Technology brings classroom experience to distance learners

Course materials can be downloaded on to mobile devices and accessed by students wherever they are. Photograph: Mike Harrington/Lifesize

Students on the University of Leicester's new distance learning MSc in security, conflict and international development face more challenges than the average distance learner. For example, some students might spend weeks with no access to an internet connection, working in a refugee camp in post-conflict countries. How does the university make sure these remote students have everything they needed to carry out their studies?

"When you're doing that sort of thing, you can't be carrying huge folders of printed material," says Prof Adrian Beck, head of the university's department of criminology. "It struck us that we needed to find a way for them to transport our materials that is highly flexible but low-weight, and gives them access to all the material they will need while on the go."

The solution was to give every student on the course a free iPad, on to which they could download a bespoke app and all the course materials. Despite concerns from the university about security and technical support, the plan has gone smoothly. A few months into the MSc, no iPads have been lost or stolen and students have responded with enthusiasm.

Distance-learning providers already use virtual learning environments (VLEs) to enable students to read documents online, contact tutors, submit coursework, or engage in discussions with other students. But the increasing popularity of smartphones, iPads and Kindles means that universities are now responding to student demand to access those resources from their mobile devices.

The Open University (OU), for example, is developing a new generation of interactive course materials for tablet computers and has just launched OU Anywhere, a tablet and smartphone app that enables students to download all the course materials they need on to their mobile devices. The app also allows users to access the university's VLE to interact with fellow students and tutors. For distance learners, who often struggle to combine studying with full-time work, this provides a new flexibility. Prof Mike Sharples, chair in educational technology at the OU, says mobile devices are ideal for students who want to study during lunchbreaks or quiet moments at work, or on the train home.

As the cost of technology falls, mobile devices become more powerful and cross-platform development becomes simpler, it seems inevitable that universities will start to take mobile devices into account when they design learning resources.

Stuart Sutherland, senior development and delivery manager at the University of Derby Online, which has recently introduced an app to allow mobile access to its VLE, thinks that the advent of free Massive Online Open Courses (MOOCs) is forcing traditional universities to raise their game, and to design content specifically for a mobile environment, such as short videos or podcasts. "The small video explaining a difficult mathematic or scientific phenomenon is always a better way of explaining that than text," says Sutherland. Terese Bird, a learning technologist at the University of Leicester who is evaluating the impact of tablets in distance learning, argues that mobiles can be ideal for bite-sized learning: "One benefit identified by scholars is that if you learn something in short frequent bursts, you may very well be able to learn better than doing a five-hour study spree at the weekend."

Opportunities for social learning open up when students use mobile devices: the OU, for example, plans to allow students to share their e-reader annotations online, and to see which other students are reading the same text and chat online to them about it. The Leicester MSc students have an app that allows them to see where other students on their course are located and make contact with them. They can also make video calls to their tutors in given time slots or they can ask written questions, with the answers then made available to other students. Twitter functionality will be built into the next iteration of the app. As one student, RAF squadron leader Julian Turner, says: "I will often be using a note-taking app, ebook reader app and mind mapping app concurrently when studying."

Mobile devices offer not just convenience and flexibility, but potentially a new way of studying. Equipped with cameras, video and sound recorders, and GPS, they enable students to become creators as well as users of information – by recording a short video for a course assessment, for example. John Traxler, professor of mobile learning at the University of Wolverhampton, says mobile technologies can be used to help undergraduates "think like scientists, to have hypotheses and test them by gathering data in the wild rather than re-enacting what Michael Faraday did 200 years ago".

It may be early days, but the potential for using mobile technologies to transform the experience of distance learning is huge. As Beck says: "Distance learning has gone from being something pretty static and lonely to something that is much more dynamic and interactive, and you can find ways to engage students in a community of learners that was quite difficult to do in the past."

