Tag: Digital

  • Digital learning in a new age

    Digital learning in a new age

    Key points:

    Digital learning–in the form of online, hybrid, and blended schools and courses–is growing steadily in U.S. schools. These learning options can transform education because they allow for learning, teaching, and student engagement outside the confines of traditional physical schools.

    Students no longer have to show up at a school building every morning, and millions of students and families are demonstrating their preference for more flexible learning options by choosing their district’s online schools, charter schools, and private schools.

    Digital learning meets the needs of today’s students, who are seeking flexibility in their scheduling. Many high school students want to pursue sports, arts, and career interests in the form os jobs, internships, and other program. Others simply crave the control an innovative school gives them over the time, place, and pace at which they learn. Digital learning also meets the needs of teachers, who, just like knowledge workers around the world, are interested in employment that allows them to choose their schedules.

    Online and hybrid learning is becoming easier to implement as technology grows and improves. Unlike just a few years ago, when teachers were concerned about using multiple technology tools, much-improved integration and interoperability between platforms is making adoption of multiple tools far easier.

    While relatively few students and families prefer their education to be 100 percent online, many students are selecting hybrid options that combine online and face-to-face interactions. Much like young knowledge workers who are increasingly blending home offices with corporate headquarters, digital learning is showing up in unexpected places as well. Let’s take a closer look at two examples: career and technical education (CTE) and physical education (PE).

    CTE is often perceived as being “hands on” in ways that casual observers might expect would not align well with digital learning–but the truth is exactly the opposite.

    Digital learning is broadening the world of CTE for students. Online and hybrid schools provide CTE programs by offering a combination of online career courses and by partnering with businesses, state and regional training centers, and other
    organizations to combine online learning with on-the-ground, real-world jobs, internships, and learning opportunities.

    Hybrid schools and programs, including those run by mainstream districts, provide academic scheduling flexibility to students who seek to prioritize their time in jobs, internships, or career training. No longer do these students have to fit in their career interests after regular school hours or on weekends–when many companies and high-value jobs are not open or available.

    For example, a student interested in a veterinary career can work at a vet’s office during the regular week and school hours, completing some of their online coursework after normal work hours.

    Virtual Arkansas, a state-supported course provider supporting districts across Arkansas, has made digital CTE a central element of its offerings.

    “CTE is a key part of our value to students and schools across Arkansas. Students, teachers, counselors, and the business community, all appreciate that we are providing flexible options for students to gain real-world expertise and experience via our online and hybrid programs,” said John Ashworth, the programs’ executive director.

    Perhaps even more surprising than CTE shifting to digital is the idea that next generation physical education is based on online tools, adept teachers, and student voice and choice.

    Today’s students are accustomed to going into a coffee shop and ordering their drink with a dozen customized features. And yet, in traditional PE classes, we expect students to all want to learn the same sport, activity, or exercise, at the same time and pace. That’s how too many traditional gym classes operate–based on the factory model of education in which all students do the same thing at the same time.

    There’s a better way, which is being embraced by online schools, hybrid schools, and traditional districts. Online and hybrid PE classes shift exercise, activity, and wellness to match student interests and timing. A student chooses from hundreds of detailed instructional videos in dozens of categories, from aquatics to basketball to yoga, trains using the videos combined with instruction provided by a teacher, and tracks her progress.

    This doesn’t sound like a traditional gym class; instead, it mimics the ways that young adults are active in gyms, yoga studios, and sports leagues all around the country. Consider fitness clubs from the local YMCA to the most high-end club–they are all offering a wide variety of classes, on varied schedules to fit busy lifestyles, and at different levels of expertise. No school can match this, of course, by the traditional approach to gym class. But Joe Titus, founder and CEO of Hiveclass, which offers online physical education courses, points out that student agency to
    choose from a wide variety of PE options is possible–when schools are ready to make the leap.

    Online schools and district programs are already doing so, with fantastic outcomes as students lean into their choices and options. As futurist William Gibson said decades ago, “the future is here, it’s just not evenly distributed.”

    Online and hybrid CTE, physical education, and other options prove the point. The next step is to make these options widely available to all the students who are seeking a better alternative.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Your Digital and Analog Life with Jo Davis

    Your Digital and Analog Life with Jo Davis

    As a writer, Jo Davis is used to sharing through her online presence. In this episode of The Social Academic, we talk about her life online such as her digital portfolio. And, offline through the coloring books she designed, the Starseed Panic Pages, and journaling. What does it mean to be intentional about your digital and analog life as an academic? We talk about focus and what it can do for your brain to be on paper.

