1. 5 lies about technology in higher education most lecturers believe. If you ask any lecturers in Zimbabwe they will tell you this: for the quality of education to improve, the infrastructure should improve, new and more textbooks should be bought, the classes should be small and intimate, the education system in primary and secondary level should improve, lecturers should not be overworked. I agree but I believe our higher education sector can only improve if lecturers take an effort to integrate technology in their classrooms.
2. Education summit addresses "A Nation at Risk" 35 years later. A primary concern for education leaders today is that a zip code can determine whether a student receives a quality education, said Dr. Condoleezza Rice, former U.S. Secretary of State and former provost of Stanford University. In the opening plenary, “The Learning Society,” she warned that the United States could become two societies: one that is competent and another that is not.
3. This is what Trump gets wrong about community colleges. In several recent speeches, President Trump has stated that people are confused by community colleges. He prefers the name “vocational school,” a label he believes would be better understood. The term “vocational school,” however, does not accurately describe the nation’s 1,100-plus community colleges that today serve more than 12 million students.
4. Navigating social and emotional learning from the inside out. The field of social and emotional learning (SEL) is rapidly expanding, as educators bring a sharper focus to helping children build skills beyond academic knowledge. School climate initiatives, anti-bullying work, positive behavior supports, and other SEL efforts are now steering programs in schools and out-of-school-time (OST) settings across the country.
5. Pass or fail: intervention approach alternatives. Early intervention programs and school-based programs must align to promote the interests of all students and foster this kind of student-centered learning model in special-learning programs. In particular, if students and specialist staff have the benefit of working within a relatively stable environment, one that does not involve a child transitioning to a new classroom every academic year, then the opportunities for the development of a child-centered learning model and child-centered support systems are endless.
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