Watching my teens play video games for hours on end tells me that video game designers understand something that my fellow teachers and I had not!
Schools are facing accelerated COVID-19 pressures to integrate technology into children’s education, and how they do has far-reaching implications.
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Insights of neuroscientist Ian McGilchrist, philosopher Nel Noddings and physicist Ursula Franklin help centre students and our collective future in debates about education and technology.
When mental focus and reflection are called for, it’s time to crack open a book.
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Since the pandemic began, parents have had to negotiate their own workplace demands and other responsibilities with around-the-clock child care responsibilities.
In New South Wales and Victoria the number of students being home educated increased by 20% in 2020 (1,224 extra children) compared with 2019. But the rise has been evidenced for a decade.
With the latest return to online school, children’s data continues to be collected.
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The coronavirus pandemic has entrenched educational technologies in schools. Parents and guardians have been forced to relinquish their children’s privacy, without assurance of protection.
The shift online demonstrated the convenience of distance learning and has convinced some learners, including workers and unemployed people, to study.
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A policy of “choice” for full-time online schooling would weaken public education, erode funding for in-classroom supports and drive those who can afford it to private education.
Treating online education as a cheap alternative to lectures will be a mistake. At first universities will probably have to allow more preparation time and invest more in training and technology.
Financial barriers that discourage some people from participating in higher education would be reduced if the net costs of virtual education decreased.
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Not everyone needs to be on campus to learn. Governments, which subsidize higher education, need to change their funding models to support affordable remote learning.
While the pandemic has caused massive upheavals, it has also forced universities to use technology to bring in much-needed change and innovations.
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Necessity truly can be the mother of invention. A new university president explains how the pandemic forced massive changes at his institution — and why smart use of technology was invaluable.
Research shows that game-based learning techniques can improve students’ understanding of class material.
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Philippe Masset, Haute école spécialisée de Suisse occidentale (HES-SO); Jean-Philippe Weisskopf, Haute école spécialisée de Suisse occidentale (HES-SO), and Mélanie Bonvin, Haute école spécialisée de Suisse occidentale (HES-SO)
Real-life experience suggests that game-based learning (GBL) techniques can be useful in reducing student anxiety toward technical and/or abstract concepts and in increasing class involvement.
Australia’s mature-age students often must juggle work, children and study, are studying off campus and have a higher risk of dropping out. Higher education can do better for these 430,000 students.
Thomas Reevely, 10, takes part in a class meeting in Ottawa, April 3, 2020.
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It is morally unjustifiable for tech companies to walk away from the pandemic with massive profits while schools are burdened with debt.
The switch to online teaching and learning could be an opportunity to embrace inclusive education and create differentiated online teaching activities.
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South Africa’s constitution provides for equal access to education and its inclusive education policy exists to make this a reality. But in practice students’ diverse needs are not being met.
Pupils weren’t persistent in using a maths app to study the subject after school because were distracted by peers and social media apps.
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High school pupils enjoy using mobile devices for socialising. But their motivation to use devises decreases when it comes to studying online, especially unsupervised.
Indigenous people with experience guiding culturally safe talking circles in an online environment can work with students to nurture safe virtual spaces.
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Student respondents to a survey discussed memories of historical trauma of infectious disease and displacement, financial hardship related to Alberta tuition hikes and mental health concerns.
About two-thirds of Australian universities won’t be offering on-campus lectures in 2021. But that’s not all the pandemic’s fault – it simply accelerated a shift away from the traditional format.
There’s strong pressure to use more technology to capture student attention, but what about inviting students to adopt a contemplative posture?
Deputy Associate Dean (Academic), Faculty of Humanities and Social Sciences; Associate Professor of Educational Psychology, School of Education, The University of Queensland