    I’ve admired Jo Davis’ writing for years. I followed her on X after reading one of her movie critiques. When she shared a recent podcast appearance on the Moments that Define Us, I thought she was perfect to come on The Social Academic to talk about her life online and on paper. And, what it means to be her authentic self.

    P.S. Jo’s workshop, Writing Through The Noise: Letters to the Inner Child is coming up. There’s 2 session to choose from: August 8 and 9. You may find it helpful, here’s info about her workshops for you.

    Bio

    Jo Davis is a professor, author, freelance writer, film critic, artist, and a beacon of creativity. She teaches writing and rhetoric at the University of Denver.

    Here’s her episode of the Moments That Define Us podcast, “You need to find calm in the noise”.

    Source link

  • Digital learning is different

    Digital learning is different

    Key points:

    In the animated film Up, the character Dug is a talking dog with an interesting mannerism. Each time he sees a movement off to the side, he stops whatever he is doing, stares off in that direction and shouts, “Squirrel!” I feel that this is a perfect representation of how schools often deal with new and emerging technologies. They can be working hard to provide the best instruction for their students but become immediately distracted anytime a new technology is introduced.

    From the internet and computers to cell phones and artificial intelligence, schools continue to invest a lot of time and money into figuring out how best to use these new technologies. Overall, schools have done a good job adapting to the numerous digital tools introduced in classrooms and offices–and often, these tools are introduced as standalone initiatives. Why do school districts feel the need to ‘reinvent the wheel’ every time a new technology is released? Instead of looking at each new technology as a tool that must be integrated in the curriculum, why not determine what is missing from current instruction and identify what prevents integration from occurring naturally?

    Schools need to recognize that it is not just learning how to use these new digital tools that is important. They must learn how to interpret and use the incredible variety of resources that accompany these tools–resources that provide perspectives that students would never have access to when using physical resources.

    Digital is different

    For centuries, learning material has come from a variety of physical resources. These include human-made items (i.e. textbooks, documents, paintings, audio recordings, and movies) as well as one of the most commonly used physical resources: teachers. In traditional instruction, teachers spend a great deal of class time teaching students information from these physical resources. But the physical nature of these resources limits their availability to students. To ensure that students have long-term access to the information provided by these physical resources, most traditional instruction emphasizes memorization, summarizing, and note taking. 

    With digital resources, students can access information at any time from anywhere, which means learning how to retain information is less important than learning how to effectively find credible information. The authenticity of the information is important because the same tools that are used to access digital resources can just as easily be used to create new digital resources. This means there is a lot of misinformation available online, often consisting of nothing more than personal opinions. Students need to not only be able to search for information online, but they also need to be able to verify the authenticity of online information. The ability to identify misleading or false information is a skill that will benefit them in their personal and academic lives.

    Learning

    While it is fairly easy to find information online, especially with the inclusion of AI in search engines, there are some search techniques that will reduce the amount of misinformation found in simple search requests. By teaching students how to refine their searches and discussing the impact of these search skills, students will be more discerning when it comes to reviewing search results. They need to be aware that the most helpful sites do not always appear at the top of the search list. Some sites are sponsored and thus automatically placed at the beginning of the search list. Other sites will tweak their web search parameters to ensure a higher priority in the search list.  A better understanding of how online searching works will result in more effective searches. 

    Once information is found, the authenticity of the resource and the information itself needs to be established. Fortunately, there are standard practices that can be utilized to teach verification. In the early 2000’s, a popular checklist method called CRAAP (Currency [timeliness], Relevance, Authority, Accuracy, Purpose) emerged. While this method was effective in evaluating the authenticity of the website, it did not ensure the accuracy of the information on the website. In 2019, the SIFT (Stop, Investigate, Find confirming resources, and Trace claims) methodology was introduced.  This methodology focuses on determining if online content is credible. These are not the only tools available to teachers. Librarians and media specialists are a good place to start when determining age-appropriate lessons and material to teach verification.

