Edtech

Matthew Lynch published in EdTech & Innovation

25 Ways that EdTech Benefits Teachers and Students

EdTech is everywhere in today’s classrooms, with more teachers using technology than ever before. But what are the real benefits of using tech in the classroom? Let’s take a look at some of the ways EdTech benefits both teachers and students.

  1. Increased student engagement

When students get to use technology, they’re automatically more engaged. Kids love technology, and incorporating it into lessons gets students excited about learning. Adding technology to existing lesson plans can boost student engagement without requiring teachers to do a lot of extra work.

  1. More collaboration

Technology makes it easier for students to collaborate with one another. Students can work on projects together, communicate effortlessly at home or in the classroom, and share their work online.

  1. Improve digital literacy

Digital literacy is a fundamental skill for students in the 21st century. Knowing how to use technology and the internet will be required in almost every job that students might have in the future. By incorporating EdTech into the classroom, teachers can help students improve their digital literacy.

  1. Automate grading

In the past, teachers have spent hours after school and on weekends grading papers. There are tons of EdTech tools that can cut down on this time, automating grading and making measuring student progress simple.

  1. Get student data

EdTech can also make measuring student progress through data much easier. Many programs can automatically give teachers data on students, quickly and easily showing what skills students have mastered and what they need to work on.

  1. Stay in touch 24/7

With technology and the internet, students and teachers can stay in touch all the time. There are a variety of apps that allow students to communicate with teachers (without teachers giving out their personal email or phone number). Students can get homework help and teachers can send important reminders.

  1. Keep up with classroom management

There are lots of EdTech tools designed to help teachers with classroom management. Teachers can keep track of student behaviors and keep parents informed using technology.

  1. Flip the classroom

The flipped classroom, where students learn through reading or lecture videos at home then do projects or discuss what they learned in the classroom, is only possible through EdTech. This innovative new way of teaching and learning is taking the world of education by storm.

  1. Have more fun

EdTech can make learning more fun. There are tons of educational games and apps that get students excited and turn learning into a game instead of a chore.

  1. Get creative

With EdTech tools, students can do more creative work. Students can create online presentations and digital art to showcase what they’ve learned.

  1. Go paperless

Going paperless is a popular way for schools to save money (and reduce their carbon footprint). By putting more materials online and utilizing technology, teachers can cut back on the number of copies they make and save paper.

  1. Publish and present student work

Instead of creating a presentation that no one outside the classroom will see, students can use the internet to publish their work for the entire world to see.

  1. Do more research

Learning how to do research is an important skill that teachers have always taught. EdTech just makes it easier. Students can complete research projects without spending hours in the library and can even continue their research at home.

  1. Learn to code

Computer programming is an increasingly in-demand skill. There are a variety of tools for teaching students how to code, even in elementary school.

  1. Teachers save time

Before the rise of EdTech, teachers spent long hours creating lesson plans and grading papers. With technology and the internet, teachers can find lesson plans and free materials online. Plus, apps and programs designed to grade student work can save even more time.

  1. Raise test scores

EdTech can help improve student achievement and raise test scores. Tools that help with test prep and measure students’ progress can help teachers bring up scores.

  1. Bring the classroom home

With EdTech, learning doesn’t have to stop when students go home. Students can continue their learning at home using the internet.

  1. Find free materials

Teachers don’t have to pay for workbooks anymore. There are tons of free materials online that can help busy teachers throw together lesson plans in minutes.

  1. Turn review into a game

There are tons of apps available that turn review activities or test prep into fun games for students. This can make otherwise boring review fun and exciting.

  1. Personalize learning for every student

EdTech helps teachers differentiate learning. Students can each work on something different on their individual devices, with each student focusing on their own areas of weakness.

  1. Include ELLs

Technology can help English Language Learners feel included in the classroom. The internet makes translating materials easier than ever, allowing beginning English learners to participate in activities that would otherwise be too difficult.

  1. Stop buying expensive textbooks

Thanks to the internet, schools no longer have to spend money each year on new textbooks. Information is readily available online, and it’s more up-to-date than with old print books.

  1. Provide remediation

There are lots of resources available to help remediate students using EdTech. Students who are below grade-level can use EdTech tools to get caught up.

  1. Provide acceleration

EdTech isn’t just for remediation—it can also be used for acceleration. Students who are bored with the material the rest of the class is working on can complete additional projects and accelerate their learning using EdTech.

  1. Bring your classroom into the 21st century

It just makes sense to incorporate more EdTech into the classroom. Teachers are responsible for preparing students for a 21st century world, and exposing them to technology is a part of that.

What other benefits does EdTech have for students and teachers? Tell us how you’ve seen EdTech benefit classrooms.

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Matthew Lynch published in EdTech & Innovation

20 Math Apps for Students of All Ages

*The Edvocate is pleased to produce its “Best of the Best” resource lists. These lists provide our readers with rankings for education-related blogs, twitter accounts, influencers, products, etc. These lists are meant to be fluid, and for that reason, they are regularly updated to provide up to the moment information.*

Math is known to be one of the most boring subjects in kids’ eyes. So, how can teachers make learning math more interactive and more fun? True, teachers can make up games to teach a math concept that involves every student. But, when teachers need to help students in small groups or one-on-one, how can they make sure that other students are actively practicing math skills?

One of the great aspects of having iPads in the classroom is the availability educational apps. With these apps, students can individually learn, practice, and have fun with different subjects and concepts. Luckily, there are many good, quality math apps for students of all ages.

