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by Chris Graham, Augusta Free Press
A majority of respondents in a new Virginia Commonwealth University Commonwealth Education Poll support online learning opportunities for high school credit. The poll, conducted annually by the Commonwealth Educational Policy Institute in the L. Douglas Wilder School of Government and Public Affairs, found almost two-thirds of respondents (63 percent) favored allowing students to earn high school credits online, while 33 percent opposed the practice. There were significant differences in support by age cohort, with younger respondents more in favor of online credits options. Fully 72 percent of those aged 18-34 supported the practice while only 47 percent of those aged 65 or older did the same.Share on Facebook
by eSchool News
Students are more engaged in their learning and tend to show more achievement in certain areas when they have access to technology during school and at home, according to a study from wireless service provider Kajeet and Project Tomorrow, a national education nonprofit. The two-year-long study focused on the impact of mobile devices on teaching and learning. The Making Learning Mobile 2.0 study continues taking an in-depth look at the impact of one-to-one tablet implementation, including internet access outside the classroom, with Chicago Public Schools students.Share on Facebook
by Shelly Palmer
Now think about your digital life and how you have protected it? You have a few easy to remember passwords, a “came with your computer” firewall, a messy hard drive that may or may not have the latest antivirus software on it because it’s too big of a pain to update. If a motivated criminal wanted to get into your house, they would practically waltz in. Your sense of security is based upon where you live, your faith in the police and the size of your insurance policy. If a motivated hacker targeted you, you literally would not know you had been attacked until after it was over. From a skilled hacker’s point of view, you have glass windows, glass doors, the lights are off, there’s nobody home and you left the back door open.Share on Facebook
By Stephen Noonoo, eschool News
Twitter and Google+ may not have been designed for educators, but every day thousands of teachers, school leaders, and learners of all sizes take to social media to connect, grow, and share in ways that would seem almost impossible a few short years ago. With all the noise, though, it can be tough to know where to begin. The biggest benefit is that social media helps break down of traditional geography-based professional development and exposes educators to outside ideas, says Thomas Murray, a director at the Alliance For Excellent Education, co-founder of Twitter’s #edtechchat, and new author of Leading Professional Learning. “It helps you keep up with the latest trends and hot topics, and it keeps you on the cusp of what education is looking like.”Share on Facebook
by Rebecca Alber, Edutopia
In the education world, the term student-centered classroom is one we hear a lot. And many educators would agree that when it comes to 21st-century learning, having a student-centered classroom is certainly a best practice. Whether you instruct first grade or university students, take some time to think about where you are with creating a learning space where your students have ample voice, engage frequently with each other, and are given opportunities to make choices.Share on Facebook
You may already be using video to support your lessons, but have you considered encouraging your students to create them? Student-to-student videos enhance student understanding of a subject as well as student creativity and critical thinking skills. In a recent KQED MindShift article, Katrina Schwartz lauds peer-created videos for their ability to reach struggling students in ways that you as a teacher cannot. No longer are videos a distraction or a tool used only by teachers; videos can create a richer learning experience.Share on Facebook
By Sharon Noguchi, Mercury News
Textbooks, those long-entrenched staples of classrooms, could soon be pushed from their place of prominence by a high-tech alternative: online lessons that can be downloaded, customized and updated — all at will, and all for free. The online material offers enticing benefits as it provides more current content, appeal to students and saves schools potentially big money. San Jose Unified, for example, spends $1 million annually on textbooks. For some time, textbook publishers and software developers have marketed digital lessons to schools. But unlike Apple’s proposition to replace books with more costly iPad lessons, the movement for “open educational resources” focuses on free material, created and curated by educators.Share on Facebook
By Kristen Hicks, Edudemic
In a perfect world students would understand that education is for their benefit and put their all into every assignment. Unfortunately, every educator working today knows how far off the reality is from that ideal. Cheating isn’t just something that a few bad apples do every now and then, it proliferates. In a 2010 survey of high school students, one in three admitted to using the web to plagiarize. That makes it a problem no teacher can ignore.Share on Facebook
By Amanda Ronan, Edudemic
udents in the United States today have any memory of a time before the Internet. With a world of interactions (both good and bad) a mere click away, it is crucial to prepare our students for a connected existence that values respect, awareness, and collaboration with others from diverse backgrounds – in essence, to make truly global citizens. How can it be done? By harnessing the power and design of many familiar apps and websites, teachers can bring this global diversity and collaboration into their classrooms. In fact, by simply pairing a few tried and true tools with new or more obscure apps, you can deftly combine curriculum-based and global learning.Share on Facebook
