How the ‘Slow Ed Tech Movement’ Is Bringing a Sense of Purpose to Academic Technology

by David Raths, Campus Technology
Slowing the pace of education technology work makes projects more sustainable, gives people a chance to connect, allows for more meaningful conversations and helps prevent burnout. Bryan Alexander began the conversation by asking Gjestvang about the concept of a “Slow Ed Tech Movement” and what that term means to her. She responded by admitting that the pace of her team’s work is growing faster every day, and that it is exciting that there are so many opportunities to address issues of access to higher education and introduce concepts of digital literacy and social change. “There are increasing opportunities to do work that has meaningful impact,” Gjestvang said. “The slow piece is thinking about how we bring a relationship to the work that is driven by a sense of purpose and meaning.

https://campustechnology.com/articles/2017/12/19/how-the-slow-ed-tech-movement-is-bringing-a-sense-of-purpose-to-academic-technology.aspx

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Can digital equity close the achievement gap?

by Matthew Lynch, tech edvocate

Some education experts now say that digital equity could help to provide a level playing field for all students. If all students have access to the same technology, it could help to close the achievement gap. It has already been established that students without access to technology have trouble completing homework assignments. While more than half of teachers assign homework that requires internet access, there are millions of children who live in homes where they can’t get online. In theory, closing this digital divide could have tremendous effects for low-income students. Giving students from poverty access to technology certainly improves outcomes. Researchers at Stanford have found that, when used correctly, technology does indeed help boost test scores for low-income students.

http://www.thetechedvocate.org/can-digital-equity-close-achievement-gap/

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How to turn your ideas into an edtech startup

by Matthew Lynch, tech edvocate

Everyone has plenty of ideas, but few people make them happen. Breathing life into an idea can be difficult. The difference between design and execution is the difference between a daydream and reality. To turn your ideas into an edtech startup, you’ll need a concept that you can articulate, research that validates your work, and enough funding to get your business launched. Let’s look at the steps.

http://www.thetechedvocate.org/turn-ideas-edtech-startup/

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For Some Colleges, 1:1 Programs Are Starting to Make Sense

by Dave Doucette, EdTech
Dave Doucette is director of West Coast higher education sales for CDW•G.
One-to-one device initiatives traditionally have been the province of K–12 education, but recent rollouts in higher education have me wondering if this trend is coming to colleges, too. Like K–12 districts, higher education institutions will have to assess the pros and cons of one-to-one versus bring your own device on a case-by-case basis, but some are already choosing to issue devices to give students a standardized, consistent computing experience.

https://edtechmagazine.com/higher/article/2017/12/some-colleges-11-programs-are-starting-make-sense

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Credit hour definitions may be dying as Congress takes up HEA reauthorization

By Autumn A. Arnett, Education Dive
Saying Obama-era credit hour definitions “only created barriers to innovation for students and institutions,” House Education and the Workforce Committee Chair Virginia Foxx (R-NC) is leading the push to scrap the definitions with the new PROSPER Act to re-authorize the Higher Education Act. Critics of this proposal worry the change will lead “bad actors” to shuffle more students along at a quicker pace, taking advantage of financial aid dollars while leaving students with little learned, according to The Hill. One audit, for example, found an institution had allowed a student to accumulate nine credit hours in one 10-week online course.  The act also would soften the requirement that any online program obtain authorization from each state in which it operates and collects federal financial aid.

https://www.educationdive.com/news/credit-hour-definitions-may-be-dying-as-congress-takes-up-hea-reauthorizati/513312/

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STEM must include focus on literacy, critical thinking as much as hard skills

By Roger Riddell, Education Dive
No matter how many extra letters get added to the STEM (science, technology, engineering and math) acronym, the primary takeaway should be the need for equal consideration of all subjects and the importance of critical thinking and literacy across all areas, according to EdTech: Focus on K-12.  Noting the recent inclusion of an “R” for reading alongside the “A” for arts (to create “STREAM”), K-12 education strategist Amy Brown writes that literacy’s importance is just as much (if not more) about being able to write, speak, analyze arguments and communicate effectively than it is about simply being able to read. Additionally, STEM should focus on teaching students to think critically and solve problems, so that they’re adaptable to any situation — a trait that will only become more important in an economy where the fields they enter could be disrupted and many of the jobs they’ll eventually hold don’t even exist yet.

