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Virtual schools are "cyber charter schools " [] with innovative administrative models and course delivery technology. Education technology also seems to be an interesting method of engaging gifted youths that are under-stimulated in their current educational program.

Although a large proportion of for-profit higher education institutions now offer online classes, only about half of private, non-profit schools do so.

Private institutions may become more involved with on-line presentations as the costs decrease. Properly trained staff must also be hired to work with students online.

Online education is rapidly increasing, and online doctoral programs have even developed at leading research universities. Although massive open online courses MOOCs may have limitations that preclude them from fully replacing college education, [] such programs have significantly expanded.

MIT , Stanford and Princeton University offer classes to a global audience, but not for college credit. MOOCs have not had a significant impact on higher education and declined after the initial expansion, but are expected to remain in some form.

MOOCs have been observed to lose the majority of their initial course participants. In a study performed by Cornell and Stanford universities, student-drop-out rates from MOOCs have been attributed to student anonymity, the solitude of the learning experience and to the lack of interaction with peers and with teachers.

E-learning is being used by companies to deliver mandatory compliance training and updates for regulatory compliance , soft skills and IT skills training, continuing professional development CPD and other valuable workplace skills.

Companies with spread out distribution chains use e-learning for delivering information about the latest product developments.

Most of corporate e-learning is asynchronous and delivered and managed via learning management systems. There is an important need for recent, reliable, and high-quality health information to be made available to the public as well as in summarized form for public health providers.

Another application in public health is the development of mHealth use of mobile telecommunication and multimedia into global public health. MHealth has been used to promote prenatal and newborn services, with positive outcomes.

In addition, "Health systems have implemented mHealth programs to facilitate emergency medical responses, point-of-care support, health promotion and data collection.

Effective technology use deploys multiple evidence-based strategies concurrently e. Modern educational technology can improve access to education, [] including full degree programs.

Using online resources can help students spend more time on specific aspects of what they may be learning in school, but at home.

The necessity to pay for transport to the educational facility is removed. Students appreciate the convenience of e-learning, but report greater engagement in face-to-face learning environments.

According to James Kulik, who studies the effectiveness of computers used for instruction, students usually learn more in less time when receiving computer-based instruction, and they like classes more and develop more positive attitudes toward computers in computer-based classes.

Students can independently solve problems. Students editing their written work on word processors improve the quality of their writing.

According to some studies, the students are better at critiquing and editing written work that is exchanged over a computer network with students they know.

Employers' acceptance of online education has risen over time. Seventy-nine percent said they had employed a candidate with an online degree in the past 12 months.

The use of educational apps generally has a positive effect on learning. Pre- and post-tests have revealed that the use of educational apps on mobile devices reduces the achievement gap between struggling and average students.

The benefits of app-assisted learning have been exhibited in all age groups. Kindergarten students that use iPads show much higher rates of literacy than non-users.

Globally, factors like change management, technology obsolescence and vendor- developer partnership are major restraints that are hindering the growth of Educational technology market.

In US, state and the federal government increased funding, as well as private venture capital has been flowing into education sector.

However, as of [update] , none were looking at technology return on investment ROI to connect expenditures on technology with improved student outcomes.

New technologies are frequently accompanied by unrealistic hype and promise regarding their transformative power to change education for the better or in allowing better educational opportunities to reach the masses.

Examples include silent film, broadcast radio, and television, none of which have maintained much of a foothold in the daily practices of mainstream, formal education.

It needs to be recognized as "ecological" rather than "additive" or "subtractive". In this ecological change, one significant change will create total change.

According to Branford et al. Published in the Journal of Pediatrics , a University of Washington study on the vocabulary of babies surveyed over 1, parents in Washington and Minnesota.

The study found that for every one hour that babies 8—16 months of age watched DVDs and Videos, they knew fewer of 90 common baby words than the babies that did not watch them.

Andrew Meltzoff, a surveyor in this study, states that the result makes sense, that if the baby's "alert time" is spent in front of DVDs and TV, instead of with people speaking, the babies are not going to get the same linguistic experience.

Dimitri Chistakis, another surveyor reported that the evidence is mounting that baby DVDs are of no value and may be harmful.

Adaptive instructional materials tailor questions to each student's ability and calculate their scores, but this encourages students to work individually rather than socially or collaboratively Kruse, Social relationships are important, but high-tech environments may compromise the balance of trust, care and respect between teacher and student.

Massively open online courses MOOCs , although quite popular in discussions of technology and education in developed countries more so in the US , are not a major concern in most developing or low-income countries.