    Students need to have access to some high-quality digital resources starting in elementary school. Teaching website verification at an early age will help students understand, from the beginning, that there is a lot of misinformation available online. At the same time, schools need to ensure that they provide access to digital resources that are age appropriate. Today’s network technology provides many ways for schools to monitor and control what information or sites are available to students at different grade levels. While these network tools are effective, they should be used in conjunction with well-trained teachers who understand how to safely navigate digital resources and students who are expected to practice responsible internet behavior. Introducing a select number of digital resources in elementary classes is the first step toward creating discerning researchers who will gain the ability to effectively judge a website’s appropriateness and usefulness.

    Teaching

    In order to create opportunities for students to experience learning with digital resources, instructional practices need to be less reliant on teacher-directed instruction. The use of physical resources requires the teacher to be the primary distributor of the information. Typically, this is done through lecture or whole-class presentations. With digital resources, students have direct access to the information, so whole-class distribution is not necessary. Instead, instructional practices need to provide lessons that emphasize finding and verifying information, which can be done by shifting to a learner-centered instructional model. In a learner-centered lesson, the onus falls on the student to determine what information is needed, and if the found information is credible for a given task. The class time that previously would have been spent on lecture becomes time for students to practice finding and authenticating online information. Initially, these learning experiences would be designed as guided practice for finding specific information. As students become more proficient with their search skills, the lesson can shift toward project-based lessons.

    Project-based lessons will help students learn how to apply the information they find, as well as determine what unknown information they need to complete the work. Unlike lesson design for practicing information searching and verification, project-based lessons provide opportunities for students to decide what information is needed and how best to use it. Instead of directing the student’s information-gathering, the teacher provides guidance to ensure they are accessing information that will allow the students to complete the project.

    This shift in instruction does not necessarily mean there will be a significant curricular change. The curricular content will remain the same, but the resources could be different. Because students control what resources they use, it is possible that they could find resources different from the ones specified in the curriculum. Teachers will need to be aware of the resources students are using and may have to spend time checking the credibility of the resource. Given the varying formats (text, audio, video, graphic) available with digital resources, students will be able to determine which format(s) best supports their learning style. Because most digital tools utilize the same digital resources and formats, teaching students how to learn with digital resources will prepare them for adapting to the next new digital tool. It is simply a matter of learning how to use the tool–after all, they already know how to use the resource.

    When creating units of study, teachers should consider the type of resources students will be using. To simplify matters, some units should be designed to utilize digital resources only and include lessons that teach students how to find and verify information. Students still need to develop skills to work with physical resources as well. It may be helpful to start off with units that utilize only physical or digital resources. That way teachers can focus on the specific skills needed for each type of resource. As students gain proficiency with these skills, they will learn to use the appropriate skills for the given resources.

    The amount of information available to the public today is staggering. Unfortunately, too much of it is unverified and even purposely misleading. Trying to stop misinformation from being created and distributed is not realistic. But teaching students how to validate online information can make the distribution of and exposure to misinformation much less impactful. The open nature of the internet allows for many divergent opinions and perspectives. We need to ensure that when students graduate, they have the skills necessary to determine the authenticity of online information and to be able to determine its merit.

    Teaching and learning with digital resources is different, and traditional instruction does not meet the learning needs of today’s students. Giving students the opportunity to master learning with digital resources will prepare them for the next technology “squirrel” and will enable them to determine how best to use it on their own.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Savvy Cyber Kids Appoints New Members to Board of Directors

    Savvy Cyber Kids Appoints New Members to Board of Directors

    Atlanta, Georgia,(GLOBE NEWSWIRE) — Savvy Cyber Kids, a 501(c)(3) non-profit organization, appointed new members to the Board of Directors starting July, 1, 2025. 

    Joining the Board of Directors for Savvy Cyber Kids are James Azar, Anne-Marie Brockwell, Jason Cenamor, Nelson Soares, and Dr. Jasyn Voshell. 

    Savvy Cyber Kids enables youth, families and school communities empowerment through technology by providing age-appropriate cyber safety, cyber ethics and digital parenting resources and education starting at three years old.

    ———-

    “As a father, cybersecurity practitioner, and advocate for creating a safer digital environment for all children, I was compelled to join the board of Savvy Cyber Kids,” states James Azar, CISO and Host, CyberHub Podcast. “The organization’s mission, under the leadership of Ben Halpert, deeply resonates with me. Promoting responsible internet use begins at home, and Savvy Cyber Kids equips parents with the guidance and talking points they need to raise digitally aware and cyber-safe children.”

