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Can Technology Change Education? Yes!: Raj Dhingra at TEDxBend

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Technology is Changing the Look of Education.

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These are the resources available in my classroom.

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The world of educational technology is a rapidly changing universe, complete with hundreds of "must-have" tools for every classroom and every teacher. I am a firm believer in the power of educational technology in the classroom. The right tools can elevate a student's learning experience to levels unfathomable to teachers who were in the field even a short ten years ago.

Would you like to take your students on a field trip to, perhaps, the Palace of Versailles, the Taj Mahal, or the Great Pyramids? Wait, your principal is against funding that trip? Too bad! Thanks to wonderful tools such as Google Earth and Google Cultural Institute, your students can experience these amazing wonders of the world without leaving your classroom. Perhaps you would like to create a more student centered learning environment by flipping your classroom. "Flipping" your classroom can feel like a daunting task. Fear not, teacher-friends! Many amazing tools are available, many for FREE, that can make your life as a flipped teacher much easier.

Due to the wealth of EdTech tools available, the obstacle for many teachers is not that tools are not available for their classroom, but how to choose the right tools for their students. How can we find the balance between integrating technology into our classrooms and allowing technology to overrun our classroom environment?

Like most teachers today, I sometimes feel overwhelmed at the sheer number of EdTech tools at my disposal. Which tool is right for me and my students?

Another struggle I face is whether or not the technology I'm using in my classroom is beneficial to my students. Am I using technology to benefit my students or am I using technology for the sake of using it?

To avoid these issues, I use the following three question test to determine whether or not an EdTech tool should be used in my classroom.

Does the tool allow my students to do/create something they previously were not able to do?

New educational technology tools can be extremely tempting, and why not? Many are awesome! Sometimes, I find myself ready to jump on the bandwagon of a new tool without really understanding how the tool would benefit my students. I teach high school Social Studies, so while a website that would allow my students to create their own hobbit would be phenomenal, it doesn't quite fit into my extremely packed curriculum. (Wouldn't that tool be awesome?!) However, tools like Google Hangout, Schoology, and HSTRY allow me to "techify" aspects of my curriculum, increasing student engagement in content like never before. My students were able to have a Hangout with our Congressman while he was in Washington DC. My students absolutely loved this activity because it allowed them to directly communicate with their Congressman. This was an amazing experience for my students because it made them feel as if their individual questions and concerns were actually important. We were also able to view his office in Washington DC (which was really awesome for them and me!), something we otherwise would not have been able to do without an expensive field trip to our nation's capitol.

Anyone who has completed an online course in at least the past five years has most likely been assigned an activity that requires them to read a selection of text, respond to an open-ended question about their reading, and then discuss their ideas with classmates in a virtual setting. Tools like Schoology allow me to assign these "discussion boards" to my students, fostering an online forum for discussion of course related concepts. How does a technology aided discussion forum allow my students to do something they would not have been able to do without technology, you ask? Many of us, as students at least, do not love to actively participate in classroom discussions. Sometimes the quiet or shy students are pushed aside in discussions by the more dominant or louder students. In an online discussion environment, ALL students are REQUIRED to participate. It is quite rewarding as a teacher to "hear" the perspectives and opinions of all of our students!

Is the tool easily accessible for my students?

This requirement is vitally important to technology integration. Students must be able to easily navigate tools that I use in my classroom. Recently, my students were able to use an awesome interactive timeline creator called HSTRY. After creating an account, my students were easily able to navigate the site. I provided them with a class code which allowed me to access their timelines as they were creating them. The class code option is a fantastic feature of many EdTech tools and helps to create a more personalized learning experience for my students.

When choosing tools for your students, it is also important to consider the device/operating system to which your students have access. Are you a 1:1 school? Do your students bring their own devices to your classroom? Does every student have the same device for classroom use? Sometimes, a website provides a wonderfully creative tool that works beautifully on a web browser, but lacks certain features on iPad or other tablet options. Moral of the story? Teachers, do your homework!

Does the tool detract from the focus of the lesson?

