Edtech is treating students like products. Here’s how we can protect children’s digital rights

Schools’ use of educational technologies (edtech) grew exponentially at the height of COVID lockdowns. A recent Human Rights Watch (HRW) report has exposed children’s rights violations by providers of edtech endorsed by governments in Australia and overseas.

<https://theconversation.com/edtech-is-treating-students-like-products-heres-how-we-can-protect-childrens-digital-rights-184312>

Research aims to refine digital learning to help children stay on track

Small children with new technology have always fascinated Kim Maslin. That sets the WA educator apart from many parents and teachers who view iPads and smartphones in the hands of primary schoolers with a pang of anxiety.

<https://www.abc.net.au/news/2022-06-13/digital-learning-refined-to-help-children-stay-on-track/101145160>

Remote learning reshapes education tech development

While the pandemic created chaos as schools scrambled to keep students learning remotely through lockdowns, two years later some of the innovative solutions to this challenge are bringing new benefits to classroom teaching

<https://premium.theeducatoronline.com/k12-au-exclusivefeature-remotelearningreshapeseducationtechdevelopment/p/1>

Aussie edtech company launches ambitious hybrid teaching and learning build

The average Australian student spends over 11,000 hours in the classroom by the time they complete their school journey, but for those who find their learning content cluttered and confusing, this journey can be a tiresome and often disheartening one.

<https://www.theeducatoronline.com/k12/news/aussie-edtech-company-launches-ambitious-hybrid-teaching-and-learning-build/280404>

How schools can make technology safer for kids to use

For today’s younger generation of teachers, educational apps are about as commonplace and familiar as textbooks. However, for many teachers who began their placement before the advent of the Internet, the mass proliferation of digital technologies was a surreal, confronting experience.

<https://www.theeducatoronline.com/k12/news/how-schools-can-make-technology-safer-for-kids-to-use/280402>

Deadly Science founder Corey Tutt receives Queen's Birthday Honour for service to Indigenous STEM

The founder of the charity Deadly Science has been recognised with a Medal of the Order of Australia for service to Indigenous STEM — science, technology, engineering, and maths education.

<https://www.abc.net.au/news/2022-06-13/deadly-science-founder-corey-tutt-queens-birthday-honour/101142408>

Podcast special: Deadly Science with Corey Tutt

In this podcast special, we’re joined by Corey Tutt OAM, founder and CEO of Deadly Science – an organisation that provides science resources to remote schools in Australia, to inspire and celebrate the next generation of Indigenous people in STEM.

<https://www.teachermagazine.com/au_en/articles/podcast-special-deadly-science-with-corey-tutt>

Researching education: Five further readings on Science, Technology, Engineering and Mathematics (STEM)

With the growing use of STEM across various industries in Australia, how can we ensure equitable opportunities and pathways for all students? How can schools build successful partnerships with industry specialists to rethink STEM education? In this article, we outline five further readings which explore STEM education in Australia.

<https://www.teachermagazine.com/au_en/articles/researching-education-five-further-readings-on-science-technology-engineering-and-mathematics-stem>

Get crypto-cool for school: Talking about investment risks and rewards in the classroom

With plenty of ‘get rich quick’ hype circulating around social media, and well-marketed trading apps luring people in to investing, it’s important to understand cryptocurrency. In this context, schools and teachers have an important role to play. Here, Dr Carly Sawatzki, Dr Jill Brown and Peter Saffin explore how teachers can understand students’ learning needs in this area.

<https://www.teachermagazine.com/au_en/articles/get-crypto-cool-for-school-talking-about-investment-risks-and-rewards-in-the-classroom>

Sydney students take lead to boost mental health, address online challenges

About 300 student leaders from 40 schools across Sydney last week gathered to learn how they could boost young people’s wellbeing during a student-led and designed conference.

<https://www.smh.com.au/national/nsw/sydney-students-take-lead-to-boost-mental-health-address-online-challenges-20220613-p5at9c.html>

New exhibitions take Byte of vital STEM subjects

New Questacon exhibitions on display at four sites across Lake Macquarie aim to give kids a hands-on introduction to computer programming, algorithms and other STEM concepts.

