The “flipped” classroom is an idea that teachers shoot a video of a lesson, then make the video available online for learners to view at home. Class time is devoted to problem solving and guidance. It’s an approach that flips the delivery of the lesson to homework.

Dorian Love posted an excellent piece with various viewpoints on Flipping The Classroom last year on Teacher’s Monthly. Here is an infographic explanation of the flipped classroom from Column Five Media. What do YOU think? Add your comments below.

Click the infographic to zoom in:

Written by Matt Burns

I do not want my children learning math proofs on iPads. I simply do not see the value in it. iPads will not help with identifying sentence clauses or writing an essay. There’s a place for interactive learning and there’s not. It’s a clear line. Give science and history teachers iPads loaded with demos, videos and soundbites. Allow children to pinch and zoom DNA strands and the inner workings of WWI trenches. But make my kids do math drills on paper with a dull pencil. Please.

Simply put, the movement to digitalized learning scares me. iBooks 2 is just the start. Digital interactive learning has always been the future but I fear for my children now that it’s here.

Education evolves. Just several generations ago children were taught differently. Some subjects were clearly taught simply so children could learn how to learn. Basic history for example. Columbus did not discover the new world yet that’s what is taught to children through the classic poem. Most of us also learned cursive writing where previous generations also learned calligraphy — both somewhat useless skills today.

Kids are now taught to pass tests. Knowledge is externalized, stored on some Wikipedia server or graphing calculator until needed. Learning is still prevalent in schools, but the storage of facts and thoughts is not. Digital textbooks will only further this problem. Just click on a word to get its definition, says Apple.

My fear isn’t unique. iBooks 2 signals a stark change in education in a similar but more pronounced fashion as older tools. For instance my late grandfather, an engineer for the Michigan-based utility company Consumers Energy, proudly gave me his slide rule before my first trigonometry class. His hope was that I learned math rather than just learning how to get the right answer. I still have that slide rule, but I unfortunately never learned how to use it. I instead learned how to program Mario and Tetris clones into my TI-86 graphing calculator.

You see, my grandfather, like most of the greatest generation, knew math. He knew how math worked. That generation learned math methods in primary school prior to addition or subtraction. They learned the process of math since the tools were not developed yet to aid in problem solving. By the time the baby boomers came along, calculators were becoming commonplace and the process of externalizing knowledge had begun. Save an extraordinary math teacher, most of Generation X and Y saw math completely through the eyes of a calculator. Now ours kids are poised to learn through the iPad’s dual-core A5 processor.

Of course tools like calculators and digital textbooks are created and used with good intentions. Calculators let students perform actions like graphing before they completely understand the process. It gives a visualization previously not available. The same thing applies to digital textbooks as they are designed to make learning smarter, more fun, through interactivity. Students can get instant feedback on math problems rather than waiting for the teacher. Lessons can be broken up in 20-minute segments as that’s often the attention span of most people. But it’s important to remember that a calculator, and now an iPad, is a supplement and not a replacement for proven teaching methods.

Learning is expensive for everyone involved. Apple is smartly marketing iBooks 2 as a cheaper alternative. I remember paying $400 for an outdated textbook and the school only buying it back for $15. The college kid inside of me is excited. Cheaper books, less to carry to class, and a digital content management system — all awesome. iBooks 2 has a place at the collegiate level but my excitement has little to do with actual education but rather the additional conveniences offered.

My children are just now entering the school system. They have computers in the classroom that are part of the curriculum. Computers and iPads can be powerful tools, but they need to be used in a limited fashion in primary and secondary schools. Today’s children already have short attention spans. Hand an iPad to any child between kindergarten and twelfth grade and see what happens: they will jump around between apps. Then tell them to read a chapter of digital biology textbook. Nine out of ten will probably watch a video of a frog jumping at least a dozen times during the allotted time. Printouts and real books command focus in a way greater than an electronic device. Minds might wander away from the text, but at least they won’t be playing Infinity Blade II.

