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Descriptors:
Educational Technology; Distance Education; Cognitive Ability; Technology Uses in Education; Learning Activities; Influence of Technology; Skill Analysis; Cognitive Processes; Learning Strategies; Learning Theories; Learning Processes; Technology Integration; Skill Development; Barriers; Access to Computers; Inquiry

Abstract:
Learning is an ever-present phenomenon. It takes place irrespective of time and place. It engages learners in their interested topic/content. Learning absorbs many skills, such as; reading skills, writing skills, technological skills, emotional skills, behavioral skills, cognitive skills, and language skills. Out of all these, cognitive skills play significant role for apprehending a concept and comprehending a discussion. In the context of distance education (DE), learning never restrains to print medium only, it has extended to the various technological media with abundant possibilities for multiple variations of online and web instructions. This article discusses how cognitive skills assist learners in their learning through technology instructions. Further, it elucidates the technological impacts in the distance learning scenario. Consequently, it argues that the intervention of suitable and advanced technology helps learners to develop their cognitive skills and assists in their learning activities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Technology; Educational Change; Citizenship; Influence of Technology; Technological Literacy; Technology Education; Educational Needs; Skill Development; Skill Analysis; Technology Uses in Education; Teacher Competencies

Abstract:
Students are coming to school with more and more exposure to digital tools, such as smartphones, tablets, and social networking apps (Rideout, Foehr, and Roberts 2010). Though teachers are trying to "catch up" with their students, many were not provided instruction in these skills during their preservice training, and technology is only one among many topics in competition for district in-service time. Schools have an increasing need to provide not only the tools, but also the training for technology in the classroom. As technology changes the foundation of education, new issues emerge. Among these is the appropriate and responsible use of technology in the educational field--digital citizenship. Because the scope of digital citizenship is wide-ranging, educators may be hesitant to attempt teaching digital-age skills in their classrooms. A process needs to be in place so that all teachers can learn and understand the skills and concepts involved in digital citizenship. In their book, "Digital Citizenship in Schools," Ribble and Bailey (2007, 10) described digital citizenship as the "norms of appropriate, responsible behavior with regard to technology use." While this definition is broad, it covers many aspects of technology and the people that use it. To help focus the conversation, this definition also includes a framework of nine elements that help to define and organize the topics being addressed with regard to technology. The nine elements of digital citizenship (Ribble and Bailey 2007) are outlined in this article. As the impact of technology continues to grow, both inside schools and out, the skills needed to become effective digital citizens will be ever increasing. Educators can no longer wait for the next digital tool or federal mandate to be released. Digital citizenship education is needed today. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literacy; Second Language Learning; Skill Development; Skill Analysis; English Language Learners; Student Evaluation; Case Studies; Agenda Setting; Performance Factors; Change Strategies; Educational Change; Classroom Environment; Classroom Techniques

Abstract:
In this commentary I unpack the Pandora's Box of issues related to the assessment of English language learners' literacy skill development in multimodal classrooms. I ask how we might quantify the benefits of multimodal composing, for k-12 as well as college students, given the existing complexity of assessing ELLs' traditional literacy skills. I use a case study of a college student, as well as data from a project in a k-8 site, to explore these issues and provide some starting points for a larger public discussion. I unpack four key issues and offer approaches to address each one. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Decision Making; Schools of Education; Data; Teacher Education Curriculum; Teacher Education Programs; Information Literacy; Information Skills; Skill Analysis; Skill Development; Management Information Systems; Data Analysis; Data Collection; Data Interpretation; Educational Needs; Curriculum Implementation; Knowledge Base for Teaching; Policy Analysis; Systems Approach; Change Strategies; Educational Change

Abstract:
Data-driven decision making has become increasingly important in education. Policymakers require educators to use data to inform practice. Although the policy emphasis is growing, what has not increased is attention to building human capacity around data use. Educators need to gain data literacy skills to inform practice. Although some professional development opportunities exist for current educators, fewer formal courses and opportunities for data literacy development in schools of education have been developed and implemented. This article explores issues around the growing need for data-driven decision making in programs in schools of education. The issues are complex and the actors needed to bring about change are multiple. A systems perspective to explore course and programmatic implementation is presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Instructional Materials; Geography; Professional Development; Geography Instruction; Educational Needs; Skill Analysis; Skill Development; Academic Standards; Instructional Design; Instructional Development; Curriculum Development; Educational Strategies; Educational Technology; Partnerships in Education; Change Strategies; Educational Change