#1 Prodigy Game – This app is free for teachers and aligns with math curriculum for grades 1-8. It contains over 1,200 crucial math skills, keeps track of student learning and statistics, has virtual manipulatives, and animated avatars.

#2 Math Evolve – For younger students, this app has a sense of Space Invaders to it. There is a “Story Mode” and a “Practice Mode” to choose from. Students learn, practice, and improve skills in multiplication, division, addition, and subtraction.

#3 Mathboard – Designed like a chalkboard, Mathboard focuses on encouraging students to figure out math problems themselves, rather than trying to guess the answer. It comes with numerous modes, such as multiple choice and a mode where students can work out the problems by hand.

#4 MathPentagon – Aptly named, MathPentagon is a group of apps that focus on five different math curriculums: ratios, geometry, trigonometry, algebra, and statistics. There are even more extensions that focus solely on the Common Core math standards for each grade.

#5 Addition and Multiplication Math Bubbles – Based on the Chinese Multiplication Table, this game has two modes. In the timed mode, students try to get as many points as possible in the limited time. In survival mode, if students make a certain number of mistakes, the game is over.

#6 Free Graphing Calculator PocketCAS lite – A perfect app for any grade, this app saves students and teachers the money of having to buy individual graphing calculators. Not only does it have the same functions as a graphing calculator, but it also has a 3-D plot option.

#7 Chance Lab – Created for elementary grades, Chance Lab helps students explore probability. They can flip a virtual coin, spin a spinner, or roll a die any amount of times and examine the results in numerous formats.

#8 Math Reference – With over 1,400 formulas and equations, this referential app helps students work on not only math problems but also physics and chemistry projects. It even includes numerous tools such as a unit converter, mathematical terminology definitions, and diagrams.

#9 SAT Math Trainer – This app is perfect for students in the 10th, 11th, and 12th grades. With numerous questions that emulate SAT Math questions, students can practice for this major test during free time they have in their math class.

#10 ABC Mouse – ABC Mouse is a wonderful tool not only for math teachers but all elementary school teachers. This educational app that covers all the basic core subjects from preschool to 2nd grade has won numerous awards for the way it helps to teach young students.

#11  Jungle Time – Featured by the New York Times, Jungle Time includes a multi-lingual talking clock and animal faces to help young children learn to tell time. It includes face clocks, digital clocks, even Roman numeral clocks.

#12 Motion Math – Created for grades K-6, Motion Math helps students master some of Common Core’s most challenging mathematical standards. There are many visual, adaptive games to help build math fluency, conceptual understanding, and love for math.

#13 Operation Math – This app has a mystery story line to it; students are spies who need to defeat the evil Dr. Odd by completing different mathematical missions. Students can create their own spy avatar and many of the missions are timed.

#14 Team Umizoomi Math: Zoom into Numbers – Based off the popular Nick Jr. show, this app helps young children (ages 3-5) count, identify numbers, compare numbers, add, and subtract.

#15 Mathemagics – Metal Math Tricks – This math app helps students learn tips and tricks to doing math more easily in their head. It even includes practice sessions. This is perfect for older students who are worried about time on standardized tests.

#16 Quick Math Pack – Quick Math is a multi-app bundle, including individual apps focusing on mental arithmetic, times tables, fractions, and telling time. These apps are all timed, helping students to be quicker in solving math problems.

#17 Math Vs Zombies – Reminiscent of the popular app, Plants vs Zombies, Math vs Zombies allows students to fight virtual zombies from taking over the world by using simple math skills. This is a fun game that also helps students master elementary math skills.

#18 Wolfram Alpha – Wolfram Alpha is not just for the math classroom but any classroom at any grade level. This comprehensive resource has guides, tools, and references to help students master any curriculum.

#19 Mathspace – This app replaces a hardback math textbook. With over 30, 000 interactive questions, Mathspace covers the Common Core from grades 6-12, as well as other nationalities’ math curriculums (Australia, United Kingdom, Singapore, and Hong Kong).

#20 Apollonius – Created for Geometry classes, Apollonius allows students to create geometric constructions that they would have otherwise created with rulers and compasses.

Although some of these math apps are free, many aren’t. However, they are all very affordable—the majority are under $5. But, the price is worth the success of students mastering math skills while having fun.

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Matthew Lynch published in EdTech & Innovation, Education Leadership

Lexia Learning Releases White Paper on Choosing Educational Technology That Helps, Rather than Hinders, Students’ Intrinsic Motivation

Proliferation of New Educational Technology Products Raises Question of Which Features Support and Spur an Inherent Love of Learning

BOSTON (March 16, 2017) – While student motivation in traditional classroom settings is well researched, materials on how digital tools are enhancing or undermining this essential factor for academic performance are harder to find. Lexia Learning, a Rosetta Stone Inc. (NYSE: RST) Company, has released a white paper titled, “The Importance of Intrinsic Student Motivation When Selecting Educational Technologies,” which not only focuses on well-researched methods of supporting students’ intrinsic motivation but also applies that research to educational technologies.

The white paper, written by Dr. Elizabeth R. Kazakoff, senior researcher at Lexia, highlights the three characteristics identified in Self-Determination Theory that are critical to spark intrinsic motivation in learners:

  • Autonomy
  • Competence
  • Relatedness to the contexts of a student’s community, personal goals, interests, or knowledge base

Dr. Kazakoff points out that instead of cultivating these three pillars of motivation, many people, including some educators and makers of educational technologies, opt for external motivators, such as rewards and punishments, to drive desired behaviors. “Although these solutions may be effective in the short-term, they often undermine students’ long-term intrinsic motivation for learning,” she writes. That is especially problematic since intrinsic motivation supports lifelong learning, a vital competency in the 21st century workplace.

