Pedagogue Blog

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

Leon Sterling, Swinburne University of Technology

Bill Shorten’s recent announcement that, if elected, a Labor Government would “ensure that computer coding is taught in every primary and secondary school in Australia” has brought attention to an increasing world trend.

Estonia introduced coding in primary schools in 2012 and the UK followed suit last year. US-led initiatives such as Code.org and the “Hour of Code”, supported by organisations such as Google and Microsoft, advocate that every school student should have the opportunity to learn computer coding.

There is merit in school students learning coding. We live in a digital world where computer programs underlie everything from business, marketing, aviation, science and medicine, to name several disciplines. During a recent presentation at a radio station, one of our hosts said that IT would have been better background for his career in radio than journalism.

There is also a strong case to be made that Australia’s future prosperity will depend on delivering advanced services and digital technology, and that programming will be essential to this end. Computer programs and software are known to be a strong driver of productivity improvements in many fields.

Being introduced to coding gives students an appreciation of what can be built with technology. We are surrounded by devices controlled by computers. Understanding how they work, and imagining new devices and services, are enhanced by understanding coding.

Of course, not everyone taught coding will become a coder or have a career in information technology. Art is taught in schools with no expectation that the students should become artists.

Drag and drop

A computer program is effectively a means of automating processes. Programs systematically and reliably follow processes and can be used to exhaustively try all the possibilities.

The languages used to program computers have evolved in the 70 years we have been building computers. Interfaces and programming environments have become more natural and intuitive. Language features reflect the applications they’re used for.

What is needed to easily express a business process, scientific equation, or data analysis technique is not necessarily the same as what is needed to rapidly develop a video game.

However, throughout the evolution of programming languages, the fundamental principles have remained the same. Computer programming languages express three essential things:

1. The order in which a sequence of instructions is performed
2. A means of repeating a sequence of instructions a prescribed number of times
3. And tests as to whether or not a sequence of instructions is performed.

While personal preference influences which computer language a programmer uses, there is a greater understanding of which languages work well for teaching introductory programming. For example, Scratch is popular for primary school students and is quick to learn. Alice has been used to help students quickly build computer animations. Python is increasingly used for scientific applications. Visual programming languages – where students can drag-and-drop icons rather than type code – allow for rapid development of simple programs.

At Swinburne University of Technology we run workshops to introduce school students to program NAO robots. Students use the Choregraphe environment to link robot actions from a library.

Students previously unused to programming can develop interesting robot projects in a couple of days. More sophisticated development of the robot requires students to use a more detail-oriented language, such as Python or C++. The simpler options lead to positive student experience.

The Nao robot can be programmed easily to perform a range of tasks.
Brett Davis/Flickr, CC BY-NC


Computational thinking

Writing and then executing a program gives immediate feedback as to whether you have correctly expressed instructions for the computer. Ultimately, the understanding of how to express concepts so that a computer can perform tasks accurately and efficiently is far more important than the details of the programming language.

Underlying all computer programs are algorithms, which specify in a more abstract way how a task is to be done. Algorithmic thinking – also called computational thinking – underlies computer science, and there has been a growing movement on algorithmic thinking in schools.

The new national curriculum reflects algorithmic processes, and materials are being developed to help teachers with the new curriculum. Victoria has recently developed a new subject for the Victorian Certificate of Education (VCE) entitled Algorithmics.
There are even materials for teaching algorithmic thinking without computers. The Computer Science Unplugged movement, led by Tim Bell and colleagues at the University of Canterbury, has developed resources that teach students concepts through movement and fun activities.

Teaching for the this century

Teaching computer coding in schools is very different from initiatives that advocate for computers in the classroom. I was not, and am still not, supportive of compulsory laptop programs in schools.

The idea is not necessarily to expose students to the technology itself, which is almost inevitable these days with the wide penetration of mobile phones. Rather, students are exposed to the skills needed to develop computer applications.

While IT skill shortages is a contentious topic, there is no doubt that not enough of the best and brightest are studying computer science at university. A significant factor is insufficient exposure to the topic at schools. Teaching coding at schools is aimed at addressing the lack.

It might be said that whatever programming language is taught will be obsolete by the time the students enter the workforce. My experience is that, if taught properly, students can rapidly transfer the principles of one language to another.

