We examine how three different teachers in three completely different communities are dealing with BYOD issues, including trust, equity, and what happens when you try to put student-centered learning in the hands of students who’ve never experienced it.
It's estimated that only about 10 percent of K-12 schools teach computer science. Some companies are trying to fill a void in American public education by teaching kids computer programming basics. The push comes amid projections that there will be far more tech sector jobs than computer science graduates to fill them.
Many MindShift readers were outraged that some students are missing out on valuable learning resources because of their families’ socio-economic status, while others worried that bringing mobile devices into the classroom – any classroom – invites chaos.
Getty Technology has often been called a democratizer in education, allowing students from all backgrounds to access the same resources and tools. Others see potential for technology to do great harm, widening an already substantial achievement gap related to issues of equity. Access to technology costs money and some fear lower-income schools and students will … Continue reading Internet Access for All: A New Program Targets Low-Income Students →
No device should ever be hailed as the silver bullet in “saving” education — nor should it be completely shunned — but when it comes to the possibility of bridging the digital divide between low-income and high-income students, devices may play a pivotal role. Access to the Internet connects kids to all kinds of information … Continue reading For Low-Income Kids, Access to Devices Could Be the Equalizer →
A new Pew Research survey of more than 2,400 middle school and high school teachers released today shows that, while teachers believe technology has helped with their teaching, it’s also brought new challenges — including the possibility of creating a bigger rift between low-income and high-income students. A few highlights from the report: While 92% … Continue reading By the Numbers: Teachers, Tech, and the Digital Divide →