    James Azar is a dedicated cybersecurity practitioner and CISO in industries like FinTech, Banking, Energy and Oil and Gas with over 20 years of experience. He has a passion for aligning security and business goals, believing that innovation and creative thinking are key to solving today’s security challenges. As the host of the CyberHub Podcast, James enjoys sharing insights and fostering conversations around cybersecurity, technology, and business. He’s had the privilege of speaking at industry-leading events like RSA and CyberTech Israel and contributing to well-known publications. When not immersed in security, James enjoys espresso, good food, and a fine whiskey.

    ———-

    “I’m thrilled to join the board of Savvy Cyber Kids, where I can further my commitment to empowering families, educators, and students with the knowledge to navigate the digital world safely and responsibly,” states Anne-Marie Brockwell, Account Executive, Microsoft. “Through my advocacy for proactive digital learning and community engagement, I aim to expand awareness and foster a more inclusive, ethical online future. I look forward to using my network to amplify this vital mission.”

    Anne-Marie Brockwell is a seasoned Account Executive and strategic education leader with a deep commitment to empowering learners and advancing digital citizenship. At Microsoft, she leads partnerships with premier higher education institutions across New England, helping them accelerate AI innovation, modernize infrastructure, transform data strategies, and strengthen cybersecurity postures—all in service of their ultimate stakeholders: the students. With over a decade of experience spanning education technology and enterprise sectors, Anne-Marie brings a global, cross-industry perspective shaped by leadership roles at Rosetta Stone, Sanofi/Genzyme, Imagine Learning, and Deloitte. Her career has consistently focused on consulting selling, strategic partnerships, and operational excellence, underpinned by a passion for equity, access, and innovation in education.

    ———-

    “As technology becomes increasingly more prominent in our everyday lives, so does the need for increased education around cybersecurity,” states Jason Cenamor, Founder, Confide Group and The CISO Society. “Like all important things, cybersecurity education starts at the grassroots, and organizations like Savvy Cyber Kids will ensure cyber safety becomes as natural as looking both ways before you cross the road. Witnessing so many people fall victim to bad actors every day, I could not be more passionate about ensuring the next generation is prepared to navigate the new world equipped with the knowledge and tools to avoid the same fate.”

    Jason is the Founder and CEO of Confide Group – a cybersecurity advisory firm, and the Founder and Chief Community Officer of The CISO Society – a private community where members collaborate and share expertise on security strategy, project roadmaps, technology partners, CISO jobs, talent acquisition, industry news, and more. As a community figurehead and advocate, Jason possesses a passion for relationship building, networking, events, and providing an environment for security leaders to connect and learn from one another.

    ———-

    “As a father, cybersecurity advocate, and entrepreneur passionate about digital education, I’m honored to join the Board of Directors at Savvy Cyber Kids,” states Nelson Soares, Founder & CEO, C-Vision International and CEO, NS Advisory Group Inc. “Today’s children are growing up in a world shaped by rapid technological change—one that demands both awareness and resilience. I’ve spent my career helping organizations navigate innovation responsibly, and I believe there’s no greater mission than empowering our youth to do the same. I look forward to contributing to this critical cause and supporting Savvy Cyber Kids in building a safer digital future for families everywhere.”

    Nelson Soares is a dynamic entrepreneur and executive with deep expertise in leadership, consulting, and go-to-market strategy. As the Founder & CEO of C-Vision International, he has played a pivotal role in producing global thought leadership experiences for C-suite executives. He is also the CEO of NS Advisory Group Inc., where he advises startups and enterprise technology providers on scale, sales, and strategic growth. Nelson’s work bridges innovation and executive influence, particularly in cybersecurity and enterprise software, and his network spans the U.S., EMEA, LATAM, and APAC. He also serves on the board of Pocket Security, a nonprofit. A proud husband and father of two daughters, Nelson brings a personal and professional commitment to helping the next generation thrive in the digital age.

    ———-

    “I’ve had the privilege of knowing and working with Ben Halpert for over 20 years, including some of his earliest projects in cybersecurity education,” states Dr. Jasyn Voshell, Senior Director, Products and Solutions Security, Zebra Technologies. “Joining the Savvy Cyber Kids Board is especially meaningful to me as an uncle to nieces and nephews who are growing up in a world where digital technology is ever-present. Being part of an organization that empowers families to navigate the online world safely and confidently is both a personal passion and professional commitment I hold close to my heart.”

