Even though students in a classroom may look alike, they each have a unique combination of background, strengths, needs and interests that affect their learning outcomes. Since classrooms are so diverse, curricula need to meet this diversity. However, most often than not, teachers need to meet the same curriculum goals for all their students. Universal Design for Learning (UDL) is thought to be the solution for this.

AR is one of those EdTech products that has received a lot of hype. But great teachers know that students learn by doing. So the key question must be: how does AR enhance the critical learning component of examination, exploration and trial? With that in mind, I’ve unearthed a few sober-minded studies that dig slightly below the promotional AR surface to find out what the real state of AR is in education today.

Podcasts are underutilized in the blended learning environment, especially in light of some stratospheric successes the medium can have. In today’s teaching environment, all but fizzing with new and innovative technologies, podcasts offer a form of digitally-enhanced quiet time, where students can find some downtime to listen and absorb content in a way that is less frenetic, goal-oriented or intrusive.

While face-to-face instruction allows teachers to inject their personality and tone into their lessons, it nonetheless demands that teachers be organised and creative. Online instruction in a K-12 e-learning environment also benefits when teachers are creative, but effective e-learning and e-teaching methods require different and more focused approach. Read on to discover three habits of highly effective online teachers!

In an age of heavy STEM influence, the liberal arts, art appreciation and cultural studies are seen as somewhat of a rarefied and career-unwise privilege. However, it is also true that students who study the arts tend to have higher SAT scores than those who don’t. That’s why STEM has turned into STEAM. We therefore gathered a short list of ed-tech tools that focus on teaching art and culture.

Last week we began an in-depth exploration of why video-based learning works from a cognitive, psychological and learning theory point of view. Today we will look at specific pitfalls of creating multimedia and video-based learning content based on principles extracted by Prof. Mayer from his many, many experiments in his cognitive psychology lab. So read on to find out more!

In my previous blog post, I discussed some of the initial steps teachers need to take in order to flip their classrooms. One of those steps is getting comfortable with video. Today I’m going to explore not so much the “what” and “how” of this powerful e-learning tool, but the “why”.

Scenario-based learning for young students is a way of describing a learning journey designed by educators that takes students on a tour or journey through a problem-based scenario, allowing them to “figure out” the answers in an environment that is close to the original but without the risk. It can create high levels of motivation, is inherently assessment-based and it should keep students on their toes.

Incorporating AI in education opens up many new and exciting possibilities. It can be used to help with planning courses, assessing students and ensuring the delivery of personalized and adaptive learning. Rather than worrying that AI will replace teachers, we need to focus instead on how teachers can use AI effectively in the classroom to reap the benefits of technological innovations in their classrooms.

Project-based learning, is a powerful way to not only impart information, by exploration, but has the added advantage of stimulating and developing a range of other skills and habits such as communication, creativity, curiosity, confidence and collaboration. But why is digital PBL so rare in foundational and elementary phases?