In the 19th and 20th centuries, the challenge was to understand the physical world, and harness force and energy. This understanding percolated into the school curriculum. In the 21st century, the challenge is to understand and harness data, information and knowledge. Computer programming is a necessary way of introducing students to these concepts.

Leon Sterling is Pro Vice Chancellor Digital Frontiers at Swinburne University of Technology.

This article was originally published on The Conversation.

Read the original article.

So much of the discussion surrounding educational technology centers on elementary, middle, and high school students.  Technology is a great way to engage students not only in the curricular content of a class, but also in the world around them.  Social media, especially, connects students to their communities and helps them see the impact of their and others’ actions on the world at large.

Higher education, therefore, tends to be largely ignored in the tech discussions. And yet students at the post-secondary level can also greatly benefit from being plugged into educational technology. Here are ten essential edtech resources for college students and professors!

1. iTunes U

iTunes University is a resource for both professors and students.  It is a dedicated section of the iTunes store that is focused just on resources for students and educators.  There are existing, free courses for students to browse – many of which may align with the actual brick-and-mortar classes college students are taking.  This gives students a source for deepening their understanding or gaining a new perspective on a topic.  Alternatively, professors can create courses for the students they teach, using iTunes U as a repository for their class materials, a way to disseminate and collect assignments, or a place for extra practice and digital tutoring.  iTunes University is the perfect way for teachers and students in a college setting to collaborate.

2. iStudiez

iStudiez markets itself as the app “you’ll really USE in your daily school life.”  This is an award-winning app that helps students stay focused and organized with their schedule and grades.  It’s more than just a to-do app; it helps you record and reflect on the ways in which you are spending your time.  It also helps you track your grades on individual assignments and in classes.  The iStudiez Lite app restricts how many classes and assignments you can track, but there is also an iStudiez Pro option, which – while not free – does offer many more options.  iStudiez time management is only available for iPad, iPhone, and iPod now, but there is a similar alternative for Android called Timetable.

3. Skype

Skype is an essential program for college students.  Not only will help you stay in touch with your family and friends – even when school may have taken you hundreds or thousands of miles away – but it also facilitates tutoring and study groups as well.  Skype allows you to meet with your classmates and friends without leaving the comfort (or, in the winter, warmth!) of your dorm room.  Skype also lets users transfer documents while you chat, making file sharing easy and productive.

4. Google Suite

Just as it puts its mark on the rest of the internet, the Google Suite is a must-have for students – and teachers – at all levels.  Google Docs is an interactive word processing program that can be accessed from any computer with an internet connection and a Google sign-in.  It’s a collaborative, web-based counterpart to Microsoft Word.  And, likewise, Google has Slides (like PowerPoint) and Sheets (like Excel) that allow students to collaboratively and remotely work on a wide range of projects.  Google Drive is a web storage drive, making your documents accessible from literally anywhere in the world.  And, best of all, is Google Classroom.  Previously only accessed through a Google education email address, Classroom is now open to anyone with a Google email.  This is a space where you can create virtual classrooms for sharing information and lessons, collecting homework and projects, and organizing not just your academic life, but all aspects of your college experience.

5. Dragon Dictation

Dragon Dictation is a great app for students who have to do a lot – or too much! – typing.  Dragon Dictation records your words and automatically converts them to text, which it can then paste for you into the program of your choice – word (or Google Docs), email, even text messaging.  It’s a great way to make to-do lists on the go, take notes on a text you’re reading, or record that amazing epiphany you have at 2 am.  The only drawback is that Dragon Dictation is only available at this time for Apple users.

6. Myscript Smart Note

While taking notes on a tablet may never – or not for a very long time, at least – be as easy as taking notes on paper, for short, small jobs, Myscript Smart Note makes the process a little easier.  Myscript is a note-taking app with handwriting recognition that can convert your handwriting to typed text on the Android platform.  (While the app is available for Apple users, interestingly, it does not offer the handwriting-to-digital converter that Android does.)  It also allows you to insert pictures, charts, graphs, and other media into your notes.  This is a great platform for taking introductory research notes, or organizing your ideas prior to researching and writing.  Unfortunately, it is not always practical to use for taking notes throughout a lecture or an entire research process.

