Searching for "google education"
Ed-tech historian and critic Audrey Watters, for example, said plagiarism-detection software in general frames all writers as potential cheaters, undermining the trust that is essential to strong student-teacher relationships. She said the companies making the software tend to accept as given that most writing assignments are so cookie-cutter that students can reasonably consider copying someone else’s work a viable strategy.
My note: the paragraph above reflects my deep personal belief and most of the information and notes in this blog regarding the “automation” of plagiarism detection
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more on plagiarism in this IMS blog
https://blog.stcloudstate.edu/ims?s=plagiarism
https://www.kqed.org/mindshift/45396/whats-at-risk-when-schools-focus-too-much-on-student-data
The U.S. Department of Education emphasizes “ensuring the use of multiple measures of school success based on academic outcomes, student progress, and school quality.”
starting to hear more about what might be lost when schools focus too much on data. Here are five arguments against the excesses of data-driven instruction.
1) Motivation (decrease)
as stereotype threat. threatening students’ sense of belonging, which is key to academic motivation.
2) Helicoptering
A style of overly involved “intrusive parenting” has been associated in studies with increased levels of anxiety and depression when students reach college.
3) Commercial Monitoring and Marketing
The National Education Policy Center releases annual reports on commercialization and marketing in public schools. In its most recent report in May, researchers there raised concerns about targeted marketing to students using computers for schoolwork and homework.
Companies like Google pledge not to track the content of schoolwork for the purposes of advertising. But in reality these boundaries can be a lot more porous.
4) Missing What Data Can’t Capture
5) Exposing Students’ “Permanent Records”
In the past few years several states have passed laws banning employers from looking at the credit reports of job applicants.
Similarly, for young people who get in trouble with the law, there is a procedure for sealing juvenile records
Educational transcripts, unlike credit reports or juvenile court records, are currently considered fair game for gatekeepers like colleges and employers. These records, though, are getting much more detailed.
https://docs.google.com/presentation/d/e/2PACX-1vQngp3SWlalmltQc2_EObu0w0R4mq10JUgXp0k3HNXnOmzNByL5ZTEDpRaXuAYId9l-8R_66EXO0lPu/pub
4 Ways AI Education and Ethics Will Disrupt Society in 2019
https://www.edsurge.com/news/2019-01-28-4-ways-ai-education-and-ethics-will-disrupt-society-in-2019
In 2018 we witnessed a clash of titans as government and tech companies collided on privacy issues around collecting, culling and using personal data. From GDPR to Facebook scandals, many tech CEOs were defending big data, its use, and how they’re safeguarding the public.
Meanwhile, the public was amazed at technological advances like Boston Dynamic’s Atlas robot doing parkour, while simultaneously being outraged at the thought of our data no longer being ours and Alexa listening in on all our conversations.
1. Companies will face increased pressure about the data AI-embedded services use.
2. Public concern will lead to AI regulations. But we must understand this tech too.
In 2018, the National Science Foundation invested $100 million in AI research, with special support in 2019 for developing principles for safe, robust and trustworthy AI; addressing issues of bias, fairness and transparency of algorithmic intelligence; developing deeper understanding of human-AI interaction and user education; and developing insights about the influences of AI on people and society.
This investment was dwarfed by DARPA—an agency of the Department of Defence—and its multi-year investment of more than $2 billion in new and existing programs under the “AI Next” campaign. A key area of the campaign includes pioneering the next generation of AI algorithms and applications, such as “explainability” and common sense reasoning.
Federally funded initiatives, as well as corporate efforts (such as Google’s “What If” tool) will lead to the rise of explainable AI and interpretable AI, whereby the AI actually explains the logic behind its decision making to humans. But the next step from there would be for the AI regulators and policymakers themselves to learn about how these technologies actually work. This is an overlooked step right now that Richard Danzig, former Secretary of the U.S. Navy advises us to consider, as we create “humans-in-the-loop” systems, which require people to sign off on important AI decisions.
3. More companies will make AI a strategic initiative in corporate social responsibility.
Google invested $25 million in AI for Good and Microsoft added an AI for Humanitarian Action to its prior commitment. While these are positive steps, the tech industry continues to have a diversity problem
4. Funding for AI literacy and public education will skyrocket.
Ryan Calo from the University of Washington explains that it matters how we talk about technologies that we don’t fully understand.
