# data[].attributes.body
An interesting article from AITSL. It is statistically driven and explore the way in which teachers view themselves and how teachers are viewed by the public.

# data[].attributes.attachment_link.readable_text
The significance of the teaching profession is reflected in the demands of the job - specialised expertise, strong interpersonal skills, adaptability and a learning mindset. It would therefore follow that teachers are valued by society, and current evidence supports the notion that they are.

- Heffernan et al., 2019; Leahy & Selwyn, 2019; Roy Morgan, 2017

The impacts of COVID-19 on the perceived value of teachers have not yet been realised or measured. With the closing and reopening of schools, the shift to remote learning, and the uncertainty on the impacts of all of these changes on students' academic outcomes and wellbeing, there may have been a concurrent shift in rhetoric around the value of teachers. Certainly in the preceeding few months, teachers have spoken out about being treated as "babysitters" (Anonymous, 2020; McGowan, 2020), while the public and media have spoken out about teachers being "heroes" (Olle, 2020; Victoria, 2020). The Queensland Teachers' Union president Kevin Bates has said, "There's a feeling that they are not being respected for the education professionals that they are." If there is a shift in perceptions, it will not be easy to untangle whether the shift is towards a negative or positive perspective on the value of teachers in Australia.

A recent analysis of media articles from the month of April demonstrates the complexity in untangling public versus teacher perceptions during the COVID crisis (Wilkinson and MacDonald, 2020). What is clear from current evidence is that teachers have been working longer hours during periods of lockdown to meet the needs of their students (Ziebell, Acquaro, Pearn, and Seah, 2020; Phillips and Cain, 2020). It also seems that the demands of remote learning have fostered greater collaboration between carers and teachers as both schools and families have grappled with the changing face of education during the pandemic (Ziebell, Acquaro, Pearn, and Wee Tiong Seah, 2020). Given the importance of strong relationships between schools and families for student outcomes, it is possible that this experience, despite the significant challenges it has posed, may yield some benefits in the long run if learnings are carried forward.

So, why is it important that society values teachers? There is a strong positive correlation between the way teachers are perceived and student performance (Dolton et al., 2018). The more teachers see themselves as valued by society, the higher students rank among the top performers on international PISA tests (Burns & Darling-Hammond, 2014; Gonski et al., 2018; Schleicher, 2018a; Viac & Fraser, 2020). In countries where teaching is highly respected relative to other professions, parents are more likely to encourage their children to become teachers (Dolton et al., 2018), thus, the respect or status accorded to the teaching profession contributes to its desirability as a career for young people.

Australian teachers themselves take personal pride and satisfaction in what they do. Teachers occupy positions of trust and confidence in the community, and are bound by a professional code of ethics (Forster, 2012). Teachers also consistently report that recognition and respect from the community for the daily challenges they face in their role is important (MacBeath, 2012). Unfortunately, teachers also report that they do not think the Australian public appreciates them (Heffernan et al., 2019).

Clearly, teachers contribute to the wellbeing and success of future generations. As research has shown, the value society places on teaching is linked to the attractiveness of teaching as a career, teachers' sense of worth in the profession and their ability to impact student academic achievement. The way teachers are perceived in society (including teachers' self-perception) can impact the entire lifecycle of teaching including the recruitment of new teachers, and the retention, job satisfaction and performance of all teachers. As such, it is worth reflecting on how the public and teachers themselves view the profession, and ways to continue attracting and retaining quality teachers.

Results from the 2018 OECD Teaching and Learning International Survey (TALIS) indicate that only 45% of Australian teachers in lower secondary schools believe that the teaching profession is valued by society (OECD, 2020a). While this represents a 6-percentage-point increase from 2013 and is higher than the OECD average of 26% (OECD, 2014a, 2020b), it shows Australian teachers generally do not feel appreciated for their work. In contrast, teachers from Asian countries report that they believe the teaching profession is valued by society (64%) (OECD, 2020b), notably in Shanghai (China), Singapore and Korea where student performances on international tests are also higher (OECD, 2019b).

At a glance

Only 45% of Australian teachers in lower secondary schools believe that the teaching profession is valued by society, but public opinion suggests otherwise. The wider Australian public esteems teachers on their honesty and work ethic, and believe they occupy positions of trust and respect.

Skewed reporting or portrayals of teachers and the state of schooling can have negative implications on whether teachers feel appreciated for their work.

The Australian community, however, appears to value the profession more highly than teachers think. School teaching was viewed as a profession with high honesty and ethical standards by 81% of 648 Australians aged 14 and over who participated in a telephone survey (Roy Morgan, 2017). This was a 4-percentage-point increase from 2016, and a new record high for the profession since the survey was first conducted in 1976. Teaching was ranked 4th out of the 30 different professions polled, above engineers, dentists, police, high court judges, state supreme court judges and university lecturers, but below nurses, doctors and pharmacists (all in the top 10 professions) (Roy Morgan, 2017).

The discrepancy between how teachers perceive they are valued and how the public perceives teachers was exemplified in a 2019 study performed by researchers from Monash University. Only 29% of teachers felt that the Australian public appreciated them (Figure 1), whereas 82% of the public felt teachers were respected and 93% of the public felt that teachers were trusted (Figure 2) (Heffernan et al., 2019). The Australian public generally agrees that teachers are valued, respected and trusted; however teachers do not appear to be aware of this perception.

Figure 1

Teachers' perceptions of public appreciation (n = 2,444, adapted from Heffernan et al., 2019)

Figure 2

Public perceptions of respect and trust for teachers (adapted from Heffernan et al., 2019)

While the public seems to be in agreement that teaching is valued, sometimes media that refers to teachers has a negative slant. A review of message systems that impact public perceptions of teachers and teaching in Queensland, which included content analysis of relevant newspaper headlines and articles between April 2017 and March 2018, found that over half of the 270 relevant articles expressed a negative attitude toward the teaching profession, while only 31% were positive and 14% were neutral (Bahr et al., 2018). Similarly, a qualitative study of Australian news articles between 2009-2011 found that portrayals of teachers and their work tended to sensationalise or reinforce dominant media narratives (Baroutsis, 2019). These distorted representations of teachers and their work can be damaging to the reputation of the profession and teachers' perception of their own value.

In some cases, reports on the state of the teaching profession rely on limited, outdated and unrepresentative information, or international data conflated to the Australian context. A case in point is the issue of teacher attrition within the first five years of teaching. The attrition rate is regularly claimed to be between 30% to 50% for Australian early career teachers. Multiple sources have disputed these figures as there is no nationally linked dataset confirming actual numbers (AITSL, 2016; Buchanan et al., 2013; Weldon, 2018). The issue is compounded by the various interrelated factors contributing to attrition, and a lack of clarity and consistency in definitions of 'attrition' and 'retention' (AITSL, 2016). This example demonstrates how misinformation can be pervasive, particularly when complex issues are oversimplified and stripped of context.

Skewed portrayals of teaching in the media do not appear to match community sentiments towards schools. A 2019 survey canvassing public opinion on education found that "most of the Australian public do not see schools as being in crisis or failing but currently performing OK or better" (Leahy & Selwyn, 2019, p. 18). This finding suggests perceptions about the state of schooling are not as dire as often reported.

An Australian parliamentary inquiry into the status of the teaching profession demonstrated that community leaders and politicians have an important role to play in leading public perceptions of teachers ("Status of the teaching profession," 2019). This inquiry found that the current media approach to messaging on this topic is largely negative and can be derogatory towards teachers in situations where student test results are sub-optimal. For example, findings from a national survey of 2,052 Australian adults on the state of schooling suggest that "politicians, news media and other commentators can afford to be more positive in framing these debates" about the relationship between teaching quality and student performance on international assessments (Leahy & Selwyn, 2019, p. 17).

