Teaching for the 21st Century We offer technology integration workshops each summer in Boston, and we travel to schools around the country and abroad. Our 'T21' program provides cohorts of teachers the opportunity to develop their technology integration skills over a one year period.
"Jodie Deinhammer, a science teacher in Coppell, Texas, has always used innovative methods to teach her Anatomy and Physiology class. Using iPad, iTunes U, digital textbooks and a suite of apps, she’s discovered amazing new ways to help her students understand and demonstrate the complexity of the human heart."
Virtual reality tech has been working its way into the classroom for a few years already, and while new research from Samsung, released at last week's ISTE conference in Denver, shows that only 2% of teachers are currently using VR content, 85% agree that it will have a positive effect on students. The increasing affordability of headsets and growing familiarity with producing content in the medium will likely speed its adoption in coming years.
as conditions became more game-like, alongside greater self-reported engagement and, in the Game-based condition, higher learning scores.
Games offer incentivised conditions that are remarkably effective in engaging players in goal-directed behavior (Przybylski et al., 2010). This ability of games to engage their players has prompted the idea that “gamifying” learning experiences (i.e., embedding the learning in a game-like context) might improve learning outcomes. This interest may reflect common-sense reasoning that, if gamification leads to a more rewarding environment for learning, we might be more engaged and so learn more rapidly. A scientific basis for this idea is provided by data showing incentives can enhance a range of cognitive processes (Krawczyk and D’Esposito, 2013) including working memory, which is considered a strong predictor of educational learning (Gathercole et al., 2004; Alloway and Alloway, 2010). Additionally, human fMRI studies have shown reward can increase activity in prefrontal and parietal regions associated with working memory (Pochon et al., 2002; Taylor et al., 2004; Krawczyk et al., 2007; Beck et al., 2010; Savine et al., 2010). In a verbal working memory task, for example, incentive motivation can modulate performance with amplification of activity within prefrontal and visual association regions selective to processing the perceptual inputs of the stimuli to be remembered (Gilbert and Fiez, 2004).