more on extended reality in this IMS blog
more on extended reality in this IMS blog
The error I see many beginning to make is forgetting about the diverse needs of our younger students or, worse, pushing tools intended for older students on younger ones. When considering immersive technology resources for our early elementary students, I’ve shared some important, practical areas to keep in mind.
more on VR in this IMS blog
Nov 21, 2017, Claire McInerny
We hear that smartphones can be addictive, that screen time can hurt learning, but can’t these minicomputers also teach kids about responsibility and put educational apps at their tiny fingertips?
Common Sense Media, a nonprofit focused on kids and technology, says rather than considering the age of a child, focus on maturity. Some questions to consider are:
While Pew Research from 2015 puts adult smartphone ownership in the U.S. at 72 percent, there’s some debate about smartphone ownership among children. The average age for a child to get their first smartphone is currently 10.3 years according to the recent Influence Central report, Kids & Tech: The Evolution of Today’s Digital Natives.
An average of 65 percent of children aged between 8 and 11 have their own smartphone in the U.K. according to a survey by Internet Matters. That survey also found that the majority of parents would like a minimum age for smartphone ownership in the U.K. to be set at age 10.
However, some kids are using smartphones from a very young age. One study by the American Academy of Pediatrics that focused on children in an urban, low-income, minority community suggested that almost all children (96.6 percent) use mobile devices and that 75 percent have their own mobile device by the age of four.
Lauricella, A., Wartella, E., & Rideout, V. (2015). Young children’s screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. https://doi.org/10.1016/j.appdev.2014.12.001
Wood, E., Petkovski, M., De Pasquale, D., Gottardo, A., Evans, M., & Savage, R. (2016). Parent Scaffolding of Young Children When Engaged with Mobile Technology. Frontiers in Psychology. Retrieved from http://discovery.ucl.ac.uk/10024286/1/Wood_Parent_Scaffolding_Young_Children.pdf
Rikuya Hosokawa, & Toshiki Katsura. (2018). Association between mobile technology use and child adjustment in early elementary school age. PLoS ONE, 13(7), e0199959. https://doi.org/10.1371/journal.pone.0199959
Percentage of moms whose children used device by age 2.(THE DATA PAGE)(Statistical data). (2011). Editor & Publisher, 144(10).
PERCENTAGE OF MOMS WHOSE CHILDREN USED DEVICE BY AGE 2 Gen Y moms Gen X moms Laptop 34% 29% Cell Phone 34% 26% Smart Phone 33% 20% Digital Camera 30% 18% iPod 34% 13% Videogame System 13% 8% Hand-held gaming device 13% 10% Source: Frank N. Magid & Associates, Inc./Metacafe
more about the use of mobile devices in the classroom in this IMS blog entry
By Nicholas Waller PUBLISHED 19:42 NOVEMBER 14, 2018
Why “data is the new oil” and what happens when energy meets Industry 4.0
At the Abu Dhabi International Petroleum Exhibition and Conference (ADIPEC) this week, the UAE’s minister of state for Artificial Intelligence, Omar bin Sultan Al Olama, went so far as to declare that “Data is the new oil.”
according to Pulitzer Prize-winning author, economic historian and one of the world’s leading experts on the oil & gas sector; Daniel Yergin, there is now a “symbiosis” between energy producers and the new knowledge economy. The production of oil & gas and the generation of data are now, Yergin argues, “wholly inter-dependent”.
the greater use of automation and collection of data has allowed an upsurge in the “de-manning” of oil & gas facilities
Thanks to a significant increase in the number of sensors being deployed across operations, companies can monitor what is happening in real time, which markedly improves safety levels.
in the competitive environment of the Fourth Industrial Revolution, no business can afford to be left behind by not investing in new technologies – so strategic discussions are important.
more on big data in this IMS blog
more on industry 4.0 in this IMS blog
Bailenson contrasts experiencing virtual reality with reading news accounts and watching documentaries.
Caldwell—who used Google Expeditions to deliver a virtual reality experience set in the Holocaust—says that when his students first put on the goggles, they viewed them as a novelty.
Ron Berger, the Chief Academic Officer of EL Education, points to another factor schools should consider. He thinks virtual reality can be a powerful way to introduce kids to situations that require empathy or adopting different perspectives.
keep safety in mindsaving virtual reality for “very special experiences,” keeping it “relatively short” and not getting students dizzy or disoriented. A report Bailenson co-authored for Common Sense Media highlights the research that has—and has not—explored the effects of virtual reality on children. It states that the “potentially negative outcomes of VR include impacts on children’s sensory systems and vision, aggression, and unhealthy amounts of escapism and distraction from the physical world.”
more on VR in education in this IMS blog
on Google Expeditions:
Artificial intelligence could have a profound impact on learning, but it also raises key questions.