7 Best VR Education Apps
Lauren Barack June 19 2018 Visit Mars, swim with sea otters and trek to Mt. Everest’s Base Camp
https://www.gearbrain.com/7-best-vr-education-apps-2579317090.html
Victory VR is known for its science curriculum which is aligned with the Next Generation Science Standards.
The BBC Earth: Life in VR app works on Google Daydream devices, like the new Lenovo Mirage Solo
Google Expeditions Android and iOS app is a virtual field trip that uses a Google Cardboard viewer.
Unimersiv is in the business of educational experiences — works on both Samsung Gear VR and the Oculus Rift, and takes viewers underwater to explore the Titanic and to one of our closest planets through the “Mars: Curiosity Rover,” app
Discovery VR app. The app works on nearly every single VR platform: Google Daydream, Samsung Gear VR, HTC Vive, Oculus Rift and Google Cardboard viewers using both iOS and Android devices.
Merge Cube is a $15 foam block
The Apollo 11 VR app. work with HTC Vive, Oculus Rift and PlayStation VR, and also Oculus Go
VR packs a powerful punch in learning
Google Expeditions can be a fairly inexpensive way to present content. Students who have smartphones (Android or iOS) can download the Google Cardboard app and Google Expeditions for free. VR glasses can improve the experience but are not required.
Ideas for using VR in class
- Do you teach biology? Take them on a tour of a virus or a cell.
- Are you a professor in the arts? Visit street art around the world or the Royal Shakespeare Company.
- Are you a guidance or career counselor? Bring your students to Berklee College of Music or meet a robotics engineer or female firefighter in NYC.
- Astronomy professor? Send your students on the Juno mission to Jupiter or to experience the aurora borealis.
- Professors of education can build lessons with your students so they can teach elementary students about animal camouflage or take children on a tour of the Aztec and Mayan pyramids.
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more on Google Expeditions in this IMS blog
https://blog.stcloudstate.edu/ims?s=google+expeditions
The Overselling of Education Technology
https://www.edsurge.com/news/2016-03-16-the-overselling-of-education-technology
my response to ed tech is “It depends.”
Some people seem to be drawn to technology for its own sake—because it’s cool.
Other people, particularly politicians, defend technology on the grounds that it will keep our students “competitive in the global economy.”
But the rationale that I find most disturbing—despite, or perhaps because of, the fact that it’s rarely made explicit—is the idea that technology will increase our efficiency…at teaching the same way that children have been taught for a very long time. Perhaps it hasn’t escaped your notice that ed tech is passionately embraced by very traditional schools: Their institutional pulse quickens over whatever is cutting-edge: instruction that’s blended, flipped, digitally personalized.
We can’t answer the question “Is tech useful in schools?” until we’ve grappled with a deeper question: “What kinds of learning should be taking place in those schools?”
Tarting up a lecture with a SmartBoard, loading a textbook on an iPad, looking up facts online, rehearsing skills with an “adaptive learning system,” writing answers to the teacher’s (or workbook’s) questions and uploading them to Google Docs—these are examples of how technology may make the process a bit more efficient or less dreary but does nothing to challenge the outdated pedagogy. To the contrary: These are shiny things that distract us from rethinking our approach to learning and reassure us that we’re already being innovative.
putting grades online (thereby increasing their salience and their damaging effects), using computers to administer tests and score essays, and setting up “embedded” assessment that’s marketed as “competency-based.” (If your instinct is to ask “What sort of competency? Isn’t that just warmed-over behaviorism?”
But as I argued not long ago, we shouldn’t confuse personalized learning with personal learning. The first involves adjusting the difficulty level of prefabricated skills-based exercises based on students’ test scores, and it requires the purchase of software. The second involves working with each student to create projects of intellectual discovery that reflect his or her unique needs and interests, and it requires the presence of a caring teacher who knows each child well.a recent review found that studies of tech-based personalized instruction “show mixed results ranging from modest impacts to no impact” – despite the fact that it’s remarkably expensive.
an article in Education Week, “a host of national and regional surveys suggest that teachers are far more likely to use tech to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning.”
OECD reportednegative outcomes when students spent a lot of time using computers, while Stanford University’s Center for Research on Education Outcomes (CREDO) concluded that online charter schools were basically a disaster.
Larry Cuban, Sherry Turkle, Gary Stager, and Will Richardson.