https://www.educationdive.com/news/stem-must-include-focus-on-literacy-critical-thinking-as-much-as-hard-skil/513656/

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Report: National graduation rates surpass pre-recession highs

by Jeremy House, Education Dive
Nationally, six-year graduation rates for first-time college enrollees rose to 56.9% from 54.8%, according to the National Student Clearinghouse’s annual report on college completion rates. The 2.1% bump lifts graduation rates above the pre-recession high of 56.1% and represents about 48,000 more degree earners. Disparities still remain along racial lines, with Black and Hispanic students lagging behind their white and Asian peers.

https://www.educationdive.com/news/report-national-graduation-rates-surpass-pre-recession-highs/513653/

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The 10 ‘Prime Directives’ of repairing and upgrading tech

By Adrian Kingsley-Hughes, ZD Net

Now, I’m not going to try to fool you into thinking that I’m some “fixing guru” or “tech ninja.” I’m not. While I have a pretty high success rate when it comes to resuscitating things, I’ve had plenty of failures, too, and I’ve been responsible for letting the magic smoke out of a lot of devices by doing something daft. But, over that time, I’ve built up a set of rules that I keep in mind when fixing things. I call them the “Prime Directives,” not because I’m a huge Star Trek fan, but because they’re important, and bad things tend to happen when I violate them.

I present them here in no particular order.

http://www.zdnet.com/article/the-ten-prime-directives-of-repairing-and-upgrading-tech/

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Security in 2018: Buckle Up, This Isn’t Getting Any Easier

by Rob Marvin, PC Mag
Security experts discuss the trends to watch next year, from cryptocurrency hacks and ransomware to potential vulnerabilities in IoT devices and connected cars.  This was another rough year for online security. From the Equifax breach to full-on election hacking by a foreign government, major security problems affected nearly every industry, institution, and consumer in the country. We spoke to security experts from across the industry and rounded up 10 of the most prevalent security threats and trends to watch out for in 2018.

https://www.pcmag.com/feature/357913/security-in-2018-buckle-up-this-isn-t-getting-any-easier

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Athletes, other students find flexibility with online education

By Brant Wilkerson, Winston-Salem Journal

In the eyes of the NCAA, there’s no difference between traditional, online or home-school classes – so long as they receive approval from the NCAA’s Eligibility Center. “High school students in general – not just student-athletes – complete more online and/or blended courses than before,” NCAA spokesperson Michelle Hosick said. College basketball player Marvin Bagley III has done that, completing four online classes during the summer to reclassify to enter Duke as a freshman in August instead of going through a senior year at Sierra Canyon School in Chatsworth, Calif.

http://www.journalnow.com/sports/colleges/basketball/athletes-other-students-find-flexibility-with-online-education/article_8be18118-19eb-57bd-a4f8-34c10af7b359.html

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Making Online Classes Work

Wheeling Intelligencer Editorial

Educators need all the tools available to ensure every student gets what he or she needs from school. Good for Hancock County Board of Education members for pulling another tool out of the box. On Jan. 16, the county school system will add another classroom, this one virtual. Beginning that day, some students will be able to take some classes online instead of in person. Labeled an online “academy,” the program has been developed in cooperation with Edmentum, a company with offices in Minnesota and Texas. The firm bills itself as a pioneer in online education for 50 years.

http://www.theintelligencer.net/opinion/editorials/2017/12/making-online-classes-work/