By Dennis Pierce, Alice Hathaway 08/29/18
Artificial intelligence (AI) and machine learning are no longer fantastical prospects seen only in science fiction. Products like Amazon Echo and Siri have brought AI into many homes,
Kelly Calhoun Williams, an education analyst for the technology research firm Gartner Inc., cautions there is a clear gap between the promise of AI and the reality of AI.
Artificial intelligence is a broad term used to describe any technology that emulates human intelligence, such as by understanding complex information, drawing its own conclusions and engaging in natural dialog with people.
Machine learning is a subset of AI in which the software can learn or adapt like a human can. Essentially, it analyzes huge amounts of data and looks for patterns in order to classify information or make predictions. The addition of a feedback loop allows the software to “learn” as it goes by modifying its approach based on whether the conclusions it draws are right or wrong.
AI can process far more information than a human can, and it can perform tasks much faster and with more accuracy. Some curriculum software developers have begun harnessing these capabilities to create programs that can adapt to each student’s unique circumstances.
For instance, a Seattle-based nonprofit company called Enlearn has developed an adaptive learning platform that uses machine learning technology to create highly individualized learning paths that can accelerate learning for every student. (My note: about learning and technology, Alfie Kohn in http://blog.stcloudstate.edu/ims/2018/09/11/educational-technology/)
GoGuardian, a Los Angeles company, uses machine learning technology to improve the accuracy of its cloud-based Internet filtering and monitoring software for Chromebooks. (My note: that smells Big Brother).Instead of blocking students’ access to questionable material based on a website’s address or domain name, GoGuardian’s software uses AI to analyze the actual content of a page in real time to determine whether it’s appropriate for students. (my note: privacy)
serious privacy concerns. It requires an increased focus not only on data quality and accuracy, but also on the responsible stewardship of this information. “School leaders need to get ready for AI from a policy standpoint,” Calhoun Williams said. For instance: What steps will administrators take to secure student data and ensure the privacy of this information?
more on AI in education in this IMS blog
SEL social emotional learning
In his book, “Experience on Demand,” Jeremy Bailenson, the founding director of Stanford University’s Virtual Human Interaction Lab, writes, “No medium, of course can fully capture the subjective experience of another person, but by richly evoking a real-seeming, first-person experience, virtual reality does seem to promise to offer new, empathy-enhancing qualities.” Bailenson contrasts experiencing virtual reality with reading news accounts and watching documentaries. Those latter activities, he writes, require “a lot of imaginative work,” whereas virtual reality can “convey the feeling” of, say, a refugee camp’s environment, and the “smallness of the living quarters, the size of the camp.”
Caldwell—who used Google Expeditions to deliver a virtual reality experience set in the Holocaust—says that when his students first put on the goggles, they viewed them as a novelty. But within a minute or two, the students became quiet, absorbed in what they were seeing; they realized the “reality of the horror of what was in front of them.” Questions ensued.
Ron Berger, the Chief Academic Officer of EL Education, points to another factor schools should consider. He thinks virtual reality can be a powerful way to introduce kids to situations that require empathy or adopting different perspectives. However, he thinks no one tool or experience will bring results unless it is “nested in a broader framework of a vision and goals and relationships.”
Berger says virtual reality experiences have to be accompanied by work beforehand and follow-up afterwards. Kids, he says, need to be reflective and think critically.
immersion experiences like virtual reality should be “embedded in positive” adult and peer relationships. He adds that ideally, there’s also a resulting action where kids do something productive with the information they’ve learned, to help their own growth and to help others. He mentions an example where students interviewed local immigrants and refugees, then wrote the stories they heard. They published the stories in a book, and the profits went to legal fees for local refugees.
saving virtual reality for “very special experiences,” keeping it “relatively short” and not getting students dizzy or disoriented. A report Bailenson co-authored for Common Sense Media highlights the research that has—and has not—explored the effects of virtual reality on children. It states that the “potentially negative outcomes of VR include impacts on children’s sensory systems and vision, aggression, and unhealthy amounts of escapism and distraction from the physical world.”
four specific insights:
• Malleability: Genes are not destiny. Our developing brains are largely shaped by our environments and relationships—a process that continues into adulthood.
• Context: Family, relationships, and lived experiences shape the physiological structure of our brains over time. Healthy amounts of challenge and adversity promote growth, but toxic stress takes a toll on the connections between the hemispheres of our brain.
• Continuum: While we’ve become familiar with the exponential development of the brain for young children, it continues throughout life. The explosion of brain growth into adolescence and early adulthood, in particular, requires putting serious work into much more intentional approaches to supporting that development than is common today.
more on VR and empathy in this IMS blog
more on SEL social emotional learning