View the original article here

Technology brings classroom experience to distance learners

 Course materials can be downloaded on to mobile devices and accessed by students wherever they are. Photograph: Mike Harrington/Lifesize

Students on the University of Leicester's new distance learning MSc in security, conflict and international development face more challenges than the average distance learner. For example, some students might spend weeks with no access to an internet connection, working in a refugee camp in post-conflict countries. How does the university make sure these remote students have everything they needed to carry out their studies?

"When you're doing that sort of thing, you can't be carrying huge folders of printed material," says Prof Adrian Beck, head of the university's department of criminology. "It struck us that we needed to find a way for them to transport our materials that is highly flexible but low-weight, and gives them access to all the material they will need while on the go."

The solution was to give every student on the course a free iPad, on to which they could download a bespoke app and all the course materials. Despite concerns from the university about security and technical support, the plan has gone smoothly. A few months into the MSc, no iPads have been lost or stolen and students have responded with enthusiasm.

Distance-learning providers already use virtual learning environments (VLEs) to enable students to read documents online, contact tutors, submit coursework, or engage in discussions with other students. But the increasing popularity of smartphones, iPads and Kindles means that universities are now responding to student demand to access those resources from their mobile devices.

The Open University (OU), for example, is developing a new generation of interactive course materials for tablet computers and has just launched OU Anywhere, a tablet and smartphone app that enables students to download all the course materials they need on to their mobile devices. The app also allows users to access the university's VLE to interact with fellow students and tutors. For distance learners, who often struggle to combine studying with full-time work, this provides a new flexibility. Prof Mike Sharples, chair in educational technology at the OU, says mobile devices are ideal for students who want to study during lunchbreaks or quiet moments at work, or on the train home.

As the cost of technology falls, mobile devices become more powerful and cross-platform development becomes simpler, it seems inevitable that universities will start to take mobile devices into account when they design learning resources.

Stuart Sutherland, senior development and delivery manager at the University of Derby Online, which has recently introduced an app to allow mobile access to its VLE, thinks that the advent of free Massive Online Open Courses (MOOCs) is forcing traditional universities to raise their game, and to design content specifically for a mobile environment, such as short videos or podcasts. "The small video explaining a difficult mathematic or scientific phenomenon is always a better way of explaining that than text," says Sutherland. Terese Bird, a learning technologist at the University of Leicester who is evaluating the impact of tablets in distance learning, argues that mobiles can be ideal for bite-sized learning: "One benefit identified by scholars is that if you learn something in short frequent bursts, you may very well be able to learn better than doing a five-hour study spree at the weekend."

Opportunities for social learning open up when students use mobile devices: the OU, for example, plans to allow students to share their e-reader annotations online, and to see which other students are reading the same text and chat online to them about it. The Leicester MSc students have an app that allows them to see where other students on their course are located and make contact with them. They can also make video calls to their tutors in given time slots or they can ask written questions, with the answers then made available to other students. Twitter functionality will be built into the next iteration of the app. As one student, RAF squadron leader Julian Turner, says: "I will often be using a note-taking app, ebook reader app and mind mapping app concurrently when studying."

Mobile devices offer not just convenience and flexibility, but potentially a new way of studying. Equipped with cameras, video and sound recorders, and GPS, they enable students to become creators as well as users of information – by recording a short video for a course assessment, for example. John Traxler, professor of mobile learning at the University of Wolverhampton, says mobile technologies can be used to help undergraduates "think like scientists, to have hypotheses and test them by gathering data in the wild rather than re-enacting what Michael Faraday did 200 years ago".

It may be early days, but the potential for using mobile technologies to transform the experience of distance learning is huge. As Beck says: "Distance learning has gone from being something pretty static and lonely to something that is much more dynamic and interactive, and you can find ways to engage students in a community of learners that was quite difficult to do in the past."

View the original article here

Technology in Vocational Education

The vocational or trade school educational environment has often been on the short end of spending for computers and information technology. It is far less pronounced than it was just a few years ago, but for many trade or vocational high schools there is still a noticeable difference. Even 20 short years ago this could be easily justified based on the very different curricula that existed between different types of high schools.