7. Notability or Evernote

Notability and Evernote are two note-taking apps that have different, but equally important, capabilities.  Notability is great for importing, editing, and taking notes on PDF files.  You can also use it as a notebook-style note taker, to-do list keeper, or daily journal.  Notability syncs with Google drive, meaning all your docs are accessible, even if you don’t have your tablet or device with you.  Evernote, which can also be used for note taking, also boasts organizational crutches, a separate to-do list feature, and the ability to text chat with other Evernote users, making collaborative work a breeze.

8. BenchPrep

Most college students have one of two end goals in mind: a career or, first, graduate school.  If you are pursuing graduate school, then BenchPrep is a must-have in your arsenal.  BenchPrep is an online platform that helps students prepare for standardized tests like the GRE and MCAT.  It can help prepare students who are college hopefuls, too, offering test prep for the ACT and SAT.  It is available as a website or mobile app, and personalizes the study techniques based on your strengths and weaknesses.  BenchPrep has been tapped as one of Venture Beat’s Top 5 Digital Education Tools.

9. Easy Bib

If you have ever written a paper that included a bibliography, you will rejoice in the wonder of Easy Bib.  Easy Bib is a website and app that makes bibliography creation as easy as the press of a button.  In the Easy Bib app, you can take a picture of the ISBN barcode, and the app will create a bibliography for the book.  You can toggle between various style formats (APA, MLA, or Chicago/Tribune) and tweak entries by hand, if necessary.  It is a world-changing website for college research writers, and even comes with APA and MLA style guides – just in case you want to do things the old-fashioned way!

10. Self Control

While technology offers all these resources (and more!) to help students succeed, you have to admit…technology can also be your biggest distraction.  But if you know you need to buckle down and study, or have an uninterrupted hour of writing time, Self Control can save you from yourself.  Self Control is an Apple OSX program you can download that, during the times you indicate, will block whatever websites and emails you indicate on your “blacklist.”  This helps you focus on using technology to help you, instead of as a distraction.

College students face a hefty challenge: they are one their own, often for the first time, forging their way through four tumultuous years in an effort to become the adults they want to be with the lives they want to leave.  These ten edtech resources are invaluable assets for both students and professors, making college the most productive, beneficial experience it can be.

Nearly seven million students took the SAT® or PSAT/NMSQT tests in 2015/16. The scores these tests generate can make or break student’s chances to attend the college of their choice. Practice is critical to improve final scores on these high stakes tests.

Just in time for the upcoming SAT tests in January, Khan Academy, College Board and Turnitin have teamed up to provide students with new writing technology that helps students prepare for the essay writing section of the SAT test.

In addition to evaluating reading, writing and mathematics, the SAT includes an optional essay, which some colleges require for entrance. With the Official SAT Practice on Khan Academy, students can practice taking that optional essay and immediately receive a score. Two of the six essays are scored by Turnitin Scoring Engine®, which delivers a numerical score in three categories: writing, analysis, and reading. With this, students have a fair estimate of how they would perform on the essay portion of the SAT because the scores are based on official scoring rubrics from the College Board.

Students can also get additional practice in writing the high-rigor essay the SAT evaluates using Turnitin Revision Assistant, which is embedded in the Official SAT Practice. Revision Assistant evaluates writing in real-time and delivers immediate, actionable feedback whenever a student calls for a “Signal Check.” Feedback is marked at the exact point in the essay where a student can make edits, for example, to make better use of evidence, organize their argument better, or use more formal tone and sentence structure.

All these efforts combined give students across the U.S. an equal footing when taking what may be the most important scholarly test of their lives. Using the Khan Academy platform, which on an average day delivers about four million lessons in 36 different languages, the Official SAT Practice may be the most weighted factor bringing equity to the SAT.

Technology has greatly impacted the way we do things—from how we shop for basic necessities to how we conduct business with people around the world. It’s no wonder that technology has altered education, too. In fact, here are 10 ways that edtech has changed education.

Communication

Through email and text messages, teachers communicate with parents and students faster and easier. Teachers can send out homework reminders, progress reports, and assignments with the touch of a button. The increased level of communication helps parents stay informed about their children’s schooling and students stay informed on what assignments are due.

