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Blended Learning: The Present & Future of Education

[fa icon="calendar'] January 18, 2017 at 2:52 PM / by Admin posted in Blended Learning

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As we wrote recently, blended learning is one of the hottest trends in education technology right now. In fact, many respected educators believe it will soon become the most common approach to teaching and learning.

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What’s All the Buzz About? 5 of the Hottest Trends in Education Technology

[fa icon="calendar'] January 4, 2017 at 8:45 AM / by Admin posted in STEM, Blended Learning, Ed-Tech, Game-Based Learning, education technology, Adaptive Learning

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Technology advances at light speed. Blink, and everything you have in your home is outdated. Education, on the other hand -- well, education doesn’t quite have the same reputation. Progress is often slower than we’d like, but with more education technology trickling into classrooms every day, not even the slow crawl of education can stop technology finding ways to better our lives.

Today we thought we’d pull together a nice roundup of 5 current trends in education technology and the effect they are having on students and educators. 

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Level Up Your Mind: How Video Games Help Develop a Growth Mindset

[fa icon="calendar'] December 7, 2016 at 4:55 PM / by Admin posted in Educational Games, Video Games, Game-Based Learning, Growth Mindset

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One of the most detrimental thoughts a person can have is that the way they are now is the way they’ll always be. Thinking of your brain as a static, fully-evolved, weirdly shaped, and probably kinda mushy pink thing is crippling your growth. Instead, think of it as an ever-evolving, malleable, weirdly shaped, and probably kinda mushy pink thing.

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Preschoolers Understand Math Better Than You Think

[fa icon="calendar'] November 23, 2016 at 4:42 PM / by Admin posted in Elementary Math, Early Math, Preschool, Preschool Math

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Place value (the value indicated by where a digit is in a multi-digit number, e.g.: units, tens, hundreds) is one of the keystone concepts in children’s math education. An understanding of place value is necessary for carrying out operations like addition and subtraction with numbers that exceed a single digit. For decades, educators have based their math curricula on the idea that place value is too difficult for most preschoolers to understand.

But some recently published research out of Michigan has turned this idea on its head.

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Are We Intrinsically Extrinsic? Let’s Explore Student Motivation

[fa icon="calendar'] November 16, 2016 at 10:57 AM / by Admin posted in Extrinsic Motivation, Student Motivation, Intrinsic Motivation

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Can digital tools in the classroom increase intrinsic motivation in students, or do they simply serve as an extrinsic motivator to learn about the “boring subjects?” Does the gamification movement and the overabundance of new learning tools actually pose a threat to students’ natural interest in learning?

Kendra Cherry does a great job laying out the debate between intrinsic and extrinsic motivation -- that is, being motivated by internal or external factors -- in her article, “Differences Between Extrinsic and Intrinsic Motivation.”

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STEM Was a Start, But a New “A” Can Get Us to the Heart of Learning

[fa icon="calendar'] November 3, 2016 at 9:09 PM / by Admin posted in STEM, Ed-Tech

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Have you noticed the new “A” that’s been sneaking into conversations about STEM education? In the eyes of many educators, STEM is old news. STEAM is in.

What is STEAM? Why the change? And what does this mean in actual classrooms? To answer these questions, let’s first take a quick step back to look at why STEM education became so prevalent in the first place.

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Recent Research Studies May Turn Early Math Education on its Ear

[fa icon="calendar'] October 27, 2016 at 2:30 PM / by Admin posted in STEM, Elementary Math, Early Math, Math Ability, Math Education

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Researchers at the University of Illinois have made a discovery that may seriously shape how educators approach early math. In a study published in Cognition, psychology professor Daniel Hyde tested a group of first graders’ basic intuitions about numbers.

The results of his study indicated kids who were routinely exposed to groups of items of different quantities and asked to use approximation to predict which group was bigger or smaller performed significantly better on a math test administered shortly afterwards than children who did not participate in an approximation exercise.

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