My sense is that this is short sighted given the fundamental changes that impact vocational education. With the role of information technology increasing across every industry, turning out vocational school graduates that are comfortable and knowledgeable about the information systems they will be using every day is essential.

Working on cars used to be a fairly simple process, many of us grew up doing major work on our first junk box car. However, in today’s automotive industry, the technician needs to start with computer based testing and diagnostics before even picking up the first wrench. Today’s cars are a series of complex computing systems. Although these systems are very different from using Microsoft Office, the tech’s ability to understand basic computer functionality and technology enhances their ability to do their job better. This knowledge also leads to less frustration and lost time during the actual repair.

Even small independent repair shops rely on management systems that track all the costs and are the basis of how automotive technicians are paid. Techs now interact with dealer management or shop management systems that track parts, time allowances, and often provide links or actual access to repair bulletins and other critical information. Many of these are like any other order entry or CMS system that is used by white collar employees. Being facile and effective with these systems results in a better employment experience and raising the odds of advancement. Further, thorny problems may require traditional computer based research skills to find new fixes or input outside of the shop system.

The automotive industry is just one example of the many areas of vocational school specialties where the need for strong technology education is important the overall success of the graduates. Simply put, there are few trades that haven’t become dependent on technology for the actual work, the business side, or both.

For many vocational schools, the new complexities and demands of many trades have taken up much of the focus for curriculum change. The demands of technology must be part of this change, and can’t be ignored. The ability of trade professionals to comfortably use the trade specific and more traditional computer systems is required to make them work force ready. The ability to use these vocation skills within the framework of the systems that support them is driving modern vocational schools.

View the original article here

Free Assessment Tools for Classrooms Using One-To-One Technology

If you weren’t one of the 200+ attendees of my live webinar, you can still check out my presentation:

View on SlideShare

Download the Presentation

Online learning: pedagogy, technology and opening up higher education

Is online learning the answer to widening participation in higher education? Photograph: Stringer Shanghai/Reuters

Higher education has always been fond of its acronyms and they don't get much more prolific than the current four letters doing the rounds. From the December 2011 launch of MITx Stateside to the University of Edinburgh's decision to join the Coursera platform, MOOCs (or Massive Open Online Courses) have barely been off the education news menu. Nor was the Observer alone in recently asking: "Do online courses spell the end for the traditional university?"

Of course, the provision of off-campus higher education is not a recent development. The Open University has championed open and distance learning since 1969 – from its original correspondence courses and late-night TV broadcasts to the latest research and development conducted by its Institute of Educational Technology.

By definition, online learning is the meeting of technology and pedagogy – and universities are still exploring the right balance between the two. In his 2011 slideshare, Guillermo Ramirez outlines 'five big mistakes of virtual education', from the use of the term massive ("you don't have one course of 250, you have 250 courses of one") to the risk of tech taking the fun out of the education process.

MOOC cheerleaders point to their potential for widening access to higher education. "I can see openings where MOOCs might find a useful place in HE," says Jeff Haywood at Edinburgh, "enabling those in less privileged HE settings to access courses in subjects that they cannot take ... and for teachers in universities to pick up new ideas as to how to teach and learn online." And as PhD student Bonnie Stewart blogged for us: "It is this participatory element ... that enables open online experiences to offer value, even to those of us already studying in conventional institutions."

But while take-up is growing so too are drop-outs. An article in the Atlantic cited drop-out rates of 80-95% from MOOCs offered by Stanford, MIT and UC Berkley, before provocatively suggesting "if anything the low rate of success is a sign of the system's efficiency". Meanwhile Patrick McGhee, vice-chancellor of the University of East London, warns: "There is a danger that MOOCs will reinforce rather than disrupt a two-tier education system in the US, and eventually in the UK, with campus-based learning as premium elite education and online learning as a basic offering."

Where do you sit in this debate? And what models are working best for students – and universities? In partnership with the Open University, this week's live chat will consider the new landscape of online learning and how it might open, widen and formalise access to quality higher education. Join our expert panel to talk MOOCs and more on Friday 23 November from 12-2pm GMT.