When I search for new EdTech tools, I force myself to reflect on this question. If I use this wonderful new tool in my classroom, how much time will I have to spend teaching my students how to use the tool? Instructional time spent on teaching students the ins and outs of a specific learning tool is not exactly well-spent instructional time. Websites or apps that I use in my classroom must be EASY for my students to use. I typically look for tools that either do not require a student account, or allow a GAFE single sign-on. The fewer usernames and passwords my students and I have to remember, the better! My students must be able to navigate the websites/apps with minimal supervision from me...which means they should be able to troubleshoot most issues they have. My goal in integrating technology into my curriculum is just that: to integrate technology. Technology does not and never should replace me as the teacher. However, as the teacher I should be guiding my students to understand our course concepts and related content, using the wonderful world of EdTech as a tool.

Hopefully, this list helps you sift through the seemingly endless pool of "must-have" EdTech resources and allows you to "techify" your classroom! Happy summer!
Feature image courtesy of Flickr, Waag Society.

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How to Choose the Right EdTech Tools for Your Classroom

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The world of educational technology is a rapidly changing universe, complete with hundreds of "must-have" tools for every classroom and every teacher. I am a firm believer in the power of educational technology in the classroom. The right tools can elevate a student's learning experience to levels unfathomable to teachers who were in the field even a short ten years ago.

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Rick Allen
Technology is changing literacy, claim Web 2.0 advocates, university researchers, edgy librarians, pundits of the blogosphere, and the media. The visual is ascendant, text is secondary-and linearity? Forget about it. Web surfers flip from one information wave to another, gathering and synthesizing. Beginning, middle, and end are up for grabs.
In the classroom, some educators are attempting to harness the power of technology to increase literacy rates for struggling students, but does using technology really make a difference? An initial assessment of the research on the current generation of technology used to aid literacy yields interesting, if somewhat lackluster, results.

Stanford University education professor Michael Kamil, an advocate of technology's role in the classroom, notes that the national evaluation Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort found that technology didn't significantly influence student performance.

According to Kamil, however, that's not necessarily a bad thing: "The important aspect, from my perspective, is that these were classroom programs that replaced about 10 percent of instructional time. What that means is that since there was no difference, the software programs were as good as the teacher." Such findings, Kamil explains, could signify a shift from teachers using technology as merely a supplement to using it as the means of instruction.

Now, Kamil notes, newer and better technology is coming out all the time to make the option of classroom technology even stronger, especially for struggling readers and writers. He points to advances in speech recognition technology, such as Carnegie Mellon University and the University of Pittsburgh's research-based Reading Tutor project or programs such as Pearson's Quick Reads, as examples of tools that can improve students' reading fluency.

Despite the lack of data showing that technology has a tremendous effect in the classroom, teachers have found that using technology may help address students' specific learning needs. Charles MacArthur, a special education professor at the University of Delaware, explains that students who have learning disabilities, including dyslexia, typically need help with transcription processes to produce text, spell, and punctuate correctly. However, any students having trouble with writing fluency can benefit from teachers integrating technology into the classroom. And sometimes tried-and-true technology works the best.

"The only tool that has enough research behind it is plain, old word processing," MacArthur says. "Students with writing difficulties are able to produce a text that looks good, and they can go back and fix things without introducing new mistakes."

According to MacArthur, word-prediction software, which generates lists of potential words as students type initial letters into the computer, can also help students dramatically improve the legibility and spelling of their writing. In a 2006 article in the Handbook of Writing Research, "The Effects of New Technologies on Writing and Writing Processes," he explains that his series of three studies of 9- and 10-year-olds with severe spelling problems showed that these students' legible words increased from 55 to 85 percent, and their correctly spelled words rose from 42 to 75 percent.

Creating a Buddy System

Carol Greig, a former technology coach, won the International Reading Association's 2008 Presidential Award for Reading and Technology for her Reading Buddies program, which uses MP3 players to increase the literacy skills of beginning readers at Howard Elementary School in Eugene, Ore.

In developing the program, Greig worked with University of Oregon researcher and pioneer in computer-supported studying Lynne Anderson-Inman to test its effectiveness with kindergarten students. Using the Dynamic Indicators of Basic Early Literacy Skills test, Greig tested the group of students every two weeks on pre-reading and early reading skills, such as naming letters, phonemic awareness, and ease of decoding nonsense words accurately.