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The Internet Plus revolution in Chinese education

by Xinhua writers Guo Ying and Zhao Wanwei, Zinhuanet

More than 20,000 students from 31 junior high schools of Beijing’s Tongzhou District have two teachers for each subject. One is the class-based teacher at their school; the other is a Beijing Excellent Teacher who offers regular tutoring and individualized tutoring online. They benefit from Beijing’s Middle School Teachers Online Tutoring Service Platform. Initiated by Beijing Municipal Education Commission and first adopted in Tongzhou, the project encourages core teachers from Beijing’s public middle schools to offer real-time tutoring, for free, especially in less advantaged schools. The project collects students’ whole learning process data, diagnoses and analyzes learning problems, and models the knowledge and ability structure. It will present a personalized analysis report for students, teachers and parents.

http://news.xinhuanet.com/english/2017-12/20/c_136840337.htm

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VR and AR: Learners as Creators and World Builders of Our Immersive Future

by Emory Craig and Maya Georgieva, EDUCAUSE Review

In working with faculty, staff, and administrators in higher education, we’re often asked, How do you get started with VR? What will be the impact of immersive computing on education? What are the real benefits for students beyond the novelty factor of a new technology? Thinking through these important questions, it is helpful to reflect on the work of the New Media Consortium’s Horizon Report. One of the major developments across the educational spectrum is the idea of students as creators; we see this as one of the most exciting areas in the use of virtual and augmented reality. Students today aspire to do more with technology than simply be passive consumers of a new media form. The compelling nature of immersive technologies inspires them to become creators and active explorers in the making of a new medium. For this post, we’d like to explore some of the early and exciting student projects in this area.

https://er.educause.edu/blogs/2017/12/vr-and-ar-learners-as-creators-and-world-builders-of-our-immersive-future

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The Role of Higher Education in the Changing World of Work

by Dianne F. Harrison, EDUCAUSE Review
The changing world is a universal topic of interest, with particular resonance to higher education. Colleges and universities research change, teach about change, and often impact current and future change. To support students to live in this ever-changing world, those of us who work in higher education strive to provide solid, relevant preparation at the baccalaureate and graduate levels. We proactively and thoughtfully integrate and rely on educational technologies — in curriculum and instruction, labs, assignment design, libraries, support services, and more. But increasingly, employers tell us that our graduates are not adequately prepared for the changing world. Why? Because the “world of work” has also changed, and these changes are not always configured as one would expect.

https://er.educause.edu/articles/2017/10/the-role-of-higher-education-in-the-changing-world-of-work

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Survey: Students not aware of campus cybersecurity threats

by Jeremy House, Education Dive
A new survey from CDW-G suggests college IT departments are missing the mark when it comes to educating their student bodies about cybersecurity threats, reports University Business. Only 26% of college students said they were aware of cybersecurity breaches at their institutions, even though the the vast majority IT professionals said they reported such incidents campus wide. Cybersecurity training is often mandatory for faculty and staff, but most institutions lack the resources and infrastructure to provide the same to students, making it difficult to educate students not just to protect the school’s systems, but to safeguard their own off-campus affairs as well.

https://www.educationdive.com/news/survey-students-not-aware-of-campus-cybersecurity-threats/513373/

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When Degree Programs for Pre-K Teachers Go Online: Challenges and Opportunities

by Shayna Cook, New America

What is the best way to support lead teachers in attaining a bachelor’s degree? What are the equity implications of this credential requirement for the existing workforce, for people new to the field, and for children? What do we know about the availability and quality of existing degree programs? Could they be offered in a way that would enable a teacher to earn her degree at night without disrupting her work with children? Could online degree programs provide new opportunities? Or do they simply represent a new set of challenges related to quality and access? This report aims to answer those last two questions, which represent new and unexplored terrain in early childhood education policy. To investigate the intersection of issues in teacher preparation, early childhood policy, and online degree programs, we synthesized findings from published reports on the state of teacher preparation, conducted interviews with experts, culled information from websites of institutions offering online degree programs, and analyzed national data sets on early childhood teacher preparation programs, as well as surveys of the early childhood workforce.

https://www.newamerica.org/education-policy/policy-papers/when-degree-programs-pre-k-teachers-go-online/

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Popularity of Online Education Growing in Cornwall

 