The debate will take place in the comments section below this article

Josie Taylor is director of the Institute of Educational Technology at the Open University with more than 20 years' experience in research, development and evaluation of interactive media and innovative pedagogies

Peter Scott is director of the Knowledge Media Institute at the Open University @peter_scott

John Daniel served as a university president for 17 years in Canada (Laurentian University) and the UK (The Open University) before joining UNESCO as assistant director-general for education in 2001 and assuming the presidency of the Commonwealth of Learning in 2004

Helen Keegan is senior lecturer in interactive media/social technologies at the University of Salford and a UK national teaching fellow at Higher Education Academy @heloukee

David Kernohan is responsible for the JISC/Academy OER programme and other work around learning resources and activities @dkernohan

Tony Bates is president and CEO of Tony Bates Associates Ltd, a private company specialising in the planning and management of e-learning and distance education

Jesse Stommel is assistant professor of English and digital humanities at Marylhurst University in Portland @Jessifer

Jeff Haywood is vice-principal for knowledge management, chief information officer and librarian at the University of Edinburgh

Bonnie Stewart is a writer, PhD student and sessional lecturer in the University of Prince Edward Island's faculty of education @bonstewart

David Glance is director of the University of Western Australia's Centre for Software Practice. The UWA CSP is currently collaborating with Stanford University to build a MOOC platform Class2Go @david_glance

Michael Thomas is senior lecturer at the University of Central Lancashire and editor of a four-volume major work on online learning

This content is brought to you by Guardian Professional. To get more articles like this direct to your inbox, sign up for free to become a member of the Higher Education Network.

View the original article here

Exploding a Common K-12 Technology Security Myth

By virtue of the time I’ve spent in the PC industry since its earliest days, it’s not unusual for friends on School Committees or Education Boards to ask me some of their key questions as they make decisions on the technology that will be used in their schools.  Not surprisingly, in the last few years, many of the questions deal with security and privacy.  And this is where the myth in question comes in:  It’s the myth that Apple’s Macintosh “doesn’t get viruses” or “doesn’t get malware”.  It’s not true.  In fact, given that most Macs have no security software, guess where some virus writers are now focused? (OK, now cue the flames from the Mac faithful).

Rather than get all emotional, let’s stay with the facts and the requirement to have a secure environment for K-12 computing.  The reason that I think exploding this myth is very important is that this false sense of security has created a situation where too many Macs in K-12 have little or no protection.  Worse, too often the savings from forgoing security on Macs is part of the justification for paying more for them.

Starting with viruses, the reality is that Mac viruses have emerged.

While not as prevalent as viruses on the Windows platform, they still exist.  From OSX.Iservice, designed to enlist Macs into DDOS attacks, to OSX.RSPlug.D, which was a downloader, there are actual viruses out there.  Despite the vast difference in numbers and attack vectors, the reality for elementary schools is that you need to have anti-virus in place for Macs, just like for other systems.  Infections on Macs are less common but, how much risk are you willing to take that you won’t get hit?  To me the answer is not much.  With all the file sharing and collaborative work common in schools, a virus exploit in one system is going to spiral out of control quickly.

And the reality is that Mac malware is catching up.  Before we get into the Mac-specific malware details, for those in the K-12 space running mixed environments, it’s important to note that based on recent research by Sophos, 20 percent of Macs are harboring Windows malware. So Windows PC getting “sick” from unprotected Macs is common.  As for Mac-only malware, the latest research shows 2 to 3 percent of Macs have Mac malware on the system.  The FlashBack botnet gets a lot of attention, as it infected well over half a million systems, but “Fakeware,” like fake anti-virus tools designed to get credit card numbers when you “buy” them, are increasing in numbers, as well.

