that growth is projected outside the U.S. As international schools begin to accept edtech, the market is becoming friendly for companies. Recent changes in the U.S. market have led to a decline in funding and support for edtech, so embracing international sales will be increasingly important for long term sustainability in the industry. Though the sales trajectory admittedly still needs some work for most edtech companies. Targeting and acquiring international clients comes with different challenges than landing U.S. deals.

What research and considerations does your startup need to address for the international market? How can you successfully sell edtech products to schools outside the U.S.? Here is a quick breakdown for any company wanting to make a move to international edtech sales.

Consider Market Demands

Before attempting to make an international sale, think about the market needs of each country. China, for example, is projected to reach $15billion in STEM spending by 2020. While U.S. spending on STEM learning falls, China continues to invest heavily in youth STEM education.

A 2010 German initiative to improve educational performance had a slow start. However, companies looking to target a global market may do well to focus on the developing European market. Germany, as the largest economy in Europe, is a sensible target for edtech entrepreneurs. The region, as a whole, has committed to improving education by 2020. The potential within the EU is even more evident when you take a look at the success of edtech startups in Europe.

For those startups looking to branch into the African or South American markets, funding help by the World Bank may play a significant role. Additionally, edtech companies who target the Persian Gulf can get in on the ground floor of a promising market. Understanding the market potential for the countries you want investment from is imperative to international success.

Understand Educational Goals

Looking at the performance of students on the international market, it’s obvious which countries are currently excelling in science, mathematics, and reading, and which need work. While the U.S. didn’t rank in top 10 for any of the categories, educational policy is making edtech a hard sell in American schools.

Meanwhile, international schools are competing to produce the best workers of tomorrow, and those goals can be exploited by thoughtful edtech companies. The United Nations set education goals for the 2000-2015 period. Unfortunately, only three countries met the expectations. For edtech entrepreneurs, this can mean a chance to make a real contribution for the 2015-2030 period. New goals have been set out, and an increase of $22billion in funding is expected to achieve those goals globally.

The key to success will understand what is lacking in the education system of each country, and how your products can bridge the gaps.

Be wary of International Faux Pas

Even if you’ve done your research and investigated the international need for education products, that doesn’t equate to sales. Selling products internationally, requires an understanding of local culture, customs and business values. Each country is different. So, hiring an experienced liaison with an educational background in your target country can give you a head start to negotiations.

Regardless of your particular product or niche in the edtech sector, the international market is a growing opportunity waiting to be exploited. Have you sold products internationally? What have been your greatest challenges and successes with the global edtech market? We want to hear your experiences!

 

 

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My Vision for the Future of Assessment in Education

Assessment is a big part of today’s education landscape. Most states use high-stakes assessments to measure student growth and proficiency at the end of each school year. But is this really the best way to use assessments? The future of assessment in education needs to change.

In order to really reimagine the future of assessment, we must ask ourselves what the purpose of assessments really are. In their current form, assessments are used to measure everything students have learned. High-stakes end-of-year assessments are used to determine whether students pass or fail a class. These same assessments are used to judge the performance of schools.

Rather than use assessments as the final test of what students have learned and how well teachers have taught them, we should be using assessments to measure student progress all year long. These formative assessments, as opposed to the traditional summative assessments, will change the way we think of assessments.

By using formative assessments throughout the year, teachers can measure what students have learned and where they’re struggling. This allows teachers to modify their instruction based on the results of their assessments, rather than waiting until the term is over to see what students know.

Of course, most teachers are already using assessments in just this way. Teachers adjust what they’re doing all year based on student performance. The problem is, these assessments aren’t used to make big decisions, like whether students should pass a course or how a school will be rated. By shifting our focus from what students know at the end of the year to how they’ve grown all year long, we can get a more accurate measure of student and teacher performance.

When schools are judged, the growth that students have made over the year should be weighted much more heavily than their overall achievement. This would create a more level playing field for all schools, regardless of location or students’ previous achievement.

To achieve my vision for the future of assessment in education, we need to create effective assessments that will help us measure student growth, not just achievement. This will require EdTech companies to get involved in the assessment process and create ways to track student growth. By incorporating technology into assessments, we can bring educational assessments into the 21st century.

How do you envision the future of assessments? How will EdTech be a part of that future?

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My Vision for the Future of Artificial Intelligence in Education

Artificial Intelligence. It has many applications in education.