It’s easy to get caught up in Apple’s hype machine. It sounds great during Apple’s carefully crafted dog and pony show. iBooks 2 is no doubt a powerful tool — I wish I had it in college. This isn’t a luddite rant against the cotton gin, as I fully appreciate the positive impact that digital textbooks could have on learning. But I’m more fearful that the amount of pure learning and knowledge retention will be replaced by flashy videos and loud graphics. Remember, Apple’s primary goal is to make money, not educate our kids. Learning needs to be reinvented but I’m not sure the proper way is through an app.

This article was originally published on TechCrunch.

A group of dedicated and passionate volunteers from Siyavula teamed up to create South Africa’s first, truly-free Physical Science texbooks for Grade 10, 11 and 12 called Everything Science. You can download the textbooks right now using the links below.

For learners …

For teachers …

DOWNLOAD

Besides operating within both the education and digital industry, the team members at Quirk Education have a sincere passion for online learning. We thought it would be a great idea to put together a nifty infographic which explains how online learning came about, and importantly, why it’s beneficial. This infographic serves to introduce you to the awesome possibilities of learning via the Internet, and we hope you enjoy it as much as we do.

Click image below for full size …

Written by B.A. Birch

Educators across the US are on red alert as students begin to gain access to sophisticated gadgets that help them cheat. Going as far as to digitally insert answers into soft drink labels, kids are finding new ways to deceive educators and exam boards, writes Greg Toppo at USA Today.

“There’s an epidemic of cheating,” says Robert Bramucci, vice chancellor for technology and learning services at South Orange Community College District. “We’re not catching them. We’re not even sure it’s going on.”

There are companies thriving on providing these kits for students. One, called Spycheatstuff.com, allows students to mail-order a kit that turns a cellphone or iPod into a hands-free personal cheating device featuring tiny wireless earbuds that allow a test-taker to discreetly “phone a friend” during a test and get answers remotely without putting down the pencil, writes Toppo.

A new study by Common Sense Media has found that more than 35% of teens ages 13 to 17 with cellphones have used the devices to cheat.

52% of those polled admitted to some form of cheating involving the Internet.

Earlier this year, Omar Shahid Khan, 21, an Orange County student, pleaded guilty to stealing Advanced Placement tests and altering college transcripts. Khan is said to have hacked into the school’s grading system by installing spyware on school computers.

“This is about the pressures that kids are feeling in school,” says Jill Madenberg, a Great Neck, N.Y., college consultant. “The pressure to do well, the pressure to get into a good college… It’s literally all over the country — it’s an epidemic of sorts.”

Experts have been keen to point out that these technological advances aren’t increasing the number of cheating cases, they’re just making it harder to detect.

“The naïve folk belief is that cheating never used to be a problem,” Bramucci says. “It’s always been a problem.”

As a former high school guidance counselor, Madenberg believes that the recent Long Island SAT scandal will act as a positive catalyst for students to discuss the pressures they feel.

“There’s no question that people are beginning to look at that,” she says.

This article was originally published on Education News.

Holy Cross Primary in Cape Town is a school without a playground.

The school has 600 learners and a staff of 16, as well as about 6,000 square-metres of unusable land in front of the school. The biggest problem is that the land is littered with rubble, glass and rubbish. There remains little other space for the children to use, and as a result, they spend their lunch breaks playing in the road.

Quirk, a digital marketing and branding agency, is located metres away from Holy Cross and decided to bring the learners a little 2012 cheer on their return to school this year.

“Think back to your school years, and imagine that at every lunch break you would have to file out into the street for a bit of R&R. Not an ideal thought, is it?” wrote Marc Coppin of Quirk on the company’s blog.

As it turns out, Quirk wasn’t the first to notice this situation, and there have been many attempts at cleaning the field. Unfortunately, that particular piece of land is tied up in political red tape, with the presence of land claim rights halting any attempts at improvement.

‘Well, bugger that’, said Quirk Cape Town, collectively, ‘we’ll do something about it, anyway.’

And so they did. More than 100 employees of Quirk made their way down to the field in December 2011, armed with black bags, steel rakes and garden gloves. During the course of the day they managed to clear almost four tons of rubble and have planted and fertilised grass across the field in an attempt to restore it to a condition that is suitable for children.