One of the stated goals of MOOCs is to provide less fortunate populations i. With the Internet and social media, using educational apps makes the students highly susceptible to distraction and sidetracking.

Even though proper use has shown to increase student performances, being distracted would be detrimental.

Another disadvantage is an increased potential for cheating. Smartphones can be very easy to hide and use inconspicuously, especially if their use is normalized in the classroom.

These disadvantages can be managed with strict rules and regulations on mobile phone use. Electronic devices such as cellphones and computers facilitate rapid access to a stream of sources, each of which may receive cursory attention.

Michel Rich, an associate professor at Harvard Medical School and executive director of the center on Media and Child Health in Boston, said of the digital generation, "Their brains are rewarded not for staying on task, but for jumping to the next thing.

The worry is we're raising a generation of kids in front of screens whose brains are going to be wired differently.

Although these technologies affect adults too, young people may be more influenced by it as their developing brains can easily become habituated to switching tasks and become unaccustomed to sustaining attention.

Technology is "rapidly and profoundly altering our brains. This leads to heightened stress levels on the brain that, at first, boost energy levels, but, over time, actually augment memory, impair cognition, lead to depression, alter the neural circuitry of the hippocampus, amygdala and prefrontal cortex.

These are the brain regions that control mood and thought. If unchecked, the underlying structure of the brain could be altered.

When children are exposed before the age of seven, important developmental tasks may be delayed, and bad learning habits might develop, which "deprives children of the exploration and play that they need to develop.

According to Lai, "the learning environment is a complex system where the interplay and interactions of many things impact the outcome of learning.

If technology monopolizes an activity, students can begin to develop the sense that "life would scarcely be thinkable without technology.

Leo Marx considered the word "technology" itself as problematic, [] susceptible to reification and "phantom objectivity", which conceals its fundamental nature as something that is only valuable insofar as it benefits the human condition.

Technology ultimately comes down to affecting the relations between people, but this notion is obfuscated when technology is treated as an abstract notion devoid of good and evil.

Langdon Winner makes a similar point by arguing that the underdevelopment of the philosophy of technology leaves us with an overly simplistic reduction in our discourse to the supposedly dichotomous notions of the "making" versus the "uses" of new technologies and that a narrow focus on "use" leads us to believe that all technologies are neutral in moral standing.

Winner viewed technology as a "form of life" that not only aids human activity, but that also represents a powerful force in reshaping that activity and its meaning.

In education, standardized testing has arguably redefined the notions of learning and assessment. We rarely explicitly reflect on how strange a notion it is that a number between, say, 0 and could accurately reflect a person's knowledge about the world.

According to Winner, the recurring patterns in everyday life tend to become an unconscious process that we learn to take for granted.

Winner writes,. By far, the greatest latitude of choice exists the very first time a particular instrument, system, or technique is introduced. Because choices tend to become strongly fixed in material equipment, economic investment, and social habit, the original flexibility vanishes for all practical purposes once the initial commitments are made.

In that sense, technological innovations are similar to legislative acts or political foundings that establish a framework for public order that will endure over many generations.

When adopting new technologies, there may be one best chance to "get it right. Now that typing has become a digital process, this is no longer an issue, but the QWERTY arrangement lives on as a social habit, one that is very difficult to change.

Neil Postman endorsed the notion that technology impacts human cultures, including the culture of classrooms, and that this is a consideration even more important than considering the efficiency of a new technology as a tool for teaching.

What we need to consider about the computer has nothing to do with its efficiency as a teaching tool. We need to know in what ways it is altering our conception of learning, and how in conjunction with television, it undermines the old idea of school.

There is an assumption that technology is inherently interesting so it must be helpful in education; based on research by Daniel Willingham, that is not always the case.

He argues that it does not necessarily matter what the technological medium is, but whether or not the content is engaging and utilizes the medium in a beneficial way.

The concept of the digital divide is a gap between those who have access to digital technologies and those who do not. According to a report by the Electronic Frontier Foundation , large amounts of personal data on children are collected by electronic devices that are distributed in schools in the United States.

Often, far more information than necessary is collected, uploaded and stored indefinitely. Aside name and date of birth, this information can include the child's browsing history, search terms, location data, contact lists, as well as behavioral information.

Since technology is not the end goal of education, but rather a means by which it can be accomplished, educators must have a good grasp of the technology and its advantages and disadvantages.

Teacher training aims for effective integration of classroom technology. The evolving nature of technology may unsettle teachers, who may experience themselves as perpetual novices.