After six weeks of using Reading Buddies, Greig says, "We saw kids who had been operating at the 10th and 20th percentiles moving up to the 40th and 50th percentiles." At the end of the 10-week pilot, Grieg says, "[Students] were at or above the test's benchmark."

Because Reading Buddies is a take-home program, students bring home an MP3 player four days a week to listen to podcasts of Greig reading a 25-minute story. Each student receives a packet containing the book from which Greig is reading, questions to reflect on, and scripts and songs that direct students to sound out and trace target letters and then match them to pictures (for example, "A" is for alligator, apple, anchor, and so on).

The Reading Buddies program promotes the school's whole child approach, Greig says, by encouraging multiple modalities-such as visuals, tracing letters, auditory, and songs-and requiring students to discuss the material with parents or an adult family member in the home. The following morning, children return their packets, which include a completed parental checklist or comments. Greig then has a brief conversation with each student to tie the Reading Buddies work back to the day's school lesson.

Greig found that, for these students, the program's benefits included higher test scores as well as increased comprehension and confidence. "These were kids who, in a large or small group, would just as soon not give answers-they'd be in the back making trouble," Greig notes. "In two weeks, they were the kids raising their hands and saying, 'I know that.'"

At Howard Elementary, teachers also use technology to assess students' individual comprehension and written work. Web-based programs, such as KidBiz3000 and Achieve3000, generate data based on reading assignments set at students' individual ability levels. The teachers then use the results to differentiate instruction for their 2nd through 5th grade students.

For the teachers at Howard Elementary, technology enhances their ability to engage and challenge students.

Addressing Students' Special Needs

To help students who have auditory processing problems or dyslexia, schools are using various computer technologies to make students more aware of the sounds of words when others speak or when students themselves read aloud. At Bridges Academy in Winter Springs, Fla., 2nd through 12th graders with learning disabilities use technology and receive regular instruction over the course of two to four years "to close the academic gap," with the goal of mainstreaming them back into local public schools, says Executive Director Jacky Egli, who has worked in the field of learning disabilities for 30 years.

At the heart of Bridges Academy's reading improvement program is a two-hour block, five days a week, that includes 50 minutes of teacher-directed instruction and 50 minutes of intensive, technology-based intervention.

Pointing to the school's use of the FastForWord Language and FastForWord Literacy programs, Egli explains that computer technology can slow down a word's "sound signature" so that students become more aware of the phonemes that make up that word. For example, students who reverse the "b" and the "d" may do so because of auditory problems distinguishing those two phonemes, which are extremely brief compared to a typical vowel sound. To help retrain the brain to note the distinction between the two sounds, teachers highlight the differences by slowing down and amplifying the sounds slightly. Students then focus on them through computer activities. Typically, it takes many repetitions of the exercises to retrain the brain.

The technology "builds those auditory and language skills" of students, allowing them, generally, to be more receptive to learning because typically 80 percent of the instructional day relies on auditory information, Egli says. "They're better able to make use of classroom instruction because they can understand the language of the instructor better," she explains.

Recent summer school data revealed that this combination of technology and direct instruction helped some students improve as much as two grade levels in their word attack skills over six weeks, Egli says.

Recently, the Bridges Academy also started using Reading Assistant, a program that uses speech recognition technology to help students improve their reading fluency. At the high school level, students first listen to the computer read a passage from a novel. Using a headset with microphone, students then read the same passage aloud, and the program records the exercise. If a student stumbles on a word, the program automatically prompts with a correct pronunciation. Teachers use the data collected by the Reading Assistant software to see how many words students correctly read per minute and which words they struggled with. Teachers use this data to inform classroom instruction.

Egli notes that using technology alone is not the answer to improving literacy, but the tools help teachers move students toward their individual learning goals. "Using some of the technologies we have now, we can do some things that many of us hoped to achieve for a lot of our special-needs kids-but at a much more efficient rate," she says.

Additional Resources

Dynarski, M., Agodini, R.., Heaviside, S., Novak, T., Carey, N., Campuzano, L., et al. (2007). Effectiveness of reading and mathematics software products: Findings from the first student cohort. Retrieved August 12, 2008, from U.S. Department of Education, Institute of Education Sciences Web site:http://ies.ed.gov/ncee/pdf/20074005.pdf.