By Bob Peters, Choose Cornwall
The number of first-time students using the services at Contact North, also known as Ontario’s Distance Education and Training Network, rose to 335 students from 230 students in the previous year. This represents an increase of 45%. “Online courses are a great way to work towards a college diploma or a university degree,” says Emily Lavigne, Online Learning Recruitment Officer for Cornwall. “It is an excellent way for people to upgrade their education, even while maintaining a full-time job. The course load is completely flexible and up to the individual.” More students also mean more courses being studied.

http://www.choosecornwall.ca/eng/news/1502/57/Popularity-of-Online-Education-Growing-in-Cornwall/

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The evolution of ransomware: Get ready for more advanced social engineering tactics

by Leah Brown, Tech Republic

Prepare your company for more sophisticated, complex, and devastating ransomware attacks in 2018, says Avecto COO Andrew Avanessian.  End users are the easiest thing in the world to dupe into clicking something, Avanessian said. If a hacker can socially engineer a user into using their code, they get control over a network. Cybercriminals have moved away from trying to hack a system to now leveraging the internal users, or employees in order to use them as a way to execute their own code. “If you get someone to use your code there are very little ways to detect that because it’s user-initiated activity,” he said.

https://www.techrepublic.com/article/the-evolution-of-ransomware-get-ready-for-more-advanced-social-engineering-tactics/

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Three Things to Think About Now that Net Neutrality Rules Are Reversed

by Susan Gentz, Converge

As expected, the Federal Communications Commission voted Thursday on a party line vote 3-2 to reverse the 2015 net neutrality rules. Now that things will be changing a bit when it comes to what Internet Service Providers (ISPs) can and can’t do, it’s important for school districts to keep them accountable, and perhaps begin negotiations. Here are three important things for district leaders to consider.

http://www.centerdigitaled.com/blog/Three-Things-to-Think-About-Now-that-Net-Neutrality-Rules-Are-Reversed.html

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Using Virtual Reality in the Real-Life Classroom

by Student Stone Kessler, Converge
Although we are currently in the infancy stage of using virtual reality as an avenue through which curriculum is delivered, this technology has tremendous potential for connecting students not only with one another, but with the world around them.

http://www.centerdigitaled.com/blog/Using-Virtual-Reality-in-the-Real-Life-Classroom.html

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Student outcomes is the only metric that matters in EdTech

by Matthew Lynch, Tech Edvocate

EdTech companies use lots of metrics to measure the success of their products. Profits, number of products sold, and market share are among the ways that EdTech firms use to determine whether a product has been successful. But none of these metrics are as important as one thing—student outcomes. In most industries, companies are primarily focused on profits. In EdTech, you have to do business with schools or universities. These institutions don’t operate like traditional businesses. Working with non-profit institutions requires a different mindset than the corporate world. The goal of education is to teach students, not to make money. That means when designing an EdTech product, the only metric that companies need to look at is student outcomes. Student outcomes are the first thing schools will want to hear about when purchasing an EdTech product. If you can show that your product will deliver the results they want, other factors won’t matter.

http://www.thetechedvocate.org/student-outcomes-metric-matters-edtech/

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Interesting: Rural schools are outpacing others on in-school tech access

BY LAURA ASCIONE, eSchool News
Things might be improving for rural schools that have struggled to secure tech, high-speed internet access. Although schools in rural areas traditionally hit roadblocks when it comes to securing technology tools and high-speed internet access in classrooms and student homes, a new study suggests students in those schools actually outperform their urban and suburban peers in access at school. The data comes from data management and learning analytics firm BrightBytes, which analyzed more than 180 million data points collected via a national survey gauging educational technology access, use and effectiveness across 8,558 U.S. schools.

