Virtual Reality & Augmented Reality in primary education

whitePaper | June 13, 2022

The COVID-19 pandemic has, to some degree, impacted almost every single aspect of higher education. Students enrolled at colleges and universities across the United States are unfortunately not an exception to the negative impacts of the pandemic

whitePaper | August 9, 2020

More than ever, school and district leaders are increasing their focus on two goals related to student success: closing the academic achievement gap and making sure all K–12 students are equipped with the skills they need to be successful in college and in today’s competitive workforce. The metric for evaluating the most successful schools in the United States has shifted from an exclusive focus on graduation rates to assessing academic and global skill competencies. Students who master the new competencies and are prepared to face an uncertain future in the global information economy and society represent the new standard of success. They are what is known as “future ready.”

whitePaper | August 1, 2022

Count educators, students and their families among those who struggled over the last two years, as K-12 schools became the epicenter of turmoil in local communities. Districts faced more scrutiny than ever — with the media tracking remote learning and safety measures as closely as rising COVID-19 cases and with parents gaining a daily window into what their students were (or weren’t) learning. Districts also dealt with the operational and instructional hurdles of “emergency room-to-Zoom” and keeping staff and students healthy, two challenges they had never faced before

whitePaper | April 8, 2020

The international school sector is not new to crises, although nothing to the magnitude of COVID-19. International schools in some countries have been impacted heavily by war, natural disasters or severe economic instability, and many international schools were affected by the global financial crash of 2008.

whitePaper | December 23, 2022

The US Department of Education offers a clear definition of CBE: “Transitioning away from seat time, in favor of a structure that creates flexibility, allows students to progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning.

whitePaper | May 30, 2022

Project-based learning (PBL) is an inquiry-based approach that aims to engage students in challenging, active, and meaningful experiences connected to the world outside the classroom (Baines et al., 2021a). Project-based learning can improve student performance on traditional measures of academic achievement, build social and emotional learning skills, and engage students in deeper learning. This means focusing on higher-order think-ing and skills that will help students succeed in college, their future careers, and their lives as active members of their communities. The alignment of PBL and deeper learning is supported by a growing body of evidence that PBL has a significant positive impact on student learning and other outcomes of deeper learning (Duke et al., 2021; Deutscher et al., 2021; Krajcik et al., 2021; Saavedra et al., 2021). This paper will provide guidance for those who are designing curricula1 to achieve similar goals through project-based learning.