Differentiated Instruction

Teachers need to figure out how to serve students on multiple levels of understanding. Differentiated instruction is difficult and time-consuming. However, it’s necessary to challenge advanced students and aid struggling ones. Edtech assists with differentiated instruction through software programs and mobile applications. Many of these programs have multiple levels to help cater to each student’s needs.

Classroom Inclusion

Speaking of serving each student, teachers must meet the needs of students with IEPs. When students with learning disabilities spend time in a mainstream class, teachers need to figure out how to include them in the lesson. How can they do this? Through technology. For example, if it’s difficult for students to listen to lectures, they can watch a video or play a learning game that can teach them the information. If a student has a hard time writing on their own, they can use technology to record their notes. Technology opens up a wide range of options for accommodations that teachers can utilize in their lessons.

Interactive Lessons

One of the best ways to prevent classroom management issues is through creating engaging activities. Technology unlocks a wide range of interactive possibilities. Tablets, laptops, and computers in the classroom are just the beginning. Higher education institutions also use robotics, 3D printing, virtual reality, and wearable technology. As these and other advances become more readily available, elementary and secondary schools will have access to new technology that can make lessons more interactive and engaging for students.

Connectivity

Before the Internet and email, students wrote letters to pen pals from around the world. Then, they waited weeks or months to hear back from them. Now, students email their pen pals and connect with them on social media sites. Better yet, they talk to them face-to-face through programs like Skype and Google Chat. This can be a great way to open students’ eyes to other cultures and ideas.

Video Streaming

Videos make ideas come alive. It’s one thing to teach students about how a volcano erupts, but it’s better to show them a volcano erupting. With YouTube, TED Talks, and other online resources, there are thousands of videos available to share. These videos enhance lessons and deepen students’ understanding.

Collaboration

Through the Internet, teachers and students can connect more than ever before. Websites like Teachers Pay Teachers even allow teachers to share their ideas, lesson plans, worksheets, and more with one another. With the amount of resources available, it’s unnecessary for teachers to spend as much time creating new material to use in the classroom. Then, teachers can spend more time on continuing education opportunities, which are also available online.

Distance Learning

No longer do students need to ever set foot on campus to receive their education. Through technology, students can take classes anywhere with an Internet connection. This is true for elementary school students through college students. They can even attend an online high school with instructors or collaborate with classmates from around the world.

Resource Accessibility

Technology offers electronic books, mobile applications, and lots of other resources that schools can purchase at a lower cost. Schools have greater flexibility in the resources they choose, and they can easily update them throughout the years, as needed.

Student Motivation

Students are growing up with the need for instant gratification. They want immediate results, which technology can provide. As an added bonus, learning and mastering technology can also build students’ self-esteem.

Education technology is constantly evolving and we need to be able to evolve with it.

President Obama’s Race to the Top initiative emphasizes STEM learning, particularly in mathematics, in order for more students to make it to high school graduation and the college degree beyond it. At its core, mathematicians’ median annual pay in 2013 was just over $101,000 – and is expected to grow by 23 percent by 2022. Take into account all of the computer science, technology and engineering jobs that are also rising rapidly, and it’s easy to see why students today NEED math proficiency and why it is up to P-12 educators to instill both aptitude and an interest in the traditionally less-exciting subject.

In other words, math is useful.

However, math is more than just useful. It can also be fun and engaging. Math can be an experience.

Let’s look at two concepts that show that math is really more than an obscenely difficult, abstract subject we need to learn at school to become more globally competitive.

1. Math as a universal language. Fifth-grade students at Woodward Elementary School had an interesting math assignment last fall: watching college football games. Though seemingly fun on the surface, the assignment had an ulterior motive. Students were asked not simply to watch the college football games, but to score the plays and keep track of yards, points and time. The raw data they collected was then translated into fractions and percentages and used as mathematics learning tools. What is most remarkable about this assignment, first reported by Fox News, is that the point of the exercise was not simply to make math “fun” or practical. Teacher Scarlett Childers was also looking for a way to reach across the socio-economic and language barriers of her students.

At Woodward, 98 percent of the student body is on the subsidized lunch program and 95 percent learned English as a second language. Math, it seems, became a universal language in her classroom, better understood through a real-world assignment. The statistics at Woodward represent a larger cultural trend, too. Over 60 million people, or one-fifth of people, in the U.S. do not speak English at home which presents a problem in English-speaking K-12 classrooms. Dual-language programs have long been the trendy tactic for bringing down language-learning barriers.

