Educational Technology

July 21, 2018

Where are all the women apprentices? – Caroline Preston, Hechinger Report

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According to a new study by the Center for American Progress, a left-leaning think tank, women made up only 7.3 percent of apprentices in 2017. That share is up by just 1.1 percent since 2008, even though apprenticeships have started to expand beyond traditionally male professions such as construction into fields such as IT and early childhood education. Apprentices earn a wage while gaining skills. But that wage tends to be considerably lower for female apprentices than males, according to the study. Women were earning a median of $11.49 an hour at the time they completed apprenticeships, compared to $27.25 for men. Female apprentices in male-dominated professions were paid less; meanwhile, apprenticeship programs in industries dominated by women, like child care, paid far less than ones in traditionally male fields.

Where are all the women apprentices?

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College Opportunity at Risk

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by Institute for Research in Higher Education, University of Pennsylvania

The College Opportunity Risk Assessment is the first state-by-state analytic tool to consider the breadth of the policy landscape that must be navigated to ensure future educational opportunity. All states face risks to college opportunity, but each state faces different types and levels of risk within their diverse economic and social realities. To guide state policy makers in mitigating these risks, we offer individual state risk assessments based on four interrelated risk categories—higher education performance, educational equity, public funding and productivity, and economic policies that influence public revenue and budgeting.

https://irhe.gse.upenn.edu/College-Opportunity-at-Risk

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Where work pays: How does where you live matter for your earnings?

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by Lauren Bauer, Audrey Breitwieser, Ryan Nunn, and Jay Shambaugh; Brookings

Educational and occupational choices matter for your earnings, but where you work matters, too. Employment opportunities and wages in some occupations vary substantially from state to state, county to county, and city to city. One location might be a great place to earn a living as a nurse but not as a construction worker (e.g., New Orleans, Louisiana), while a different location might be the opposite (e.g., Utica, New York). Does it make sense for people starting or advancing their careers to move? And if it does, to where should they move?

Editor’s Note: An interactive tool accompanies this economic analysis, allowing users to see the distribution of annual earnings across the United States for a given occupation and age group, adjusting for cost of living and taxes.

Where work pays: How does where you live matter for your earnings?

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July 20, 2018

More high school grads than ever are going to college, but 1 in 5 will quit

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by Jon Marcus, Hechinger Report

While the number of students has been rising, however, so has the proportion who begin as full-time freshmen but fail to come back for a second year. Fifty-five percent who started in 2015 were gone by the following year, the most recent period for which the figures are available, according to U.S. Department of Education data analyzed by The Hechinger Report. That’s up from 44 percent two years before.

https://www.texastribune.org/2018/07/05/more-high-school-grads-ever-are-going-college-1-5-will-quit/

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EdX Survey Finds That about 1/3 of Americans Ages 25 – 44 Have Completely Changed Fields Since Starting Their First Job Post-College

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EdX.org has announced the results of a survey of 1,000 consumers ages 25 – 44 around trends related to career transformations. The survey found that 32 percent of respondents have considered making a career change at some point within the past year, and 29 percent of respondents have completely changed fields since starting their first job post college. The chief drivers of these continuous shifts are a desire for salary increase (39 percent) or interest in another field (21 percent). EdX commissioned the survey in order to further identify the types of challenges faced by learners, specifically as they look to change industries, in an effort to provide optimized access to quality, career-relevant education to all.  The workplace is changing more rapidly than ever before and employers are in need of highly-skilled talent. Faced with this ever-changing workplace, candidates seeking to change or advance their careers are tasked with gaining the knowledge and skills they need to succeed. In addition, many of these in-demand fields are so newly emerging that they do not map back to traditional fields of study — according to edX’s survey findings, only a fifth of respondents consider their education from their college major to be translatable to their current field.

https://www.businesswire.com/news/home/20180710005238/en/EdX-Survey-Finds-13-Americans-Ages-25

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School libraries becoming “digital learning centers”

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By Mary Catherine Brooks, WYOMING COUNTY