By Melissa Schmitz, Edudemic
California’s Coachella Valley Unified School District (CVUSD), situated along the Salton Sea in one of the poorest sections of the country, has found a unique way to deliver Internet access to its low-income students: their school buses. The district installed routers in two of its buses, allowing students access to the Internet on their school-issued tablets during their morning and afternoon commutes. This just goes to show that cash-strapped schools can augment their students’ education, just by thinking a little outside of the school walls – and the box. But is the model one that generalizes outside of CVUSD? To determine this, we’ll take a close look at the experiment and extrapolate from there.Share on Facebook
Or, How Technology Helps Your Friendly Neighborhood Policeman Violate Your Privacy in New and Innovative Ways
Geoffrey S. Nathan, Faculty Liaison for Computing and Information Technology, Wayne State University
We already know that our government (and other people's governments) like to collect vast amounts of data on its citizens, on the off-chance that the data might prove useful in preventing a terrorist attack. And, given the extent of mission creep, that data is also being used in other kinds of criminal investigations, such as drug investigations and child pornography prosecutions (although perhaps not always in a legitimate manner).  That data is collected at a national level, however, and has not (to the best of public knowledge) been shared with local law enforcement.
By Mark Rockwell, Campus Technology
The United States Department of Homeland Security is warning universities that their information-filled IT infrastructures might give hackers access to sensitive federal networks. Intruders hijacked a university’s supercomputer in early 2014, leveraging its vast capabilities in a massive electronic assault on U.S. gaming networks, according to a recent warning to American higher education from the Department of Homeland Security. DHS’s “unclassified, for official use only” memo said university networks are attractive targets for cybercriminals, adding that universities’ networks can provide access to other types of electronic facilities, including sensitive federal networks.Share on Facebook
By Joshua Bolkan, THE Journal
The University of Central Florida (UCF) has partnered with two organizations to reboot a massive open online course (MOOC) for teachers focused on blended learning in higher ed and K-12. The university has partnered with Educause, a nonprofit focused on technology in higher education, and ed tech company Instructure to launch “BlendKit2015: Becoming a Blended Learning Designer.” The course is intended to build on the success of BlendKit2014, a similar MOOC released last year that also covered blending learning and was Educause’s first. “The power of online professional development is that we can collaborate and educate in real-time,” said Julie Little, Educause vice president of teaching, learning and professional development, in a prepared statement. “BlendKit2015 leverages that power to advance strategic understanding of blended learning’s full potential.”Share on Facebook
by Kelci Lynn Lucier, US News
“All good online classes include interactive elements that replace classroom discussions,” Guy Trainin, associate professor of education at University of Nebraska—Lincoln, writes via email. He encourages students trying to identify their fellow intellectual leaders to look for those who “show proficiency with the material and think beyond the text, making connections with other ideas, classes, and real-world events.” Similar to a traditional classroom, he says, online students who are strong academically possess “the ability to respond to others and lead discussions.” Mitch Boucher, lecturer at University of Massachusetts—Amherst’s University Without Walls, a bachelor’s program that allows adult students to choose from a wide range of online courses, has similar observations.Share on Facebook
“Be the Change You Wish to See in the World”
Call it disruption. Call it progress. Call it innovation.
No matter how it’s labeled, real sustainable change begins from within—inside the hallowed halls of academia, and inside the hearts and minds of individuals driving those institutions forward,
NGLC is proud to again offer two annual programs that are breaking down barriers to college completion and student success. The Breakthrough Models Academy and the Breakthrough Models Incubator—for individuals and for institutional teams, respectively—will usher in new cohorts for a yearlong series of virtual and onsite programming, workshops, webinars and more. Alumni become part of a vital global network that is rethinking and redesigning higher education programs and student services.
Celina Stewart is an undergraduate student in International Relations at Brown University.
"We should hack an application," a fellow teaching assistant brainstormed to our Cybersecurity and International Relations Teaching Staff at Brown University. His suggestion to hack a widely used photo- and video-sharing app, popular especially among college students, might seem malicious or even illegal. However, after vetting the idea and checking its legality (we created our own account to hack by cracking our own password rather than targeting the application itself), we scheduled a lab aptly called "Scaring you into securing your information."
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