Lower-income families reported that their children spent more time engaging with educational screen activities than higher-income families did. Fifty-seven percent of screen time for families earning less than $25,000 was education-focused, compared with 38 percent for families earning between $50,000 to $99,000.
The game-based learning market is estimated to reach $8.1 billion by 2022, a sure sign we've only just begun to realize its potential. Games that are designed around extensive research, collaboration and testing can boost learning outcomes in measurable ways. Games that mirror the imagination, interactivity, suspense and sophistication of their commercial counterparts have the power to make learning more fun. These kinds of immersive academic games are a win-win in this growing market.
Source: Emerging Edtech
The average amount of time our smallest children spend with those handheld devices each day is skyrocketing, too: from five minutes a day in 2011, to 15 minutes a day in 2013, to 48 minutes a day in 2017.
Student expectations have shifted. Nowadays, they want the ability to choose when, where and how they learn. To meet these expectations and maintain high enrollment, many educational institutions offer online courses or blended learning environments with a mix of in-class and online instruction. As the higher-education landscape changes, your role as a teacher changes, too.
In honor of Teacher Appreciation Week, we asked educators from around the country to share their most transformative edtech moments. We discovered that while tech can certainly bring engagement and efficiency, it’s ultimately the teachers—and students—who make the magic happen.
"There is a lot of failure in this area. There are two types of failure: There's good failure and there's dumb failure. The dumb failure we see over and over again is just dumping technology into schools and hoping for magic to happen; not having a plan, thinking that things will happen automatically because kids are “digital natives,” a term that obscures as much as it illuminates; thinking that just because technology is there your problem is solved."
Throughout EFF’s investigation over the past two years, we have found that educational technology services often collect far more information on kids than is necessary and store this information indefinitely. This privacy-implicating information goes beyond personally identifying information (PII) like name and date of birth, and can include browsing history, search terms, location data, contact lists, and behavioral information. Some programs upload this student data to the cloud automatically and by default. All of this often happens without the awareness or consent of students and their families.
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This section is used to share resources I find interesting. The opinions expressed in this section do not necessarily reflect my views. Most of the highlights are direct quotes from the original sources.