Imagine this: students wake up in the morning and, via SMS, confirm their attendance and that they will be taking the bus. Students then receive a reply with their transportation details, which vary depending on the number of pickups and the traffic. Upon arriving at school, students meet with their tutors who have individualized learning plans given to them based on collected data and the students’ strengths. Throughout the day, students receive alerts via SMS as to lab availability, opportunities to study with peers, fire alarms, and the fastest evacuation route, and more.

While this is not my vision for the future of A.I. in education, it is that of Innovation Leader, Christine Nasserghodsi. On the one hand, there are some definite benefits to this style of education; on the other hand, it seems like a very sporadic, unpredictable model for learning.

Nasserghodsi lists some of the possibilities for advancements in schools using A.I.:

  • Adaptive learning programs that respond to students
  • National and global data that advises teachers of the best learning interventions
  • Regularly updated and relevant content
  • Tailored learning plans based on student needs and performance
  • Predictive models that are school-specific

Ben Dickson also lists some ways in which artificial intelligence can enhance education:

  • “Machine Learning algorithms” identify gaps in educators’ teachings and points where students are struggling
  • “Personalized, supplemental guidance” for students
  • Self-optimized engines and “human-computer ”
  • Content moderation of online platforms
  • Textbooks and content creation customized to individual learning needs

Still more “roles for artificial intelligence in education” are highlighted in this article. Some of the roles mentioned include:

  • Automation of essential activities such as grading and marking
  • Filling in gaps and suggesting where courses and their content need improvement
  • Changing the role of teachers

Certainly, these applications are useful. But this is not my vision for the future of A.I. in schools. Frankly, artificial intelligence scares me, as it does Elon Musk, a man well-versed on the subject and one to whom we ought to listen.

In fact, Musk, alongside Stephen Hawking, began warning us about A.I. and the massive risks involved three years ago. He has even started a billion-dollar campaign to advocate against the advancement and use of artificial intelligence.

It’s really quite terrifying, the conversation that is ongoing about the development of A.I. While Demis Hassabis, a leading creator of A.I., believes he is undertaking the most important project in the world, Musk instead thinks he, himself, is undertaking the most important project in the world: interplanetary colonization.

This discussion should not be taken lightly. Musk has stated that other planets will be our salvation should A.I. “go rogue” and take over the world, while Hassabis replied that “A.I. would simply follow humans to Mars.”

This is frightening stuff. What’s more is that others, including partners and investors in Hassabis’ former company DeepMind – which has since been acquired by Google – believe that human extinction is probable and that our own technology will likely have a role in this destruction.

While increased use of technology in the classroom is improving education in many ways, it’s important to recognize the dangers associated with using such advanced artificial intelligence in general, let alone in schools.

My vision for the future of A.I. in education is not necessarily the total absence of it, but one where its use is strictly regulated and monitored, while heeding the advice of those learned on the subject, like Elon Musk.

While companies like Google and Alphabet might have good intentions, Musk makes an eery, yet valid point that they could “produce something evil by accident” – possibly even a “fleet of artificial intelligence-enhanced robots capable of destroying mankind.” I know that this may seem silly and mirror the plot of every movie in the Terminator franchise, but it’s a real possibly.

There must be a combination of “biological intelligence and machine intelligence” according to Musk. This is sage advice that should be noted by developers and educators. Not only does A.I. threaten the jobs of teachers, but it also diminishes human interaction, socialization, and creativity.

Beyond the alarming potential of advanced artificial intelligence to not only desocialize but also destroy humans, it threatens to significantly reduce the only trait humans have to stay ahead of an increasingly mechanized world: creativity.

While data and robots make our lives easier and stand to improve such models as education, creativity is ever-important. Creativity, compassion, and emotional connection are what separate us from machines, and if we lose these, we are most certainly doomed.

Thus, the use of A.I. in education is valuable in some ways, but we must be hyper-vigilant in monitoring its development and its overall role in our world.

My vision for A.I. in education mirrors that of Elon Musk’s vision for A.I. in general. Advanced A.I. should be kept out of education until we better understand it and its potential. After all, it is artificial intelligence; it learns on its own and at a much faster rate than humans. And we truly have no idea just how intelligent it could become and what that might mean for humankind.

 

 

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EdTech Should Change the Way Teachers Teach

For a long time, teaching was teacher-centered: the teacher dispensed information through lecture, handouts, or presentations; the students absorbed the information by listening and taking notes. It was repetitive, could become monotonous, and left little room for student exploration or creativity. It was also detrimental to students who couldn’t keep pace with the teacher’s lessons or students who learned in way different from the teacher’s presentation

The past ten years have seen a surge in student-centered learning, and the integration of technology into the classroom makes it increasingly easy to create engaging lessons that reach a variety of learners in a variety of ways.