Abstract:
Never before in human history has it been more important for a person to be geographically literate. But the unsettling reality is that many teachers and most students are not yet geographically literate. Currently, American students are not even provided opportunities to learn enough geography to understand the very basic aspects of the world in which they live. Without explicit intervention and a dedicated focus on geographic literacy by educators, curriculum developers, and policymakers, U.S. children will be unable to thrive in the global marketplace, unlikely to connect with and care for their natural environment, and unsure about how to relate to people from other parts of the world. One thing is abundantly clear; if American children hope to participate in democracy and play a strong leadership role in the world, they must possess geographic knowledge, understandings, and skills. The Instructional Materials and Professional Development Committee of the Road Map project gathered to identify the needs for geography education in this twenty-first century. These needs span every grade level in the nation's formal and informal education systems in public and private education. These needs extend beyond the stand-alone geography course and exist in science, technology, mathematics, social studies, arts, and English language arts courses as well. These needs can and should be addressed through carefully designed and properly implemented instructional materials and professional development. This article provides ten important recommendations for educators, developers, policymakers, and funders to seriously consider in supporting student learning, teacher learning, and large-scale collaboration and change in the field of geography education through instructional materials and professional development. Each recommendation is presented in the full report with a core argument and supporting research, vignettes of each recommendation in practice, examples of alignment with Common Core State Standards, additional information about recommended strategies or principles, and recommended readings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Integrated Curriculum; Educational Innovation; Trend Analysis; Technology Integration; Technology Uses in Education; Change Strategies; Educational Change; Regional Characteristics; Systems Development; Regional Cooperation; Information Technology; Educational Technology; Influence of Technology; Research and Development; Educational Improvement

Abstract:
The widespread use and availability of information and communication technologies (ICT) has greatly impacted how nations conceptualize innovation and the ways formal mass education can be used to advance socio-political and economic agendas. The Gulf Cooperation Council (GCC) countries have increasingly focused on the roles of science and technology in building research development and innovation (RDI) capacity to create national innovation systems (NIS). This paper uses evidence from the 2007 Trends in International Mathematics and Science Study (TIMSS) and the 2009 World Bank Institute Knowledge Economy Index (KEI) to investigate the spread of ICT in national education systems in the GCC countries and the impact of ICT-based learning as a catalyst for NIS and RDI capacity in the region. Previous research suggests that ICT-based instruction has the potential to build capacity in knowledge development, which is a key component in the establishment of national innovation systems. However, the analyses presented here suggest that the ways ICT is used in education in the GCC do not build capacity in knowledge development in youth. Although evidence shows that GCC countries do have institutional capacity in ICT, it is not used for knowledge development in part because of limitations imposed by the cultural contexts for education in the Gulf. The paper concludes with recommendations for ways that GCC teachers can use ICT to create national innovation systems and research capacity through reforms to teacher training and professional development. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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State Standards; Educational Technology; Internet; Elementary Secondary Education; Educational Improvement; Improvement Programs; Technology Uses in Education; Technology Integration; Educational Innovation; Technological Advancement; Influence of Technology; Technology Planning; Educational Opportunities; Barriers; Performance Factors; Program Proposals; Change Strategies; Educational Change