    Dr. Jasyn Voshell is the Senior Director of Products and Solutions Security at Zebra Technologies, where he leads the global Product & Solutions Security Program. He is responsible for the strategy, planning, and execution of Zebra’s enterprise-wide security initiatives across all products and solutions. Jasyn works closely with engineering and business teams to ensure security is embedded throughout the product lifecycle—secure by design, secure in use, and secure through trust. Jasyn was instrumental in establishing the Product Security Organization at Zebra, significantly reducing risk exposure while reinforcing customer trust in Zebra’s solutions. Under his leadership, the organization has delivered measurable improvements in secure software development practices, vulnerability management, and risk governance across the product portfolio. He holds bachelor’s degrees in Mathematics and Physics, a master’s degree in Applied Mathematics and Computer Information Systems, and a doctorate in Civil Law and Cybersecurity. Jasyn also maintains numerous industry-recognized certifications in cybersecurity and audit.

    ———-

    “Our children are frontline warriors pitted against threats delivered by today’s latest technology they can’t even comprehend,” states Ben Halpert, Founder, Savvy Cyber Kids. “Parents and schools unwittingly place the children they are responsible for up against harms they are not equipped to triumph over in their daily battles, both physically and mentally.” 

    Making meaningful, long term, generational change for the world’s most vulnerable population which is young children, takes dedication. “In today’s reality of youth sextortion related suicide, AI suicide encouragement, 24/7 cyberbullying, and the realization of harms against our children delivered through technology, educating young children starting at age three is paramount,” said Ben Halpert.

    “Most people want to believe quick fixes will work; when it comes to shaping human behaviors to build individual resilience, that is not the case. Our dedicated team looks forward to expanding our reach for the benefit of the world’s children,” said Ben Halpert.

    Learn more about the Board of Directors and their passion for Savvy Cyber Kids at https://savvycyberkids.org/about/board-of-directors/

    Savvy Cyber Kids is grateful for the ongoing support of its sponsors: CISO Horizon, C-Vision International, VIPRE Security Group, PWC US, Yass Partners, Jodi Fink Halpert Berkshire Hathaway HomeServices Georgia Properties, Vercel,and SecurityScorecard.

    About Savvy Cyber Kids

    Savvy Cyber Kids (SCK), a 501(c)(3) nonprofit organization whose mission is to enable youth, families, and school communities to be empowered by technology, recognizes that children may be Digital Natives but are also “Digital Naives”, who, without intervention, completely lack understanding of the implications of their digital actions. Founded in 2007 by noted speaker and author Ben Halpert, Savvy Cyber Kids resources are used in 50 states and 54 countries around the world to help parents and teachers educate today’s youth on cyber safety and cyber ethics topics of cyberbullying, digital reputation, technology and screen-time balance, mental health, body and self-image, physical safety, sexting, privacy, gaming, child sexual predators, and more starting at 3 years old.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    Source link

  • 8 under-the-radar digital learning resources

    8 under-the-radar digital learning resources

    Key points:

    Digital learning resources are transforming classrooms, and educators are always on the lookout for tools that go beyond the standard platforms. There are numerous lesser-known digital platforms that offer unique, high-quality learning experiences tailored to students’ and teachers’ needs.

    Here are ten standout resources that can enhance instruction, boost engagement, and support deeper learning.

    1. CurrikiStudio

    Subject areas: All subjects
    Best for: Interactive learning content creation

    CurrikiStudio is a free, open-source platform that allows teachers to design interactive learning experiences without needing coding skills. Educators can create multimedia lessons, games, and assessments tailored to their curriculum. It’s ideal for flipped classrooms, project-based learning, or blended learning environments.

    2. InqITS (Inquiry Intelligent Tutoring System)

    Subject areas: Science
    Best for: Developing scientific inquiry skills

    InqITS offers virtual science labs where students can conduct experiments, analyze results, and receive real-time feedback. The platform uses AI to assess student performance and provide just-in-time support, making it a great tool for teaching scientific practices and critical thinking aligned with NGSS.

    3. Parlay

    Subject areas: ELA, Social Studies, Science
    Best for: Structured online and in-class discussions

    Parlay enables educators to facilitate student discussions in a more inclusive and data-informed way. With written and live discussion formats, students can express their ideas while teachers track participation, collaboration, and the quality of responses. It’s an excellent tool for fostering critical thinking, debate, and reflective dialogue.