I’m not saying that you should or shouldn’t buy any specific brand of computer.  Rather, I’m telling you that if you think one brand is better because it doesn’t get infected, you’re wrong.  And any perceived benefits or cost savings from this myth are mythical, as well.  In my opinion, working with technology partners that understand that security is essential, and not something left to an incorrect piece of conventional wisdom, is what you need to remember.

Image source

View the original article here

Exploding a Common K-12 Technology Security Myth

By virtue of the time I’ve spent in the PC industry since its earliest days, it’s not unusual for friends on School Committees or Education Boards to ask me some of their key questions as they make decisions on the technology that will be used in their schools.  Not surprisingly, in the last few years, many of the questions deal with security and privacy.  And this is where the myth in question comes in:  It’s the myth that Apple’s Macintosh “doesn’t get viruses” or “doesn’t get malware”.  It’s not true.  In fact, given that most Macs have no security software, guess where some virus writers are now focused? (OK, now cue the flames from the Mac faithful).

Rather than get all emotional, let’s stay with the facts and the requirement to have a secure environment for K-12 computing.  The reason that I think exploding this myth is very important is that this false sense of security has created a situation where too many Macs in K-12 have little or no protection.  Worse, too often the savings from forgoing security on Macs is part of the justification for paying more for them.

Starting with viruses, the reality is that Mac viruses have emerged.

While not as prevalent as viruses on the Windows platform, they still exist.  From OSX.Iservice, designed to enlist Macs into DDOS attacks, to OSX.RSPlug.D, which was a downloader, there are actual viruses out there.  Despite the vast difference in numbers and attack vectors, the reality for elementary schools is that you need to have anti-virus in place for Macs, just like for other systems.  Infections on Macs are less common but, how much risk are you willing to take that you won’t get hit?  To me the answer is not much.  With all the file sharing and collaborative work common in schools, a virus exploit in one system is going to spiral out of control quickly.

And the reality is that Mac malware is catching up.  Before we get into the Mac-specific malware details, for those in the K-12 space running mixed environments, it’s important to note that based on recent research by Sophos, 20 percent of Macs are harboring Windows malware. So Windows PC getting “sick” from unprotected Macs is common.  As for Mac-only malware, the latest research shows 2 to 3 percent of Macs have Mac malware on the system.  The FlashBack botnet gets a lot of attention, as it infected well over half a million systems, but “Fakeware,” like fake anti-virus tools designed to get credit card numbers when you “buy” them, are increasing in numbers, as well.

I’m not saying that you should or shouldn’t buy any specific brand of computer.  Rather, I’m telling you that if you think one brand is better because it doesn’t get infected, you’re wrong.  And any perceived benefits or cost savings from this myth are mythical, as well.  In my opinion, working with technology partners that understand that security is essential, and not something left to an incorrect piece of conventional wisdom, is what you need to remember.

Image source

View the original article here

2 pieces of technology may make roads safer

Experts who analyze car crashes are praising two new pieces of technology designed to make the roads safer.

The study was released on Tuesday by the non-profit Highway Loss Data Institute.

It found that forward collision avoidance systems reduce accidents by 14-percent. They use radar or lasers built into the grill, to warn you if you're about to rear-end another vehicle. If you ignore the warning, some autos just brake themselves.

"If you avoid one crash, it's paid for," said David Zuby from the Insurance Institute For Highway Safety.

Researchers also found that adaptive headlights, which turn to shine around corners, also help cut the number of accidents. But technology that alerts drivers when they're drifting off the road, actually appeared to slightly increase accidents.

(Copyright ©2012 KGO-TV/DT.

View the original article here

Universities leading the way with education technology

"The future is all around yet many of us in universities have our eyes wide shut." Photograph: Images.com/Corbis

Georgia Institute for Technology's Center for 21st Century Universities (C21U) is a self-described living laboratory for fundamental change in higher education. Its mission: to foster and accelerate the innovation, validation, adoption and deployment of disruptive ideas-particularly those involving technology in the service of teaching and learning, industry wide.

Accelerate is just the right word. When it comes to change, we are reaching warp speed.