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Leveraging Technology to Improve Literacy

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Rick Allen Technology is changing literacy, claim Web 2.0 advocates, university researchers, edgy librarians, pundits of the blogosphere, and the media. The visual is ascendant, text is secondary-and linearity? Forget about it. Web surfers flip from one information wave to another, gathering and synthesizing. Beginning, middle, and end are up for grabs.

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Selecting Technology for the Early Childhood Classroom

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Blended Technology and Classroom Learning

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Blended Technology and Classroom Learning

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Blending technology and classroom learning: Jessie Woolley-Wilson at TEDxRainier

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Aspects you should consider when planning & designing lessons.
*Student needs
*Curriculum demands
*Available technology

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Explanation of TIM Instructional Planning Model

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Explanation of TIM Instructional Planning Model

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If children do not learn the way we teach we must teach the way they learn.
Jessie Woolley-Wilson

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Important technological definitions

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The field of education technology, also known as "edtech", has been around as long as technology has been used in schools. However, computers, the Internet, and mobile devices have given rise to a new revolution of edtech. Along with this revolution is a whole new vocabulary and a new audience using these technologies. It is not just formal educators at learning institutions, but also parents, tutors, virtual coaches, and more. Here is a glossary of these new terms.

This dictionary is intended for individuals with little or no background in education or technology.

Most commonly refers to a program where a school provides one device (e.g. laptop, tablet, etc) per student. This is a new initiative and a lot of conflicting reports exist citing its advantages and disadvantages. Many K-12 schools are currently running 1:1 pilots to test this concept.

An educational process where the teaching methods and materials adapt to each students' pace and level. Technology is often the vehicle for delivering this process, since software can change exercises, questions, and content easily based on previous answers and actions by a student.

Any piece of technology, hardware or software, that helps a person with disabilities perform everyday tasks that might otherwise be difficult or impossible. This can include everything from wheelchairs to screen readers to text telephones.

Any communication method that helps individuals with speech and language impairments to communicate. AAC technologies are a sub-category of assistive technologies and include text-to-speech communicators and picture communicators.

A psychological method where the actions of an individual are altered through various techniques, such as positive and negative reinforcement. The goal is to encourage a repetitive desired behavior.

A collection of data sets so large that specialized technologies, techniques, and technicians are required to process, manage, and store them. An industry has arisen around the processing and analysis of large volumes of student data.

A teaching practice that combines, or blends, classroom and online learning. The instruction of a lesson occurs with both teacher interaction and computing devices. Also known as Hybrid Learning.

A teaching framework that classifies learning objectives from lower order to higher order thinking skills: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Some criticize elements within this framework or its real-world applications.

Also known as Bring Your Own Technology (BYOT), this is an initiative where students bring their own mobile devices into the classroom for class purposes, as opposed to using school-issued devices. This is often seen as an alternative to 1:1 programs due to lower maintenance costs, though students without devices cannot participate.

A psychological method used by teachers to minimize classroom disruptions and maximize a learning environment. Though a number of tactics can be used, they generally fall into the use of positive or negative reinforcement.

A device or mobile app that allows students to answer a multiple-choice question. The teacher presents a question to the class, then students use their clickers to input their answer. Some use this as an alternative to paper quizzes.

A generic term used to represent the concept of distributed computing - where a set of networked computers allow for shared services. Also used synonymously with the Internet.

Another generic term that refers to the computer hardware and software that powers the cloud. This includes servers (a computer with specialized software on it), data storage, applications, and more.

A US initiative to provide a national set of learning standards. Has not yet been adopted by all fifty states. This initiative has both supporters who favor a national standard and detractors who criticize its one-size-fits-all strategy.

A classroom that mostly or entirely relies on electronic devices and software instead of paper and pens. It is usually characterized by a central computing device, like a laptop or tablet, and a number of online software and apps.

An individual born during or after the common use of digital technologies, such as the Internet, mobile devices, apps, etc. It is assumed that such individuals have a strong grasp of digital technology because it was a regular part of their lives.

Any kind of technology that is used for educational purposes by an educator or educational institution. Most commonly used in reference to software utilized in primary, secondary, and higher education, though it can cover much more than that. Also known as "edtech."

