Apple Swift Draws Support from Robotics, Drone Makers

By Dian Schaffhauser, THE Journal

Alongside other companies that have picked up integration with Apple’s Swift coding language, Lego Education has announced its own support for the iPad programming app for beginners. The company said it would be pairing Mindstorms Education EV3 with the Swift Playgrounds learning platform to allow students to program their Lego Mindstorms robots and other creations with motors and sensors. Mindstorms already comes with its own programming app, which is controlled by dragging and dropping icons into a line to form commands. Swift is a highly visual programming environment that allows the user to tap on assorted options for creation of runnable code.

https://thejournal.com/articles/2017/06/12/apple-swift-draws-support-from-robotics-drone-makers.aspx

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from Educational Technology http://people.uis.edu/rschr1/et/?p=29058

Raspberry Pi Foundation and CoderDojo Merge

By Dian Schaffhauser, THE Journal

Two nonprofits in the education business have joined forces. The Raspberry Pi Foundation has merged with CoderDojo. The first foundation is a United Kingdom-based organization that produces credit card-sized devices for use in creating low-cost computers. Ten million of its devices have been sold worldwide. Recently, the foundation introduced a new version of its Raspberry Pi Zero W, an even smaller version that costs only $10 (compared to $35 for the flagship Raspberry Pi) and includes WiFi and Bluetooth capabilities. CoderDojo supports a global network of free programming clubs (“dojos”) for young people 7 to 17. At the volunteer-run clubs, the “ninjas” learn how to build websites, create apps and games and explore technology in an informal and social environment.

https://thejournal.com/articles/2017/06/12/raspberry-pi-foundation-and-coderdojo-merge.aspx

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from Educational Technology http://people.uis.edu/rschr1/et/?p=29050

SCHOOLS TAP SECRET SPECTRUM TO BEAM FREE INTERNET TO STUDENTS

by Wired

“I give the kids access to all the tools pretty much right off the bat,” said Eric Bredder, with a sweeping gesture taking in the computer workstations, 3-D printers, laser cutters and milling machines, plus a bevy of wood and metalworking tools that he uses while teaching computer science, engineering and design classes. But Bredder can’t give students the tool he considers most indispensable to 21st-century learning—broadband internet beyond school walls. “This is an equity issue,” said Bredder. “If some kids can go home and learn, discover and backfill information, while other kids’ learning stops at school, that’s a huge problem.”

https://www.wired.com/story/schools-secret-spectrum-free-internet-digital-divide/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=29038

How EdTech Revolutionizes Education For Children Refugees

By Kristine Walker, Parent Herald

The world is currently facing a worsening refugee crisis, where roughly 1.1 million people, who fled their homes due to violence, drought and food insecurity, are needed to be relocated this year. Fortunately, United Nations is making efforts to raise awareness about refugees, particularly in refugee education and learning. Previous researches on education technology (EdTech) have underscored its potential to revolutionize the opportunity limits and access of less fortunate students to education through the influence of new digital tools as educational resources. That’s why experts believed that education technology can help transform and improve children refugees’ education.

http://www.parentherald.com/articles/50596/20160622/education-technology-latest-news-updates-how-edtech-revolutionizes-education-for-children-refugees.htm

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from Educational Technology http://people.uis.edu/rschr1/et/?p=16202

Aboriginal children learning about culture through animation techniques

By Briana Shepherd, Australian Broadcasting

A grassroots community program in Perth is using animation and technology to entice young Aboriginal children to learn and then share their family’s culture and history. Students from nearby schools have been coming to the Champion Centre in Armadale once a week for the term-long project. It sees a number of volunteers help the students research, write, and then animate stories related to their family’s culture. Former Disney and Pixar writer and animator Dougie Pincott, from the UK, has been leading the program. “I work in community centres around the world facilitating arts and animation projects and poetry workshops,” he said. “I use animation and poetry and storytelling as a way to express stories, history and identity.”

http://www.abc.net.au/news/2016-06-25/wa-indigenous-technology-noongar-elder-program/7536112

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from Educational Technology http://people.uis.edu/rschr1/et/?p=16197

Google has launched Android Basics Nanodegree for users to develop their own apps

By: Ken Bock, Country Caller

Alphabet Inc has launched an online training program, called Android Basics Nanodegree, to train users interested in developing their own applications on Android. The application is designed to teach the required skills to users to develop an application. This move is a result of collaboration between Google and Udacity, which is an online education company. The initiative has been launched in India and costs Rs.9800 per month. Here is The Country Caller’s take on how Google plans to make application development program accessible for users.

http://www.thecountrycaller.com/85029-alphabet-inc-googl-makes-app-development-accessible-for-users/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=16194

