In this article, authors Lisa Harris, Lorraine Warren, Jean Leah, and Melanie Ashleigh critique the commonly accepted notions of “digital native” students and the widening generation gap between them and “technophobic” faculty. Their case studies, from U.K. higher education, demonstrate that attempts to introduce new models of learning are inhibited by 1) prevailing structure and culture within universities and 2) expectations (or even a stated preference) for traditional delivery and assessment of knowledge by the students themselves.
EdSurge discusses a Bill of Rights and Principles, newly developed by a group of people passionate about learning, serving today’s students, and using every available tool to respond better to the needs of students in a global, interactive, digitally connected world....
GETideas.org hosted this GooglePlus hangout on the future of digital content. The online discussion featured a panel of education experts, including Nicole Allen, affordable-textbooks advocate, Student PIRGS; Una Daly, communication college outreach director, OpenCourseWare Consortium; and Cable Green, director of global...
In Explaining Inequalities in School Achievement, author Roy Nash argues that a realist framework for the sociological explanation of educational group differences can, and must be, constructed. A move to such an explanatory framework will allow society to take into account the...
In Education 3.0: Seven Steps to Better Schools, renowned educator and technology expert Jim Lengel provides a refreshing and hopeful picture of what schools should look like, including a groundbreaking seven-step process for envisioning and building them that draws on the...
June 28, 2010
Many educators have called for the inclusion of new technologies like blogs, wikis, and social bookmarking in higher education to address the learning needs of the Net Generation. Is there really a discrepancy between the personal and educational use of new technologies by undergraduates? What new technologies do they perceive as most beneficial for their learning?
June 24, 2010
This report from the Georgetown University Center on Education and the Workforce details the types of employment expected to available in the U.S., as well as how prepared Americans will be to fill these jobs.
June 24, 2010
While originally marketed to college students, Facebook has grown into a popular gathering space not just for students but also for professionals who are seeking an opportunity to network with others and exchange ideas and resources. Within Facebook’s gathering areas, thousands of teachers that can be observed engaging in discussions related to teaching and learning.
June 23, 2010
An electronic reflective journaling process is described in this piece by Ann Sherman and Angela Rokne. Second year pre-service teachers engaged with their professors through an electronic documentation of learning tool that was transformed over the period of a term. The practice of sharing, analyzing, deliberating, and making professional judgments in a supportive, online, reflective process enhanced the ability of these new teachers to truly grasp the experiences they were engaged in.
Transforming the High School Experience: How New York City’s New Small Schools Are Boosting Student Achievement and Graduation RatesJune 23, 2010
This new report from MDRC–a nonprofit, nonpartisan education and social policy research firm in New York City–shows that small high schools in New York City increase students’ likelihood of earning credits, progressing through school, and graduating in four years. This unprecedented study provides convincing evidence that systematically replacing very big failing high schools with a large number of small public high schools can narrow the educational attainment gap and markedly improve graduation prospects, particularly for disadvantaged students.
Is It Live or Is It Internet? Experimental Estimates of the Effects of Online Instruction on Student LearningJune 22, 2010
This paper from the U.S. National Bureau of Economic Research presents the first experimental evidence on the effects of live versus Internet media of instruction. Students in a large introductory microeconomics course at a major research university were randomly assigned to live lectures versus watching these same lectures in an Internet setting, where all other factors (e.g., instruction, supplemental materials) were the same. Counter to the conclusions drawn by a recent U.S.
June 22, 2010
This report, part of the ICT Research: The Policy Perspective series, looks at how information and communication technology (ICT) plays a key role in the education and training of European citizens. Beyond serving as a convenient delivery mechanism for educational content, the researches demonstrate how ICT enhances the learning process and encourages lifelong learning.