Interesting: Rural schools are outpacing others on in-school tech access

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Are you Dyslexia aware? Take this short, 10 question quiz

BY JUDITH BLISS, eSchool Quiz
Take a short true/false quiz about the common myths and misunderstandings surrounding the learning disability Dyslexia. Dyslexia is the most common disability affecting young learners today, with 5 to 20 percent of the student population affected, say some studies. Dyslexic learners struggle in school and often do not receive the help they need due to a lack of educator and parental awareness. In order to reverse the negative academic trajectory these students often face, awareness is a crucial first step in helping learners get the help they need. The following true/false quiz addresses many of the common myths and misunderstandings surrounding the learning disability. See how you score on this awareness test!

https://www.eschoolnews.com/2017/12/14/dyslexia-awareness-quiz/

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Online classrooms offer many roads to success

By Amy Earle, Santa Fe New Mexican

When I began my teaching career almost 25 years ago, I could never have imagined that one day I would be a teacher in an online school. It was as unimaginable to me as a classroom without physical books, college ruled notebook paper and No. 2 pencils. The journey to my online classroom was a long one, full of many twists and turns. I loved each step of my journey, and the students I met along the way. There were points through the years when I considered other career paths but the draw of teaching kept me in the profession.

http://www.santafenewmexican.com/news/education/online-classrooms-offer-many-roads-to-success/article_e65ec869-e755-5484-bb08-bd6ab5ec48ee.html

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When the Robots Come for Our Jobs, They’ll Spare the Teachers

By Louis Piconi, EdSurge

Estimates now suggest that up to 47 percent of U.S. jobs may disappear in the coming decades due the rise of automation. But at the same time, “spillover” effects will fuel the creation of entirely new industries and job categories. These statistics reflect one of the greatest challenges—and opportunities—for teachers in our seemingly paradoxical modern economy. How can we prepare a generation of students to adapt and evolve, learn (and un-learn), in an era where technological advances are transforming the world of work, traditional educational pathways are under fire—and the half-life of skills hovers around five years?

https://www.edsurge.com/news/2017-12-14-when-the-robots-come-for-our-jobs-they-ll-spare-the-teachers

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Block and tackle: How to mitigate a cyberattack on your school

BY JOHN LENCKOS, eSchool News

Cyber-attacks have been making headlines after massive data breaches at Fortune 500 companies. According to a recent report by the Business Continuity Institute[1] and the British Standards Institution, nearly nine in 10 businesses worldwide are worried about the threat of cyber-attacks. Recently, the panic has spread to educational institutions. Unfortunately, schools, colleges and universities are perfect targets, often possessing out-of-date security systems and a wealth of sensitive, monetizable student data.  Experts warn these attacks are likely to increase, and educational institutions are increasingly prioritizing investment in technology and systems to prevent cybersecurity breaches.

Block and tackle: How to mitigate a cyberattack on your school

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It takes time to create a successful edtech product

by Matthew Lynch, Tech Edvocate

History tells us it takes time for an EdTech product to adapted and used in the classroom. This is because, in addition to the product itself, you must deal with school districts that require time to make financial decisions, as well as convince the buyer(s) that the product is worth the time it will take to learn and the overall cost According to Single Grain, “There’s the long sales cycle that lasts 9-18 months, which can be frustrating if your business model hinges on selling to school districts or other massive entities that take a long time to make a decision.” Therefore, those interested in the EdTech market should plan to invest a great amount of time and energy to make their product a success.

http://www.thetechedvocate.org/takes-time-create-successful-edtech-product/

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IDC Predicts Jump in Internet of Things Spending in 2018

By Rhea Kelly, Campus Technology

Worldwide spending on the Internet of Things (IoT) will increase 14.6 percent in 2018, reaching $772.5 billion, according to the latest report from International Data Corp. The market research company’s Worldwide Semiannual Internet of Things Spending Guide forecasts sustained growth for the category, at a compound annual growth rate (CAGR) of 14.4 percent all the way through 2021 — ultimately reaching $1.1 trillion. IoT hardware, such as modules, sensors, infrastructure and security, is expected to account for the largest portion of spending, hitting $239 billion in 2018. Services will come in second, followed by software and connectivity, the IDC report said. Software and services will be the fastest growing segments, at five-year CAGRs of 16.1 percent and 15.1 percent, respectively.

https://campustechnology.com/articles/2017/12/11/idc-predicts-jump-in-internet-of-things-spending-in-2018.aspx

