Online Education
Article | July 12, 2022
Perhaps you remember the story of William Miller, the Baptist preacher who predicted that Jesus Christ’s second coming would occur on Oct. 22, 1844. When the advent failed to occur as Miller foretold, many of his followers turned away from the Millerite church in disappointment and disillusionment.
But some did not. In the face of Miller’s failed prophesies, true believers found ways to preserve their earlier beliefs.
Loyalists reinterpreted Miller’s prophesies. Some insisted that Christ had returned to earth spiritually on Oct. 22, marking the beginning of a new age of atonement. Others claimed that the date witnessed the cleansing of the heavenly sanctuary, a precursor to Christ’s second coming.
These ideas helped shape several religious sects, including the Seventh Day Adventist Church and the Baháʼí faith.
We’ve all heard variations of Thomas Huxley’s 1870 phrase “the great tragedy of Science—the slaying of a beautiful hypothesis by an ugly fact.” Facts may indeed be stubborn things, but prior beliefs and ideological commitments often trump facts.
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Education Technology
Article | August 4, 2022
K-12 teachers and learners are witnessing a shift in learning methods, and much of the change is driven by technology. In the face of the pandemic, many schools adopted classroom management software as a temporary measure, but it is fast becoming the norm. If your school is still considering refining your classroom management or switching to a new platform, it is essential to understand the advantages it offers for administrators, educators, and learners. Here are three ways classroom management enriches K-12 education and why you should embrace it in 2023.
Student Security
The emergence of the use of laptops, tablets, and other devices has exposed students to not just increased screen time but also cybersecurity mishaps. Classroom management solutions offer extensive security modules that enable educators to keep a firm grasp on the safety of students online. These solutions offer visibility across devices used by students, which can prove to be mission critical in the case of data leaks. The two features that address device management concerns that can be addressed with these solutions are:
Web filtering
This software protects students by restricting access to inappropriate, objectionable, and harmful content that can impact students and risk the school’s network security. Combined with classroom management, web filtering provides richer insights into devices and fosters effective learning.
Mobile device management
Technology investment doesn’t come cheap. This is why mobile device management, or MDM, is so valuable. It helps the school’s technology department to keep a close eye on the access and user management, permissions, application deployment, remote access, lost equipment tracking, and so much more in order to prevent any kind of security breaches, and is especially handy in a hybrid classroom environment.
Collaborative Activities
Classroom management solutions can prove to be a meaningful investment only if they can address the most important need of a classroom, i.e., collaborative learning. Thanks to technology, collaboration in the classroom has become seamless and more engaging than ever before. Here are some ways that it is creating rewarding learning experiences.
Screensharing
Screensharing allows teachers to share their screen with the whole class and even allow certain students to share theirs. This encourages collaboration and allows teachers to conduct two-way discussions during each class.
Secure messaging
Classroom management solutions specialize in providing teachers with complete control of the online class and maintaining decorum. Teachers can lock screens and even devices, close tabs, and even message students individually to keep them engaged.
Student Support
One of the best features to ensure student engagement is an avenue for students to reach out to teachers. This way, students are able to stay in the loop, get their queries cleared, and avoid neglecting doubts and problems due to the inability to connect with their teachers.
Better Learning
Being able to cultivate ample learning opportunities in a creative, fun setting is one of the best ways to use classroom management platforms. Here are some ways that such solutions reduce the hurdles that many schools and educators face in creating conducive and enriching learning environments.
Flexibility
Classroom management promotes learning by supporting multiple settings for learning, like in-person classes, remote and mixed modes of instruction.
Higher teacher efficiency
Increasing teacher efficiency is another benefit schools can look forward to when equipping classes with classroom management solutions. Thanks to features like pop quizzes and report card generation, classroom management eliminates extensive paper work and promotes teacher efficiency.
What’s the Word?
There is little doubt that technology can propel learning and education to new heights. With the above features, it is easy to see why classroom management is a substantial piece in the puzzle for schools trying to figure out their long-term game plan for learning delivery methods. The right solution will not only be important, but it will also be a turning point in improving educational outcomes in K–12 schools, which are always looking for ways to make learning more fun and interesting while also making teachers' jobs easier and reducing teacher burnout.
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Education Technology
Article | July 14, 2022
When you think of a playground what do you think of? Swings, slides, roundabouts?
Many years ago, these would be constructed without too much thought gone into the risks to ordinary children falling or losing grip. I have several siblings. We all sustained injuries at the local park. One fell off the high slide and lost her front teeth. One slid forward on the slippery rocking horse and had stitches in her chin. Another caught her foot on the roundabout as she tried to jump off when another child was pushing it too fast for her liking. I could go on.
Today playgrounds have to meet the European safety standards and safety surfacing has to be installed under swings, slides, and roundabouts. This must adhere to the current standard for impact absorbing playground surfaces.
It is good that playgrounds today meet these safety standards.
Yet. If your child is unable to walk, how will they get on that swing, that roundabout, that slide?
More and more children with disabilities are being educated in mainstream schools. Parents no longer think that a disability should stop their child from accessing the local playground. What is available to students with disabilities in these playgrounds?