Math is something we struggle with in our public schools regardless of socioeconomic status. In Rhode Island, for example, poor math performance in high school is linked to lower enrollment in college and failure to complete college. Fewer than 42 percent of 11th grade Rhode Island students who were considered “below proficient” on NECAP math ended up enrolling in college. Rhode Island is not exactly known as a diverse area, so that statistic presumably means that most of those students are native English speakers and from mid- to high-income households.

Imagine then the ramifications of that statistic on more diverse, urban K-12 classrooms? The good news is that urban school districts, though still often underperforming in math, are showing the greatest positive improvement in math achievement. Large cities are making progress more quickly than the nation as a whole. Fourth and eighth graders in U.S. cities with at least 250,000 people have improved more quickly in math learning than the national average, according to a report by National Assessment of Educational Progress. The students who speak English as a second language in these urban settings are improving at a faster rate in math than their native English-speaking peers around the country – and that speaks volumes to the power of math as a universal subject and equalizer.

There are certainly programs that target urban students when it comes to math, and other STEM, learning but I’d like to think that much of that progress is a direct result of the teachers in the classroom, like Scarlett Childers. There is no way that one math-learning or ESL initiative drawn up by a district or the state can adequately address the students that need the extra boost. Individualized plans, like the college football scoring assignment, are what really get through to students and bring them to a place of better long-term comprehension. Instead of being a learning complexity, I believe innovative math learning initiatives are the key to overall K-12 academic improvement. Math is a universal language and one that needs practical applications to really have an impact. That starts with the teachers but needs support from the decision-makers to truly make a difference.

2. Math as a role-playing game. I had the chance to learn about Mathbreakers, a virtual math playground that starts with topics as basic as counting and advances through complicated subjects like Calculus. Instead of handing students worksheet-style problems through digital means, Mathbreakers uses action adventure role-playing to give students a fun, yet calculated, gaming environment that puts math at the center. As classrooms become even more gamified, Mathbreakers is a leader in making those concepts effective ones with real-world applications.

The game uses number sense, or the ability to see how to work with numbers and multiple solution approaches, instead of using rote memorization concepts like times tables. Players are in control of their futures in a third-person shooter style that takes them through an array of conquests and challenges.

Mathbreakers is a step towards a full math curriculum available in a virtual world, where students can learn about multiple types of math in the same environment. The vision of the application’s creators is that math learners at many levels can use the game to help visualize and understand mathematics on a fundamental level. That starts with basics like number sense, fractions, the number line, operators, and negative numbers.

Instead of giving players one set answers, Mathbreakers lets them use creativity to use math and create their own worlds, in essence. I was really impressed with the way the application seamlessly integrated concepts like multiplication and functions with the storyline and fun of the game itself. Not only does the game encourage players to use math (not just recite it) but it really is a lot of fun.

It seems that the Mathbreakers concept is really starting to catch fire. Schools are now interested in buying Mathbreakers applications to supplement, or even replace, their existing math practices. It makes sense since Mathbreakers adheres to Common Core Standards for grades 1 to 5.

As more people learn about Mathbreakers, I believe that more students will be given the opportunity to have an “Aha!” moment with math. We cannot force students to be interested in any topic but with the right presentation, educators can give students a better chance at succeeding in even the most difficult topics. The game has the ability to transform the way basic math is taught, and to transform student attitudes in the process.

Mathbreakers is a start-up from Mountain View, California. Check out their website at https://mathbreakers.com/

What are other ways to make math more appealing to students?

Internet and cell phone cultures have brought a whole new meaning to American slang. Not only are kids these days speaking informally, but now those relaxed rules of grammar are sneaking into written words too.

This is probably not surprising at all, but do you know just how much this culture has affected our students’ writing skills? Fortunately, I have three research-backed results to show you.

1. Students can no longer tell the difference between formal and informal writing: The Pew Research Center’s Internet and American Life project asked middle and high school educators about their thoughts on digital tools and the impact on student writing. The biggest problem with these digital avenues of composition, according to surveyed teachers, is the blurring of lines between formal and informal writing. Abbreviations are common, particularly on platforms like Twitter that have a 140-character limit. Most smartphones now have no limits on texting characters, but students that owned phones with the 160-character limits of just a few years ago have already formed short, abbreviated habits. In the digital realm, short and sweet is the key – even if a grammar, punctuation and writing formalities fall by the wayside. The same is not true of educational writing pursuits though, as K-12 writing instructors must prepare students for the demands of strong, professional writing in college and the workplace.

