Researchers have begun to propose using genetic data from students to personalize education. Bringing genetics into education is highly controversial. It raises significant concerns about biological discrimination and rekindles long debates about eugenics and the genetic inheritance of intelligence. Current proposals to personalize learning by enabling “educational organisations to create tailor-made curriculum programmes based on a pupil’s DNA profile” demand very close and critical attention. The potential of “the new geneism” to reproduce “dangerous ideas about the genetic heritability of intelligence” has already raised concerns. Scientists may be seeking new technologies to personalize teaching and learning
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Much of the current rhetoric about technology and education relates to devices and software programs — what types schools should purchase, how much money districts should spend on them, how they should be integrated into classroom learning, and what return on investment they should produce. The implicit message communicated by this rhetoric is that technology transforms education through the medium of specific tools — that these tools are what structure and produce powerful teaching and learning. Give teachers and students laptops and Google Classroom accounts and magic will ensue. Over the past several years, a group
In an effort to raise awareness of marine conservation, the Ocean Institute, Connected Camps and the Connected Learning Alliance are inviting young people to take part in a Minecraft social media activation on World Oceans Day June 8. A video, featuring Minecraft’s new Aquatic Update and fun facts curated by the Ocean Institute, will debut on Connected Camps’ social media channels — YouTube, Twitter and Facebook. Kids will be encouraged to watch and share the video using the hashtag, #WorldOceansDay, in their own social media posts throughout the day. And, to top off the collaboration, the
Computer scientists still are in high demand in the U.S., people of color still are disproportionately underrepresented in the field and whether and how computer science (CS) is taught varies wildly, according to a new report on the state of Kindergarten-through-high school CS education. Authored by Paulo Blikstein, assistant professor of education and (by courtesy) computer science at Stanford, the report — Pre-College Computer Science Education: A Survey of the Field — was commissioned by Google to shine a light on where CS education stands today and where it needs to go. “CS education has the
“Our stories that we tell are so powerful because when we are the one’s telling it, we have control over our stories and the messages that we are sending.” — Alejandra Ramirez Bermudez I am regularly in awe at the goodwill our students extend faculty, myself included, as they attempt to make sense of and successfully complete our idiosyncratic assignments. Too often, students hear faculty respond to any confusion students might have by telling them to “read the syllabus” or “read the assignment,” as if none of the faculty have ever tried to put together an
As I shared in a previous post, I’ve spent this semester working with 84 incredible freshmen and 10 writing mentors, exploring digital culture and identities in our first-year writing course. We read blogs by Audrey Watters, watched films like “The Internet’s Own Boy,” we tracked and analyzed our digital selves, and were moved by the digital activism of people like Esra’a Al Shafei, Alicia Garza of #blacklivesmatter, and Jose Antonio Vargas of Define American. We used these resources, and other models of digital civic engagement, to inform our own research. A few weeks ago, students turned
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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.