As I am slowly making my way through an analysis of the mission statements and strategic technology plans of the United States’ largest K-12 public school districts, one thing is becomingly increasingly clear to me — nearly every district is striving to prepare students to be “21st century ready,” but none define what exactly this means. Instead, what they are doing is throwing around terms like “global citizenship” or “21st century economy” to stress the necessity of new investments in pedagogical models (e.g. blended learning) and digital infrastructure. I’ve realized that education policy discourse (particularly when it
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As a documentary photographer, Andrea Birnbaum is a storyteller. But, she emphasizes, “I am very aware that I cannot tell other people’s stories for them. I can only show my perspective on what I see in the world.” So, when she discovered Phonar Nation, the online photography class immediately appealed to Birnbaum, also an educator, as it teaches students how to tell their own stories. Designed by award-winning photographer, Jonathan Worth, Phonar Nation was built to be taught from a mobile device for a mobile device user, and it’s an open course that any student can
Visual programming languages and programming as a learning tool are old dreams, rooted in the late Seymour Papert’s creation of the Logo programming language for children. Lately, many promising variants — all of them based on visual rather than command-line interfaces — are popping up: Scratch, a successor to Logo, has been evolving in the MIT Media Lab’s “Lifelong Kindergarten;” Google has entered this arena with Blockly, “a library for building visual programming editors;” UC Berkeley’s Snap focuses on robotic control, as does Roberta. Many of these are powerful learning instruments, but because they run in
The topic of whether or how children should use new and emerging technologies for learning is evergreen, particularly as the new school year commences. I’ve written in this space before about reactions to tools for electronic reading and writing, and I’ve begun to notice that commentators on these subjects adopt a few different approaches for discussing learning with new (and old) media. I call them the nostalgia, work habits, and the situational approaches. Nostalgia Approach The nostalgia approach tends to focus on personal and emotional connections to books. When this approach is evoked, advocates note their
How can young people use coding to express their interests in areas such as hip-hop dance? To explore this question, Progressive Arts Alliance and the MIT Scratch team will host the Hip-Hop and Scratch Coding Summit, a two-day workshop for educators and program leaders to learn about creative pathways into computing. The summit, to be held Oct. 21-22 in Cleveland, Ohio, will bring together a diverse group of people who lead programs for young people, especially for youth in underserved communities. Forty participants will be chosen on Sept. 5, so there’s still time to apply. The summit
In my last blog, I talked about Learning Identities, Education and Community: young lives in the cosmopolitan city as an example of an attempt to study connected learning in action — catching the process of travel across learning sites and focusing on the process of building a learner identity. In that study, we paid particular attention to how participants in Oslo in Norway constructed narratives about themselves to suggest an almost existential meaning for the choices they made about education such as which school to attend, what courses to follow. How individuals “storied” themselves, what forms of
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This collaborative blog and curated collection of free and open resources is produced by the Digital Media & Learning Research Hub, which is dedicated to analyzing and interpreting the impact of the Internet and digital media on education, civic engagement, and youth.