Strengthening reading instruction is essential, but that doesn’t mean buying commercial programs is the answer — especially when deteriorating classroom conditions drive qualified teachers away.
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In Ontario and elsewhere, we still need reforms that give decision-makers the power to bring robust democratic oversight to EdTech in schools.
Adapting post-secondary education through technological, social and cultural shifts depends on paying attention to healthy connection, social justice and amplifying what’s now going well.
Technology has infiltrated education, but how do we choose what is best for teaching and learning?
Papua, one of Indonesia’s most rural provinces, struggled with online learning during the COVID-19 crisis. Interestingly, it may just be the right moment to invest in Papua’s education technology.
Insights of neuroscientist Ian McGilchrist, philosopher Nel Noddings and physicist Ursula Franklin help centre students and our collective future in debates about education and technology.
Top contributors
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PhD Candidate, Faculty of Education, Lakehead University
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Postdoctoral Fellow, School of Education and Technology, Royal Roads University
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Professor of learning technologies, University of Minnesota
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PhD candidate - Faculty of Education, Simon Fraser University
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Learning Innovation and Information Specialist, ACER Indonesia
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Education Consultant, ACER Indonesia
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Max Weber Fellow in Law, European University Institute
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Assistant Professor, Department of Electrical Engineering and Computer Science, York University, Canada
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Distinguished University Professor, Faculty of Education, cross-appointed to Medical Imaging, Schulich School of Medicine & Dentistry, Western University