If more local businesses volunteered just a tiny amount of time and resources to a nearby school, we’d see a very different mindset emerge on businesses supporting education in South Africa. We can’t keep ignoring the poor state of our schools for much longer. My hope is that South African business will support education in a bigger and more hands-on way, much like the caring people at Quirk. You never know – in a few years you might just be employing a child from one of those schools … so make their education count.

Thank you Quirk!

Article written by DA Barber

In 2012, higher education institutions will look to improve the learning experience through analytics and personalized learning environments, while reducing costs with digital resources and cloud technologies.

Washington, DC-based Gilfus Education Group has released its annual list of the top five trends in education innovation for 2012, which included three focused on higher education technologies:

• Prestigious institutions will launch online experiences designed to be as unique as those available to students on campus:
• “Dynamic and flexible learning experience engines” will emerge to replace learning management systems (LMS); and
• Tablets will surge as a means of delivering courses and e-learning media.

“What’s happening, especially with the prestigious institutions and the large state universities, is that because technology is evolving so much that those institutions are investing an incredible amount of money, despite their own budget cuts, into crafting online learning experiences that are as unique as the on-campus experience so that there is a true distinction and a true value that can warrant the higher tuition dollars and preserve the prestige of the institution,” said Frank Ganis, a general partner at Gilfus.

“I think the thing we’ll see in 2012 is the increasing use of learning analytics to better personalize the learning environment,” said Karen Cator, the United States Department of Education’s director of technology. “Basically, these products that are adapting to the learners, products that are returning to the learner the next thing based on data and analysis of that data.”

But there are other trends to watch for in the new year.

“I think 2012 will see an expansion of a variety of ways of getting access to the materials that students need for learning,” said Cator. Some of these trends are not new to colleges and universities, but they are becoming much more visible and embedded in the higher education experience.

E-Textbooks in 2012
Ganis said he believes 2012 will be a banner year for digital textbooks on college and university campuses.

“We have clients who are large university systems who have declared that, come fall 2012, that’s it, that’s the preferred format,” said Ganis.

Retailers are also getting into the e-textbook game. In September 2011, Amazon.com began offering digital textbooks for on-demand rental. Students can download the e-textbooks to their Kindles, PCs, iPads, BlackBerries, or Android-based devices. Highlighted text and margin notes made directly on the device can then be saved in the Amazon Cloud for access even after the rental expires.

“I think the trend is towards–I wouldn’t call them e-books, I’d call them ‘digital learning environments,’” said Cator. She explained that e-books are digital representations of books, with text and pictures. “But when we think about the expansion in digital books or digital learning environments, it also includes not just the text and pictures, but also video and Web sites and simulations, visualizations, and environments where you’re testing yourself and lots of other kinds of things that would be important.”

Open Resources
Another trend to watch is open educational resources.

“Higher education is further along in thinking about open education resources and the kinds of things that can be licensed for use and reuse. I think that’s something we’ll definitely continue to see in 2012,” said Cator.

The California Senate is currently considering a bill that would nudge colleges toward using open education resources in the form of free online textbooks for the state’s 3 million college students instead of print books as a means of saving them money. If passed, the bill will establish the online California Digital Open Source Library, which will house the 50 most commonly used books for required lower-division courses. Similar to Flat World Knowledge, students and teachers will have access to free digital versions of the books with an option to buy printed versions for $20. The resources will fall under a Creative Commons license, which means they’ll be open for reuse and customization.

California is not alone in this endeavor. In 2011, the state of Washington developed a plan for an Open Course Library that will contain online texts for 81 of the most popular courses. Forty-two courses are already completed. The Massachusetts Institute of Technology OpenCourseWare initiative also publishes almost all of the university’s material for its students.

The Online Classroom
Textbooks won’t be the only educational resource that will see increased online delivery in 2012. The classroom itself will also exist online more than ever before.

Ganis noted that at any large university, there are often certain core courses that are broken up into 10 or even 20 sections during any semester. While there will still be live classes, many students will experience the class via live or recorded video delivered online. While this may not sound like anything new, Ganis said the way it will be done is.

“Because there is just one professor and every student gets the same knowledge and information, there is no longer any advantage of having one professor over another and there is a lot more flexibility.”

The difference will be in the new technology available and the higher production values of both the live broadcasts and the recorded videos.