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How Schools Should Measure the Success of EdTech

by Matthew Lynch, Tech Edvocate

When it comes to new EdTech products, figuring out whether a product is successful or not can be difficult for schools. There are many different ways schools might measure the success of EdTech products, some more valuable than others.  Before a school even starts using an EdTech product, they should be thinking about how they can evaluate the success of that product. Administrators should develop a list of goals or targets that they hope to meet with the help of the EdTech product.  For example, imagine your school has a new EdTech product that allows students to learn and practice math. What might you want to get from this product? The answer is probably increased math test scores.

http://www.thetechedvocate.org/schools-measure-success-edtech-products/

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Blockchain jobs continue to explode, offer salary premiums

by Lucas Mearian, Computerworld

An uptick in job openings for technologists with blockchain development skills continued through the last quarter of 2017. Blockchain developers rank second among the top 20 fastest-growing job skills, and job postings for workers with those skills have more than doubled this year. Next in the list of fastest-growing job skills is another blockchain-related topic: Bitcoin cryptocurrency developers. Taking second fiddle only to robotics specialists, blockchain technologists are advertising their services for as much as $150 per hour, according to Upwork, an employment site that specializes in freelance workers.

https://www.computerworld.com/article/3235972/it-careers/blockchain-jobs-continue-to-explode-offer-salary-premiums.html

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Why this school is thriving after implementing a 100% blended learning model

BY JOHN D. BUTLER, e-School News

In spite of these challenging demographics, the data supports a disruptive school model that is working. In its first four years of existence, VGV has posted the highest gains of any of the state’s high schools in the assessed content areas of ELA, math, and science and consistently outperformed its sending urban school districts. VGV has a 97 percent graduation rate and a 100 percent college acceptance rate to schools including: Johns Hopkins, MIT, Xavier, Spelman, Sarah Lawrence, Wheaton and Savannah College of Art and Design. VGV is the “come-to-fruition” vision of Founder and Superintendent Dr. Robert Pilkington who was asked by RIDE in 2011 to create a “brick and mortar” charter high school with a fully virtualized curriculum using Edgenuity e-courseware.

Why this school is thriving after implementing a 100% blended learning model

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Loop Learnings: A Year of Insights from Digital Learning Leaders

by  By Michael Sano, EdSurge

“There is an entire network of amazing educators and leaders willing to share their insights.” -Brad Washington, Assistant Provost for Online Programs, Notre Dame de Namur University.  Small is strong. That’s one hypothesis about why Loop works so well. We have two hyper-focused cohorts. One is specifically for instructional designers and the other is for deans, directors and provosts leading digital learning initiatives around the country. The cohort model provides an organic value to the discussions, much like seminars among graduate cohorts.

https://www.edsurge.com/news/2017-12-15-loop-learnings-a-year-of-insights-from-digital-learning-leaders

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8 MUST-HAVE HIGH SCHOOL APPS AND TOOLS

by Matthew Lynch, Tech Edvocate

As technology continues to become an essential part of education in the high school classroom, it is important for educators and parents to choose the most appropriate apps and tools to benefit student learning. The best apps teach students and prepare them for success in high school and beyond. When searching for apps for high school students, it is important to find apps that are educational, functional, and fun. The following list of apps includes tools for studying, writing, solving math problems, preparing for standardized tests, managing time, and increasing knowledge.

http://www.thetechedvocate.org/8-must-high-school-apps-tools/

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Higher education faculty attitude, motivation and perception of quality and barriers towards OER in India

by Mishra, Sanjaya; Singh, Alka

The premise of this study is that teachers’ conceptions of the quality of Open Educational Resources (OER) and their attitudes and motivations towards using OER will influence whether and how they use and/or contribute open resources. Understanding teachers’ attitudes, motivations and barriers to OER use and comparing data across institutions may help to identify the issues that influence OER uptake in India. This chapter attempts to answer the following four research questions: How are teachers’ attitudes towards OER situated in the context of teaching and learning? What are teachers’ motivations for using OER and sharing their work as OER? How do teachers perceive the quality of OER? What barriers to using OER do teachers perceive?

https://zenodo.org/record/1094858#.WjR5ENKnHox

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