Sebastian Thrun's Udacity courses in building a search engine and programming a robotic car have attracted thousands (including me). Apart from teaching, Thrun has set himself the goal of democratising education; education should be free. Accessible for all, everywhere, and any time.

While I have your attention, drop in to the Khan Academy which, with a library of more than 3,000 videos covering everything from arithmetic to physics, finance, and history and 315 practice exercises, you will find that it too is on a mission to help you learn what you want, when you want, at your own pace.

For another glimpse of the future pop in to MITx where 90,000 people are studying 6.002x (circuits and electronics), and which has set itself the modest goal of organising and presenting course material to enable students to learn worldwide.

Writing for The Guardian's Higher Education Network, Matthew Draycott declared himself surprised that the impact of "disruptive technological methodologies" was not top of mind in UK higher education circles.

He is right to be surprised. I am surprised that he is not thoroughly gobsmacked. The future is all around yet many of us in universities have our eyes wide shut.

There is no need to go all apocalyptic over the technological 'disruption'. Bricks and mortar universities (particularly those made of very old bricks and ancient mortar) are not about to disappear.

But if they don't 'do something' then their hallowed halls (and their mischievous postmodern equivalents) will in some distant time reverberate to the sound of a melancholy, long, withdrawing roar (to borrow Matthew Arnold's peerless phrase) as many students leave to seek alternative forms of higher education.

And what will be the hallmark of these alternatives (or perhaps replacements)?

They will put students front and centre of all they do. Agrarian-legacy lengthy holidays will end and teaching will take place year round to cater to the increasingly busy lives of students. They will be able to study any time, night or day.

Students will study what they want to study, not what academics wish to teach.

Technology will be tailored to students' needs. Online offerings will be as familiar as YouTube, but they won't merely be images from a camera plonked in front of a traditional class with a traditional lecturer fumbling with a traditional Power Point presentation. They will be bespoke, well made, smartly edited videos or other visual presentations designed with the student in mind.

Universities will increasingly share resources with other universities – perhaps students at University A will study electronics by video from University B, which specialises in the field; while students at University A will study, say, ancient history presented by the specialists at University B.

These are just some ideas. What else do we need to do to adapt to the future that's already arrived?

Steven Schwartz is vice-chancellor of Macquarie University in Sydney, Australia

This content is brought to you by Guardian Professional. To get more articles like this direct to your inbox, sign up for free to become a member of the Higher Education Network.

View the original article here

Universities leading the way with education technology

"The future is all around yet many of us in universities have our eyes wide shut." Photograph: Images.com/Corbis

Georgia Institute for Technology's Center for 21st Century Universities (C21U) is a self-described living laboratory for fundamental change in higher education. Its mission: to foster and accelerate the innovation, validation, adoption and deployment of disruptive ideas-particularly those involving technology in the service of teaching and learning, industry wide.

Accelerate is just the right word. When it comes to change, we are reaching warp speed.

Sebastian Thrun's Udacity courses in building a search engine and programming a robotic car have attracted thousands (including me). Apart from teaching, Thrun has set himself the goal of democratising education; education should be free. Accessible for all, everywhere, and any time.

While I have your attention, drop in to the Khan Academy which, with a library of more than 3,000 videos covering everything from arithmetic to physics, finance, and history and 315 practice exercises, you will find that it too is on a mission to help you learn what you want, when you want, at your own pace.

For another glimpse of the future pop in to MITx where 90,000 people are studying 6.002x (circuits and electronics), and which has set itself the modest goal of organising and presenting course material to enable students to learn worldwide.

Writing for The Guardian's Higher Education Network, Matthew Draycott declared himself surprised that the impact of "disruptive technological methodologies" was not top of mind in UK higher education circles.

He is right to be surprised. I am surprised that he is not thoroughly gobsmacked. The future is all around yet many of us in universities have our eyes wide shut.

There is no need to go all apocalyptic over the technological 'disruption'. Bricks and mortar universities (particularly those made of very old bricks and ancient mortar) are not about to disappear.