“It will be high production value because the professors won’t have the burden of producing the content: they will have the support of some very talented designers,” said Ganis. “So, that’s really going to shake-up the educational system starting fall 2012 and I think we’re going to see it propagate very quickly.”

Mobile Devices
Mobile computing will continue to grow on higher education campuses as more and more students access online lectures and other learning resources with their smartphones or tablets.

“In terms of becoming a much more exciting experience, mobile devices are certainly playing a role,” said Ganis. “Certainly we can do easy things with mobile devices and it’s already being done, like podcasts, or students taking pictures or videos and incorporating that into the classroom experience.”

And ed tech companies appear eager to help schools take greater advantage of the potential offered by these devices. Desire2Learn’s Mobile Web platform, for instance, enables students to access course materials, calendars, bookmarks, and other learning materials through their Blackberry, Android, or iOS devices.

Cator believes that handheld devices coupled with social media will create greater collaboration and learning opportunity in the coming year.

“We have, in the past, been thinking about social networking just for socialness and we now can think about leveraging the same ability for people to connect to each other, but specifically to do school work and to learn together,” said Cator.

Campuses Move to the Cloud
With so many resources and learning opportunities moving online, and pressed by the need to reduce IT infrastructure costs, more and more campuses will take advantage of the benefits provided by cloud technologies.

“I think what’s interesting about cloud computing is that it allows resources to be available from a variety of places so it enables the improvement of content,” said Cator.

“The truth of the matter is that the way many college and university budgets work is that they can’t depreciate the equipment fast enough before it becomes not so useful. So what a lot of schools want to do is get out of the hardware and technology stack business, focus on content, and put as much in the cloud as possible,” said Ganis. “It’s just starting and will continue to increase. And as the equipment becomes depreciated, it will accelerate the movement to the cloud.”

Ganis said that technological innovation is “all driven by Moore’s Law,” which states that the number of transistors that can be cheaply placed on a chip doubles approximately every two years, “and universities can’t keep up with the technology. With budget cutbacks, rising costs, and the need to change outmoded business models, many institutions are candidly realizing that if they don’t rapidly pursue smart innovation, they may severely undermine the future continuity of their schools.”

This article was written by DA Barber and originally published at www.campustechnology.com

Teachers, principals, and academics from the basic education sector responded enthusiastically to a call to participate in a national discussion on basic education that will be held in Durban from 2 – 4 April 2012. Ms Mary Metcalfe, chairperson of this event, says she is very excited and encouraged by this response, which reflects the commitment from teaches and academics towards improving basic education in the country.

“We received over 350 abstracts of presentations from teachers, principals, academics, government, non-government organisations, and the corporate sector. It is very encouraging to see the creative and innovative ideas coming from teachers and principals at the coal-face of basic education. These abstracts will be peer-reviewed by experts from the education sector, and we hope to include at least 200 of these presentations in the programme for the SA Basic Education Conference in Durban from 2 – 4 April 2012.” Ms Metcalfe said.

The conference programme will be structured to include both an academic and a practice stream. The purpose of this conference is to provide a platform where academics and practitioners can share their experiences, stimulate debate, collaborate on solutions, and identify best practices that will contribute to quality basic education.

Ms Metcalfe says they are fully aware of the realities and constraints that exist throughout the education sector. “There are many pockets of excellence where teachers, principals, and school communities embraced these challenges and achieved success against all odds. We want to share in these examples and stimulate others to adopt an innovative and creative approach to provide quality education to all.”

The 3-day conference will include daily plenary sessions where invited experts will address delegates. The rest of the programme comprises three sub themes, namely:

• Teaching, learning, and assessment
• Management and leadership in schools and district
• Systemic approaches to policy and planning

“A sound education system depends on much more than teachers and facilities. The involvement of entire school communities comprising parents, businesses, and non-government organisations is the glue that keeps various role-players together. We are looking forward to welcome representatives of these sectors at our conference,” Ms Metcalfe said.

It is the first time that a conference of this scope and nature is being held in South Africa. The Foundation for Professional Development is the organiser of this event and the intention is to hold a SA Basic Education Conference every second year.

Visit www.education-conference.co.za for more information about the SA Basic Education Conference.