Random professional development days are inadequate. According to Jenkins, "Rather than dealing with each technology in isolation, we would do better to take an ecological approach, thinking about the interrelationship among different communication technologies, the cultural communities that grow up around them, and the activities they support.

There are two distinct issues of assessment: the assessment of educational technology [] [] and assessment with technology. Assessments of educational technology have included the Follow Through project.

Educational assessment with technology may be either formative assessment or summative assessment. Instructors use both types of assessments to understand student progress and learning in the classroom.

Technology has helped teachers create better assessments to help understand where students who are having trouble with the material are having issues.

Formative assessment is more difficult, as the perfect form is ongoing and allows the students to show their learning in different ways depending on their learning styles.

Technology has helped some teachers make their formative assessments better, particularly through the use of classroom response systems CRS.

The instructor then asks multiple choice or true or false questions and the students answer on their device.

Summative assessments are more common in classrooms and are usually set up to be more easily graded, as they take the form of tests or projects with specific grading schemes.

One huge benefit to tech-based testing is the option to give students immediate feedback on their answers.

When students get these responses, they are able to know how they are doing in the class which can help push them to improve or give them confidence that they are doing well.

Electronic assessment uses information technology. It encompasses several potential applications, which may be teacher or student-oriented, including educational assessment throughout the continuum of learning, such as computerized classification testing , computerized adaptive testing , student testing , and grading an exam.

E-Marking is an examiner led activity closely related to other e-assessment activities such as e-testing, or e-learning which are student-led.

E-marking allows markers to mark a scanned script or online response on a computer screen rather than on paper.

There are no restrictions on the types of tests that can use e-marking, with e-marking applications designed to accommodate multiple choice, written, and even video submissions for performance examinations.

E-marking software is used by individual educational institutions and can also be rolled out to the participating schools of awarding exam organisations.

Ofqual reports that e-marking is the main type of marking used for general qualifications in the United Kingdom. In June , the Odisha state government in India announced that it planned to use e-marking for all Plus II papers from The importance of self-assessment through tools made available on Educational Technology platforms has been growing.

Self-assessment in education technology relies on students analyzing their strengths, weaknesses and areas where improvement is possible to set realistic goals in learning, improve their educational performances and track their progress.

Analytics is data gathered on the student's activities on the learning platform, drawn into meaningful patterns that lead to a valid conclusion, usually through the medium of data visualization such as graphs.

Learning analytics is the field that focuses on analyzing and reporting data about student's activities in order to facilitate learning.

The five key sectors of the e-learning industry are consulting, content, technologies, services and support.

Educational technologists and psychologists apply basic educational and psychological research into an evidence-based applied science or a technology of learning or instruction.

In research, these professions typically require a graduate degree Master's, Doctorate, Ph. In industry, educational technology is utilized to train students and employees by a wide range of learning and communication practitioners, including instructional designers , technical trainers , technical communication and professional communication specialists, technical writers , and of course primary school and college teachers of all levels.

The transformation of educational technology from a cottage industry to a profession is discussed by Shurville et al. From Wikipedia, the free encyclopedia.

Redirected from E-learning. Use of technology in education to improve learning and teaching. It is not to be confused with Online machine learning.

Main article: Educational software. Main articles: Educational psychology , E-learning theory , Learning theory education , and Educational philosophies.

See also: Instructional design. Main article: Computer-supported collaborative learning. Main article: Flipped classroom. Further information: Social media in education.

Main articles: Whiteboard and Interactive whiteboard. This section needs additional citations for verification. Please help improve this article by adding citations to reliable sources.

Unsourced material may be challenged and removed. March Learn how and when to remove this template message. Main article: Learning management system.

This section does not cite any sources. Please help improve this section by adding citations to reliable sources.

Main article: Learning object. Main article: Artificial intelligence. Main article: Primary education.

Main article: Online learning in higher education. Main article: Digital divide. Main articles: Educational assessment and Electronic assessment.

Main articles: Educational technologist and Educational psychologist. Education portal. Association for Educational Communications and Technology.

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Springer US. Technopoly: the surrender of culture to technology. CBT is the first course that learner motorcyclists are required to attend. The CBT course generally takes a whole day to complete, and providing a safe and satisfactory standard has been achieved, you will be awarded a DL CBT Certificate which will allow you to ride on the road unaccompanied for the next 2 years.

This element begins by your instructor checking your driving licence, whcih you would have been asked to bring along with you.