To help educators ensure that intrinsic motivation is supported by the educational technology solutions they choose, the white paper shares questions—based on the three characteristics identified in Self Determination Theory of autonomy, competence and relatedness/meaning—that educators can ask themselves. For example, Dr. Kazakoff recommends that educators ask, “Is it clear to the student that their work online relates to their world offline?” because students’ perception of the value that a digital program’s goal will add to their lives can greatly influence the degree to which those students will be motivated.

“Educational technology products should be rich in elements that support intrinsic motivation, rather than ‘chocolate covered broccoli’ which simply sweetens the learning with a sugar coating of badges and stickers,” said Dr. Kazakoff. “Remembering the questions shared, as well as the tenets from Self Determination Theory of competence, autonomy, and relatedness, can help parents and educators navigate the digital landscape to find educational technology tools that are engaging and effective in generating authentic learning, not just providing edutainment.”

A complimentary copy of “The Importance of Intrinsic Student Motivation When Selecting Educational Technologies” can be downloaded at http://www.lexialearning.com/download-motivation-wp.

#  #  #

About Lexia Learning

Lexia Learning, a division of Rosetta Stone, empowers educators through adaptive assessment and personalized instruction. For more than 30 years, the company has been on the leading edge of research and product development as it relates to student reading skills. With a robust offering that includes solutions for differentiated instruction, personalized learning and assessment, Lexia Learning provides educators with the tools to intensify and accelerate literacy skills development for students of all abilities. For more information, visit www.lexialearning.com.

About Rosetta Stone

Rosetta Stone Inc. (NYSE: RST) is dedicated to changing people’s lives through the power of language and literacy education. The company’s innovative digital solutions drive positive learning outcomes for the inspired learner at home or in schools and workplaces around the world.

Founded in 1992, Rosetta Stone’s language division uses cloud-based solutions to help all types of learners read, write, and speak more than 30 languages. Lexia Learning, Rosetta Stone’s literacy education division, was founded more than 30 years ago and is a leader in the literacy education space. Today, Lexia helps students build fundamental reading skills through its rigorously researched, independently evaluated, and widely respected instruction and assessment programs.

For more information, visit www.rosettastone.com. “Rosetta Stone” is a registered trademark or trademark of Rosetta Stone Ltd. in the United States and other countries.

Media Contact:
Charlotte Andrist, Nickel Communications
[email protected] | 770-310-5244

 

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Matthew Lynch published in HBCU's, Higher Education

Explainer: how campus policies limit free speech

David Hudson, Vanderbilt University

Colleges and universities are supposed to be places where freedom of expression flourishes. Sadly, that is not the case. At a recent debate on the Yale University campus, 66 percent of the attendees supported a proposition that “free speech is threatened.”

Places of higher learning seem more interested in “safe spaces” rather than in freedom of expression. Several incidents across campuses illustrate this. Recently, at Emory, students complained after they found chalk messages scrawled around campus voicing support for Donald J. Trump.

Last year at the University of Ottawa, a yoga class designed for handicapped people was suspended because the student federation thought it was a form of “cultural appropriation.” And at Smith College a student sit-in blocked media from entering unless reporters agreed to explicitly state support for the movement in their coverage.

Illustrating how contentious the debates have become, two of the most respected American comedians, Chris Rock and Jerry Seinfeld, said that colleges are eager “not to offend anybody.” Some students at a private Ivy League school even signed a petition to repeal the First Amendment.

Ideally, colleges and universities would foster an exchange of competing and controversial ideas. The reality is much different. Some colleges and universities limit discourse by silencing speech that might offend others through so-called speech codes and free speech zones.

In studying free expression issues for more than 20 years, I strongly believe such polices have led to a chilling effect on speech. They also have led to a mentality where students do not wish or want to face an opposing viewpoint.

So, what are these policies?

Combating hateful speech

First, let’s look at speech codes on campuses. A speech code refers to a set of provisions or regulations that limit certain types of offensive or harassing speech.

Colleges and universities usually don’t call their regulations speech codes. Instead, they refer to them as anti-harassment policies.

It was in the 1980s and 1990s that more than 300 colleges passed these policies to combat hateful speech. Schools tried to address harassment of gays and lesbians, women and members of other ethnic groups. The policies were further enforced when white students wore blackface for sorority and fraternity parties. Many schools were trying to achieve more diversity in their student bodies.

The intent was good. Many of these policies sought to prohibit speech or conduct that created an intimidating or harassing environment on the basis of race, sex, religion, or other criteria.

However, the results were not good for the First Amendment and freedom of speech.
Policies at the University of Michigan and the University of Wisconsin were invalidated on First Amendment free speech grounds.

At the University of Wisconsin, speech codes were adopted following racial incidents. JanetandPhil, CC BY-NC-ND

At the University of Wisconsin, for example, university officials adopted the speech code after several racially insensitive displays at fraternities. For example, one fraternity held a “slave auction.” A student newspaper and several others challenged the policy on the ground that the policies infringed on academic freedom and stifled some legitimate speech. In UWM Post v. Board of Regents of University of Wisconsin (1991), a federal district court struck down the policy, writing:

The suppression of speech, even where the speech’s content appears to have little value and great costs, amounts to governmental thought control.

