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Education, economy and society

Posted in Uncategorized on December 14, 2011 by lorenzjohn
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Education, economy and society

Education systems reflect national societies, cultures and economies—and shape them, too. OECD works to understand education in these wider contexts, including its impact on individual prosperity and national growth, and its role in combating poverty and social exclusion at every stage of life. Find out more.

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All Immigration is Local: How Regional Factors Shape Global Migration

05-Dec-2011

Regional and municipal governments take on significant responsibilities in the management of migration and in successfully integrating migrants. They provide training programs, deliver anti-discrimination and cultural diversity projects helping migrants use effectively their skills and provide language services for children and youth through the education system.

Designing for Education: Compendium of Exemplary Educational Facilities 2011

20-Sep-2011

Designing for Education: Compendium of Exemplary Educational Facilities 2011 showcases over 60 recently built or refurbished educational facilities from 28 countries. Collectively, these projects demonstrate state-of-the-art design in this field and each one is lavishly illustrated with colour photos, plans and descriptions.

See the BBC slideshow “Knowledge economy: Global best school buildings”

 

OECD Skills Strategy

05-May-2011

In a globally competitive, knowledge-based economy, having skills is no longer just the advantage but a necessity. While many countries have developed strategies to improve the skills level of their citizens, their success in implementing them varies widely.To help them, the OECD is preparing a Skills Strategy with the aim of fostering a cross-government, peer-learning approach towards improving the supply of, and anticipating the demand for, skilled workers.

Inclusion of Students with Disabilities in Tertiary Education and Employment

08-Jun-2011

This book examines the transition of young adults with disabilities from school to tertiary education and work. It analyses the policy experiences of several OECD countries and identifies recent trends in access to education and employment as well as best transition policies and practices.

International Summit on the Teaching Profession (New York City – March 16-17, 2011)

04-Apr-2011

Download the presentation  “Building a High-Quality Teaching Profession – Lessons from around the world”

Watch a replay of the webcast of the closing session of the International Summit on the Teaching Profession.

Download  the background report – Building a High-Quality Teaching Profession: Lessons from around the world

Facility of the week: Designing for Education

15-Mar-2011

CELE launched its flagship publication “Designing for Education: Compendium of Exemplary Educational Facilities 2011” in Paris on 29 September 2011. This publication is the culmination of CELE’s continuing efforts to promote and share state-of-the-art design in educational facilities. Every Monday we will present a different “facility of the week”. Don’t miss them!

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Educatoinal Technology!!!

Posted in Uncategorized on December 12, 2011 by lorenzjohn

Educational technology

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It has been suggested that Impact of technology on the educational system be merged into this article or section. (DiscussProposed since September 2011.
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Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.”[1] The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology is “the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning,” according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee,[2] educational technology includes other systems used in the process of developing human capability. Educational technology includes, but is not limited to, software, hardware, as well as Internet applications, such as wiki’s and blogs, and activities. But there is still debate on what these terms mean.[3]

Technology of education is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning and may be measured in how and why individuals behave. Educational Technology relies on a broad definition of the word “technology.” Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. Some modern tools include but are not limited to overhead projectors, laptop computers, and calculators. Newer tools such as “smartphones” and games (both online and offline) are beginning to draw serious attention for their learning potential. Media psychology is the field of study that applies theories in human behavior to educational technology.

Consider the Handbook of Human Performance Technology.[4] The word technology for the sister fields of Educational and Human Performance Technology means “applied science.” In other words, any valid and reliable process or procedure that is derived from basic research using the “scientific method” is considered a “technology.” Educational or Human Performance Technology may be based purely on algorithmic or heuristic processes, but neither necessarily implies physical technology. The word technology comes from the Greek “techne” which means craft or art. Another word, “technique,” with the same origin, also may be used when considering the field Educational Technology. So Educational Technology may be extended to include the techniques of the educator.[citation needed]

A classic example of an Educational Psychology text is Bloom’s 1956 book, Taxonomy of Educational Objectives.[5] Bloom’s Taxonomy is helpful when designing learning activities to keep in mind what is expected of—and what are the learning goals for—learners. However, Bloom’s work does not explicitly deal with educational technology per se and is more concerned with pedagogical strategies.

According to some, an Educational Technologist is someone who transforms basic educational and psychological research into an evidence-based applied science (or a technology) of learning or instruction. Educational Technologists typically have a graduate degree (Master’s, Doctorate, Ph.D., or D.Phil.) in a field related to educational psychology, educational media, experimental psychology, cognitive psychology or, more purely, in the fields of Educational, Instructional or Human Performance Technology or Instructional Systems Design. But few of those listed below as theorists would ever use the term “educational technologist” as a term to describe themselves, preferring terms such as “educator.”[citation needed] The transformation of educational technology from a cottage industry to a profession is discussed by Shurville, Browne, and Whitaker.

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About Education!!!

Posted in Uncategorized on December 7, 2011 by lorenzjohn

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Editor’s Picks from Education

Humans Evolved from Monkeys

and 4 Other Common Misconceptions about Evolution

By Heather Scoville

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By K. Kris Hirst

Homework Tips

A plethora of tips to help you overcome common homework hurdles.

By Grace Fleming

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Hello world!

Posted in Uncategorized on November 9, 2011 by lorenzjohn

Welcome to WordPress.com. After you read this, you should delete and write your own post, with a new title above. Or hit Add New on the left (of the admin dashboard) to start a fresh post.

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