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School! British VS American! | Evan Edinger & Emma Blackery

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Studyportals,  Making Education Choice Transparent

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Teaching in Whittier, Alaska...the state's one-building town | INDIE ALASKA

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Tech in the Common Wealth of the Mariana Islands

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Tech in the Common Wealth of the Mariana Islands

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IMPACT OF TECH IN THE CLASSROOM IN THE CNMI

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Esto es un párrafo listo para contener creatividad, experiencias e historias geniales.

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Esto es un párrafo listo para contener creatividad, experiencias e historias geniales.

Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam

Esto es un párrafo listo para contener creatividad, experiencias e historias geniales.

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QU'EST CE QU'UNE PROBLEMATIQUE? by Murielle Dessarps on Genially

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Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam Esto es un párrafo listo para contener creatividad, experiencias e historias geniales. Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam Esto es un párrafo listo para contener creatividad, experiencias e historias geniales.

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Quizlet is a lightning-fast way to learn vocabulary.

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Robots in Schools: The Future of Student Success

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(School of the) Air apparent: educating Australia’s remote students

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The UK's first "teacherless" GCSE class, using artificial intelligence instead of human teachers, is about to start lessons.

David Game College, a private school in London, opens its new teacherless course for 20 GCSE students in September.

The students will learn using a mixture of artificial intelligence platforms on their computers and virtual reality headsets.

The platforms learn what the student excels in and what they need more help with, and then adapt their lesson plans for the term.

Strong topics are moved to the end of term so they can be revised, while weak topics will be tackled more immediately, and each student's lesson plan is bespoke to them.

"There are many excellent teachers out there but we're all fallible," said John Dalton, the school's co-principal.

"I think it's very difficult to achieve [AI's] level of precision and accuracy, and also that continuous evaluation.

"Ultimately, if you really want to know exactly why a child is not learning, I think the AI systems can pinpoint that more effectively."

The 20 students will pay around £27,000 a year.

"A teacher doesn't really know your flaws because he has so many students," said Joseph, a GCSE student at David Game College who has been testing the system.

"So he doesn't know your flaws while the AI will figure out what your flaws are and help you improve."

The students are not just left to fend for themselves in the classroom; three "learning coaches" will be present to monitor behaviour and give support.

They will also teach the subjects AI currently struggles with, like art and sex education.

Alexander Vansittart, a former Latin teacher who taught SEN students, has joined the college to become a learning coach.

"I got really excited about what this could do for young people, how it could help them change their lives. That's why I applied for the job; because I believe this will change lives," he said.

However, the idea of handing over children's education to artificial intelligence is controversial.

Chris McGovern is a retired head teacher and a former advisor to the policy unit at 10 Downing Street. He now runs the Campaign for Real Education and says although AI has a role to play in the classroom, this takes it too far.
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"I understand why [schools] may push AI. For one thing, it's cheaper," he said, although David Game College denies this is a cheaper approach than its traditional teaching, saying it has actually hired more personnel to run the course.

"The problem with AI and the computer screen is that it is a machine and it's inert, so you're straight away dehumanising the process of learning, taking away those interpersonal skills and the interaction between pupils and teacher," he added.

"It's a soulless, bleak future if it's going to be along the AI path only."

Artificial intelligence is already used in classrooms around the country, helping to bring subjects to life, assisting with lesson plans for example.

In fact, on Wednesday, the government announced a new project to help teachers use AI more precisely. A bank of anonymised lesson plans and curriculums will now be used to train different educational AI models which will then help teachers mark homework and plan out their classes.

"Artificial Intelligence, when made safe and reliable, represents an exciting opportunity to give our schools' leaders and teachers a helping hand with classroom life," said Stephen Morgan, minister for early education.

But at this college, AI is not just giving a helping hand, it's taking the reins.

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UK's first 'teacherless' AI classroom set to open in London

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A private school in London is opening the UK's first classroom taught by artificial intelligence instead of human teachers. They say the technology allows for precise, bespoke learning while critics argue AI teaching will lead to a "soulless, bleak future".

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Heritage | A remarkable independent day school in the heart of Cambridge for boys and girls ages 4-16

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We are delighted that The Sunday Times has featured Heritage School in its most recent issue, highlighting our innovative, screen-free approach to education. Heritage has emerged, the article says, as 'a pioneer of the type of education many parents are desperately seeking for their children.'