Anyone who formally teaches a learner. It is a broad term that can be used to encompass primary & secondary school teachers, higher education professors, adult instructors, homeschool parents, tutors, trainers, lecturers, mentors, etc.

An attitude where learning can happen on your own, without any formal structure. Often described as "do-it-yourself (DIY) education." Interestingly, the originator of this term, Jim Groom, no longer calls himself an edupunk.

Used in the context of education, it means the attentiveness and interest of a student to the lesson at hand. If a student is highly engaged, it means the student is focused, and maybe even enthusiastic about the topic. The best learning occurs when there is high engagement.

A form of blended learning, this is the practice of students watching lecture material (usually in video form) at home, then practicing their learnings in an interactive environment in the classroom. Households without computers or an Internet connection cannot participate in this practice, however.

The practice of applying game mechanics into an activity. Examples of game mechanics are goals, badges, competition, immediate feedback, and leveling up.

Hybrid Learning

Synonymous with Blended Learning. See the Blended Learning definition above.

A comprehensive and personalized plan that helps a child with disabilities achieve a specific set of education goals. Parents, teachers, and school specialists work together to construct and carry out this plan.

A subset of education technology, this practice focuses more on the use of technology for instructional purposes, though the terms are sometimes used interchangeably.

A field related to Information Technology (IT). Used by some as synonymous with IT, and by others as more expansive than IT, since it includes communication technologies as well. In the US, IT is more commonly used within schools, while ICT is more common in the UK.

A non-profit organization that serves educators interested in the use of technology in education. It is most known for its annual conference held in the US.

Any individual who is receiving an education. Can be taught by an educator or self-taught.

A piece of software that manages, analyzes, and runs educational courses and training programs. Also included are student registration, curriculum management, skill & competency management, and reporting features. Most modern LMS packages are web-based.

Any conceptual framework rooted in psychological principles and used for administering education. There are multiple learning models out there, such as the behaviorist, cognitive constructivist, and social constructivist models. This field is constantly evolving as we understand more about how people learn.

An online course that includes video lectures, reading materials, problem sets, and a student community. Supporters see MOOCs as a disruptive innovation and detractors question its actual educational efficacy.

An object that can be moved around as an aid for understanding a mathematical concept. Sometimes handling a real-world object can help students learn an abstract concept like addition and multiplication.

Any online educational material that is freely accessible and openly licensed for public consumption. Such materials can be online courses, lectures, homework assignments, exercises, quizzes, interactive simulations, games, etc.

Any piece of software that is freely available and openly licensed. Other programmers can contribute to the original software or create their own versions of it. Most modern websites incorporate some kind of open source software, including edshelf!

The science and art of education and learning theory. Just as there are fields of study in other subjects, this is the study of teaching.

An informal network of people that is professional in nature and meant to aid an educator in furthering his/her pedagogical craft. Since teaching in a classroom doesn't lend itself to a lot of peer interaction, teachers create PLNs to meet other teachers for advice and support.

A teaching method based on the idea of "learning by doing." Students work on a hands-on real-world activity that demonstrates the concepts they are learning. PBL learning tends to have high student engagement.

A generic term for the growth of one's career-oriented competencies. Teachers regularly attend workshops and conferences, expand their PLN, and undergo performance evaluations to further their craft.

The four levels of this model represent how integrated technology is into a curriculum, from substituting non-technical tools with technical ones, augmenting existing tasks with technology, modifying existing tasks with technology, to redefining tasks using technology in ways that were previously inconceivable.

An item that can be used to measure a student's competency in a particular topic. Assessments can take many forms, such as tests, essays, projects, presentations, etc.

An acronym that stands for the fields of science, technology, engineering, and mathematics. These fields are often grouped together because of a national movement to promote these subjects in the US. This includes initiatives to integrate their curriculums together and hopes that such an emphasis will lead to a stronger high-tech workforce.

An acronym that stands for the fields of science, technology, engineering, arts, and mathematics. This is a reaction to the STEM initiative and includes the arts as a priority as well. Though it is not yet as widely promoted as STEM, it is gaining in popularity.

A piece of software that manages student data. This includes grades, attendance, background information, discpline records, health records, etc.

Student Response Systems

Synonymous with Clickers. Sometimes also called Classroom Response Systems or, more generically, Audience Response Systems. See the Clickers definition above.