Wyoming County Schools officials are revamping school libraries, installing more computers and new furniture. The new “digital learning centers” will provide more learning experiences for students. With current technology, students have an immeasurable amount of information and experiences at their fingertips, Deirdre Cline, county schools superintendent, told board of education members during their June 28 meeting. While there will always be books in the library, officials want to make certain students also have access to the wealth of information and other experiences available through technology. Through WV Virtual School, students will be able to take online classes that are not available at the high schools, Robin Hall, assistant superintendent, said.

http://www.wycoreport.com/news/local_news/school-libraries-becoming-digital-learning-centers/article_5305a4e6-8322-11e8-b1d3-df8831b68573.html

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July 19, 2018

Five Ways to Build Community in Online Classrooms

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By: Melissa Wehler, Faculty Focus

I was still dealing with the real issues of isolation, fear, and frustration that results in students leaving their online courses. To combat these feelings, professors—myself included—have to deliberately, consistently, and relentlessly work to build student-faculty and student-student relationships in online courses. As educators, we know that building community in the online environment increases the likelihood of student success. Finding ways to concretize something as ephemeral as “a sense of belonging” can be difficult; however, here are five places where you can start.

https://www.facultyfocus.com/articles/online-education/five-ways-to-build-community-in-online-classrooms/

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Online STEM Courses Need More Real-World Interactivity

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By Dian Schaffhauser, Campus Technology
What do students want in the learning activities for their online STEM courses? They’d prefer more real-life problems to solve and instructional resources such as simulations, case studies, videos and demonstrations. They’d also like the chance to meet and collaborate with other students as well as teaching assistants online. Finally, they’d appreciate clear and consistent information from instructors about instructions, assignments, assessments, due dates, course pages and office hours. That’s what a research project found when it queried 537 students from 15 online STEM courses within a large, four-year public university in the southeast during spring 2016. A third of the students (36 percent) came from the college of engineering and computer science; other large groups included science majors (14 percent) and those pursuing degrees in the college of health and public affairs (11 percent). The study was done by three researchers from the Center for Distributed Learning at the University of Central Florida.

https://campustechnology.com/articles/2018/07/09/online-stem-courses-need-more-real-world-interactivity.aspx

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Hackers can purchase government login credentials for cheap on the dark web

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by Kevin Parish, Digital Trends

Among the list of devices, services and networks on the menu are multiple government systems on sale worldwide, including those linked to the United States. The team found connections to a variety of healthcare institutions including medical equipment shops, hospitals, and more. They even found access to security and building automation systems at a major international airport selling for a mere $10. The problem doesn’t just revolve around desktops, laptops, and servers. Internet of Things devices based on Windows Embedded are also on the menu such as point-of-sale systems, kiosks, parking meters, thin client PCs and more. Many are overlooked and not updated, making them a quiet entryway for hackers.

https://www.digitaltrends.com/computing/mcafee-hackers-buy-remote-desktop-access-dark-web/

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July 18, 2018

Microsoft Launching $399 Surface Go Device for Schools

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By David Nagel, THE Journal
Microsoft is expanding its line of Surface devices with the Surface Go, a $399 version of the popular tablet/laptop. Schools deploying Surface Go will have the option of running either Windows 10 Home in S mode or Windows 10 Pro. Microsoft is expanding its line of Surface devices with the Surface Go, a $399 version of the popular tablet/laptop. Schools deploying Surface Go will have the option of running either Windows 10 Home in S mode or Windows 10 Pro. The Surface Go is the latest generation Surface device, offering a 10-inch (3:2) touchscreen with pressure-sensitive stylus support. It runs on the seventh-generation Intel Pentium Gold Processor (4415Y).

https://thejournal.com/articles/2018/07/10/microsoft-launching-399-surface-go-device-for-schools.aspx

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4 ways to make high-impact teaching a reality

Filed under: Educational Technology — admin @ 12:35 am

BY COLIN WOOD, eSchool News

Put simply, to shift the quality of learning in schools, we need to better support teachers with evidence of learning so they can focus their effort on doing the things that work really well for every learner in the room.