Similar problems occurred at Michigan, which had its share of disturbing racially charged incidents. At Michigan, a student disc jockey allowed racist jokes to be aired. University officials reacted with a speech code. The problem was that officials applied the policy to chill the speech of students engaged in classroom discussion or academic research.

A federal district court judge invalidated the policy in Doe v. University of Michigan (1989), writing:

While the Court is sympathetic to the University’s obligation to ensure equal educational opportunities for all of its students, such efforts must not be at the expense of free speech.

The problem was that these codes were not drafted with sufficient precision. Courts ruled that these polices were either too broad or too vague.

Overbreadth and vagueness problems

A policy is too broad if it prohibits speech that ought to be protected in addition to speech that can be prohibited. In legal terms, this is called “overbreadth”. For example, a policy that prohibits “offensive and annoying” speech sweeps too broadly and prohibits lawful expression.

A policy is too vague if a person has to guess at its meaning. Vagueness is rooted in the notion that it is fundamentally unfair to punish someone when they did not know that their speech violated the policy.

For example, the University of Michigan had a policy that prohibited “stigmatizing or victimizing” individuals or groups on the basis of race, ethnicity, religion, sex, sexual orientation, creed, national origin, ancestry, age, marital status, handicap or Vietnam-era veteran status.

In Doe v. University of Michigan, a federal district court judge ruled the policy too vague, writing:

Students of common understanding were necessarily forced to guess at whether a comment about a controversial issue would later be found to be sanctionable under the Policy.

Controversies still abound over speech codes at colleges and universities. The Foundation for Individual Rights in Education (FIRE) regularly challenges policies that it believes run afoul of the First Amendment.

In its annual report, the group contends that nearly half of the speech codes at 440 colleges infringe on First Amendment free speech rights. FIRE contends in its report that “any speech code in force at a public university is extremely vulnerable to a constitutional challenge.”

Restricting where students can have free speech

In addition, many colleges and universities have free speech zones. Under these policies, people can speak at places of higher learning in only certain, specific locations or zones.

Free speech zones limit expression to a few places on campus. Penn State, CC BY-NC

While there are remnants of these policies from the 1960s, they grew in number in the late 1990s and early 2000s as a way for administrators to deal with controversial expression.

These policies may have a seductive appeal for administrators, as they claim to advance the cause of free speech. But, free speech zones often limit speech by relegating expression to just a few locations. For example, some colleges began by having only two or three free speech zones on campus.

The idea of zoning speech is not unique to colleges and universities. Government officials have sought to diminish the impact of different types of expression by zoning adult-oriented expression, antiabortion protestors and political demonstrators outside political conventions.

In a particularly egregious example, a student at Modesto Junior College in California named Robert Van Tuinen was prohibited from handing out copies of the United States Constitution on September 17, 2013 – the anniversary of the signing of the Constitution.

Van Tuinen was informed that he could get permission to distribute the Constitution if he preregistered for time in the “free speech zone.” But later,
Van Tuinen was told by an administrator that he would have to wait, possibly until the next month.

In the words of First Amendment expert Charles Haynes, “the entire campus should be a free speech zone.” In other words, the default position of school administrators should be to allow speech, not limit it.

Zoning speech is troubling, particularly when it reduces the overall amount of speech on campus. And many free speech experts view the idea of a free speech zone as “moronic and oxymoronic.”

College or university campuses should be a place where free speech not only survives but thrives.

The Conversation

David Hudson, Adjunct Professor of Law, Vanderbilt University

This article was originally published on The Conversation. Read the original article.

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Matthew Lynch published in Higher Education

Are income share agreements a good way to pay for college?

Robert Kelchen, Seton Hall University

Millions of Americans are struggling to pay for college. Nearly 10 million students and their families took out almost US$100 billion in student loans from the federal government in the 2014-15 academic year, pushing outstanding student loan debt to more than $1.2 trillion by the end of 2015.

The traditional way to repay student loans is to make the same monthly payment each month for 10-20 years, similar to how mortgages work. But this isn’t always the best setup for students, particularly as college doesn’t always pay off immediately in terms of increased earnings.

Newly released government data show that many students are having difficulty repaying their loans after leaving college. About 40 percent of students had not been able to pay any part of the principal within three years of entering repayment.

A new idea in paying for college in the United States is Income Share Agreements (ISAs), in which students agree to pay a percentage of their future income to a private company or lender in exchange for additional money to cover college expenses.

What is an income share agreement and is it a viable option for students?

ISA and past efforts

ISAs function similarly to certain types of federal loans, which allow students to tie their student loan payments to their income.

However, the amount that undergraduates can borrow under income-based repayment plans isn’t always enough to pay for college. The typical college student straight out of high school can borrow only $31,000 from the federal government for college with a current interest rate of 4.29 percent. This means many students may need to turn to expensive private loans as an alternative.

Technically, ISAs are not loans. Pie chart image via www.shutterstock.com

And here is where an ISA can help. Technically, ISAs are not loans since students don’t have to pay any money back if their earnings are not adequate. This means that if students don’t make money, they could pay back less than what they took out in loans. Instead of interest rates, lenders offer students contracts with the percentage of future earnings paid to the ISA provider and the time period based on a student’s major, year in school and amount borrowed.

ISAs have been in use in Latin America for more than a decade with providers such as Lumni financing the college educations of thousands of students. In the United States, there have been a few small efforts to introduce ISAs, but they have largely been unsuccessful.