Australian teachers are generally fulfilled and gratified in their work, and report being highly satisfied with their jobs (90%) (OECD, 2020a). High proportions of Australian lower secondary teachers agree that the advantages of being a teacher outweigh the disadvantages (87.8%) and if they could decide again they would still choose to work as a teacher (82.8%); both figures are higher than the OECD average of 76% and 75.6%, respectively (OECD, 2018a) (Figure 3). Only 6.1% regretted the decision, which is below the OECD average of 9.1% (OECD, 2018a).

At a glance

Surveys have shown that Australian teachers take personal pride and satisfaction in what they do.

Teachers' level of job satisfaction is strongly linked with their perceived value in society, self-efficacy and performance.

Figure 3

Teachers' satisfaction with the profession (results based on responses of lower secondary teachers, OECD, 2018a)

Australian teachers also report satisfaction with their current work environment (OECD, 2018a):

They enjoy working at their school (91.4%), which is slightly higher than the OECD average of 89.8% (Figure 4). Only 25.4% would like to change to another school if that were possible, compared with the OECD average of 20%.

They are satisfied with their performance in their school (94.4%), which is also slightly higher than the OECD average of 92.6% (Figure 4).

They would recommend their school as a good place to work (84%), on par with the OECD average of 83.4%.

Figure 4

Teachers' satisfaction with their current work environment (results based on responses of lower secondary teachers, OECD, 2018a)

The 2018 TALIS results are fairly consistent with the 2013 Staff in Australia's Schools (SiAS) survey, which demonstrated that teachers - 89.2% of primary teachers and 85.2% of secondary teachers - were satisfied or very satisfied with their jobs (McKenzie et al., 2014).

Job satisfaction is positively associated with teachers' attitudes about their work, performance and self-efficacy (OECD, 2020a). Reported self-efficacy as well as levels of job satisfaction are also strongly linked with how teachers perceive the status of the profession (as indicated by the extent to which they feel valued in society) (OECD, 2020b). The social standing of teachers, according to the general public and teachers in particular, can have a large impact on recruitment, retention, job satisfaction and performance, and ultimately, on the effectiveness of an education system to support learning growth (Dolton et al., 2018; Schleicher, 2018b).

What teachers say

Teachers enter the profession for different reasons and with varying expectations. Many value the opportunity to make a difference in their community by contributing to young people's academic and socio-emotional development, including students who are socially disadvantaged (Howes & Goodman-Delahunty, 2015).

Results of the 2018 Teaching and Learning International Survey (TALIS) show that, for most Australian in-service teachers (93%), contributing to society or young people's development is an important motivator for joining the profession, which is higher than the OECD average (around 90%) (OECD, 2019a). Those who are motivated to pursue a career in the teaching profession also tend to report high levels of job satisfaction, suggesting that the attractiveness of the teaching profession contributes to people wanting to become teachers and staying in their jobs (Viac & Fraser, 2020).

At a glance

Across the globe, teachers highly value their contribution to their communities and young people's development. In Australia, 93% of in-service teachers agree with this sentiment, which is 3% higher than the OECD average.

In Australia, teaching is perceived as a challenging, rewarding and satisfying career. Australian Initial Teacher Education commencements, which increased by 27% between 2008 and 2017, suggest teaching continues to appeal to those interested in a career in education.

In 2017, initial teacher education (ITE) commencements represented 5% of all commencing higher education students in Australia, a figure that has remained steady over the past decade (AITSL, 2019b). The total number of students commencing an ITE program in 2017 increased by 5% from 2016. Between 2008 and 2017, the total number of ITE commencements increased by 27%. Many factors such as population growth may partly account for this increase. Nonetheless, overall numbers of ITE commencements over the last decade suggest teaching remains an attractive career choice.

An empirical study in Queensland measuring teachers' motivations and perceptions of teaching found that, along with a desire to contribute to society and children's well-being, teachers' perception of their role and the work they do is also a critical factor in their decision to join the profession (Wyatt-smith et al., 2017). The study respondents perceived teaching, whether as a first or subsequent career, as a "demanding profession" and "requiring significant expertise" (Wyatt-smith et al., 2017, p. 6). People are also more likely to be attracted to teaching as a career when they perceive the status of the profession to be high in their society (McKinsey and Company et al., 2007).

What teachers say

Recognition of expertise is shown to contribute to improving the status of the profession, and consequently, to attracting high-quality candidates and retaining a strong teaching workforce. A Grattan Institute Report on attracting high achievers to teaching proposes various incentives and ways to promote the status of the profession, such as launching an advertising campaign similar to the Australian Defence Force recruitment campaigns (Goss & Sonnemann, 2019).

At a glance

Valuing the teaching profession matters for self-efficacy and the profession's ability to attract and retain teachers.

In Australia, certification and continuous high-quality professional learning support teachers' belief and ability in what they can achieve, and satisfaction in their work. Where teachers feel capable, worthy and satisfied in their work, they are also motivated to remain in the profession.

Quality teaching can be inferred based on students' learning growth and achievement, quality processes such as collaborating with other teachers and giving meaningful feedback to students, and reported self-efficacy (OECD, 2018b). Studies have shown that self-efficacy is positively related to student achievement and teachers' job satisfaction (OECD, 2018b). Moreover, collective efficacy - the level of shared confidence that teachers have in their collective abilities to guide students to success - not only impacts student learning, it also leads to teacher self-efficacy (Hattie, 2012). This feedback loop benefits both teachers and students. Teachers who are confident in their abilities and persist through difficulties tend to positively influence student outcomes and gain a greater sense of job satisfaction, making them less likely to leave the profession (Herbert-Smith, 2018).

In Australia, there is a strong association between teachers' job satisfaction and having participated in impactful professional learning. Continuous professional learning helps teachers improve their self-efficacy and satisfaction, along with the necessary skills (OECD, 2014b, 2016). A review of nine studies that investigated the effectiveness of professional learning found that, on average, 49 hours of professional learning can boost student achievement by 21 percentile points (AITSL, 2018).

In Australia, beginning teachers get paid relatively well, with starting salaries that are higher than the average among OECD countries (OECD, 2019c). A good proportion of Australian secondary teachers (67%), which is higher than the OECD average (39%), also report being satisfied with their salaries (OECD, 2020a). That said, Australian teachers with typical qualifications do reach the top of the incremental salary scale more quickly than the OECD average (Ingvarson, 2018; OECD, 2019a) and compared with other tertiary-educated workers (Sonnemann & Nolan, 2019). As in any profession, recognition and reward for experience and expertise are important factors in the attractiveness of a profession and its viability as a long-term career option.

It is worth considering the role of incentives in developing a high-achieving teaching workforce in Australia. The national certification for Highly Accomplished and Lead Teachers (HALT) is a form of high-quality professional learning, recognition and career progression, and is associated with increased teacher influence on the performance of colleagues and reduced teacher burnout (Frank et al., 2008; Pucella, 2011). When AITSL surveyed 300 HALTs in 2018, many echoed these benefits, including the broadening of a classroom teacher's sphere of influence and the professionalisation of teaching in the eyes of the community (AITSL, 2019a). In some cases, HALT expertise is recognised in local enterprise agreements and can have remunerative benefits depending on the jurisdiction (AITSL, 2019a). As of 30 June 2020, 726 teachers had achieved certification at the Highly Accomplished or Lead career stage.

Evidence suggests there is a positive correlation between how teaching is perceived by teachers and society, and student academic achievement (Burns & Darling-Hammond, 2014; Gonski et al., 2018; Schleicher, 2014; Viac & Fraser, 2020). In Australia, it is clear the public values teachers and agree they occupy positions of trust and respect, yet this sentiment is not reflected in how teachers perceive their own value.