But if they don't 'do something' then their hallowed halls (and their mischievous postmodern equivalents) will in some distant time reverberate to the sound of a melancholy, long, withdrawing roar (to borrow Matthew Arnold's peerless phrase) as many students leave to seek alternative forms of higher education.

And what will be the hallmark of these alternatives (or perhaps replacements)?

They will put students front and centre of all they do. Agrarian-legacy lengthy holidays will end and teaching will take place year round to cater to the increasingly busy lives of students. They will be able to study any time, night or day.

Students will study what they want to study, not what academics wish to teach.

Technology will be tailored to students' needs. Online offerings will be as familiar as YouTube, but they won't merely be images from a camera plonked in front of a traditional class with a traditional lecturer fumbling with a traditional Power Point presentation. They will be bespoke, well made, smartly edited videos or other visual presentations designed with the student in mind.

Universities will increasingly share resources with other universities – perhaps students at University A will study electronics by video from University B, which specialises in the field; while students at University A will study, say, ancient history presented by the specialists at University B.

These are just some ideas. What else do we need to do to adapt to the future that's already arrived?

Steven Schwartz is vice-chancellor of Macquarie University in Sydney, Australia

This content is brought to you by Guardian Professional. To get more articles like this direct to your inbox, sign up for free to become a member of the Higher Education Network.

View the original article here

Highlander Hosts Technology + Learning Conference in Providence

With the push for digital learning stronger than ever, a conference for next steps in Providence.

Providence will host educators seeking to better incorporate digital technologies into their schools this month, when Highlander Institute, a regional provider of high quality professional development in education, presents the Blended Learning & Technology Conference on Saturday, May 19, 2012 from 8:30am-4pm. This day-long, hands-on conference will give educators practical insight on adopting blended learning models. Blended eLearning integrates the best of online learning with face-to-face instruction, expanding opportunities for the teacher and student.

“Integrating technology with tried and true classroom instruction is not always intuitive or easy, but when it is done well it helps the teacher understand a student’s abilities at a whole new level,” said Shawn Rubin, director of technology integration at the Highlander Institute and co-founder, Metryx. “Teachers can then use this input to create a much more individualized learning environment for the student, which leads to greater learning outcomes.”  Further, Rubin said, ” “blended learning recognizes that technology is something today’s students already enjoy. It uses tools that are intuitive to them and increases their engagement in their own learning.”

Pointing to the trend towards digital learning environments, President Obama, the U.S. Dept of Education and the Federal Communications Commission announced recently a 70-page guide for schools to begin transitioning to digital learning. Locally, the RI Dept of Education will soon announce the winner of the Model School Grant award funded by U.S. Dept of Ed “Enhancing Education Through Technology (E2T2)” funds, for the redesign of a school that uses technology as the catalyst for transformation.

The Blended Learning & Technology Conference, subtitled “From Theory to Practice”, will bring together the practitioners, education technology gurus, and the people behind the tools for integration. Attendants will listen to educators already integrating technology in their teaching environments, and have the opportunity to “tinker, test and explore” applications and software on iPads, SMARTboards, and Android tablets.

“At Highlander, we understand the integration of technology for some educators and schools will be a gradual process. But the trend is moving quickly. This conference offers a comfortable environment to learn about these tools, and jumpstart the process,” Rubin said.

Conference speakers include Jennie Dougherty from edUPGRADE, a nonprofit that brings beta technology to teachers in exchange for feedback; Melissa Pickering, recent manager of Tufts Center for Engineering Education and Outreach, and founder of iCreate to Educate; and Mohit Midha, COO of Mangahigh.com, a games based teaching resource for K-12 math.

Vendors and sponsors include: Broadband RI, Educreations, Engrade, K12, Learn Zillion, Lesson Writer, and Metryx.

For more information on the Blended Learning & Technology Conference, visit www.blendedlearningconference.com, call 401-831-7323, or email admin@highlanderinstitute.org.

View the original article here