New bill would support innovative internet pilots for students

By Laura Devaney, eSchool News

New legislation introduced in the U.S. Senate would support innovative methods to give students access to the internet and digital tools outside of classrooms. The Digital Learning Equity Act of 2015, introduced by Sen. Angus King (I-Maine) and Sen. Shelley Moore Capito (R-W.V.), would support pilot initiatives that increase student access to digital resources, increase student, parent, and educator engagement, and improve students’ chances to participate in new learning models. It also provides for a national study of data related to the digital divide, including barriers to students’ home internet access, how educators confront that reality in their classrooms, and how no at-home internet access can impact student engagement.

http://www.eschoolnews.com/2015/06/23/bill-internet-plans-784/

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from Educational Technology http://feedproxy.google.com/~r/uis/edtech/~3/r_g17iCqbIY/

Virtual reality STEM program helps special needs students

by eSchool News

On a typical day at Lee Mathson Middle School in East San Jose, California, students can explore the inside of a volcano via a three-dimensional, holographic image. The Mathson students are just completing their first year learning with the zSpace STEM lab, which includes a set of student virtual reality stations and a teacher station, each outfitted with an interactive stylus as well as a wide variety of educational software ranging from science and physics to engineering. Virtual-holographic images can be “lifted” from the screen and manipulated with the stylus. The impact of zSpace for students and teachers is exciting, particularly because many students using the system have special needs, and have experienced frustration learning in the traditional way.

http://www.eschoolnews.com/2015/06/24/san-jose-virtual-093/

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from Educational Technology http://feedproxy.google.com/~r/uis/edtech/~3/L0dIHDKW3kg/

New Research Links Online Support With Increased Course Completion and Better Retention for Community College Students

by Marketwatch

Conducted over a two-year period across four community colleges, the study found that access to online tutoring had a significant impact on retention rates, and student performance within selected courses. Over 1,600 students enrolled in college algebra, introductory statistics and introductory English composition courses participated in the research. College completion has gained nationwide prominence in recent months, with an intense focus from the White House and lawmakers, as community college completion rates hover at just 20%. According to the study, the use of online tutoring had a significant impact on student persistence, cutting in half the percentage of students who failed to return in the subsequent semester. The study also found that that Tutor.com’s effect on retention persisted beyond just one semester. After one year 61% of students who used Tutor.com sessions returned, while only 51% of those students who did not use Tutor.com sessions returned.

http://www.marketwatch.com/story/new-research-links-online-support-with-increased-course-completion-and-better-retention-for-community-college-students-2015-06-23?reflink=MW_news_stmp

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from Educational Technology http://feedproxy.google.com/~r/uis/edtech/~3/FR7C93jpVNQ/

Student-Sourced, Crowdsourced Mobile Apps

By Toni Fuhrman, Campus Technology

When students at Rhode Island’s Bryant University have an idea for an institutional mobile app, they have an opportunity to see it come to fruition — if they can make a compelling pitch. More than two years ago, Chuck LoCurto, newly appointed vice president and CIO at the university, got together with Bryant trustees to develop an annual “app-a-thon” competition. Students have 10 minutes to pitch their app idea to a panel of judges, consisting of LoCurto, a trustee professor, the executive director of university relations, the associate director of academic computing and media services and a software developer. Judging the competition is based on a predetermined set of criteria, including look and feel, navigation and design, simplicity and uniqueness of concept. Winners are awarded with a Windows 8 tablet.

http://campustechnology.com/articles/2014/06/19/student-sourced-crowdsourced-mobile-apps.aspx

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from Educational Technology http://feedproxy.google.com/~r/uis/edtech/~3/E9Ij5VUkyBw/

What Is The Ideal Length Of A Tweet (And Other Communications)?

By Katie Lepi, Edudemic

There are so many ways that teachers are using social media – both in the classroom and for their own professional development. When you’re the creator of the content, however – either for professional use with other teachers or for student’s consumption – you need to be concerned with getting your message out there in a way that ensures it isn’t the content that is blending into the background. The handy infographic linked below takes a look at the ideal length for all of your social media postings.

http://www.edudemic.com/what-is-the-ideal-length-of-a-tweet/

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from Educational Technology http://feedproxy.google.com/~r/uis/edtech/~3/Qo6YSDkJrWo/

Classroom Management and the Flipped Class

by Jon Bergmann, Edutopia

As we pioneered the flipped class, we got away from the front of the room and got a whole different perspective on what classroom management could look like. Instead of us being the sage on the stage, we were in and among our students, working with them, helping them, and guiding them to deeper learning. As we did this, the dynamics of the classroom dramatically changed. Instead of having to keep students quiet, we were spending time interacting with them individually and in small groups. Amazingly, most of our classroom management issues just vaporized.

http://www.edutopia.org/blog/classroom-management-and-flipped-class-jon-bergmann

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