Teachers report that when they look at professional learning, they ask three questions:

  1. What am I learning?
  2. How will I apply it in class?
  3. What impact will it have on every student in the room?

If we can give teachers visibility on those three things, they’ll start to own their professional learning activities and how they practice their craft. Here are four ways that districts can replace traditional sit-and-get professional development (PD) with on-demand and personalized delivery of high-impact teaching strategies (HITS).

4 ways to make high-impact teaching a reality

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How to start a virtual coding boot camp in five easy steps

Filed under: Educational Technology — admin @ 12:30 am

BY MEREDITH HOOVER, eSchool News
We’re building a love for STEM with virtual robotics and coding camps that get students excited; here are 5 steps to get your school going in the right direction. It never ceases to amaze me when I see a middle school student excelling at virtual robot simulations, a seventh grader using computer code to solve a STEM problem, or an eighth-grade robotics team brainstorming ideas and then developing a full-blown operating robot. Even these tiniest victories go a long way, with students getting hands-on with advanced technologies and then taking that experience to college and/or out into the workforce.

How to start a virtual coding boot camp in five easy steps

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July 17, 2018

State Schools Urge Students Burned By Closing For-Profit Colleges To Give Them A Chance

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By REBECCA MARTINEZ. WUNC

The University of North Carolina at Greensboro and Wake Technical Community College are two public institutions encouraging students from three for-profit colleges to consider them for transfer this fall.  South University in High Point and the Art Institutes in Durham and Charlotte will close at the end of the year. Like other for-profit colleges, those schools attracted older non-traditional students, many of whom opted not to go to college right away. UNCG Vice Chancellor for Enrollment Management Bryan Terry said he understands that these students are probably frustrated, but he encouraged them not to let the school closures derail their academic pursuits.

http://wunc.org/post/state-schools-urge-students-burned-closing-profit-colleges-give-them-chance

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Who shoulders most of nation’s ~$1.5 trillion in student debt? Women

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by CBS News
Women owe about $890 billion of the country’s $1.48 trillion student loan debt, nearly double the $490 billion owed by men, placing them at a financial disadvantage as they begin their careers, according to a recently released report from the American Association of University Women (AAUW). The study, which analyzed data from the U.S. Department Education from the 2015-2016 school year, also found that women graduating with bachelor’s degree owe on average $2,700 more in student loans than men do. Women, who account for 56 percent of enrolled college students, are far more likely than men to graduate owing money — 71 percent for female grads vs. 66 percent for male grads, according to the AAUW.

https://www.universitybusiness.com/news/who-shoulders-most-nations-14-trillion-student-debt-women

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Canvas Catches, and Maybe Passes, Blackboard

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By Lindsay McKenzie, Inside Higher Ed
Canvas has unseated Blackboard Learn as the leading LMS at U.S. colleges and universities, according to new data from MindWires Consulting. In a blog post on Monday, Michael Feldstein, partner at MindWires Consulting and co-publisher of the e-Literate blog, wrote that Canvas now has 1,218 installations at U.S. institutions, compared with Blackboard’s 1,216. Although the two-figure difference may seem insignificant — and Blackboard and some of its allies say the data don’t accurately reflect the two companies’ relative reach — most analysts agree that Canvas’s ascent, largely at Blackboard’s expense, is noteworthy.

https://www.insidehighered.com/digital-learning/article/2018/07/10/canvas-catches-and-maybe-passes-blackboard-top-learning

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July 16, 2018

16 tools to promote inventiveness in the classroom

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BY LAURA ASCIONE, eSchool News
Inventiveness is a critical component of innovation–here’s how to use it in the classroom.  Inventiveness–the bridge between inventions and innovations–gives students license to use their creative imagination. And today’s classrooms need more of it. During ISTE 2018, educational technologist Kathy Schrock presented a variety of tools and strategies to help boost inventiveness in the classroom. Invention is the creation of a product or the introduction of a process for the first time, while innovation occurs if someone improves on an existing product or process. The link between those two, Schrock said, is inventiveness–the ability to brainstorm, to be flexible, to elaborate, and to see original ideas come to fruition.