Emily Talmage points out, uncannily aligned with the wish list of the Digital Learning Council, a group consisting largely of conservative advocacy groups and foundations, and corporations with a financial interest in promoting ed tech.
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more on educational technology in this IMS blog
https://blog.stcloudstate.edu/ims?s=educational+technology
Arshad, M., & Akram, M. S. (2018). Social Media Adoption by the Academic Community: Theoretical Insights and Empirical Evidence From Developing Countries.
The International Review of Research in Open and Distributed Learning,
19(3). Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/3500
Building on the social constructivist paradigm and technology acceptance model, we propose a conceptual model to assess social media adoption in academia by incorporating collaboration, communication, and resource sharing as predictors of social media adoption, whereas perceived ease of use and perceived usefulness act as mediators in this relationship.
According to the latest social media statistics, there are more than 2 billion Facebook users, more than 300 million Twitter users, more than 500 million Google+ users, and more than 400 million LinkedIn users (InternetLiveStats, 2018).
although social media is rapidly penetrating into the society, there is no consensus in the literature on the drivers of social media adoption in an academic context. Moreover, it is not clear how social media can impact academic performance.
Social media platforms have significant capability to support the social constructivist paradigm that promotes collaborative learning (Vygotsky, 1978).
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- Perceived usefulness (PU) – This was defined by Fred Davis as “the degree to which a person believes that using a particular system would enhance his or her job performance“.
- Perceived ease-of-use (PEOU) – Davis defined this as “the degree to which a person believes that using a particular system would be free from effort” (Davis 1989).
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). USER ACCEPTANCE OF INFORMATION TECHNOLOGY: TOWARD A UNIFIED VIEW. MIS Quarterly, 27(3), 425-478.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d10758835%26site%3dehost-live%26scope%3dsite
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proposing a Social Media Adoption Model (SMAM) for the academic community
Social media platforms provide an easy alternative, to the academic community, as compared to official communications such as email and blackboard. my note: this has been established as long as back as in 2006 – https://www.chronicle.com/article/E-Mail-is-for-Old-People/4169. Around the time, when SCSU announced email as the “formal mode of communication).Thus, it is emerging as a new communication and collaboration tool among the academic community in higher education institutions (Roblyer, McDaniel, Webb, Herman, & Witty, 2010). Social media has greatly changed the communication/feedback environment by introducing technologies that have modified the educational perspective of learning and interacting (Prensky, 2001).
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Theory of Reasoned Action : https://en.wikipedia.org/wiki/Theory_of_reasoned_action
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the Theory of Reasoned Action (Fishbein & Ajzen, 1975) and the Technology Acceptance Model (Davis, 1989) have been used to assess individuals’ acceptance and use of technology. According to the Technology Acceptance Model, perceived usefulness and perceived ease are the main determinants of an individual’s behavioral intentions and actual usage (Davis, 1989).
Perceived usefulness, derived from the Technology Acceptance Model (TAM), is the particular level that an individual perceives that they can improve their job performance or create ease in attaining the targeted goals by using an information system. It is also believed to make an individual free from mental pressure (Davis, 1989).
Perceived ease of use can be defined as the level to which an individual believes that using a specific system will make a task easier (Gruzd, Staves, & Wilk, 2012) and will reduce mental exertion (Davis, 1989). Venkatesh (2000) posits this construct as a vital element in determining a user’s behavior toward technology. Though generally, there is consensus on the positive effect of perceived ease of use and perceived usefulness on users’ attitude towards social media, it is not yet clear which one of these is more relevant in explaining users’ attitude towards social media in the academic community (Lowry, 2002). Perceived ease of use is one of the eminent behavioral beliefs affecting the users’ intention toward technology acceptance (Lu et al., 2005). The literature suggests that perceived ease of use of technology develops a positive attitude toward its usage (Davis, 1989).
Collaborative learning is considered as an essential instructional method as it assists in overcoming the communication gap among the academic community (Bernard, Rubalcava, & St-Pierre, 2000). The academic community utilizes various social media platforms with the intention to socialize and communicate with others and to share common interests (Sánchez et al., 2014; Sobaih et al., 2016). The exchange of information through social media platforms help the academic community to develop an easy and effective communication among classmates and colleagues (Kaplan & Haenlein, 2010). Social media platforms can also help in developing communities of practice that may help improve collaboration and communication among members of the community (Sánchez et al., 2014). Evidence from previous work confirms that social media platforms are beneficial to college and university students for education purposes (Forkosh-Baruch & Hershkovitz, 2012). Due to the intrinsic ease of use and usefulness of social media, academics are regularly using information and communication technologies, especially social media, for collaboration with colleagues in one way or the other (Koh & Lim, 2012; Wang, 2010).