A considerable body of research indicates that teaching quality is the single biggest in-school factor impacting student achievement (Darling-Hammond, 2000; Hattie, 2008; OECD, 2019c). This leads to a large, and necessary, focus placed on developing, recognising and retaining quality teachers. Societies where a large proportion of teachers feel valued are more likely to have successful education systems (Schleicher, 2018b).

Teachers in Australia consistently report that they value the opportunity to make a difference in students' lives and are generally satisfied with their career choice. Where teachers believe they are valued in society, as well as being satisfied with their jobs, they also have positive attitudes about their work and ability to influence student achievement. They are more likely to engage in continuous professional development, improve their sense of confidence and satisfaction, and remain in the profession (OECD, 2019c).

The recent and ongoing disruptions to education due to the COVID-19 pandemic have emphasised the crucial role teachers play in the lives of Australian young people. It is critical to leverage any positive changes in societal perceptions of teachers that have occurred as a result of COVID-19 to create lasting change.

The social standing of teachers, from the perspective of society and teachers themselves, has important implications for teacher self-efficacy, and the recruitment and retention of teachers. To sustain an effective education system, the general public, as well the media and those who have the power to influence public perception, have a crucial role to play in elevating the profile and promoting the value of teaching in Australian public life.

AITSL. (2016). What do we know about early career teacher attrition rates in Australia? (Issue August). https://www.aitsl.edu.au/docs/default-source/research-evidence/spotlight/spotlights-attrition.pdf

AITSL. (2018). High-quality professional learning national dialogue 2018. https://www.aitsl.edu.au/docs/default-source/hqpl/hqpl-national-dialogue-stimulus-paper-compressed.pdf?sfvrsn=71adf33c_4

AITSL. (2019a). Highly accomplished and lead teachers. https://www.aitsl.edu.au/docs/default-source/research-evidence/spotlight/spotlight_halt.pdf

AITSL. (2019b). ITE data report 2019. https://www.aitsl.edu.au/tools-resources/resource/ite-data-report-2019

Anonymous. (2020, March 24). We are not babysitters for the economy: WA teacher speaks out. WA Today. https://www.watoday.com.au/national/western-australia/we-are-not-babysitters-for-the-economy-wa-teacher-speaks-out-20200323-p54d67.html

Bahr, N., Graham, A., Ferreira, J., Lloyd, M., & Waters, R. (2018). Promotion of the profession (Issue April).

Baroutsis, A. (2019). Understanding media mentalities and logics: Institutional and journalistic practices, and the reporting of teachers' work. Discourse, 40(4), 545-559. https://doi.org/10.1080/01596306.2017.1399861

Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., & Burke, P. (2013). Teacher retention and attrition: Views of early career teachers. Australian Journal of Teacher Education, 38(3), 112-129. https://doi.org/10.14221/ajte.2013v38n3.9

Burns, D., & Darling-Hammond, L. (2014). Teaching around the world: What can TALIS tell us? Stanford Center for Opportunity Policy in Education. https://edpolicy.stanford.edu/sites/default/files/publications/teaching-around-world-what-can-talis-tell-us_3.pdf

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(January). https://doi.org/10.14507/epaa.v8n1.2000

Dolton, P., Marcenaro, O., De, R., & She, P.-W. (2018). Global teacher status index 2018. Varkey Foundation. https://www.varkeyfoundation.org/media/4790/gts-index-9-11-2018.pdf

Forster, D. J. (2012). Codes of ethics in Australian education: Towards a national perspective. Australian Journal of Teacher Education, 37(9), Article 1. http://ro.ecu.edu.au/ajte/vol37/iss9/1%0D

Frank, K. A., Sykes, G., Anagnostopoulos, D., Cannata, M., Chard, L., Krause, A., & McCrory, R. (2008). Does NBPTS certification affect the number of colleagues a teacher helps with instructional matters? Educational Evaluation and Policy Analysis, 30(1), 3-30. https://doi.org/https://doi.org/10.3102/0162373707313781

Gonski, D., Arcus, T., Boston, K., Valerie, G., Johnson, W., O'Brien, L., Perry, L.-A., & Roberts, M. (2018). Through growth to achievement: Report of the review to achieve educational excellence in Australian schools. Commonwealth of Australia. https://docs.education.gov.au/node/50516

Goss, P., & Sonnemann, J. (2019). Attracting high achievers to teaching. Grattan Institute. https://grattan.edu.au/report/attracting-high-achievers-to-teaching/

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. https://doi.org/https://doi.org/10.4324/9780203887332

Hattie, J. (2012). Visible learning for teachers: maximizing impact on learning. Routledge.

Heffernan, A., Longmuir, F., Bright, D., & Kim, M. (2019). Perceptions of teachers and teaching in Australia (Issue November). Monash University: Faculty of Education. https://www.monash.edu/thank-your-teacher/docs/Perceptions-of-Teachers-and-Teaching-in-Australia-report-Nov-2019.pdf

Herbert-Smith, K. (2018). Building professional efficacy: The key to reducing teacher turnover? Iris Connect. https://blog.irisconnect.com/uk/blog/reduce-teacher-turnover-retain-teachers

Howes, L. M., & Goodman-Delahunty, J. (2015). Teachers' career decisions: Perspectives on choosing teaching careers, and on staying or leaving. Issues in Education Research, 25(1), 18-35. http://www.iier.org.au/iier25/howes.html

Ingvarson, L. (2018). What remuneration levels should apply to Highly Accomplished and Lead Teacher certification. Australian Council for Educational Research (ACER). https://research.acer.edu.au/workforce/5

Leahy, D., & Selwyn, N. (2019). Public opinions on Australian schools and schooling (Issue February). Monash University.

MacBeath, J. (2012). The future of the teaching profession. In Future of teaching profession. https://doi.org/10.1177/08920206010150030901

McGowan, M. (2020, March 21). I feel expendable: Australian teachers sound alarm about schools and coronavirus. The Guardian: Australian Edition. https://www.theguardian.com/world/2020/mar/21/i-feel-expendable-australian-teachers-sound-alarm-about-schools-and-coronavirus

McKenzie, P., Weldon, P., Rowley, G., Murphy, M., & Mcmillan, J. (2014). Staff in Australia's schools 2013: Main report on the survey. In Australian Council for Educational Research. Australian Council for Education Research. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1021&context=tll_misc

McKinsey and Company, Barber, M., & Mourshed, M. (2007). How the world's best-performing school systems come out on top. McKinsey & Co. https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-best-performing-school-systems-come-out-on-top

OECD. (2014a). TALIS 2013 results: An international perspective on teaching and learning (TALIS). OECD Publishing. https://doi.org/https://dx.doi.org/10.1787/9789264196261-en

OECD. (2014b). TALIS 2013 results: An international perspective on teaching and learning (TALIS). OECD Publishing. https://dx.doi.org/10.1787/9789264196261-en

OECD. (2016). Supporting teacher professionalism: Insights from TALIS 2013 (TALIS). OECD Publishing. https://dx.doi.org/10.1787/9789264248601-en

OECD. (2018a). TALIS 2018 tables. OECD TALIS. https://www.oecd.org/education/talis/talis2018tables.htm

OECD. (2018b). Teaching for the future: Effective classroom practices to transform education. OECD Publishing. https://dx.doi.org/10.1787/9789264293243-en

OECD. (2019a). Australia country note: Results from TALIS 2018 volume 1. http://www.oecd.org/education/talis/TALIS2018_CN_AUS.pdf

OECD. (2019b). PISA 2018 insights and interpretations. In OECD Publishing. https://www.oecd.org/pisa/PISA 2018 Insights and Interpretations FINAL PDF.pdf

OECD. (2019c). TALIS 2018 results (volume 1): Teachers and school leaders as lifelong learners. OECD Publishing. https://doi.org/10.1787/1d0bc92a-en