16 tools to promote inventiveness in the classroom

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Student Outcomes for Online School System Go Toe-to-Toe with Traditional School Results

Filed under: Educational Technology — admin @ 12:36 am

By Dian Schaffhauser, THE Journal
A new research study has found evidence that full-time students in one particular online public school, Connections Academy, can attain the same level of achievement as that offered at traditional public schools and that they may be better positioned to succeed than they would in other virtual schools. The research was conducted by Gatti Evaluation (hired by education technology company Pearson) over the course of the 2016-2017 school year, peer reviewed by SRI International and audited by PricewaterhouseCoopers. Pearson owns the company that runs the academy. The school system is a tuition-free online public school for 70,000 K-12 students in 27 states. (It also runs tuition programs for students in other states and countries.)

https://thejournal.com/articles/2018/07/03/student-outcomes-for-online-school-system-go-toetotoe-with-traditional-school-results.aspx

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Schools to begin online program

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BY AMELIA HARPER, Rocky Mount Telegram

Nash-Rocky Mount Public Schools is launching a new Virtual Academy to entice non-traditional students back into the traditional public school fold. The new academy, billed as “School My Way!” will allow students now enrolled in non-traditional settings such as home schools, charter schools or private schools the opportunity to take at least two courses per semester in high school. Students enrolled in the new Virtual Academy also will have the opportunity to participate in extracurricular activities offered by Nash-Rocky Mount Public Schools and to graduate with a high school diploma from Nash-Rocky Mount Public Schools if they meet all the requirements.

http://www.rockymounttelegram.com/News/2018/07/07/Schools-to-begin-online-program.html

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July 15, 2018

A scientific success story

Filed under: Educational Technology — admin @ 12:42 am

by  Brandon Schreur, Daily News

Beth Christensen, who has taught at Central Montcalm for 20 years now, wanted to find a way to continue that learning process, which could then, in turn, help her students learn more efficiently as well. That’s what led her to the Six Star Science Online Teacher (OT) Professional Development Program. The Six Star Science OT Program, also called Frontiers in Physiology, is a 10-month long online research-based course that educates teachers across the country on how to develop excellent science education for students.  We’re looking for teachers who are highly motivated to improve their classrooms and already have some experience with professional development,” said Margaret E. Stieben, Program Manager for K-12 Education Programs at the American Physiological Society (APS) said. “We want teachers who have a vision for their classrooms and the kind of experience they want to give their students, and then we bring them all together.”

A scientific success story

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When we run out of room for data, scientists want to store it in DNA

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by Luke Dormehl, Digital Trends

The reason for this is the unimaginable pace at which we currently produce data. Each day, around 2.5 quintillion bytes of data is created, courtesy of the 3.7 billion humans who now use the internet. In the last two years alone, a mind-boggling 90 percent of the world’s data has been created. That’s where Park and fellow MIT scientist and co-founder Nathaniel Roquet enter the picture. Their startup Catalog has developed technology they believe could transform data storage as we know it; allowing, or so they claim, the entirety of the world’s data to be comfortably fit into a space the size of a coat closet. Catalog’s solution? By encoding data into DNA. That might sound like the plot of a Michael Crichton novel, but their scalable and affordable solution is serious, and has so far received $9 million in venture funding — along with the support of leading professors from Stanford and Harvard Universities.

https://www.digitaltrends.com/cool-tech/dna-data-catalog-startup/

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The tech industry leads the way in revolutionizing student loan debt

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by JAZZY QUICK, Big Think

With the average student loan borrower owing in the $27,900—$50,000 range, it’s no wonder that national student loan debt in America is at a record high of $1.52 trillion. And to make that statistic worse, STEM-based degree programs are pumping out a considerable portion of the borrowers with debt, due to students taking out massive amounts of loans in order to compete in a saturated job market. A survey shared by CommonBond gave data that depicts how the technology industry might be the most affected the most by student loan debt. Currently, approximately 53% of workers have student loan debts, according to CommonBond, and of those borrows, 65% of them are paying off $50,000 or more in student loans.

https://bigthink.com/jazzy-quick/the-tech-industry-leads-the-way-in-revolutionizing-student-loan-debt

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