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more about social media in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=social+media+education
Opening Education: Using Open Education & Open Pedagogy to Transform Learning and the Educational Experience
The Open Education Southern Symposium at the University of Arkansas is accepting proposals for its day and a half conference on Monday, Oct. 1 and Tuesday, Oct. 2, 2018. Proposals should fall into one of three categories:
o Presentations: 15-20 minutes (Please allow 10 to 15 minutes for Q&A after presentations.)
o Panel Discussions: 45 minutes (Please allow 10 to 15 minutes for Q&A after panel discussions.)
o Lightning Talks: 7 minutes (A short 5 to 10 minute Q&A will follow all lightning presentations.)
We welcome proposals from organizations, including colleges and universities of all sizes, community colleges, special libraries, and any others involved in open education and open pedagogy. We’re particularly interested in proposals with topics centering around:
o Adoption and creation of resources
o Publishing platforms
o Best practices and the impact of Open Education
o Creative Commons, copyright, and other licensing
o Marketing and advocacy
o Pedagogy and student success, including K-12 highlights
o Instructional design strategies for OER
o Trends and innovation
o OER in community colleges
o Tenure, promotion, and OER
o OER community building
o Assessment
o Inclusion and diversity in Open Education
Submission Details:
- The deadline for submissions is May 31, 2018 at 11:59 p.m. Central Time. The submission form can be found on our eventwebsite under the Call for Proposals page.
- Proposal social media summaries should not exceed 240 characters (spaces included).
- Proposal abstracts should not exceed 2000 characters or approximately 500 words.
- All submissions will be evaluated based on the relevance of the topic and potential to advance the thinking or practice of Open Education and Open Pedagogy. Proposal reviewers will use similar proposal criteria to those being used by the Open Education Conference and OER18.
- The planning committee will deliver decisions by June 29, 2018.
- Presenters will be asked to accept or decline invitation to present by July 13, 2018.
- All presenters will be required to register for the symposium.
If you have any questions, please contact Stephanie Pierce, Head of the Physics Library at the University of Arkansas (sjpierc@uark.edu), or the Open Education Southern Symposium Planning Committee.
Registration
Registration is $99 for our day and a half event on October 1 & 2, 2018 at the University of Arkansas. Registration covers full participation for both days, shuttle service between the hotel and event location, lunch on the first day, snacks and beverages, and event goodies.
Register now!
For more information, check out the symposium website:
https://openedss.uark.edu
Digital tools can transform, not just replicate, the teaching and learning experience
Commentary: The SAMR and TPACK models of technology implementation can help schools as they transition to using more digital tools.
By EdScoop Staff MAY 8, 2018 2:37 PM
https://edscoop.com/digital-tools-can-transform-not-just-replicate-the-teaching-and-learning-experience
The SAMR (substitution, augmentation, modification, redefinition) model and TPACK (technological pedagogical content knowledge) model can help schools as they transition to using more digital tools.
In a recent edWebinar, Michelle Luhtala, library department chair at New Canaan High School in Connecticut, reviewed these models and discussed apps that can take teaching, learning and reading to the next level.
The SAMR model determines the level of technology integration of a tool: substitution, which doesn’t add value; augmentation, which adds a few features with only a little improvement; modification, which redesigns some structures; and redefinition, which allows the creation of new tasks and is the ultimate learning goal. Transformation in how educators are teaching and how students are understanding content happens in the modification and redefinition parts of the model.
MackinVIA’s Classroom allows educators to create a collection of digital content for students; build assignment around it; and share the collection, or an individual book, with the classroom. Students can also highlight text, make annotations, and save these to Google Drive.
Emerging Tech for Schools and Libraries is a free professional learning community where school librarians, teachers, and administrators can explore all the ways to integrate technology and 21st century learning into school library programs.
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more on the SAMR model in this IMS blog
https://blog.stcloudstate.edu/ims?s=samr