Abstract:
Technological progress has consistently driven remarkable advances in the U.S. economy, yet K-12 education sees little technological change compared to other sectors, even as U.S. K-12 students increasingly lag behind students in other nations. This proposal considers how we can take a signature American strength--innovation--and apply it to K-12 education. We argue that the advent of Common Core State Standards (CCSS) and broadband Internet create promising opportunities for developing new learning technologies but that a fundamental obstacle remains: the effectiveness of learning technologies is rarely known. Not surprisingly, when no one knows what works, schools are unlikely to buy, and innovators are unlikely to create. Our proposed EDU STAR system will solve this problem by (a) undertaking rapid, rigorous, and low-cost evaluations of learning tools and (b) reporting results to the public. Coupling Internet-based real-time evaluation systems (demonstrated daily by many leading companies) with trusted reporting (modeled by "Consumer Reports" and others), the proposed EDU STAR platform will help schools make informed learning technology decisions and substantially reduce entry barriers for innovators. EDU STAR will bring together K-12 schools, teachers, and innovators and continually improve this critical foundation for economic prosperity. (Contains 4 figures, 3 tables, 2 boxes, and 16 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Best Practices; Educational Practices; Synthesis; Educational Improvement; Educational Quality; Online Courses; Clearinghouses; Student Improvement; Electronic Learning; Decision Making Skills; Communities of Practice; Participant Satisfaction; Student Evaluation; Technology Uses in Education; Instructional Design; Access to Education; Change Strategies; Educational Change; Learning Strategies

Abstract:
Encouraging continuous improvement in the quality, scale and breadth of online education, the Sloan Consortium invites practitioners to share effective practices. This report synthesizes effective practices submitted by Sloan-C members to the online collection at http://www.sloanconsortium.org/effective as of December 2011. The synthesis includes links to detailed postings about practices, including the authors and their institutions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Educational Technology; Educational Change; School Restructuring; Academic Standards; Educational Needs; Student Needs; Budgets; Educational Finance; Financial Support; Influence of Technology; Technology Integration; Change Strategies; Educational Improvement; Career Readiness; College Readiness; Instructional Effectiveness; Instructional Innovation; Teaching Methods; Learning Strategies; Developmental Studies Programs; Performance Factors; School Districts

Abstract:
America's education system faces enormous challenges that need to be addressed urgently and systemically. Greater emphasis is now being placed on ensuring that every student, including low-income students and students of color, achieve their potential, but major challenges remain. Far too many public schools have not changed quickly enough to meet the growing needs of students, parents, and employers. As states have rightly moved to requiring that all students graduate from high school ready for college and a career, school district leaders must take on this challenge and make smart, far-reaching decisions that will affect the next decade of education. District leaders will need to make serious and crucial decisions that will shape education for the next decade. Effective educational technology strategies that link the "three Ts"--teaching, technology, and use of time--can enhance and accelerate systemic planning efforts focused at whole-school reform and improved student outcomes. And although some districts have made great progress, much more needs to be done to achieve the higher standards and to ensure that each child graduates ready for college and a career. After brainstorming with district leaders from varying districts--large, small, rural, and urban--the Alliance for Excellent Education can contribute and support district leaders by offering an urgent national call that provides district leaders with collegial support and some room to innovate around the effective use of technology in education. Discussed in this paper are four serious challenges facing district leaders including: (1) Increasing Needs for Higher Student Achievement; (2) Shrinking Budgets; (3) The Future of Teaching; and (4) Growing Technology Needs of Students and Society. (Contains 11 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Innovation; Lifelong Learning; Human Capital; Trend Analysis; Educational Trends; Skill Analysis; Skill Development; Performance Factors; Literature Reviews; Futures (of Society); Alignment (Education); Skill Obsolescence; Relevance (Education); Theory Practice Relationship; Epistemology; Program Content; Influence of Technology; Time Perspective; Basic Skills; Educational Needs

Abstract:
This article explores and discusses key conditions needed to develop skills for innovation. This article analyses five trends that can contribute to fostering the development of skills for innovation within and outside formal educational institutions. These key trends, identified through a literature review, are elements that foster learning and human capital development necessary for an innovative society. These five key elements are: (1) the mismatch between formal education and the challenges of an innovative society; (2) the shift from what we learn to how we learn; (3) the fluctuating relationship between digital technologies and contents; (4) the changing conceptions of space-time and the emphasis on lifelong learning; and (5) the development of soft skills. Finally, this article ends highlighting that the expanded learning and the development of skills for innovation are critical aspects for the future of education. (Contains 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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