'Thought to be the UK's only screen-free school', the article explains that Heritage offers a rich curriculum that makes room for poetry, nature walks, enrichment, classical music and fine art - all while consistently achieving top academic results. It continues, 'They also get the second-best GCSE results in the city, after the Perse School. Last year, 74 per cent of GCSE results at Heritage were scored 7-9, against an average of 22 per cent in England.'

The article underscores the significant benefits of our book and textbook based learning model, which, Mr Fletcher says, 'actually delivers better outcomes. That's because printed matter does a better job of cultivating the habit of sustained attentive engagement, the necessary precondition for effective learning.'

Having visited the school several times, actress Sophie Winkleman is quoted as saying, 'I would love to join forces with someone and open many more Heritages around the country. If my husband and I weren't stuck in London for work, I'd move there like a shot.'

Following on from the article, Mr Fletcher was interviewed for the Times Radio Breakfast show, where he discussed the reasons behind the school's low-tech approach. He explained, 'We're trying to encourage our pupils to engage attentively with a knowledge-rich curriculum, because that is the thing that should be right at the heart of education.' He noted that a book based approach to learning has worked for over 500 years, and he drew attention to the old adage, 'If it ain't broke, don't fix it.'

We are encouraged by the growing movement to re-evaluate the role that technology is having in the lives of children, including in schools. Heritage wholeheartedly supports the Smartphone Free Childhood campaign, and the associated movement for smartphone free schools. We believe the role of EdTech in schools today also needs urgent re-appraisal.

As we look to the future, we remain dedicated to providing an 'education for life' - one that engages our pupils with an inspiring, knowledge-rich curriculum. Over the past 17 years, we have seen that this works; it enables our pupils to realise their potential and grow into young people able to contribute to the common good.

The full article can be found on The Sunday Times website. (You will need a subscription-or can sign up for a free trial subscription-to view the full article.)

The interview with Mr Fletcher can be found on the Times Radio web page (skip ahead to 03:48:28). Note that you will need to register but it's free to listen. There is also an earlier segment (from 1:56:20) where Sian Griffiths, The Sunday Times Education Editor, speaks about Heritage School.

We invite prospective parents and pupils to visit our school and explore our approach further.

Related:
Magazine Article Praises Heritage for Careful Use of Technology
Cultivating Real-World Connections: Our Approach to Technology
Heritage Featured in ITV News Report for Smartphone Free Approach

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A Screen-Free Education with Top Results: Heritage Featured in The Sunday Times | Heritage

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An article in the most recent issue highlights our innovative, screen-free approach to education.

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It was gratifying to see the recent Unesco report recommending moderation on the topic of tech in the classroom. I do hope the Department for Education, Ofsted and every school head in the country has read it. Britain seems to have submitted to the tidal wave of digital learning without so much as a minnow

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The detrimental impacts of smart technology device overuse among school students in Kuwait: a cross-sectional survey - BMC Pediatrics

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Background Children and adolescents are becoming the most prolific users of smart technology (ST) devices due to the numerous advantages presented by these devices. However, the overuse of ST devices can have detrimental impacts on health. Therefore, the aim of this study was to investigate the pattern of ST device use among school students in Kuwait and the possible associated health problems. Methods This cross-sectional survey used a pretested questionnaire to collect data from students of different educational levels within the governmental sector: primary, secondary and high school. Chi-square tests were applied to find associations or significant differences between the categorical variables, in which p < 0.05 was considered statistically significant. Results This study included 3015 students, of whom 53.6% were female. The sample had an equal distribution of primary (33.8%), secondary (32.4%) and high school students (33.8%). Almost all of the participants (99.7%) owned a ST device, chiefly smartphones (87.7%). Most of the students used ST devices for > 4 total hours per day on average, which is categorised as “overuse”. Among those overusing ST devices, the symptoms most commonly experienced included headaches (35.0%), sleep disturbances (36.6%) and neck/shoulder pain (37.7%). Students who used ST devices for < 1 h per session experienced eye-related problems. Moreover, students who played sports on a regular basis were more likely to spend less time per session on ST devices. The prolonged use of ST devices was associated with higher reporting of seizures, eye squints and transient vision loss. Conclusion The overuse of ST devices per day and per session by school-aged children has the potential to have a detrimental impact on their health, as has been noticed among students in Kuwait. Healthcare professionals, school authorities and parents could use these results to plan strategies to change ST device use behaviours among schoolchildren.