In 2014, Senator Marco Rubio (R-Florida) and Congressman Tom Petri (R-Wisconsin) introduced legislation for an income share repayment option, with a similar bill introduced in 2015 by Representatives Todd Young (R-Indiana) and Jared Polis (D-Colorado). Lawmakers in Oregon too have been pushing a similar program called Pay it Forward. However, none of these attempts worked.

Purdue plan

More recently, in a first-of-its-kind development, Purdue University launched an Income Share Agreement plan “Back a Boiler” (originally “Bet on a Boiler”) program to help juniors and seniors pay for college. This name plays on Purdue’s mascot of the Boilermaker, a vehicle outfitted to look like the 19th-century steam engines that boilermakers built throughout the country, which fits the STEM-heavy university well.

Purdue is introducing an income share agreement plan.Wes Jackson, CC BY-NC-ND

Under the Purdue plan, students would be offered a contract that would specify, based on their major, what percentage of their earnings would be paid and for how many years. Students can receive money to cover any remaining financial need after grants and scholarships, with payment terms based on the total amount of money needed.

For example, a student majoring in biological engineering and expecting to graduate in 2018 would pay 3.32 percent of her income to Purdue for 96 months after graduation in exchange for $10,000 today, while an elementary education major would pay 4.97 percent of his income back for 116 months after graduation.

Students who make less than $20,000 per year will not need to pay anything back. Their maximum lifetime payment is capped at 2.5 times the initial amount of money provided.

One size does not fit all

Although some students could benefit from ISAs, they certainly aren’t for everyone.
So, who should consider income share agreements?

In my view, income share agreements make the most sense for three groups of students.

First, students in need of additional funds beyond federal loans should consider ISAs as a potential option. Second, since ISAs are technically not loans, they may appeal to students who are particularly averse to taking on debt to pay for college. Loan aversion is particularly common among minority and first-generation students. So a product that doesn’t come with fixed payments might benefit these students.

Not all students can access federal loans. PROJoe Brusky, CC BY-NC

Finally, not all students can access federal loans. About one million students attend community colleges that do not participate in the federal student loan program. Federal loans also aren’t available for educational opportunities such as bar exam prep for law students or “boot camp” courses designed to teach students particular skills outside the traditional college setting.

ISAs might be particularly well-suited to these types of programs that are closely tied to employment.

Not for high-income earners

Who might not be the right fit?

Students who don’t need to borrow beyond the $31,000 in federal loans for a bachelor’s degree are better off with federal loans.

This is particularly true for students who plan to work in public service fields and could benefit from the federal government’s Public Service Loan Forgiveness program, that can forgive debt not repaid after 10 years. The terms for ISAs likely aren’t as favorable, as private lenders may offer students contracts of longer than 10 years in order to at least break even. The 40 percent of students unable to pay down the principal on their loans are unlikely to get terms as good as with federal loans.

Students who think they’ll make a lot of money after college may not want to consider the ISAs either. ISAs require students to pay a fixed percentage of their income. So, they can be an expensive proposition for students who do really well even if the terms are better than for other majors.

These students would be better off taking on federal and private loans and then consider joining the growing number of students who are getting their loans refinanced by a new generation of private lenders, who are willing to give borrowers with successful careers loans on lower interest.

In theory, ISAs have a market, but whether students take up this new product will determine its success.

The Conversation

Robert Kelchen, Assistant Professor of Higher Education, Seton Hall University

This article was originally published on The Conversation. Read the original article.

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Matthew Lynch published in HBCU's, Higher Education

Most students borrow for college, but are they financially literate?

Catherine Montalto, The Ohio State University and Anne McDaniel, The Ohio State University

August is here, and many families are preparing their children for the next academic challenge – a college education.

By and large, a college degree is viewed as an important credential for gainful employment and professional success. At the same time, college is costly, and college financing strategies are complex.

Students and their families use multiple sources to finance college expenses. Most students borrow for their education. Three out of five college students depend on student loans to fund their education.

But, do students know the ABCs of financial literacy?

College finance options

The college process begins with estimating the full cost of college attendance. This includes tuition, housing and living expenses, such as food, books, cellphone plans and transportation.

The next step is to identify all resources available to pay college expenses, including the expected family contribution, scholarships and grants, college savings and wages from employment – if students plan to work.

Once college costs and available resources are carefully estimated, any shortfall in resources informs the need for borrowing. Scholarships and grants are awarded without strings attached. However, student loans come with an obligation to repay the borrowed amount once the recipient is no longer enrolled full-time.

Guidelines for responsible student loan use recommend minimizing the loan amount in order to have less debt to be repaid.

Decisions made by college students and their families regarding loans have direct and significant consequences during adulthood.

The inability to manage student loan repayment along with other financial obligations (i.e., housing, food, utilities, transportation) has been shown to impact career choice, home ownership, marriage, additional education, financial health and overall quality of life.

So, how do students decide the amount to borrow? What rules of thumb or strategies are used? How is use of these strategies related to financial knowledge?

How students make borrowing decisions

We lead the Study on Collegiate Financial Wellness (SCFW), which surveys a random sample of undergraduate students in order to understand their financial behaviors, decisions and wellness. Data from our study provide insights to these questions.

The 2014 SCFW study, with the most recent information from nearly 19,000 college students studying at 51 public and private four-year and two-year institutions, found that the majority of college students with student loans use one or more strategies to minimize the amount borrowed.

How are students making borrowing decisions? Application image via www.shutterstock.com

For example, data from our study showed over half of student loan users tried to borrow as little as possible (52 percent).