You will then be asked to perform an eyesight check by reading a vehicle registration mark from a distance of Next, your instructor will sit you down and go through an introduction and explain the format of the day, and what is involved in the CBT course.

Element C is the first part of the day most students look forward to the most, as it involves you riding the bike.

These exercises must be completed to a satisfactory standard. Our instructors need to be satisfied that you can control your bike.

Element D is a theory based session about the risks and dangers we can potentially be faced with on the road, and what we can do to make ourselves as safe as possible should we encounter such situations.

Argueably, the most important part of being safe on the road is to ensure you understand the rules of road, as set out in the Highway Code.

As a prerequisite not only for CBT, but also for simply applying for driving licence, you would have been asked to make sure that you have read and understood the Highway Code , and be able to demonstrate a good knowledge of its contents, especially the road signs and road markings.

The final Element of the day is Element E. This is practical on-road training, and will therfore involve you actually physically riding on the public road.

The road ride will last for a minimum of 2 hours, and there will be a maximum instructor to student ratio of for this part of the day.

Your instructor will provide you with a radio and earpiece through which he will give instructions. Your instructor will coach and guide you through the first part of the ride.

You will not be required to have any geographical knowledge of the area you are riding in, as your instructor will provide you with all the directions, but you will be expected to put into action all the skills and techniques you have learnt and been taught throughout the previous Elements.

As you progress through the ride, the instructors coaching will reduce, and in return, your riding initiative should increase. If by the end of the ride your instructor is still coaching you through techniques and procedures, and having to highlight and prevent you from entering into dangerous situations, then it is evidently clear that more training is required before awarding you with a DL CBT certificate.

Whilst we will endeavour to do our best to coach you through your CBT, it cannot be guaranteed that all candidates will successfully complete the course.

There are many reasons why people fail their CBT assessment. Some common reasons for failing to successfully complete the course include:.

The course syllabus is fixed whether you are taking the course for the first time, second time, third time or more.

Therefore, once the course has started, we are not legally allowed to allow any late commers to participate.

You are asked to arrive 15 minutes before the start time of your course, and we suggest you leave additional time to allow for any unforeseen travel inconveniences which may occur and cause you to arrive late.

Failing to produce a valid driving licence: Again, it is a legal requirement for us to check all candidates driving licences for validity, and to make sure there are no endorsements, bans or disqualifications which may prevent you from riding a bike.

Photocopies, expired licences, or mis matching licences are not permissable. It is of paramount importance that each candidate can reciprocally communicate with the instructor.

Simply nodding your head and saying "Yes" to everything does not constitue reciprocal communication. If a candidate is unable to answer simple questions, then the instructor is unable to ascertain whether the candiate understands what is being taught to him.

Translators are also strictly prohibited for these reasons as well. Failing to be able to balance, control or co-ordinatae: Balance is not something we can teach as part of CBT.

Balance is something each candidate should have prior to attending CBT. If you are unable to evidence balance, control or co-ordination of your bike, then we will have to ask you to leave the course as our job is to look after your best interests and keep you safe from injury, just as much as it is to teach you to ride.

Failing to demonstrate a good basic knowledge of the highway code: As previously mentioned, a prerequisite of CBT is to have read the Highway Code , and to understand its contents, in particular the section on rad signs.

Failure to to show good road traffic procedure: Sometimes people are able to demonstrate a good theoretical knowledge of the highway code and road traffic procedures, yet when it comes to applying this theory in practice on the public road, it doesn't go according to plan.

Mistakes include:. Some of these mistakes may be seemingly foolish and easily avoidable, yet they are seen on regular basis, despite our instructors continually warning people and trying to coach them away from making such mistakes.

The question we have to ask as DVSA instructors is what would the consequences have been had we not there to intervene.

On many occasions students are offered the opportunity to learn from their mistakes, and show us that they understand what they did wrong by doing it correctly the next time.

Many people experienced riders as well as beginners often get their terminology wrong when talking about motorcycles. It is very common for someone to say "I want to ride a motorbike", when they actually mean they would like to ride scooter.

Another common mistake is for people to say "I want to ride a moped", when the actually mean they want to ride a scooter. Please note, to book your CBT course you will first need to satisfy some basic requirements.

Please note, you will need to bring the D91 Form form with you to your course, so please make sure you do pyhsically have this in your possession before making your booking.

Professional training services offered for all types of licence requirements, including advanced training, and assessments for compliance and auditing purposes.

Having never ridden a bike before, these guys have turned me into a fully fledged biker.

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