A model for how pedagogy, technology, and content can interact and work together. Often drawn as a Venn diagram of three intersecting circles, Matthew Koehler and Punya Mishra created this framework on top of Lee Shulman's PCK (Pedagogical Content Knowledge) model by adding technology into the mix.

Additional Terms

Am I missing any terms? See any errors? Contact me and let me know. Thanks!

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The Education Technology Dictionary | edshelf

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The field of education technology, also known as "edtech", has been around as long as technology has been used in schools. However, computers, the Internet, and mobile devices have given rise to a new revolution of edtech. Along with this revolution is a whole new vocabulary and a new audience using these technologies.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Learning is the process of acquiring new knowledge. Learning style is an individual's natural pattern of acquiring something that is new and knowledegable. Different people have different learning styles. Some learn by reading, some by hearing, some by writing while many others do so by watching.

Learning may occur as a part of education, personal development, schooling or training. There are many styles of learning which can be adopted to make students comfortable while learning; if a student learns effectively by a specific learning style, we can call it as his own natural learning style. In olden days, we didn't have many learning styles and we were just forced to learn with those traditional learning styles employed by our schools. But nowadays, technology is a boon to students as it helps them learn the way they like. It can help students develop their own learning styles even at a very young age. Let's learn about such learning styles and how technology helps students in adopting those styles.

There are many categories of learning styles. Here we're focusing on a specific categorization which is very common and widely used . According to this, learning styles are of three types; Visual Learning, Auditory learning and Kinesthetic learning. Let's go briefly into these learning styles one by one.

Visual learners prefer to see the content to understand it. Picture based learning, Video based learning and many more come under this category. It's a learning style in which ideas, thoughts, concepts, processes and other information are represented and associated with images, graphs, charts and videos. Anyone can remember things easily if they visualize them; this way it's easy to focus on the meaning, reorganization and grouping of similar content. Visual learning style increases visual memory, and helps in recalling the information better. Below, we provide you with information on a few visual learning tools & resources.

Pinterest:

is a pin-board style photo sharing web platform. This site allows users to create and manage theme based image collections such as events, interests and hobbies. Pinterest has numerous categories like Art, Design, Humor, Education, Science and Nature, Technology, Photography, Products, Quotes, Travel, Fashion and many more themes. For people who focus more on images and graphics instead of words , Pinterest turns out to be a great visual learning tool. For more information on Pinterest, you may refer our previous articles " Pinterest: A Great Visual Learning Tool " & " How Can Educators Use Pinterest? "

VariQuest:

provides many visual learning tools such as, the Poster Maker, Perfecta, Cutout Maker, Awards Maker, Cold Laminator, Design Center and VariQuest Software - featuring thousands of curriculum-aligned templates, eDies and graphics designed specifically for schools. These tools provide students and teachers with the ability to quickly and easily create visual supports that help differentiate instructions and personalize learning for all students.

Dragonfly visual learning:

Dragonfly visual learning provides visual spatial learners a way of learning next to other than with the regular learning material available in schools. Often, the regular learning materials for visual spatial learners are insufficient. They need a more visual explanation and a bigger picture so they can understand better, where all the pieces of learning material belong within the big picture. It contains several schooling subjects; compatible with iPad. This app requires iOS 4.0 or later.

Continued on next page........

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using technology for different learning styles

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tools to support different learning styles learners

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Technology is Helping Students to Adopt Their Own Learning Style

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Learning is the process of acquiring new knowledge. Learning style is an individual's natural pattern of acquiring something that is new and knowledegable. Different people have different learning styles. Some learn by reading, some by hearing, some by writing while many others do so by watching.

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The Technology Integration MatrixTable of Instructional Setting Descriptors

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The Technology Integration MatrixTable of Instructional Setting Descriptors

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12 Easy Ways to Use Technology in the Classroom

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12 Easy Ways to Use Technology in the Classroom

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An Introduction to Technology Integration

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Technology and Teaching: Finding a Balance 

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Technology and Teaching: Finding a Balance 

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Technology Solutions That Drive Education

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What will education look like in the future?

Considering that 10 years ago very few students carried smartphones, and tablets didn't even exist, it's impossible to look 20 or 30 years into the future. It is likely, however, that cloud-based technology will be the foundation for educational technology and that remote, online learning will continue to grow at a faster pace.

