Print textbooks are the eternal punching bag for the things people think technology should render obsolete. Technologists from Thomas Edison and Steve Jobs, almost a century apart, have predicted their demise. The newest voices in that choir come from Bill and Melinda Gates, who declared that “textbooks are becoming obsolete” in their 2019 annual letter.
With technology becoming a cornerstone of how many schools operate, the risks of getting hacked multiplies, and defending against cyber attacks becomes an important part of any strategic plan. A new report from the IBM X-Force finds attackers are drawn to the education sector owing to the sensitive nature of some emerging research projects and personally identifiable information on students, faculty and organizations associated with universities and schools.
As organizations worldwide continue to invest in science, technology, engineering and math initiatives, and as students take a higher interest in technical careers, you would expect the number of educational institutions responding to the workplace’s increasing demand for technical talent would naturally increase, right?
Overall, the study finds that many fields that support a significant number of U.S. jobs see little CTE course-taking in high school, suggesting the potential for greater alignment in these areas.
Students are also more likely to take courses in fields that support more local jobs, but less likely to do so when those jobs are high-paying, suggesting that today’s CTE is connecting kids with jobs that are plentiful but low-paying by industry standards.
There is no age that is too early to integrate STEM and space into the curriculum. There is a need for a younger generation to be able to imagine a future where space increasingly factors into daily lives. From an education standpoint, rather than being an afterthought, space needs to be a deliberate part of the conversation.
Representation matters for Black women college students when it comes to belonging in rigorous science, technology, engineering and mathematics (STEM) programs, according to a new study. Having role models who share their racial identity is vital to signaling a sense of belonging for women of color college students.
Over the last few decades, research in educational psychology has shown that play, in particular, is how children develop the cognitive, social and communication skills needed to succeed in life. Play comes in many forms, and allows children to test their abilities, explore, invent, and most importantly--fail and learn from their mistakes. Learning through play is where children (and adults) develop higher-level thinking skills that enable them to be engaged and creative learners throughout life.
“We are lending money we don’t have to kids who can’t pay it back to train them for jobs that no longer exist,” says Dirty Jobs host Mike Rowe, summing up a widespread viewpoint for Fox News. Into this breach have stepped trade and tech schools with a seductive promise: instead of spending four years and amassing life-crushing debt chasing a four-year degree with softening value, spend less money and time--typically one or two years, but as little as nine weeks, for a coding boot camp--training for a specific job in an industry that pays well and has a massive need for workers.
Eighty-five percent of the jobs our current students will have in 2030 don’t exist yet, according to a report from Institute for the Future. How are we, as teachers, supposed to prepare students for jobs that don’t exist yet?
The trepidation surrounding artificial intelligence and machine learning hasn’t subsided. Many educators wonder how possible is it that machine learning could replace the tasks and jobs we’ve trained for, leaving many without employment? What happens when artificial intelligence takes over? The answer is that we will become more creative. As humans, we have characteristics that no machine will develop: empathy and innovation.