OECD. (2020a). Australia country note: Results from TALIS 2018 volume 2. https://www.oecd.org/education/talis/TALIS2018_CN_AUS_Vol_II.pdf

OECD. (2020b). TALIS 2018 results (volume 2): Teachers and school leaders as valued professionals. OECD Publishing. https://doi.org/10.1787/19cf08df-en

Olle, E. (2020, March 25). Coronavirus heroes: Thank you to teachers, healthcare workers, retail staff and all those battling the pandemic. 7 News. https://7news.com.au/lifestyle/health-wellbeing/coronavirus-heroes-thank-you-to-teachers-healthcare-workers-retail-staff-and-all-those-battling-the-pandemic-c-761988

Phillips, L., & Cain, M. (2020, August). Exhausted beyond measure': what teachers are saying about COVID-19 and the disruption to education. The Conversation. https://theconversation.com/exhausted-beyond-measure-what-teachers-are-saying-about-covid-19-and-the-disruption-to-education-143601

Pucella, T. J. (2011). The impact of national board certification on burnout levels in educators. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(2), 52-58. https://doi.org/10.1080/00098655.2010.511306

Roy Morgan. (2017). Roy Morgan image of professions survey 2017. http://www.roymorgan.com/findings/7244-roy-morgan-image-of-professions-may-2017-201706051543

Schleicher, A. (2014). Results from TALIS: Press briefing. Presented at the US Release of the Teaching and Learning International Survey (TALIS) results.

Schleicher, A. (2018a). Valuing our teachers and raising their status: How communities can help. International Summit on the Teaching Profession, OECD Publishing. https://www.oecd-ilibrary.org/docserver/9789264292697-en.pdf?expires=1549048809&id=id&accname=guest&checksum=73CFDC25AA5492D116281A0BB0643F3B

Schleicher, A. (2018b). What makes high-performing school systems different (World Clas). OECD Publishing. https://doi.org/10.1787/9789264300002-3-en

Sonnemann, J., & Nolan, J. (2019). Debunking dangerous myths about teachers' pay. Grattan Institute. https://grattan.edu.au/news/debunking-dangerous-myths-about-teachers-pay/

Status of the teaching profession. (2019). In House of Representatives Standing Committee on Employment, Education and Training. Parliament of the Commonwealth of Australia. https://doi.org/10.1177/0042085988023003003

Viac, C., & Fraser, P. (2020). Teachers' well-being: A framework for data collection and analysis (Issue 213). OECD Education Working Papers 213, OECD Publishing. https://doi.org/10.1787/c36fc9d3-en

Victoria, Z. (2020, March 18). Teachers, nurses and supermarket workers the unsung heroes of the COVID-19 pandemic. SBS: Voices. https://www.sbs.com.au/topics/voices/culture/article/2020/03/18/teachers-nurses-and-supermarket-workers-unsung-heroes-covid-19-pandemic

Weldon, P. (2018). Early career teacher attrition in Australia: evidence, definition, classification and measurement. Australian Journal of Education, 62(1), 61-78. https://doi.org/10.1177/0004944117752478

Wilkinson, J., & MacDonald, K. (2020). Is COVID-19 heralding a new way of the media representing teachers? Edu Research Matters blog. Australian Association for Research in Education (AARE). https://www.aare.edu.au/blog/?p=7145

Wyatt-smith, C., Du Plessis, A., Wang, J., Hand, K., Alexander, C., & Colbert, P. (2017). Why choose teaching ? A matter of choice: Evidence from the field (Issue June). Learning Sciences Institute Australia.

Ziebell, N., Acquaro, D., Pearn. C., & Seah, W. T. (2020). Australian Education Survey Examining the impact of COVID-19 Report Summary, Melbourne Graduate School of Education, University of Melbourne. https://education.unimelb.edu.au/__data/assets/pdf_file/0008/3413996/Australian-Education-Survey.pdf

# data[].attributes.attachment_link.description
The significance of the teaching profession is reflected in the demands of the job - specialised expertise, strong interpersonal skills, adaptability and a learning mindset. It would therefore follow that teachers are valued by society, and current evidence supports the notion that they are.

# data[].attributes.attachment_link.title
No more YouTube channels for Students - Huge Security Update!

# data[].attributes.body
Canva is great for a number of different projects, but did you know you can use it to create mind maps?

# data[].attributes.attachment_link.title
Free Mind Map Maker - Online Mind Mapping Examples | Canva

# data[].attributes.attachment_link.description
Build and organize brilliant ideas with online mind mapping examples and tools from Canva’s free mind map maker.

# data[].attributes.body
Imagine being able to paste all your photos in one place to make a vibrant collage of student artwork, photographs or even plain text - no need to imagine any further. Here we go ....

# data[].attributes.body
Books on tape, is what they used to be called, and finding the book being studied was not easy. Today, with the explosion of streaming music, finding a book on tape is as easy as Audible. For auditory learners, lower literacy students and anyone who wants to follow along with the text, Audible is a great tool. One of the hidden benefits of Audible is the student's ability to hear the tone of the narrator, which can help to put the text into context.

# data[].attributes.attachment_link.description
Try Audible free for 30 days! Start listening to best-selling audiobooks, exclusive Originals, and free podcasts with the Audible app.

# data[].attributes.attachment_link.title
Top 10 Benefits of Using YouTube in the Classroom

# data[].attributes.attachment_link.description
The accessibility of free, high-quality, and instructional internet films, available on websites such as YouTube, is a natural complement to contemporary educational settings. Everyone—teachers, st…

# data[].attributes.attachment_link.title
Free screen recorder for Mac and PC | Loom

# data[].attributes.attachment_link.description
Best free online screen recording tool with advanced video editing and video storage trusted by over 21 million people and easy sharing from Loom.com.

# data[].attributes.body
When I grow up, I want to be a Police Officer and an Astronaut and a Baker and a Truck Driver and a Dinosaur. That was probably what ICT Dad would have said in 1984. One of the common themes amongst those jobs, is that digital literacy probably isn't at the forefront of requirements to make a great career. Today's job market requires students of today to become tomorrow's digital experts and Web3 will be leading the way. Student's should be encouraged to look at what is out there in the job market, there may be a job out there that they don't know exists but could interest them.

# data[].attributes.attachment_link.title
Web3 Jobs: Blockchain, Smart Contract and Crypto Jobs

# data[].attributes.attachment_link.description
Get a job in Web3 and join the future. Web3 Jobs in Analyst, Backend, Community Manager, Cto, Customer Support, Dao, Defi, Design, Devops, Entry Level, Front End, Full Stack, Game Dev, Golang, Intern, Java, Javascript, Marketing, Mobile, Nft, Node, Non Tech, Product Manager, Project Manager, React,…

# data[].attributes.attachment_link.readable_text
Information and Communications Technology (ICT) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum.

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students' own smartphones or other devices for learning during class time, and the "flipped classroom" model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.(18)

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.(16)

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy-the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society-has thus become an important consideration for curriculum frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42) Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.(41)

Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software ("apps") can be downloaded onto tablets, making them a versatile tool for learning.(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.(18)

Interactive White Boards or Smart Boards: Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38) Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)

E-readers: E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.(19) Students-both skilled readers and reluctant readers-have had positive responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.(22) Additionally, many classic book titles are available for free in e-book form.

Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.(5) Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers' general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.(32) To support teachers as they change their teaching, it is also essential for education managers, supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. Successful implementation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local languages and reflect local culture. Ongoing technical, human, and organizational supports on all of these issues are needed to ensure access and effective use of ICT.

Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others. When bringing ICT into classrooms, policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT. Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop, tablet, or smartphone) into class rather than providing such tools to all students-an approach called Bring Your Own Device. However, not all families can afford devices or service plans for their children. Schools must ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.(23)(26)(31) The digital divide both creates and reinforces socio-economic inequalities of the world's poorest people. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority. There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. Yet ICT tools can also help improve the skills of minority language students-especially in learning the official language of instruction-through features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions.

Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile modalities, and ICT can help these students 'experience' the information instead of just reading and hearing it.Mobile devices can also offer programmes ("apps") that provide extra support to students with special needs, with features such as simplified screens and instructions, consistent placement of menus and control features, graphics combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction.

1. Alberta Education. 2012. Bring your own device: A guide for schools. Retrieved from http://education.alberta.ca/admin/technology/research.aspx

2. BBC. N.D. 'What is an interactive whiteboard?' Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx

3. Bishop, J.L. and Verleger, M.A. 2013. 'The flipped classroom: A survey of the research.' Presented at the 120th ASEE Annual Conference and Exposition. Atlanta, Georgia.

4. Blurton, C. 2000. New Directions of ICT-Use in Education. United National Education Science and Culture Organization (UNESCO).

5. Bryant, B.R., Ok, M., Kang, E.Y., Kim, M.K., Lang, R., Bryant, D.P. and Pfannestiel, K. 2015. 'Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education. 24.

6. Buckingham, D. 2005. Educación en medios. Alfabetización, aprendizaje y cultura contemporánea, Barcelona, Paidós.

7. Buckingham, D., Sefton-Green, J., and Scanlon, M. 2001. 'Selling the Digital Dream: Marketing Education Technologies to Teachers and Parents.' ICT, Pedagogy, and the Curriculum: Subject to Change. London: Routledge.

8. "Burk, R. 2001. 'E-book devices and the marketplace: In search of customers.' Library Hi Tech 19(4)."

9. Chapman, D., and Mählck, L. (Eds). 2004. Adapting technology for school improvement: a global perspective. Paris: International Institute for Educational Planning.

10. Enyedy, N. 2014. Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning. Boulder, CO: National Education Policy Center.

11. Goodwin, K. 2012. Use of Tablet Technology in the Classroom. Strathfield, New South Wales: NSW Curriculum and Learning Innovation Centre.

12. Moyo, L. 2009. 'The digital divide: scarcity, inequality and conflict.' Digital Cultures. New York: Open University Press.

13. Newton, D.A. and Dell, A.G. 2011. 'Mobile devices and students with disabilities: What do best practices tell us?' Journal of Special Education Technology. 26(3).

14. Norris, P. 2001. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide. Cambridge, USA: Cambridge University Press.

15. Project Tomorrow. 2012. Learning in the 21st century: Mobile devices + social media = personalized learning. Washington, D.C.: Blackboard K-12.

16. Servon, L. 2002. Redefining the Digital Divide: Technology, Community and Public Policy. Malden, MA: Blackwell Publishers.

17. Smeets, E. 2005. 'Does ICT contribute to powerful learning environments in primary education?' Computers and Education. 44.

18. Smith, G.E. and Thorne, S. 2007. Differentiating Instruction with Technology in K-5 Classrooms. Eugene, OR: International Society for Technology in Education.

19. Song, Y. 2014. '"Bring your own device (BYOD)" for seamless science inquiry in a primary school.' Computers & Education. 74.

20. Strayer, J.F. 2012. 'How learning in an inverted classroom influences cooperation, innovation and task orientation.' Learning Environment Research. 15.

21. Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C. and Schmid, R.F. 2011. 'What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research. 81(1).

22. Tileston, D.W. 2003. What Every Teacher Should Know about Media and Technology. Thousand Oaks, CA: Corwin Press.

23. Turel, Y.K. and Johnson, T.E. 2012. 'Teachers' belief and use of interactive whiteboards for teaching and learning.' Educational Technology and Society. 15(1).

24. Volman, M., van Eck, E., Heemskerk, I. and Kuiper, E. 2005. 'New technologies, new differences. Gender and ethnic differences in pupils' use of ICT in primary and secondary education.' Computers and Education. 45.

25. Voogt, J., Knezek, G., Cox, M., Knezek, D. and ten Brummelhuis, A. 2013. 'Under which conditions does ICT have a positive effect on teaching and learning? A call to action.' Journal of Computer Assisted Learning. 29(1).

26. Warschauer, M. and Ames, M. 2010. 'Can one laptop per child save the world's poor?' Journal of International Affairs. 64(1).

27. Zuker, A.A. and Light, D. 2009. 'Laptop programs for students.' Science. 323(5910).

# data[].attributes.attachment_link.title
Information and communication technology (ICT) in education

# data[].attributes.attachment_link.description
Information and Communications Technology (ICT) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum.

# data[].attributes.body
iMovie is a fun and easy app to use. The beauty of iMovie is that if you have an iPhone, the app is already there for you. The UI is fairly easy to use and it comes with a basic suite of movie making magic tools. Apple Mac was once designated the king of graphic design, however, for those not in the graphic design world, were not privy to the power of Mac. This changed in the early 2000's when Apple moved their market to a broader audience. Now that same graphic design background has been made easy for the everyday user.

# data[].attributes.attachment_link.readable_text
All the performance of Final Cut Pro. For iPad.

Final Cut Pro for iPad lets you record, edit, finish, and deliver professional video right on iPad. It's everything you need to create vlogs, social content, music videos, shorts, and more - anywhere you go.

# data[].attributes.attachment_link.description
iMovie for iOS and iMovie for macOS make it easy to turn your photos and video clips into stunning movies or trailers and share them with the world.

# data[].attributes.body
Stop Motion is a great way for students to design, create and publish their work. Because stop motion film involves frame-by-frame creativity, students use spatial thinking (numeracy) skills to create. Stop motion gives students an opportunity to build their videos step by step as far as their imagination can take them.

# data[].attributes.attachment_link.readable_text
Let's Make a Movie.

Want to create movies like Wallace and Gromit or those groovy Lego shorts on YouTube? With its user-friendly interface and powerful editing tools, you can bring your imagination to life and share your creations with the world. Perfect for both beginners and professionals, the Stop Motion Studio app is the ultimate tool for creating captivating animations. Download it now and start animating today!

Stop Motion Studio it's simple to use, it's deceptively powerful, and it's tremendous fun. Available for iPhone, iPad, and macOS as well as Android, Windows, Chromebook, and Amazon Fire devices.

Use your digital camera.

Take your stop-motion animation to the next level with Stop Motion Studio and your full-size Canon or Nikon DSLR camera! Create professional-quality stop-motion animation with the app's advanced camera controls. Easily control objects and movements using Live View. Control shutter speed, ISO and aperture directly from the app. Take advantage of the quality of a full-size camera.

Magically get rid of unwanted objects in your movie.

Stop Motion Studio's masking tool is a powerful feature that can help you remove unwanted objects from your animations with ease. Whether it's a string used to hang objects during capture or other distracting elements.

Turn good looking pictures into spectacular.

Transform your stop motion animations with the powerful image editor in Stop Motion Studio. Easily adjust the composition, fine-tune color levels, and apply stunning filter effects to bring your animation to life. With non-destructive editing, you can experiment with different styles and refine every detail until your animation is just right.

Made with Stop Motion Studio.

From quirky comedies to epic adventures, the possibilities are endless. Join the ranks of talented filmmakers who have created award-winning movies using Stop Motion Studio.

Stop Motion Studio in the Classroom

Stop Motion Studio is an excellent tool that can enhance the learning experience in any classroom! As a powerful and user-friendly app, Stop Motion Studio allows students to bring their creative ideas to life, while providing endless opportunities for project-based learning and collaboration. Stop Motion Studio is a great classroom tool. It's used by thousands of schools around the world.

Check out the buzz.

Stop Motion Studio has received widespread recognition and has been honored with numerous awards. It was featured as 'App of the Week', on Apples Keynote, and on Apple TV Ads. Stop Motion Studio has been seen on various TV shows around the world and has earned a reputation as the go-to app whether you are a beginner or a professional stop motion animator.