Additionally, 38 percent considered the total amount of debt that they expected to graduate with. Thirty-three percent considered the amount that had borrowed in the past when deciding how much to borrow for the school year.

But about 28 percent, almost three out of 10 students, reported borrowing the maximum amount available in their package. And about 17 percent of student loan users borrowed the maximum available without also employing a strategy to minimize overall borrowing.

Low financial knowledge

The next question is, how well are students prepared to make these important decisions?

The SCFW included two financial knowledge questions to test whether respondents could understand the concepts of interest and inflation and had basic financial numeracy. These questions assess basic concepts of financial literacy – the knowledge and skill needed to manage financial resources effectively.

Nearly 80 percent of the college student respondents answered the interest rate question correctly. But only 59 percent answered the inflation question correctly. Just over half of the college students (53 percent) answered both questions correctly.

Students who answered the interest rate question incorrectly don’t understand that interest is earned not only on money deposited in a savings account, but also on previously earned interest – a feature known as compounding – while students who answered the inflation question incorrectly don’t understand that rising inflation reduces the buying power of money. Interest and inflation both influence how much our hard-earned money can buy.

These results are similar to previous research conducted in 2007-08 with 23-28 years old young adults.

In that study, the percentage of young adults answering correctly was 79 percent for the interest rate question, 54 percent for the inflation question, and 46 percent for both questions.

Knowledge influences borrowing

Some colleges provide either workshops or longer term courses on financial education, but the percentage of college students who receive financial education remains low.

When students know more, they save more. 401(K) 2012, CC BY-SA

Only one-quarter of the SCFW respondents completed a financial education course in college. Those that did were significantly more likely to answer both financial knowledge questions correctly (58 percent vs 51 percent). This difference is too large to attribute to chance alone, and suggests that financial education increases financial knowledge.

Using data from the SCFW on 7,180 students at four-year colleges, we wanted to see if financial knowledge and financial education were associated with strategies used to make borrowing decisions.

We controlled for many factors known to affect student loan borrowing, including student age, sex, race/ethnicity and socioeconomic status. We found that with higher financial knowledge, students were more likely to borrow what they believed they needed.

We found they budgeted and borrowed as little as possible, when they had financial knowledge.

Knowledge is power

While a college degree certainly pays off in the long run, the payoff can take longer if students have loans to repay.

This fall as students enter or return to college, it is important that they make thoughtful decisions about financing their education. Families making decisions about paying for college may also want to have discussions about how much students understand about finances or look for opportunities to take financial education workshops.

As the saying goes, knowledge is power, even when it comes to finances.

The Conversation

Catherine Montalto, Associate Professor of Consumer Sciences, The Ohio State University and Anne McDaniel, Senior Associate Director, The Ohio State University

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Matthew Lynch published in EdTech & Innovation

Tips for Using iPads in the Classroom

In 2010, Steve Jobs announced the release of the iPad. Since this date, iPads have flooded into the workplace, the home, and the classroom. But, do these touch screens bring with them education qualities or are they just flashy gadgets?  Open Colleges states that 81% of U.S teachers think that tablets can enrich the educational experience and that students believe so too. So, if iPads have a benefit in the classroom, we need to start looking for ways on how to introduce them into the classroom and make sure that they work. This means setting rules, using the best Edtech and making sure that the iPad is used to its full potential.

 Eliminate Distractions

With free apps, online games and a world of content; iPads can offer too much of a good thing for learners. As an educator, this can be combatted by creating lessons plans that do not allow a moment for distracting or by downloading an app like ClearLock. This app allows teachers and parents to lock certain apps for a period. This ensures that all learners are only able to access the same apps at the same time and that they distractions are limited.

Live feedback

If every child is afforded the chance to have an iPad in the classroom, it can be used as great tool to gain live feedback. Shy and students with problems may feel more inclined to reach out in the privacy of their iPad accounts. This not only allows educators the space to tailor their feedback but provides insight into classroom statistics. Students no longer have to wait days for homework corrections, which in turn allows students and teachers to the chance to address problems as they arise.

Take a virtual field trip

Field trips are expensive and drown teachers in admin. With apps such as Google Maps, students can explore exotic parts of the world. Lesson plans can be centered around a particular location or let the students explore. The White House, zoos and art galleries offer virtual tours and 360-degree camera options. These apps are usually accompanied by worksheets and quizzes, allowing the classroom to morph into the Louvre.

 Connecting outside of the classroom

Half of the nation’s school districts use some sort of e-readers, and yet they are barely used outside of the classroom. While not all students are authorized to take their iPads home, those that can be engaging with the content outside of the classroom. Homework not only allows students more time with the class content but encourages them to connect with other students, videos that provide different explanations and abilities to upload assignments. This virtual connection is necessary if technology is to be successfully used.

Use the multimedia opportunities

iPads bring with them opportunities away from the traditional textbooks. The use of videos, audio, and Edtech products are opening doors for kinetic and visual learners. Educators need to offer students real opportunities to engage with the technology in their hands. iPads have built-in cameras, speakers, and other features, and if they are not being used, there is no point to including them in the experience. Specific edtech products allow educators to focus the features of the iPad that will be utilized in lessons. EdSurge is a great place to find a list of Edtech products that are compatible with iPads.

Displaying Digital Creations

The classroom, as a physical space is important for social interaction. iPads can be very solitary and as colorful as the online world may be, classrooms need to be just as decorated. The displaying of art, achievements, and inspiration is particularly important in younger grades as it creates a space that is conducive to learning and pride. Apps such as Printopia allow students to connect to printers at home or school. This app is equally useful for teachers who want to print out posters or charts.