2. But at least they are more creative: Over two-thirds of the respondents said that writing platforms provided through Internet and cell phone use have improved student creativity. Students also have more outlets for collaboration which encourages improvement and “putting it out there” in terms of writing that may have been closeted to notebooks or diaries in pre-Internet generations.

3. Even after graduating college, young adults cannot write. A report released by the Partnership for 21st Century Skills found that over 26 percent of college graduates have deficient writing skills. These findings were not based on graduation assessment exams, but compiled by interviewing actual employers. These employers said that many college-educated employees could not even accomplish the basic writing tasks of the job proficiently. How are these students earning college degrees if their writing is not up to par though? With the average U.S. student accruing $35,200 in college debt, it would seem learning the basics of writing, at least above a “deficient” level, would be a given takeaway.

The deficiency is not the fault of the colleges and universities though, at least not totally. Students are showing up for college without the skills needed to write well and with schools assuming they already know the basics. The 2011 book Academically Adrift found that less than half college students felt their writing had improved at all in college. Less than half also said they were never required to write a paper longer than 20 pages. In a nutshell, the writing proficiency that half of these students exhibited as seniors in high school was the same four years later, despite the so-called rigors and high cost associated with a college education.

While colleges could certainly take a hint from these numbers, the work of remedial writing education is not the responsibility of colleges. It falls on the teachers that come long before the adult years. These teachers face an uphill battle though, especially in an age where formal writing is often confused with everyday communication. The tools for creativity in the writing process may be better than ever, but the constraints of digital communication are hurting students’ composition and their attention spans too.

How can students who have essentially made a lifestyle of short, segmented, slang-ridden writing conform to the formal communication still expected in the real world? It starts with teachers who set high standards and do not waver. In the long run, the fear of losing a student’s interest by insisting on high writing standards is a small one compared to the implications of college graduates viewed as writing-deficient by the people who sign their paychecks.

How can K-12 teachers win out against the negative impact of digital communication on formal writing? Please share your thoughts.

As amazing an impact as technology can have on education, modern digital resources are unfortunately far from evenly available. Do you know what technological poverty can look like? Do you know what causes lie behind it? Below, we’ve listed the top five most common barriers to introducing technology to the classroom.

1. The Digital Divide

Earlier in this chapter, we looked at the digital divide and broke it down by race, class, and gender. The digital divide is considered one of the biggest barriers to introducing technology into the classroom. All students are expected to have computer skills, and often it is just assumed that they all do. Unfortunately, this is not the case: access to technology is still not equal. Students who have less access to technology are mostly those living in low-income homes. Even if these students have a technology-based education at school, with a computer and Internet access, they will still not have the same advantages as those who have computer access at home. Access to technology by itself, however, is not a guarantee of computer literacy and skills. It also depends on how the technology is used. Some schools use computers for drill-and-practice exercises, while others foster problem-solving activities, challenging students to develop deeper levels of understanding.

The digital divide has been closing recently, due to lower prices for computers, new mobile phone technology, and a growing number of schools that have computer equipment. But the digital divide in the differences in the quality of hardware, software, and connectivity resources doesn’t seem to be closing. More wealthy homes will always be ahead of homes living in poverty, and urban and suburban students will always have better and faster Internet connections than rural students, who sometimes don’t have an Internet connection at all.

2. Lack of Funds

Maintaining a network within a school with decent hardware and software requires a considerable amount of money, which many schools simply do not have. Information technology is expensive. State and local governments spend more than $5 billion annually to equip schools with computers, networks, hardware, and software. Apart from the cost of providing the school with the necessary equipment to maintain this, schools have to have a technology budget each year that includes hardware and software maintenance, in addition to the hiring of trained personnel to handle technical issues.

3. Lack of Training

To achieve a successful introduction of technology into the classroom, trained support personnel and training for teachers are essential. Teachers can’t be expected to use technologies that they’re not comfortable working with. Technical problems can discourage teachers from using the technology, so it’s important to have a technical support professional available at all times. This way, problems will be only minor inconveniences. Providing teachers with complete training on the technology they will be using, as well as the possible problems and how to solve them, is a valuable investment for education. Teachers who are comfortable with and understand these technologies are the most likely to effectively use these technologies in the classroom.