Special schools have had to cater for students with disabilities when planning a playground but do ordinary schools? It is an act of discrimination if a child with a disability cannot enjoy being out on the playground as much as the able bodied child.
There was a time when the only wheelchair swing took ages to set up for a child to enjoy just 5 minutes of swing time. Anbakgard in Denmark have designed a wheelchair swing that takes just two minutes to set up and has additional seating for peers to join the experience. To see one in action go to https://YouTube.be/vh4NSOTULdA.
There are roundabouts that include a safety space for wheelchairs and slides that allow adults to accompany children on them for support. There are outdoor trampolines specifically for wheelchairs. There are birds nest swings that allow students with mild physical disabilities more space to enjoy the vestibular sensory stimulation. There are many sites that now provide play equipment to suit all kinds of needs. One such site is https://www.gljones-playgrounds.co.uk who provided our school with a lot of its play equipment.
There are climbing walls specifically geared to wheelchair users. Visit http://www.rockclimbingcentral.comto see the benefits to building muscle strength, endurance, strength, agility and flexibility.
When our children have missed out so much on play during the pandemic it is important that we provide all children with their right to play by ensuring that playgrounds everywhere are inclusive.
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Education Technology
Article | December 9, 2021
After almost two years of disruption due to the pandemic, our ongoing recovery has highlighted the value of embracing change and working much more flexibly than before, refusing to give up at the first hurdle and a willingness to work together to achieve a common goal. These transferable skills are becoming ever more important for us to thrive in our increasingly automated world, and they are skills that can be developed and embedded through the medium of mathematics.
Fluency, reasoning, and problem-solving are the three foundations of our mathematics curriculum. By valuing them all, we will ensure that our future workforce has the confidence and skills to work together much more effectively to solve problems, overcome hurdles, and sustain our recovery. Let’s begin with fluency. Although AI is becoming increasingly prevalent, benefiting both our social and working lives, we still need number skills, perhaps now more than ever. Too many high-profile technology projects have failed due to basic mathematical errors. We need our education system to nurture the types of number skills needed in industry, especially a much greater focus on using and applying number skills. We must encourage students to develop their confidence in estimating quantities and a willingness to check calculations, even when they’ve used a spreadsheet or calculator.
From NASA’s disintegrating space probes to trains that don’t fit their platforms and submarines that are just too big, the tech world is littered with avoidable, costly mistakes. Acquiring number fluency means developing a ‘feel’ for numbers so that we can easily spot when something is not quite right; the NASA probe disintegrated due to a simple error converting units, the trains would not fit because no-one checked the platform sizes, and the submarines needed refitting due to an error entering spreadsheet error. Each of those three were incredibly costly, totalling millions, if not billions of pounds, but they were all avoidable too. We must nurture a willingness to estimate and develop a ‘feel’ for numbers, known as ‘number sense,’ alongside the more traditional approach of performing more formal calculations when needed. After all, few people head to the shops armed with a pencil, squared paper, and a ruler in readiness to calculate their change at the cash register.
We need to value number sense and rethink our expectations of the primary curriculum.
Encouraging a different approach towards the teaching and learning of mathematics may also help to address the gender imbalance in the subject. If you filled a room with a hundred math professors, the chances are that less than ten would be female. However, female mathematicians have played key roles in the fight against COVID. Mathematical modellers such as Professor Julia Gog, based at the University of Cambridge, drew on her research as an adviser to the government’s SAGE committee.
Nevertheless, even though more students study A-Level mathematics than any other subject, few female students choose to apply to study mathematics at university. My own research with female A-Level candidates reveals their preference for careers which help others and contribute towards a better society.
However, they often do not appreciate how studying mathematics might help them to realise their dreams by helping thousands, if not millions, of others through research on climate change, medicine, and networks.
We know that the gender gap in mathematical performance starts at a young age, and researchers have suggested that the changing expectations in the curriculum as students progress through their schooling might dissuade girls from continuing to study mathematics at a higher level. At primary school, pupils are expected to master written calculations such as long division and long multiplication to achieve ‘age-related expectations.’ However, to progress further, they also need to be able to solve problems, and this seems to be the point where female students lose out.
It has been argued that the switch from being rewarded for learning procedures to solving problems favours boys over girls, and the persistent gender gap in results for higher-achieving primary pupils appears to add weight to that argument. Effort are being made to encourage more females to consider studying mathematics, including the Maths 4 Girls project which organises school visits from female role models and the careers arm of the Institute of Mathematics and its Applications which organises poster competitions to encourage more school students to think carefully about studying mathematics, both projects which I support. Yet more needs to be done.
Our curriculum and assessment system are designed to value number sense, estimating and problem-solving skills and perhaps rethink the time schools devote to rehearsing written calculations. Otherwise, we risk overlooking the huge potential of our current female students to contribute and build on the work of their predecessors, including Florence Nightingale, Mary Boole, Ada Lovelace, and Julia Gog, among many others.
To continue our recovery from COVID and rebuild our economy, we must embrace the potential of mathematics for developing and embedding the skills and attitudes that our students will need to thrive in their increasingly automated world: a willingness to "play" with numbers, estimate and check their answers; an enthusiasm for solving problems and working together; and an understanding that it’s OK to get stuck sometimes. We can overcome the hurdles that we face by working together as a team.
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