Technology brings with it exciting uses, but without preparation and realistic expectations, it also can fail in the most organized classroom. Educators need to have a reason to use an iPad and in turn, understand the new problems and procedures that come with it. Using an iPad may be a great education tool, but it needs to be milked for all it is worth if it is to make a difference in the classroom.

 

 

 

 

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Matthew Lynch published in Early Childhood, Higher Education

The importance of play: what universities can learn from preschools

Nicola Whitton, Manchester Metropolitan University

Almost as soon as they begin school, children start getting tested. With the introduction of tests for four-year-olds and the explicit link between test results and school performance, education policies of successive governments have led to an increased emphasis on results at all levels of schooling.

This focus has led to a stigmatisation of failure, even though it is fundamental to the learning process from preschool all the way to university.

This ill-prepares learners for real life, which does not provide set answers to problems with neat scores to gauge progress. The real world is messy and diverse, and young people need to be creative, resourceful and resilient to succeed in it. One of the best ways to achieve this is through play.

The best kind of learning is “intrinsically motivated”, where students want to learn because it is interesting, purposeful and personally relevant, not because it is assessed. Learning takes place through action, failure, reflection, and practice. But while making mistakes is an inevitable part of this process, our school system fails to recognise this.

Exam grades are often seen as more important than fostering a love of learning – and as a result schools are overlooking the value of learning that does not fit into a specified curriculum.

When students reach university, most have learned that grades (and their impact on job opportunities) are of prime importance. For many, the magic of learning out of interest and passion has been eclipsed. The introduction of tuition fees has only increased the expectation that the role of university is to provide qualifications rather than focus on the intrinsic value of education.

This shift in expectation is hardly surprising given that students have to consider their personal investments and the returns they are likely to receive. This makes perfect sense for an individual student, but does not take into account what is best for society, which needs people to be creative and take risks, not simply focus on scoring highly in a test.

The need to fail

While many students fail university modules and drop out of courses, this is often seen as a last resort and universities are becoming increasingly averse to failing their students. A focus on one-shot assessments does not give students opportunities to fail regularly on a less catastrophic level.

The ability to manage failure, both emotionally and practically, increases the ability to manage risk. It is only by taking risks that we can explore new possibilities and ways of thinking. We are in danger of creating a generation of risk-averse students. The possibility of failure can also actually increase a person’s intrinsic motivation: if success is certain, there is little challenge and so little motivation.

One way to develop a generation who can take risks is through playful learning. Play supports socialisation and decreases stress, develops imagination and creativity, enables learners to have new experiences, and learn from their mistakes.

While it is integral to early years education, a focus on assessment has all but driven play out of schools. The relative flexibility of higher education curricula and teaching approaches provide opportunities to give learners chances to play, experiment, experience, and fail – and, most importantly, learn from those failures.

Make it worth their while. JHershPhoto/www.shutterstock.com

Playtime at university

Several UK universities are already embracing elements of playful learning. For example, the University of Portsmouth uses “pervasive learning” activities, where courses are taught through playful, detailed simulations in which students work together to solve problems and make mistakes away from the real consequences of assessment.

The Great History Conundrum at the University of Leicester, which runs every year for first-year students, uses an online puzzle-solving card game to teach critical historical literacy. Students play as long as they like to collect enough points to pass the course: if they fail on one puzzle they can move on to the next.

Students at Manchester Metropolitan University play the Staying the Course game during induction to highlight the range of university support available. The University of Brighton has also used alternate reality games during induction, which allow students to work together to solve online and physical puzzles, and large-scale multi-player quizzes to engage new students and orientate them to university life in novel ways.

These kind of approaches do not work in every context, and will inevitably meet resistance from some students and academics. We have to make the case that far from trivialising education, playful learning makes it richer, more purposeful, and more useful for life after education.

Playful learning is not an easy option. It is more academically challenging, making students less reliant on rote learning and established ideas. To embrace playful learning, we need to create more opportunities for students to fail safely and focus on the development of intrinsic motivation, passion and curiosity. Crucially, we must radically rethink how, and why, we assess our students.

The ConversationNicola Whitton, Professor in Education, Manchester Metropolitan University

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Matthew Lynch published in EdTech & Innovation

10 Tips for EdTech Entrepreneurs

Edtech entrepreneurs all set out with good intentions; to better education. While noble, these intentions are met with many obstacles and failure is easy.  Only 14% of teachers use digital curricula weekly. So while the doors of opportunity seem open, the market is saturated with products that never make their way into the classroom. If edtech entrepreneurs are to flourish, they need to address the fears that educators have about technology while pushing innovation. Below are 10 Tips for EdTech Entrepreneurs

  1. Talk to Teachers and Students

As with any product, you need to know what the consumer needs. Doing market research is a fundamental aspect of entrepreneurship, and the edtech industry is no difference. Creating a product without having an idea of its practical use, classroom implementation or student’s needs will fail. Entrepreneurs also need to be aware that their ideas around education (which may stem from their high school days) may be outdated and the concerns already addressed.

  1. Create Edtech that Serves a purpose

Not all edtech entrepreneurs have worked in the education field. It is, therefore, important that the product be defined and that it serves a purpose. Entrepreneurs should never aim to replace educators but aid students and teachers to better do their work. Having a defined purpose is also vital when approaching investors.