There are many ways that technology has changed and improved teaching methods, making education more meaningful and accessible to all students.

  1. Education Doesn’t Have to Happen Only Within the Walls of a Classroom

Now that technology is becoming more ubiquitous, teachers can continue to communicate and teach even when class isn’t in session. Teachers can reach students through email, Twitter, or classroom forums like BlackBoard and Google Classroom. On weekends and snow days, teachers can send messages or blasts to engage students in off-the-cuff or carefully curated activities, reading experiences, community opportunities, or study groups even when class is over and school is closed.Students can take what they’re discussing in the classroom and use it to explore the world around them, all while still staying connected to their teachers.

This means that teachers have to be increasingly more communicative, more plugged into the community in which they teach or live, and be willing to showcase connections between the classroom and the world around the students. It requires more organization and proactivity on the part of the teacher than traditional lecture-style lessons, but it is infinitely more meaningful to students.

  1. Textbooks May Be Obsolete

Thanks to technology, many schools are no longer ordering or relying on traditional textbooks.  Instead, it is up to teachers to sift through the content on the internet, or on education websites, to find real world materials that showcase the content being taught in the classroom. Resources like McGraw-Hill’s Study Sync Program provide teachers with a curated materials that teachers can use in whatever order they like at whatever pace suits their students.

Teachers can no longer rely on reading a chapter and then answering the textbook questions.  Instead, technology is encouraging educators to become more proactive in find reading materials that are authentic and relevant, and engage students on a deeper level.

  1. Technology Makes it Easy to Flip Classrooms

Instead of teaching the content and then assigning homework, technology enables teachers to provide instructional materials (presentations, recorded lectures, PowerPoints or presentations, YouTube videos, etc) for the students to peruse on their own time and at their own pace. This means that teachers then become guides and resources for the practice work – classwork now that used to be homework – showing the students how to best use the information they took in.  The function of the teacher is no longer to impart information, but to guide students in making the best use of the information they read and learn.

  1. Collaboration is Increasing

Teachers no longer need to teach in a vacuum! Thanks to technology, teachers can collaborate across content areas, grade levels, even across vast geographical distances. Teachers can communicate with one another to make cross-curricular experiences that will solidify student learning and find experiences that will help their students in real-world situations. It also means that they can give their students opportunities to learn from others in both similar and different life situations, cultures, and locations.  Teachers become facilitators for students’ experiences.

  1. Learning Can Be More Personalized

Technology makes it easy for teachers to tweak lessons and materials to each individual student’s’ needs and interests. No Red Ink, for example, is a resource that teachers can use to disseminate grammar lessons, and it surveys each student to cater the lessons and activities to his or her particular interests. Teachers can discreetly and abundantly address special education students’ IEPs as well using technology, all without making a student feel singled out or different. With technology, a teacher is responsible for differentiating his or her lessons so that every student receives the greatest depth and breadth of understanding.

  1. Teachers Can Give More Constant, Personal, and Meaningful Feedback

In bygone days, teachers would survey the class with “a show of hands” or “fist to five” strategies to gauge student understanding. Sometimes, they used exit slips. Now, however, with technology, teachers can gauge individual student learning through communication and the near-constant feedback of iPads and computers. For example, teachers can watch in real time as student’s type an essay. Instead of waiting until the end, when the writing is turned in, to read and give feedback, teachers can prevent mistakes as they are being made, give on-the-spot feedback, and work collaboratively with students to show them how to correctly complete the process, instead of just evaluating the final result.

  1. Classroom Management Strategies are Shifting

With technology, students always have the opportunity to be engaged, even when a teacher needs to deal with one individual student. In the past, if a teacher needed to stop class to address a student behavior, everyone else had to wait until the teacher had returned to the task at hand to move forward. Now, forward progress continues, regardless of to whom the teacher is speaking or why. But more than that, technology can impact how classrooms are managed.  From planning to engaging to monitoring, teachers can use apps and technology to make sure that students are on task and engaged, thus reducing misbehaviors.

Technology is here to stay. And even though it presents its own unique array of challenges, it pushes teachers to stay creative, to meet students on their home field, and to innovate. From the information taught to the method of delivery to managing the students’ behavior and achievement, technology helps teachers make the most of classtime.