Stop-motion animation is a great way to bring toys and other objects to life - and learn the basics of filmmaking.
The New York Times

Stop Motion Studio makes it easy to create your own stop-motion movies.
The Washington Post

All you need is an iPhone or iPad, a tripod, the right software, and a bit of creativity.
PCMag

Stop Motion Studio Brings Out the LEGO Moviemaking Geek in All of Us.
Technewsworld

On all your devices.

Create and edit stop-motion projects seamlessly across all your devices. Whether you're using iOS, macOS, Android, Windows, Chromebook, or Amazon Fire HD, you can easily start a project on one device and finish it on another.

# data[].attributes.attachment_link.description
Stop Motion Studio is a unique app to create stop-motion animations. Powerful, easy to use, and lots of fun. Available on iOS, Android, Windows & Mac.

# data[].attributes.attachment_link.readable_text
The internet is a living thing. It changes, evolves and responds to live events. With technology constantly developing, one can blink and miss the current golden age of the latest online phenomenon. So if you suffered from a really long blink during the last decade, give or take, you might have missed the divine wonders that go by the name - "memes."

Before we begin with this "everything you wanted to know about memes, but were too afraid to ask" guide, let's make sure we're all on the same page regarding the pronunciation of this funny word. The word "meme" is pronounced with a long "e," like the word "seem," just with an "m" instead of the "s." Afraid you won't remember the right pronunciation and cause havoc mixed with embarrassment if the subject comes up during the next family dinner? Remember this sentence:

"Low self-esteem? Every night the same bad dream? No one wants to join your team? Don't worry, it's not extreme. Have a cup of ice cream and send someone you like a funny MEME."

We could have just given you a link to a recording of someone saying the word, but where's the fun in that? Not everything can be as easy as creating a stunning Wix website.

The original "meme" was a term coined by Richard Dawkins to describe how cultural information spreads. However, unless you're wandering through the halls of the nearby sociology school, when someone mentions the word "meme," they're probably referring to a funny image or a video being shared on social media. The common use of the word "meme," usually refers to the "internet meme," a subset of the general meme concept.

Remember that thick book you used as a weapon during fights between you and your brother? Well, dictionaries have other purposes. One of them is to provide us with dry but informative definitions. Case in point:

Wow. That was something, right?

Most common internet memes are image macros - photos with a bold caption written in Impact font. The text will usually be humorous or sarcastic. Aside from this familiar form, memes can also be a video, GIF, saying, an event or pretty much anything that can be copied or slightly changed and go viral across the web.

If you got this far, you probably understand what memes are, so the next question in line is, why do so many people use them around the world every day? Simply put, they are the internet's inside jokes. They convey a feeling of familiarity and relevance, being a part of something bigger. The cultural knowledge you gained from years of watching television and browsing social media channels has now made it possible for you to understand and enjoy this joke. That's the secret ingredient that turns memes from regular jokes to viral material.

There are few more reasons why memes are one of the go-to moves of the average social media user:

They are eye-catching.

They enable you to express complex ideas through a simple concept by relying on the meme context, origin and common use.

They have a viral potential.

They push you to paint your creative thoughts in more humorous colors.

They are easy to create and are just too much fun!

The most vital part of using memes is to understand the context of the content you're sharing and to know how to leverage its full meaning. The best way to do so is by spending some quality time with your best pal Facebook, and start putting some work into the scrolling wheel. If your Facebook friends prefer a wild bingo night over sharing funny memes, you can always visit Know Your Meme. This website documents internet memes and serves as a knowledge hub about their origins. You can browse the most popular memes and check out common uses of each one.

We can continue with more detailed descriptions of meme usage, but sometimes, it's better to show the flying, yellow elephant than to talk about it. For this showcase, we decided to focus on image macros, so "Rickrolling," "Be Like Bill," "All Your Base Are Belong To Us," "Spinning Dancer Illusion," "Double Rainbow Guy," or "Dancing Baby" - we're sorry, but don't wait for an invitation to this party. Here are 10 examples of the web's greatest, funniest and most popular image macro memes:

Wondering how to create a meme by yourself? Well, you can sleep late and prepare the pancakes, because it's easy like a Sunday morning. Meme generators are scattered all over the web like flyers on the sidewalk, just next to the guy who hands them out. They're free, simple, accessible and they don't require any kind of software installation. No need to waste time on choosing a font or trying to center the text - all of these preferences are already set. Because we don't want to exhaust your tired fingers with typing "Meme Generator" on Google, here are some great resources you should try:

Memedad.com - Self-explanatory, ads-free and most important - doesn't leave a watermark.

MemeGenerator.net - Probably the most popular of them all. Supports different languages, offers convenient sharing options and showcases a list of examples for each meme.

imgur.com/memegen - A meme generator by Imgur, the popular free image hosting platform. Straightforward and simple.

https://imgflip.com/memegenerator - Fast, clear and easy to use. Allows users to create "private" downloadable memes that won't go online unless you decide to publish them.

By Chen Attias
Community Manager

# data[].attributes.attachment_link.title
What Are Memes and How You Should Use Them

# data[].attributes.attachment_link.description
The internet is a living thing. It changes, evolves and responds to live events. With technology constantly developing, one can blink and miss the current golden age of the latest online phenomenon. So if you suffered from a really long blink during the last decade, give or take, you might have missed the divine wonders that go by the name - "memes."

# data[].attributes.body
I like this program. It's easy and fun to use. While memes generally entail some type of commentary on a cultural event (WixBlog, 2022), the use of ImgFlip can be used simply for the merger of words and images. The UI (user interface) is easy to use and students can create fun things to say about ... well ... anything, including how they feel about a lesson, concept or reading. Give it a try, it's free.

# data[].attributes.attachment_link.title
Imgflip - Create and Share Awesome Images

# data[].attributes.attachment_link.description
Quickly turn your ideas into catchy shareables with Imgflip's meme and GIF tools and community of content creators

# data[].attributes.attachment_link.title
What is a Blog? | Definition from TechTarget

# data[].attributes.attachment_link.description
A weblog or blog is a popular way to share opinions with a wide audience and make money. Learn what a blog is used for, who blogs and how to write your own.

# data[].attributes.body
Blogger is a useful tool for students to create, design and share. Blogging is a form of expression for people to share ideas, thoughts, pictures and videos for just about anything (Barney, 2023). Students can use blogs to write about assignments, comment on the cafeteria food, or even (ahem) write  about their favourite teacher. Blogging, in modern day formats, touch upon so many of the curriculum general capabilities such as literacy, numeracy, ICT, creative and critical thinking, personal and social capabilities and ethical understanding. The use of a blog is boundless in the classroom. For us Gen Xers, remember when the teachers used to make us write a journal - this is it - but in colour, with images, videos and sound.

# data[].attributes.attachment_link.title
Blogger.com - Create a unique and beautiful blog easily.

# data[].attributes.attachment_link.description
Publish your passions your way. Whether you'd like to share your knowledge, experiences or the latest news, create a unique and beautiful blog.

# data[].attributes.body
Is this the dawn of the new internet? Web3 is supposed to be the next step for connecting to the web. The difference between Web2 and Web3 is ownership. Will students of today be working in jobs that Web3 hasn't yet invented?

# data[].attributes.attachment_link.readable_text
This post may contain affiliate links. If you use these links to buy something we may earn a commission. Thanks!
MetaMask is a cryptocurrency wallet that is available as a browser extension to help you store tokens, interact with decentralized applications, and trade Ethereum.

By connecting users with MyEtherWallet, MetaMask eliminates the need to enter private keys at the execution of each transaction while creating, storing, or trading tokens.