<https://www.lakemac.com.au/News-articles/New-exhibitions-take-Byte-of-vital-STEM-subjects>

Bathurst High students among the first to participate in STEM program [subscription]

<https://www.westernadvocate.com.au/story/7772327/high-school-students-improving-their-stem-skills/>

Innovating in children’s best interests for a ‘fair’ digital world

The Digital Futures Commission aims to make children’s best interests a primary consideration in the design of the digital environment. We keep a lookout for good practices and guidelines to help digital innovators embed children’s best interests in their products and services. The Age Appropriate Design Code (the Code) is the first statutory Code of Practice for children’s data protection. Matching the Code’s child rights focus are UNICEF’s Manifesto on Good Data Governance for Children and Policy Guidance on AI for children. Common to all three is the concept of ‘fairness.’ In this blog, Ayça Atabey discusses what is meant by fairness in today’s digital world and why it matters.

<https://blogs.lse.ac.uk/parenting4digitalfuture/2022/06/08/innovating/>

Our changing nature: Education in a hybrid world

“We’ll be able to feel present – like we’re right there with people no matter how far apart we actually are”. With these words, Facebook’s founder Mark Zuckerberg announced the company rebranding as Meta, sketching his futuristic plan to build the “metaverse”, a place where physical and virtual worlds collide through the power of extended reality.

<https://oecdedutoday.com/hybrid-world-education/>

Blended learning for inclusion

Blended learning is a mix of different learning environments and tools that can open up a world of possibility for learners, regardless of their background and abilities. In this article, we will look at how digital technology can encourage inclusion and see some case studies and practices that show inclusive education in action.

<https://www.schooleducationgateway.eu/en/pub/latest/news/blended-learning-for-inclusion.htm>

Incorporating blended learning in the classroom

Blended learning is an approach to education that combines a range of learning environments and digital and non-digital learning tools. The following resources and practices show a number of ways that blended learning can be incorporated into any education plan.

<<https://www.schooleducationgateway.eu/en/pub/latest/practices/incorporating-blended-learning.htm>

Blended learning in Steiner Waldorf schools

Blended learning in schools today usually means the use of digital technology to supplement traditional methods of teaching and learning. Martyn Rawson explains that Steiner Waldorf education understands blended learning in a broader sense – one that starts from direct, bodily experience and progresses to the use of digital media.

<https://www.schooleducationgateway.eu/en/pub/viewpoints/experts/blended-steiner-waldorf.htm>

OECD webinar: Re-thinking education from the classroom up: What teachers think about the future of schooling

Despite the impact of better technology and a constantly shifting socio-political landscape, the way we educate our younger generation has remained largely unchanged in most countries for a number of decades. And yet, these same technological developments and societal upheavals – including but not limited to the pandemic – are fundamentally altering the way we live our lives on a global scale, meaning that traditional education models are looking more and more outdated and no longer fit for purpose. If education wants to keep up with the times, we may have to completely re-think the role of schools. But what does that actually mean for teaching and learning?

<https://meetoecd1.zoom.us/webinar/register/WN_Zp3lK10rRlq_dJYW0luNtg>

The Anywhere School 2022

Each year, my team and I speak with thousands of educators around the world to better understand how students and teachers are using technology in the classroom. We do this to help educators amplify their efforts and, most importantly, help students pursue their personal potential. Today, we’re sharing new updates to Chromebooks, Google Classroom and Google Meet to set up teachers and students for success ahead of the next school year.

<https://blog.google/outreach-initiatives/education/theanywhereschool-overview/>

Adapting products to meet teachers’ changing needs

As we build our products, it’s essential to listen to user feedback. That’s how we help make them useful for the people using them — and more inclusive, too. Our Google for Education team has a long history of directly involving schools in user research studies to better understand what they need. This connection to educators and students has made it easier to adapt our products as schools’ unique needs change over time. Here’s how we’ve done just that.

<https://blog.google/outreach-initiatives/education/theanywhereschool-uxr/>