All over the world teaching and learning transitioned to forms of online education due to the COV... more All over the world teaching and learning transitioned to forms of online education due to the COVID-19 pandemic. In this contribution, we recognize challenges that this disruptive change brought about for teachers and learners. We reflect on these challenges, based on discussions at EDUsummIT2019 in Quebec about the theme “Learners and learning contexts: New alignments for the digital age”. Informed by theoretical conceptualization and empirical evidence we identify micro-meso-macro alignments that need to be in place to move education into the digital age: alignments for quality learning contexts, alignments in support for teachers, and alignments through partnerships.
Although a positive impact of technology interventions on educational practice and student outcom... more Although a positive impact of technology interventions on educational practice and student outcomes has been shown in many previous research settings, the use of technology in classrooms and schools is still often super cial and not meeting the potential of technology as envisioned by education reformers and researchers in the eld. However, when technol- ogy projects have been implemented successfully in educational practice and shown valu- able impacts, sustainability within similar contexts is not guaranteed—let alone scaling the initiative to other broader contexts. This article builds on the discussions of the EDUsum- mIT 2017 Thematic Working Group 9 (TWG9) and the summary report that captured the outcome of those discussions. The goal of TWG9 was to help inform policy and practice by providing insights into key factors that contribute to scalability and sustainability of educational technology integration and impact.
Computer science has been a discipline for some years, and its position in the school curriculum ... more Computer science has been a discipline for some years, and its position in the school curriculum has been contested differently in several countries. This paper looks at its role in three countries to illustrate these differences. A reconsideration of computer science as a separate subject both in primary and secondary education is suggested. At EDUsummIT 2015 it was argued that the major rationales for including computer science as a subject in the K-12 curriculum are economic, social and cultural. The paper explores these three rationales and also a beneficence matrix to assist curriculum designers. It also argues computer science is rapidly becoming critical for generating new knowledge, and should be taught as a distinct subject or content area, especially in secondary schools. The paper concludes by looking at some of the key questions to be considered when implementing computer science in the school curriculum, and at ways its role might change in the future.
All over the world teaching and learning transitioned to forms of online education due to the COV... more All over the world teaching and learning transitioned to forms of online education due to the COVID-19 pandemic. In this contribution, we recognize challenges that this disruptive change brought about for teachers and learners. We reflect on these challenges, based on discussions at EDUsummIT2019 in Quebec about the theme “Learners and learning contexts: New alignments for the digital age”. Informed by theoretical conceptualization and empirical evidence we identify micro-meso-macro alignments that need to be in place to move education into the digital age: alignments for quality learning contexts, alignments in support for teachers, and alignments through partnerships.
Although a positive impact of technology interventions on educational practice and student outcom... more Although a positive impact of technology interventions on educational practice and student outcomes has been shown in many previous research settings, the use of technology in classrooms and schools is still often super cial and not meeting the potential of technology as envisioned by education reformers and researchers in the eld. However, when technol- ogy projects have been implemented successfully in educational practice and shown valu- able impacts, sustainability within similar contexts is not guaranteed—let alone scaling the initiative to other broader contexts. This article builds on the discussions of the EDUsum- mIT 2017 Thematic Working Group 9 (TWG9) and the summary report that captured the outcome of those discussions. The goal of TWG9 was to help inform policy and practice by providing insights into key factors that contribute to scalability and sustainability of educational technology integration and impact.
Computer science has been a discipline for some years, and its position in the school curriculum ... more Computer science has been a discipline for some years, and its position in the school curriculum has been contested differently in several countries. This paper looks at its role in three countries to illustrate these differences. A reconsideration of computer science as a separate subject both in primary and secondary education is suggested. At EDUsummIT 2015 it was argued that the major rationales for including computer science as a subject in the K-12 curriculum are economic, social and cultural. The paper explores these three rationales and also a beneficence matrix to assist curriculum designers. It also argues computer science is rapidly becoming critical for generating new knowledge, and should be taught as a distinct subject or content area, especially in secondary schools. The paper concludes by looking at some of the key questions to be considered when implementing computer science in the school curriculum, and at ways its role might change in the future.
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Papers by Joke Voogt