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Tips for Teaching with Apps

pass or fail

Teaching with apps is not new. We have compiled lists of apps and tech resources that can be used in the classroom and for education outside the classroom. However, we haven’t necessarily offered any tips for successfully using apps for teaching.

Finding, downloading, and having students use apps for learning is one thing. Teaching with apps effectively and making use of the data they track is another task entirely. The goal of using an app in education is not simply to use it because it’s available but to enhance learning and individualized teaching approaches.

We’ve listed some tips as to how you as an educator, or even parent, can optimally teach with apps in an effective way.

1. Set Goals & Expectations

When beginning to teach with apps, it’s important to set goals for student learning and to set guidelines and expectations for how students should use and interact with the app(s). Educators should outline goals about what they want students to learn through the app, how this will coincide with other learning material, and how students should interact with the app.

It’s also essential to set goals with your students so they have something to work towards and can recognize when they achieve the objectives. It’s important, too, that students understand the connection to the broader lesson and application of the learning experience.

2. Adjust the Learning Experience

Perhaps one of the most challenging parts of incorporating teaching with apps is contextualizing the experience and integrating it with other teaching methods. It’s critical that students see the connections between the broader lesson and the specific app activities.

Educators must also find a good way to combine and manage both traditional methods of teaching and technology-based methods. There must be a balance, routine, and a strong policy surrounding the use of apps for learning.

3. Establish a System of Handling Passwords & Login Info

Certainly, with the use of apps by a class full of students, logistics and the handling of information must be considered and organized. Educators should develop a system to enter, store, manage, and retrieve information such as usernames, passwords, issues, etc.

Whether it’s just a simple spreadsheet, another app for storing and managing such information, or some other tool like Google for Education, it will save a lot of headaches to have all the relevant info logged in one, orderly place.

4. Use Them in Conjunction with Books

Apps don’t replace textbooks and novels. It’s still important to teach with books and other resources so make sure you can find a good balance where one resource does not detract from the others.

For example, after introducing or teaching a lesson from a traditional textbook, educators can follow up on a particular topic or application of the lesson through a specific app.

Apps tend to be more activity-based and hone in on a more specific topic or skill, whereas textbooks contain a variety of information on a broad subject and novels offer personal experiences and perspectives. Each is important to the learning process and can be used to gain varied perspectives and different presentations of information about the same subject.

5. Be Aware of Apps that Abuse In-app Purchases

Always vet the apps you use in the classroom before introducing them to students. Some are sub-par, others irrelevant, and some others offer little functionality while trying to get you to purchase more and more.

It’s wise to research, and select apps that limit ads and in-app purchases, specifically because your students shouldn’t be exposed to some of the content nor should they be able to have the option to make an in-app purchase. These are also distracting to students and teachers. Fortunately, there are many resources for finding good apps that have already been approved by other teachers.

6. Self-Directed Learning

Finally, apps are good for self-directed learning. Some students might even know more than you about the technology or app – it’s ok! Let the students teach you, also. Additionally, students can direct their own learning through the use of apps.

Students can be taught by educators in the classroom, and some can take the lesson further by exploring the key points using apps on their own time. After all, andragogy and heutagogy are gaining increasing popularity in education.

7. Do Further Research on Best Practices

Finally, it is said that we should always be learning and improving. Educators should understand and practice this, too. The tips here are only a few to get you started teaching with apps, but it’s highly recommended that you research best practices and tips from other teachers on your own.

Apps are beneficial to teaching, but they must be used carefully and with an organized plan of execution to be effective.

What tips do you have for those just starting to teach with apps? Tell us about them!

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My Vision For the Future of Early Childhood Education

Early childhood education is the foundation of our society. If we do not set children up to succeed, they will ultimately fail. The failure of future generations would be the downfall of our social and economic structure. This is a concept which is now widely accepted. And, many countries have implemented programs to encourage and support early learners. Consequently, the American ECE system needs to make significant strides to keep up.

In my vision for the future of early childhood education, American students will be enriched and supported. They will have the tools necessary to compete in the global market. If you’re unfamiliar with recent advances in ECE, you may wonder what we’re lacking. The hard truth is, a lot needs to be done to fix the ECE system in the United States. 

The Achievement Gap

Reducing and eliminating the achievement gap in American schools is an important goal. This work begins with Early Childhood Education. The gap is a measurable disparity between white and minority students, rich and poor students, and male and female students. This inequality of achievement is measured by test scores, college attendance, and future career earnings.