Users can store and manage their Bitcoin, Ether, and other cryptocurrencies using a blockchain wallet, which is available as a digital or online wallet. A blockchain wallet enables cryptocurrency transfers, prevents theft of crypto assets, and allows users to convert them back into their local currencies if needed.

MetaMask is the most popular blockchain wallet today, with monthly active users surpassing 30 million, thus making MetaMask the most widely-used non-custodial crypto wallet in the world. The MetaMask browser extension provides a vital utility for crypto gamers, developers, and newcomers to the blockchain space.

Its community is strong, with over a million downloads, and it has many resources contributing to the project.

The MetaMask browser extension is a browser extension that can act as your Ethereum wallet. Unlike traditional wallets, MetaMask requires no additional plug-ins, so you're free to use it in any browser.

Once installed, you can view your Ethereum address and send or receive coins to any Ethereum address in turn. MetaMask allows you to stake coins on gambling sites and trade on DEXs, as well as participate in projects like PoolTogether and Compound.

The MetaMask application is available for both desktop and mobile platforms. The downloading process is largely the same on all supported browsers. Before you decide to use this tool, make sure you understand the advantages and disadvantages of the tool.

This comprehensive guide will show you how to install the extension, create a wallet, write down your seed phrase, and send ETH to your wallet.

MetaMask offers a secure and convenient wallet. As an open-source application, MetaMask is a reliable tool with an easy-to-navigate user interface and consistent customer support. It offers the users complete control over and access to their funds on local devices.

MetaMask helps you to access your funds without any hassle, as it does not require you to manage private keys at each and every transaction that you undertake. Instead, it automatically signs all transactions and pops up a confirmation window when you make a payment.

However, you have to remember a set of words that will prove your identity. This wallet is widely used by people who want to make secure cryptocurrency payments. It is safe to use because it works with the Ethereum blockchain.

The extension also allows you to interact with distributed applications in browsers like Chrome, Firefox, Opera, and Brave. It will store all of your crypto assets and allow you to interact with decentralized applications or dApps without having to set up separate accounts.

This eliminates the need to download entire blockchains, minimizes the risk of malware, and protects your personal information.

As the name implies, MetaMask is a gateway into the world of dApps. Unlike other centralized exchanges, MetaMask connects to decentralized applications and smart contracts. You can perform actions and events using dApps. Typically, these actions require payment in Ethereum or a crypto token.

MetaMask makes these interactions much easier to perform. Moreover, it integrates with two exchanges. If you use Ether, MetaMask links to Coinbase.

If you prefer ERC-20 tokens instead, try ShapeShift. If you have any questions, MetaMask provides comprehensive support pages and a video introduction.

Although MetaMask offers many advantages, it is also vulnerable to phishing attacks. Phishing attacks are designed to steal your personal information. They are known to happen with MyEtherWallet.

To avoid such an attack, use strong passwords and only log in from its official website. It also has an internal protection mechanism that blocks phishing attacks and other attack vectors.

Another advantage of MetaMask is its ease of use. In contrast to hardware wallets, the software is easy to install and use. It is also free to use, and you can set up as many accounts as you want.

On the downside, MetaMask does not support a variety of cryptocurrencies, including Litecoin. Nevertheless, you can use it to store your crypto assets. Its low fees make it one of the most convenient cryptocurrency wallets available on the internet.

MetaMask is a new type of crypto wallet that is aimed at helping cryptocurrency users establish their identities on the internet. The service is quick and easy to use, and the process of setting up a new account is swift and painless.

The first thing to do is to create a seed phrase, which will serve as a backup password. During the process, you will have to confirm your seed phrase using a confirmation button and a message. After installing the MetaMask extension, go to your browser's extension's settings and sign in to the site.

You'll be asked to create a strong password. Accept MetaMask's terms of service, and save your seed phrase. Next, you'll be prompted to accept the terms of service and receive a unique Ethereum wallet address. Once you've confirmed your new account, you're ready to use MetaMask.

Once you sign in to your MetaMask account, you can connect it to the network of your choice. To add a network, select "Networks'' and then click "Add Network." You can also manually add the Celo network to MetaMask. Once you've added the network, you can add tokens to your account next.

MetaMask is available as a free Google Chrome extension, as well as for IOS and Android native applications. It also supports Firefox, Chrome, Brave, and Edge Browser. You can find step-by-step instructions on how to set up your account on MetaMask's website.

You must also have an account with the company to access your wallet. Once you have an account, MetaMask will display a list of supported browsers.

You can now buy cryptocurrency directly from your MetaMask wallet by using Coinbase Pay.

The service provides multiple options for buying and selling cryptocurrency and currently supports 98 million customers worldwide. It supports more than 100 tradable digital assets, including Ethereum, Bitcoin, and BINANCE. The service has more than 70 million users and over $255 billion in assets.

To use this service, you will need a Coinbase Wallet account and an extension for Chrome. You will need to enter your private key in the Coinbase web interface. After setting up an account, you can then add funds from Coinbase Wallet to MetaMask.

Alternatively, you can also use your current wallet to connect to MetaMask. Once you have done this, you will have to create a password for your account to prevent unauthorized access.

To connect your Coinbase Wallet to MetaMask, you must first download the OpenSea app. Download it from the App Store or Google Play Store. OpenSea displays a menu with five icons on the bottom.

Then, select the "Profile" icon, and follow the prompts to connect your cryptocurrency wallet. Once connected, you will have to confirm your connection to the centralized exchange, and you'll be able to see your coins in your MetaMassk wallet within a few minutes.

You can also connect your MetaMask wallet to a hardware wallet like Ledger Nano to protect your coins. To ensure the safety of your funds, Coinbase Wallet also supports insurance against loss or theft.

Coinbase is also available as a mobile application for iOS and Android devices. Download the Coinbase Wallet app, choose a username, and enter your seed phrase. Don't forget to double-check every letter and keep it in a secure place, as the seed phrase is irreplaceable.

If you lose or forget your seed phrase, you'll be unable to import your cryptocurrency to MetaMask.

Besides MetaMask, other cryptocurrency apps are available for users, such as TrustWallet. It offers support for Ethereum and Polygon but does not charge any extra fees.

Trust Wallet is free and open-source, which makes it an excellent alternative to MetaMask. On the other hand, if you don't need a custodial plan, Exodus is a viable option, too, as it allows for mobile and desktop management.

But one downside of Exodus is the risk of malware. However, its developers are working to improve security. Another alternative to MetaMask is the Ledger Nano X, which is a smaller version of the popular cryptocurrency wallet. This wallet does not require a custodial plan and is cheaper than its most counterparts.

MyEtherWallet is another worthwhile option to look into. This wallet supports multiple crypto assets, including Bitcoin, Ethereum, and other popular cryptocurrencies.

In addition, it features a reliable customer support system. Users can ask for help anytime through a live chat. You can also find block explorers and blockchain gaming options, which are helpful for newbies.

In early 2020, MetaMask had a little under 5 million users. By May 2022, it was approaching 30 million users. That makes MetaMask the most popular cryptocurrency wallet in the world today.

This upward growth trend is forcing MetaMask to come up with creative income plans. In late 2020, the company introduced Swaps, which was an immediate hit with users. This revenue model should continue to grow as users continue to expect it to be the best wallet in the world.

It is hard to gauge the future of a company that has gone through several changes. One such change is the recent acquisition of MetaMask by ConsenSys. Kumavis spent $30,000 building MetaMask on his own. After that, he and his team were acquired by ConsenSys, which now has MetaMask under its umbrella.

While MetaMask isn't the only browser-based Ethereum wallet, it does offer one of the best access points for dApps. MetaMask is also improving on providing wallet solutions for institutions and large organizations.

With the MetaMask Institutional product, users can store and access their private keys without the need for a physical wallet. The MetaMask Institutional product is also available in a mobile app.