I’m privileged to have known Kobus van Wyk, former director of the Khanya Special Project, for a number of years. The Khanya Project has been by far the most successful project of it’s kind in South Africa, overshadowing anything other education departments have attempted. The project, which is coming to an end in March 2012, was tasked with installing ICT infrastructure, from computer labs to interactive whiteboards, in every school in the Western Cape Province. The statement on the Khanya web site reads: “By the start of the 2012 academic year, every educator in every school of the Western Cape will be empowered to use appropriate and available technology to deliver curriculum to each and every learner in the province.”

Kobus van Wyk

With the wealth of information and experience Kobus has gained about ICT in schools while heading up the Khanya project, I though it would be a good idea to ask him to share his thoughts and opinions with Teacher’s Monthly readers. Following is an interview with Kobus.

What were the major difficulties you encountered while managing the Khanya Project?

Kobus: Managing the Khanya project was not all that difficult. I had the privilege of working with a team of dedicated project managers and facilitators on whom I could depend to make things happen. Similarly, I established solid partnerships with service providers who gave me incredible and invaluable support. The major difficulty I experienced was the general lack of understanding among many teachers and school principals – but mainly among education department officials – of the important role ICT can play in education.

What were some of your most joyful moments?

Kobus: The joy to see little ones engaging with technology can’t be described in words! Many of them do not even have a single book at home, and to see them work with technology, which gives them access to a wealth of material, made me feel that the whole effort was worthwhile. Just contemplating the fact that, without the Khanya intervention, many of these children would never have had the opportunity to access technology is a humbling experience.

In hindsight, what would you have done differently?

Kobus: I made many mistakes along the way and would certainly have avoided them if I knew better. For example, we spent too much time trying to help teachers who were not interested in using technology at all. There is an obsession about equality in education: giving each one equal attention and resources. I believe that our efforts would have been far more productive if we focused on those teachers who displayed a desire to come to grips with technology. In hindsight, I would also have spent much more time with education department officials, helping them to see the value of technology in education.

What are the major successes of the Project?

Kobus: ICT in education on the African continent has a long history of failures, particularly where attempts were made to implement technology on a large scale. In my view, the major success of Khanya was that it proved, beyond a shadow of doubt, that technology can be implemented on a large scale in Africa. I believe that Khanya has laid a solid foundation of technology in schools – every school in the province has at least one form of technology, providing access to all learners. Over 27 000 teachers received some form of technology training. This places the Western Cape in a most advantageous position. Now that the Western Cape Education Department officials have taken over the responsibility to support technology in schools my hope is that they will not allow this platform to erode, but that they will continue to build on it.

What does a principal need to do to ensure the successful deployment of ICT at the school?

Kobus: Principals play a key role. They must lead by example, showing their staff that they are serious about the use of technology. Principals also need to ensure that all teachers are adequately trained to use technology optimally.

Hypothetically, you are appointed at a school that has no ICT infrastructure. The SGB informs you that the school has budgeted R250,000 for this year and another R250,000 for next year for the implementation of ICT. How would you utilise this funding?

Kobus: The first thing I would do is to determine what the educational needs of the school are, and then decide which manifestation of technology would meet those needs. Based on these facts, I would develop a project plan, which would inform me how to spend the available funding. In all likelihood, most of the first year’s allocation would go towards establish a solid infrastructure, as well as teacher training.

ICT for computer literacy or for curriculum delivery?

Kobus: I can answer this one without hesitation: for curriculum delivery. The focus must always be on curriculum. Computer literacy is essential, but it is of secondary importance. Learners are so quick to pick up computer skills – if the spotlight of the technology in the school is on learning, the learners will most likely pick up the computer skills by themselves.

A primary school has a well-equipped computer lab. As the principal what would you do to ensure that it is best utilised?

Kobus: Draw up a schedule and insist that teachers adhere to it.  When a teacher is reluctant to use technology, determine the reason for it.  If teachers feel inadequate in any way, ensure that they receive the necessary support and training. A principal should also visit the computer lab on a regular basis, showing personal interest in what is happening there.

How important is training in ensuring the effective use of ICT at a school?

