DISPLAYING ITEMS BY TAG: EDTECH

Over the first half of 2018, 21st century skills have come to the fore of the education sector debates. Identified as a series of learning dispositions that are crucial to the future success of our children, these skills include communication, collaboration, problem-solving, critical thinking, but also digital literacy and adaptability and flexibility.

Despite sustained investment in global education systems over the years, there’s a persistent gap in our children’s learning. 21st century skills - such as problem-solving, critical thinking and appreciating cultural differences - are lacking among the university students of tomorrow.

Careers guidance plays a huge role in supporting students’ aspirations, identifying their strengths, and creating their perfect futures. So how do you ensure that young people are given the best chances of success for life after school?

Digital leaders can be a great way to raise the profile for the effective, creative and safe use of technology in schools. It can be a great way to equip children with the enterprising and life skills needed in the future. Not only could the role of being a digital leader build their confidence and self-esteem - it would also be of benefit to teachers across the school.

Exploring student futures is imperative to developing a successful education system. It is a crucial part of answering the question: “What is education for?” - a question which, against all reason, often seems to get neglected. This is bewildering to me; after all, how can there be a hope of providing quality education to children and young people without being very clear on the end goal? This is akin to asking Usain Bolt to compete in a sprint race, without giving him an indication of the finish line or the time he is expected to complete it in.

In 2008 I was in my NQT year and teaching at South Rise Primary School. I had just been appointed as shadow ICT coordinator and given my first project. The ICT coordinator had applied successfully to the Local Authority for funding to start a community project with parents. We had written the application form, asking for money to buy five digital cameras. These would be used as part of a project to reach those parents whom we felt needed more of our support, or were “harder to reach” for whatever reasons. When we were granted the money, it fell to me to then run the project.

Without change there is no innovation, creativity, or incentive for improvement.” - William Grosvenor Pollard (1911 - 1989), physicist / priest

Computer Science educator Mark ‘Urban Teacher’ Martin has become a big name in education, and can be regarded as a true edtech expert. During London Tech Week 2018, Mark won the Diversity Champion Award at the TechXLR8 awards. Here, the South Bank UTC Computing lead - and Tech City UK digital business academy mentor - discusses favourite resources, representation, the people who inspire him, and more.

I bet children will be cursing every day this month, if only about having to take exams and needing to revise for them. Exams are often seen as a necessary evil to be able to assess what children have learned throughout the year. However, exams imply marking, and for time-poor teachers of big classes, it can quickly become a nightmare. So what to do?

Since creating the first version of Classroom Monitor over 12 years ago, I have seen both technology and assessment change beyond recognition. Now, pupil trackers come in all shapes and sizes; whether it’s using Excel or a web-based assessment application, you need to do more than just collect data. My founding principle has always been that assessment systems should fundamentally: save time, follow your specific curriculum and engage all your school stakeholders with actionable insights. But how should schools choose the best assessment solution for them?

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