In response to the fact that teacher training on technology is “hit and miss” in American schools, many educational institutions are including technology training in their course work for obtaining an initial teacher license.

4. Internet Access

Access to cyberspace—the world of information provided through the Internet—is of huge benefit to students and teachers. Access creates opportunities for communicating with any part of the world, opportunities for online simulation applications, social networking, Web-based documents, and endless other sources of information. These are just some of the benefits that a school without Internet access misses out on. During the 1990s, President Bill Clinton created the National Information Infrastructure (NII), the goal of which was to encourage all schools, hospitals, and government agencies to become connected to the Internet. This program included an E-rate, or Education Rate, which were discounted rates for schools and libraries, based on the income levels of the students’ families and location of the school. Since NII was implemented, the number of public schools with Internet access has risen dramatically. By 2005, fifteen years after the NII was established, there was virtually no difference in access between poorer and wealthier schools.

5. Access to Technology

As mentioned, differential access to technology creates a digital divide. Schools are making big efforts to reduce this gap, and making it possible for all students have access to high-end technology in both poor and wealthy schools. Schools have been able to reduce the number of students per computer, but despite this, the digital divide concerning the difference in technology access at home has not changed as much. This gap between quality technology access in low-income homes and more affluent homes remains wide.

Does your classroom experience any of these issues? If so, have you taken any steps to try to overcome the obstacle? Talk to the other teachers in your school and to your administrators about how you can work together to remove the hurdles standing between your students and their chance at a maximized education.

The conversation about the benefits of mobile technology is often centered on students. What do students get out of adopting mobile technology?

But shouldn’t there also be a discussion about educator preference? After all, an Education Market Research post shows that educator enjoyment of technology is a major contributing factor to its ever-growing use in the classroom.

The debate is always student-centric but for these students to excel, teachers need to thrive too. This means administrative plans beyond simply purchasing mobile devices, or implementing bring-your-device policies that include teacher empowerment of the technology.

Mobile technology has potential to change the student-teacher dynamic for the better but only if implemented correctly. Here are a few ways I think all teachers can benefit from smart mobile technology use:

1. Higher engagement levels. At least at the outset, use of mobile technology in K-12 classrooms will mean more students are interested in the class material. It remains to be seen what will happen once the novelty effect wears off, but perhaps by then mobile learning will be even more advanced than it is today, capturing students’ attention in new ways. Part of the interest in mobile learning from students’ perspectives is the flashy, fun element but the bigger attraction is empowerment. Lessons leave the blackboard and take place at the desk, giving students more control over it. Higher engagement from K-12 students who use mobile technology is a direct result of a feeling of ownership on the part of the student, whether perceived or not.
2. Convenient progress tracking. Mobile education applications keep electronic records of where students succeed and where they need more help. This provides a great service to teachers who lack the time and resources to create customized learning plans based on student work profiles (though there are certainly some teachers who do put in this time, painstakingly). When students learn through mobile technology, teachers benefit from the convenient reporting. There is no guesswork on what skills need sharpening, particularly in areas like math. If an entire class population is struggling with a skill, the technology reporting signals to the teacher that the topic needs to be revisited. On the flip side, excess time is not spent on topic areas that are already learned.
3. Less paperwork. Mobile learning gives copy machines a break and amounts to less paperwork for teachers. Instead of students waiting for an in-class assignment to be graded and then redone, mobile applications allow immediate opportunities to try again. This is a practical perk of mobile learning but one that makes the teaching AND learning process less cumbersome. In addition to less loose papers, mobile technology limits the amount of textbooks and other hard class materials that need to be carried around and stored in classrooms.

Anything that makes educators’ jobs a little easier, without sacrificing student achievement, benefits K-12 learning as a whole. The discussion of mobile technology in classrooms as it relates to students is vital but the teaching aspect matters a lot too. Schools need to provide resources for teachers to feel comfortable teaching though in mobile technology formats. This needs to happen in order for educators to really notice the positive impact it makes on their jobs.

How do you think mobile technology positively change the teaching profession?