Research has shown that the best way to combat these inequities is a better ECE standard. The implementation of the Every Student Succeeds Act, this year, could be the catalyst for change in U.S. schools. The mandate, signed into law in 2015, returns state controls which had been superseded by the No Child Left Behind policy in 2002. Ideally, this new legislation will require greater accountability, closer standards measurement, and identify the problem areas for improvement. Additionally, the act focuses on the use of evidence-based science to improve learning.

What changes can we expect in Early Childhood Education from the implementation of the ESSA? And, what changes need to happen for Early Childhood Education to support continued learning and achievement? There are several approaches, backed by scientific research, which will benefit early learners and encourage compliance with the ESSA mandates.

Funding for ECE Programs in Libraries and Museums

A 2013 report by the Institute of Museum and Library Services, called upon these institutions to recognize their role in improving ECE. The report has stemmed a greater interest in these programs over the past four years. However, state or community funding could bring these programs to more children who are considered at risk.

Providing daycare and preschool opportunities in a learning rich environment can enhance children’s performance at Kindergarten entrance. The innovative programs that already exist combine hands-on learning with access to art, music, books, and history in surprising ways.

However, expanding these programs and the ability of at-risk children to attend them, is imperative to close the gap.

Use of Edtech with Early Learners

Another brain-based approach to ECE is the use of technology in the classroom. Even young children can benefit from screen time. However, the key is to make technology engaging and limit daily use to avoid learning delays with small children.

The benefits of including technology in early education programs can be incredible if properly implemented. Even young students gain confidence from the use of technology in the classroom. Interactive games and applications allow students to engage with their learning environment. Additionally, even low-income children are often familiar with technology before entering an ECE environment.

Outside the Desk Learning

There is an increased focus on the value of alternative teaching methods with early learners. Most international programs emphasize child-led learning, emotional maturity, and hands-on programs.

ECE programs within the U.S. have an opportunity to take advantage of these shifting perspectives. Allowing children to explore freely in an educationally inspired environment or conducting classes outside can better engage young minds. Additionally, employing the philosophy of Emotional, Cognitive, Social Early Learning can help ready young children for the world.

Sending children into first grade mentally, emotionally, and physically prepared should be the goal of Early Childhood Education. However, the top performers come equipped with an understanding of science, mathematics, art, and nature. Additionally, they often speak two or three languages upon admission to first grade. The disparity between children with the most advantages and those without, needs to become less palpable. And, it is my firm belief that transforming the future of ECE will accomplish that.

What ideas have you employed with early learners to bridge the gap? How does technology help your pre-K classroom? We’d love to hear your experiences.

 

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Edtech Companies Are From Mars, Schools Are From Venus

Edtech companies and K-12 schools have many of the same goals.

They both want to see new technology implemented in the classroom in a way that makes the learning process more engaging for students and less labor-intensive for teachers.

So why are relationships between companies and schools often so distant, even rocky?

Here are some of the ways that edtech companies are from Mars and K-12 schools are from Venus…and how to overcome the disconnect.

They Have Different Visions

If you talk to any educator, he will tell you exactly what he needs to make his classroom more successful. But edtech companies come to the table with their own ideas about classroom solutions. Teachers will be more willing to get on board with someone who sincerely listens to educators’ “wish lists.” In the best case scenario, a company will take note of what a teacher desires to happen in her classroom and build a tool in direct response to that.

It’s Hard to Earn Teachers’ Trust

Teachers are some of the busiest people you’ll ever meet! They simply don’t have time to experiment with the thousands of new apps that startups present to them every year. They are only interested in trying a tool if they have some confidence it will be successful. Edtech companies can build relationships with teachers by creating a quality educational blog, attending sessions with teachers at conferences, and engaging in conversations that show their understanding of the day-to-day struggles of teachers.

Teachers Spend More Time With Students and Parents

If an app fails, the edtech company might lose some money. But teachers stand to lose a lot more than that: the valuable trust and respect of the students and parents that they serve. Educators are deeply invested in the success of their students and will not be receptive to developers that make grandiose promises they are unlikely to keep. Edtech companies can combat this problem through honesty, transparency, and sustainability.

Companies Have Limited Understanding of Pain Points

Do not rely on a catchy name and an aggressive sales pitch to get the attention of educators. They want to know the specific ways in which your company is going to help them. Edtech developers who reveal an understanding of teachers’ pain points will earn their trust and their respect.

Edtech companies and K-12 schools come from different places, but with a little effort, they can still enjoy a harmonious relationship.