Kobus: Teacher training is a critical success factor for the effective use of ICT at a school. Most of our teachers never had the opportunity to use technology as a teaching and learning tool. It is unreasonable to expect them simply to dive in and be effective. It has been said that the three most important things in ensuring effective use of ICT at a school are: teacher training, teacher training and teacher training.

What is your opinion of CAT as a subject at high schools?

Kobus: CAT is an important subject. Even though learners pick up computer skills while using computers for learning, the subject CAT focuses on the formal use of ICT in the work place. I can hardly imagine a job today where digital literacy skills are not required – CAT equips learners with those skills.

How essential is it for a teacher to have a laptop?

Kobus: It is essential for teachers to have personal access to technology, preferably at home. A laptop is the most convenient form of technology, since it can be taken with them wherever they go; for example, a teacher can prepare a lesson at home and then take the laptop to school to present the lesson. I think that many teachers would prefer an iPad … if I were a teacher that would have been my choice.

Rental or purchase of hardware? If you were a principal what would your preference be?

Kobus: This is a complex matter. Rental of ICT equipment is always the best option – this ensures that your equipment stays up to date and that the technology vendors assume responsibility for maintenance. But this option requires that the school has an ICT operational budget. Unfortunately, the state does not provide schools with regular financial resources to enter into a rental agreement. The result is that the only option for schools is to purchase hardware; this is often made possible through sponsorships. That is one of the problems I faced in Khanya – I had a capital budget, but not an operational budget. The only way open was therefore the purchase of hardware, which has severe sustainability implications.

Given unlimited funding and resources, describe your ‘ideal’ ICT deployment at a school.

Kobus: Many people are of the opinion that computer labs are outdated and that one should now rather focus on technology in the classroom. I agree with this statement only partially. I believe that the real value of technology is experienced when it is used in the classroom. However, I also believe that a computer room has a valid place in a school since it allows learners hands-on access. So, my ideal scenario would be: a well-resourced computer lab; an interactive whiteboard in every classroom, and a laptop for each child. With cell phones becoming powerful mobile ICT devices, I believe that soon the one-laptop-per-child concept – also referred to as one-to-one computing – could soon become a reality through the use of these mobile devices.  In fact, affordable mobile technology and low cost internet access would probably change ICT in schools dramatically over the next few years.

————————

You can follow Kobus on his blog, e4Africa or on Twitter @kobusvanwyk.

With Khanya coming to an end, it remains to be seen whether the plans the Western Cape Education Department have for the current ICT infrastructure will be successful. However, in all likelihood Khanya will remain as the most successful and ambitious projects ever attempted by a provincial education department.

This article was written by Candy Spelling and originally published on Huffingtonpost.com.

I can still remember being a part of what is now called the “backchannel” of the school classroom. Like everyone else, I passed notes to my friends and snickered rebelliously when the teacher wasn’t looking. Today, the “backchannel” consists of texting, Tweeting and uploading to Facebook pages. Originally, school administrators were busy drafting policies about confiscating cell phones and acceptable laptop use. Look inside classrooms nowadays and it’s clear just how much times have changed. Many educators are now embracing technology and leveraging social media to motivate students.

From public elementary schools to prestigious liberal arts colleges, educators are taking creative pedagogy to the next step on the digital frontier. iPads are replacing textbooks and microblogging in virtual classrooms has become an alternative to classroom discussions. Advocates believe it keeps students current with technology. More importantly, proponents point out it encourages critical thinking and wider classroom participation.

While I understand the real-time digital stream may create a safe harbor for students uncomfortable expressing themselves, it seems to me students are missing valuable lessons in real-life social skills. Believe it or not, I was very shy as a child and certainly would have appreciated the ability to communicate via blogging or texting. However, I am grateful that I didn’t have the choice. I needed to be to be forced to raise my hand and respond or to stand up to read a report.

Students will still find themselves at a college admission or job interview where they will need to command attention and deliver a message. At social gatherings and in personal relationships, they need to be able to express themselves and connect.

It’s exciting that teachers have technology and social media as new tools to educate young people. However, I hope that educators will be mindful that the classroom is one of the greatest environments for young people to develop strong verbal skills and self-confidence that will serve them well in their lives ahead.

Follow Candy Spelling on Twitter: www.twitter.com/cscandyland