  1. Do Research into Pricing Options and Investors

The death of any edtech product is unrealistic pricing. As with any product, profit margins should be slim in the beginning. Aim to appeal to a broad market and be aware of pricing models. EdSurge provides a comprehensive insight into pricing models and how startups can best price their product in the hopes of both enticing buyers and making a profit.

  1. Start Small

Edtech entrepreneurs would love to have thousands of children using their product. This reality is only accomplished over time. Be realistic about who the product is aimed at and how much content will be available. Products that offer 500 unique lessons plans are not built up over night. Start small by offering consumers a product that is budget friendly to both parties pockets and wets their appetite for more.

  1. Collect a Group of Creative Mind

Any edtech products require the skill sets of a number of people. By employing or co-creating with individuals who share the same vision as you, you can be reassured that the end product will be something that can compete in the market. Sourcing freelance web designers and content writers is an excellent way to start as their prices are usually lower than professionals, but the quality can be comparable.

  1. Download and play with Edtech

In order to create a unique product, it is important to know what is on the market and how those products are succeeding or failing.  The best way to do this is to download and use as much edtech as possible. Not only does this give you an eye into the competition but it ensures that the product being created is not a duplicate. Sites like eLearning Industry have databases full of products available for free download.

  1. Stay on Top of EdTech Trends

The edtech industry is quick moving and for a product to succeed it must be both innovative and accessible. By reading articles, attending seminars and staying in the know, increases your chances of creating a product that is in line with what is on offer. Thinking outside of the box is always encouraged, but it is important that the product is in line with current technological literacies.

  1. Advertise Smart

Advertising should make up 7-8 % of the gross revenue of any new business. On top of this, it is important to advertise in the right spaces. Be proactive in finding web pages, magazines and other ways of getting your product seen by educators and prominent insiders. Advertising is fundamental, and without it, a great product can go unnoticed.

  1. Interact with the Edtech Community

Networking may be a term thrown around in the early 2000s, but for new entrepreneurs it is invaluable. By connecting with other professionals in edtech opens doors to meeting investors, collaborating and learning from influential entrepreneurs who have found success. With the internet, this ability to network is easier than ever.

  1. Stay True to Your Goals

This point may sound sentimental but staying true to goals is vital for any emerging business. Edtech products that promise to improve student’s vocabulary should do just that. This is not only a good life lesson, but investors, educators, and advertisers will be more likely to invest in a product that stays to true to its initial intentions. Growing and morphing are always good, but at the beginning, this does little to encourage success.

So, if you have an excellent idea about an edtech project or are already in the process of creating one, these tips offer something for everyone. It is important to stay focused and make sure that the good intention that fueled the idea, materialized into a product that any teacher would be proud to have in their classroom.

 

 

 

 

 

 

 

 

 

 

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Matthew Lynch published in Policy & Reform

Disengaged Students, Part 19: Lack of Support for Teachers

In this 20-part series, I explore the root causes and effects of academic disengagement in K-12 learners and explore the factors driving American society ever closer to being a nation that lacks intellectualism, or the pursuit of knowledge for knowledge’s sake.

New teachers enter the job with a certain amount of naive enthusiasm.  Experience discourages them rapidly. This is likely true to some degree in every profession, but teachers seem particularly vulnerable to burnout. Compare the attitude of first-year teachers to that of teachers who have put in two or more decades on the job. Perhaps you know people in both groups firsthand. The veteran teachers are likely to lack enthusiasm.  Even if they have a little excitement left, they have generally stopped voicing new ideas or looking for ways to innovate their classrooms and schools. Some of this is the natural consequence of time and fatigue which take their toll on people in every career. But this weariness is intensified by working in a highly demanding job that comes with little support and with much adversity caused by students, parents, administrators and the community at large.

Under Appreciation of Teachers Underestimated

If you think that it is inaccurate for teachers to be painted as martyrs, consider these facts. The National Center for Education Statistics found that the average teacher’s salary was only 3 percent higher in the 2010-2011 school year than it was in 1990-1991. At the end of the 2012 school year, the number of days teachers took for stress-related time off was 10 percent higher than four years earlier. American teachers make only 67 to 72 percent of what a person with a bachelor’s degree should make over the course of a career.

Some professions may be able to implement measurable and reasonable benchmarks for higher compensation. Teaching has too many intangible outcomes that are not valued by the cut-and-dry American policymakers and public. While teachers who demand better working conditions and pay are often portrayed as greedy or uncaring, most educators say that their gripes are not about their paychecks per se but about the value society places on their work. In a culture that shows appreciation through financial rewards, teachers are clearly undervalued.

Teaching Performance and Pay

This issue is further complicated when pay-for-performance rules are implemented. Such rubrics compromise the teaching experience.  They reward teachers for teaching to standardized tests instead of encouraging critical thinking skills that provide a long-term foundation for educational betterment. Performance-based incentives for educators are flawed because they turn students into assets that have an impact on the earning potential of teachers.

Teachers need accountability, but their work rightly includes many immeasurable goals of that fall outside of testable material. All occupations have their own forms of review and feedback, but the constant testing culture of contemporary education leaves many teachers feeling inadequate and under-appreciated.

For teachers to truly lead students out of a state of academic disengagement and into a state of thirst for knowledge, they need to believe that there are people who believe in the value of their vocation. It’s always been understood that children may not naturally cling to intellectual initiatives but if enough adults in their lives do, it can have positive results when it comes to academic engagement. It is a teacher’s job to impart an academic rigor and a love of learning which go far beyond outcomes which can be measured on a standardized test.  Without encouragement from outside forces, that job becomes nearly impossible.

 

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