ConsenSys, the company behind MetaMask, has been preparing the platform for a token launch and DAO. In early 2022, MetaMask will make its debut in the market. The next step is integrating NFT with MetaMask.

As long as these plans are implemented, the company will continue to make MetaMask an important cryptocurrency wallet.

So, stay tuned for more news on the company's future and MetaMask!
The editorial content of OriginStamp AG does not constitute a recommendation for investment or purchase advice. In principle, an investment can also lead to a total loss. Therefore, please seek advice before making an investment decision.

# data[].attributes.attachment_link.title
Metamask - What is it, and How Does it Work?

# data[].attributes.attachment_link.description
This post may contain affiliate links. If you use these links to buy something we may earn a commission. Thanks! MetaMask is a cryptocurrency wallet that is available as a browser extension to help you store tokens, interact with decentralized applications, and trade Ethereum.

# data[].attributes.body
Remembering the days in class, before YouTube was (for us more mature aged) either an old projector with two reels and grainy film, or a VHS tape played on a tv and VCR that the teacher rolled into the classroom. Times have changed. Access to video content is as easy as a click of a touch screen (mouse, apparently, is old tech my daughter tells me). Most classrooms have digital monitors or HD projectors, with sound! Visual content for learning has come a long way and although YouTube has changed since it's launch in 2005, it changed the course of learning (Burns, 2020).

# data[].attributes.attachment_link.readable_text
YouTube has just about any video you could think of, from cooking videos to gameplay walkthroughs and everything in between. Since the creation of the website in 2005, people are now uploading 500 hours of footage every minute, and the website is generating over 1 billion video views daily.

"How-to" searches on the video platform grow over 70% each year. Viewers use the website not only to learn, but to teach. With the number of videos on the site used to instruct and teach viewers varying skills, it is possible that YouTube could replace skill classes and even some educational classes.

YouTube has opened up the tools for education in many ways. Students often use YouTube as an alternate form to learning about a subject.

"YouTube is my go-to when I don't understand something from a class," Katey Counts, a graphic design undergraduate at UW-Parkside, said. "As a design student who frequently uses the Adobe Creative Suite, I find the most informational tutorials on this subject on YouTube. Over my college years, I would attribute a large chunk of my Adobe skills to YouTube."

Channels like Khan Academy, Edutopia and TED-Ed are all dedicated to teaching students different curricular and lessons throughout all grades. Yet, these channels don't even scratch the surface of the list of channels dedicated to virtual teaching.

However, academic education isn't the only way that YouTube has provided its users with more skills. In fact, when it comes to learning about new products, users are three times more likely to prefer watching a YouTube video tutorial than reading the product's instructions. Videos like product unboxing, first tries and product reviews are popular because the viewers get a real person's opinion on the product they're interested in.

The beauty category on YouTube is one of the most popular categories on the entire website. In 2016, beauty-related video views increased by 80%.

In fact, one of the highest paid YouTubers is Jeffree Star. Star is a YouTuber who focuses on beauty, makeup and cosmetics. In 2019, Star made $17 million from YouTube alone, making him the fifth highest paid YouTuber of that year.

Young adults and teens have been using YouTube to learn cosmetic skills for years. Users age 18-24 make up 96% of YouTube's demographics.

Counts, who watches about six to eight hours of YouTube a week, is one of the many young women who use the site for the beauty and cosmetic community.

"Makeup has been a big hobby of mine since I was a teenager," Counts said. "I feel like a lot of people who are starting to get into makeup turn to YouTube."

Users who are starting to get into any new hobby often use YouTube. In fact, 70% of millennial YouTube users used the site to learn how to do something new or learn more about something they're interested in.

Nick Maas, a 22-year-old frequent YouTube user, admits that he has used the website in the past to help him in multiple aspects of his life. Maas said he watches about two hours of YouTube every day.

"A few months ago I needed to change a headlight on my car, and instead of bringing my car in, I figured I could save time and money by watching a how-to video on YouTube," Maas said. "I've also watched 'tips and tricks' videos about serving and bartending that have helped me to learn and become better at my job."

Counts said that YouTube has been a medium for her to gain knowledge on hobbies that she's already picked up.

"I have used YouTube to expand some of my hobbies," Counts said. "Recently I've gotten really interested in interior design and I have watched a ton of videos relating to that. I have learned a lot about interior design from YouTubers. I also enjoy cooking and YouTube has such a wide variety of culinary tutorials."

When it comes to education, YouTube has long been integrated into lesson plans and curriculum for teachers to help explain their lesson topic more thoroughly. In a survey conducted on participants aged 14-23, YouTube ranked the highest as a preferred learning tool, with 59% of participants choosing the website.

Lillianna Fowler, an early childhood/elementary education major at UW Oshkosh, said that YouTube has assisted her in her teaching.

"I use YouTube very often myself to guide teaching," Fowler said. "As an education major, I use YouTube a lot for looking up certain types of lessons and different types of lesson planning. There are a lot of people on YouTube who record how they are planning lessons, what they use to plan lessons, how to make students more engaged in learning, etc. And I use those videos a lot to help integrate better materials into my own learning."

From cosmetic looks, cooking tutorials, instructional videos on how to build an Ikea bed frame, to learning how to play the guitar or figuring out a math equation, YouTube has a video for you.
When it comes down to it, YouTube is evolving to be more than a social media app or video platform for entertainment. The user-generated website is slowly making its name in the world of education. The site can even be used as a reference or source for essays and reports.

While it's already starting to evolve into more than a platform for entertainment, is it possible that YouTube could replace some aspects of education, be it in the classroom or even just at home?
Fowler seems to believe that, in some ways, YouTube is already doing this.

"Absolutely," Fowler said. "There has not been a single class I have been in that doesn't use YouTube in their instruction. Teachers/professors pull up YouTube videos in every class to help what they are teaching. It's a resource that many people use."

Other users agree that YouTube has the ability to be an educational platform.

"I think with this enormous pool of information that YouTube has, it has ways to enhance education and in some ways replace it," Mass said. "Many topics learned in school could be learned from the comfort of your bed."

"YouTube and media in general play a big part in what keeps students engaged and helps students understand in a different way," Fowler said. "Some students like watching videos more than students who like reading out of books. If we have a resource like YouTube, it allows for us to move a little bit past the curriculum and look at it in a different and sometimes better way."

It's hard to tell what direction the site may take in order to keep up with its increasing popularity.

Since Google purchased the site in 2006, the website has seen many changes, such as the addition of Youtube Premium, which gives users the ability to purchase a monthly membership that allows them to watch videos without advertisements.

Stricter guidelines and rules have also been placed on videos being uploaded and even comments being made. With the introduction of monetized videos, sponsorships and advertisements, YouTube has also become a means of income for a lot of people.

Despite all the changes, one thing remains the same. YouTube continues to be a free-access website for users to view and upload video content of their choice. While some channels get paid to upload videos, a majority of the channels do not.

The idea that users are uploading content for the simple fact that their video is going to help someone out there, with little to no gain in return, is what makes YouTube so special.

For some users, YouTube is just an app used to find out the newest features on the newest phone or how a foundation will look on certain skin. But for others, YouTube has become a home and a place of comfort. There are so many communities throughout the website, so there is a place for everyone to fit in.

"I would say YouTube has made a large impact on my life," Counts said. "It's comforting knowing that if there's something I want to accomplish, someone has likely already made a YouTube tutorial for it."

# data[].attributes.attachment_link.description
YouTube has just about any video you could think of, from cooking videos to gameplay walkthroughs and everything in between. Since the creation of the website in 2005, people are now uploading 500 hours of footage every minute, and the website is generating over 1 billion video views daily.

# data[].attributes.attachment_link.description
Crypto is a lot of things – including terribly explained. We’re here to clear things up.