Will the developing world catch up with the developed world? Will residential colleges be as popular as they are today? And what about degrees...will they still mean something to employers?

According to his recent column in the , education consultant and head of ICT at Kingston Grammar School Matt Britland believes that the cloud will solve many of the problems facing today's educators:

The future is about access, anywhere learning and collaboration, both locally and globally. Teaching and learning is going to be social. Schools of the future could have a traditional cohort of students, as well as online only students who live across the country or even the world. Things are already starting to move this way with the emergence of massive open online courses (MOOCs).

For me, the future of technology in education is the cloud.

Technology can often be a barrier to teaching and learning. I think the cloud will go a long way to removing this barrier. Why? By removing the number of things that can go wrong.

The infographic below, designed by Michell Zappa of Envisioning Tech, examines a few other technologies that could play an important role over the next 30 years:

This visualization attempts to organize a series of emerging technologies that are likely to influence education in the upcoming decades. Despite its inherently speculative nature, the driving trends behind the technologies can already be observed, meaning it's a matter of time before these scenarios start panning out in learning environments around the world.

Check it out and let us know what you think the future looks like.
Click for a larger image.

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A Map of Education Technology Through 2040 [#Infographic]

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What will education look like in the future? Considering that 10 years ago very few students carried smartphones, and tablets didn't even exist, it's impossible to look 20 or 30 years into the future. It is likely, however, that cloud-based technology will be the foundation for educational technology and that remote, online learning will continue to grow at a faster pace.

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February 5 2015 Written By: EduPristine

Whenever you email a friend, family member, colleague or anyone and send them a link or a website you think that they are looking for or they might find interesting, you are participating in Social bookmarking. The process of saving bookmarks to a public Web site and "tagging" them with keywords is called Social bookmarking. In simple words, it is the act of tagging a website and saving it for later use and reference. These tagged websites are saved on the web instead of the your own web browser. It enables users to add, annotate, edit and share bookmarks of the websites. Social bookmarking is a powerful tool in promoting a website.

Source: http://www.pipmarketing.com/wp-content/uploads/2012/11/20121113-social-bookmarking-blog-post.png
How to do Social bookmarking?

You have to register with a social bookmarking site. It lets you store bookmarks, add tags of your choice, and designate individual bookmarks as public or private. Some of the bookmarking sites check intermittently if the bookmarks still work and notify the user when the URL no longer functions. Some of these sites include Reddit, Tumblr, Stumbleupon etc. Social bookmarking is particularly useful when collecting a set of resources that are to be shared with others. Anyone can participate in social bookmarking.

How does Social bookmarking work?

You can not only save your favorite websites and send them to your friends but you can also see what other people have found interesting enough to tag. Bookmarking sites allow you to browse through the matter which is currently trending as popular, or recently added. It also gives you a categorized list of the items you want to search for like shopping, education, sports, etc. Social bookmarking sites have earned a title of intelligent search engines.

How does it help you?

Social bookmarking helps you to get whatever information you are searching for on the web. You can narrow down your search and find exactly what you are looking for.

Usually, all Social bookmarking sites update and display recently added lists and popular links. It enables you to get the updated information you are looking for. It enables you to even know about the things and information which you are unaware of but would like to know.

Comparing Social bookmarking with Search engines

Social bookmarking, as a search engine has advantage over traditional search engines which we commonly use. All tag-based classification of internet resources such as websites is done by human beings. It enables quality and eminent resource search as content of the resource is better understood because of the human touch it has. People can search and bookmark pages, links and resources which might not have been exposed yet on our tradition search engines. In addition to the above, ranking can be given to particular resources based on how many times it has been bookmarked by the users. It ensures viewing quality resources.

Bookmarking in Social Media Marketing plays an important role to advertise and market your business in a better way. So start bookmarking now and use it to your best advantage.

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Social Bookmarking: Why is it necessary for SEO and Social Media Marketing.

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February 5 2015 Written By: EduPristine Whenever you email a friend, family member, colleague or anyone and send them a link or a website you think that they are looking for or they might find interesting, you are participating in Social bookmarking.

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21st century learning: Nathaniel Bott at TEDxLaunceston