    4. Geoguessr EDU

    Subject areas: Geography, History, Global Studies
    Best for: Geospatial learning and global awareness

    Geoguessr EDU is an educational version of the popular game that drops players into a random location via Google Street View. Students use context clues to determine where they are, building skills in geography, culture, and critical observation. The EDU version allows teachers to control content and track student progress.

    5. Mosa Mack Science

    Subject areas: Science
    Best for: Middle school science with an inquiry-based approach

    Mosa Mack offers animated science mysteries that prompt students to explore real-world problems through investigation and collaboration. With built-in differentiation, hands-on labs, and assessments, it’s a rich resource for schools seeking engaging science content that supports NGSS-aligned inquiry and critical thinking.

    6. Listenwise

    Subject areas: ELA, Social Studies, Science
    Best for: Listening comprehension and current events

    Listenwise curates high-quality audio stories from public radio and other reputable sources, paired with interactive transcripts and comprehension questions. It helps students build listening skills while learning about current events, science topics, and historical moments. It’s especially helpful for English learners and auditory learners.

    7. Mind Over Media

    Subject areas: Media Literacy, Social Studies
    Best for: Analyzing propaganda and media messages

    Created by media literacy expert Renee Hobbs, Mind Over Media teaches students to critically analyze modern propaganda in advertising, news, social media, and political content. Through guided analysis and opportunities to submit their own examples, students build essential digital citizenship and media literacy skills.

    8. Brilliant

    Subject areas: Math, Science, Computer Science
    Best for: Problem-solving and conceptual learning

    Brilliant.org offers interactive lessons and puzzles that teach students how to think logically and apply concepts rather than simply memorize formulas. With content tailored for advanced middle schoolers and high school students, it’s ideal for enrichment, gifted learners, or students seeking challenge and depth in STEM topics.

    Each of these digital learning tools brings something unique to the table–whether it’s fostering deeper discussion, building scientific inquiry skills, or promoting digital literacy.

    As schools look to personalize learning and prepare students for a complex, fast-evolving world, these lesser-known platforms provide meaningful ways to deepen engagement and understanding across subjects.

    By incorporating these tools into your classroom, you not only diversify your digital toolkit but also give students access to a wider range of learning modalities and real-world applications. Whether you’re looking for curriculum support, project-based tools, or enrichment resources, there’s a good chance one of these platforms can help meet your goals.

    Laura Ascione
    Latest posts by Laura Ascione (see all)

    Source link

  • How Gimkit engages my students

    How Gimkit engages my students

    Key points:

    During the height of the COVID-19 outbreak, teachers needed to become resourceful in how they delivered content to students. During this time, students experienced significant change and evolved into a more technologically-dependent group.

    This sparked a period when online learning and digital resources gained substantial popularity, and one tool that helps students learn–while also feeling like a game instead of a lesson–is Gimkit.

    I am an 8th-grade science teacher in a fairly large district, and I recognize the importance of these engaging and interactive resources to help students build knowledge and continue learning.

    What is Gimkit?

    To begin with, what is Gimkit? According to a tutorial, “Gimkit is an excellent game-based learning platform that combines fun and education, making it a highly engaging tool for both teachers and students. It works like a mashup of Kahoot and flash card platforms, but with several unique features that set it apart.

    “Unlike other platforms, Gimkit allows students to earn virtual currency for every correct answer, which they can use to purchase power-ups, adding a competitive edge that keeps students motivated.”

    Gimkit offers so much more than just a game-based learning experience for students–it can be used as an introduction to a lesson, as assigned homework, or as a tool for reviewing.

    Building a Gimkit

    From the teacher’s side of Gimkit, the platform makes it extremely easy to build lessons for the students to use. When you go to create a lesson, you are given many different options to help with the construction.

    Jamie Keet explains: “After establishing your basic Kit information, you will then move onto the fun part–adding your questions! You will be given the option of adding a question, creating your Kit with Flashcards, continuing with KitCollab, adding from Gimkit’s Question Bank, or importing from Spreadsheet.”

    Adding your questions is a great way to make sure your students are getting the exact information they have been provided in class, but some of the other options can help with a teacher’s time, which always seems to be scarce.

    The option to add questions from the question bank allows teachers to view other created kits similar to their topic. With a few simple clicks, a teacher can add questions that meet the needs of their lesson.

    Gimkit as data collection

    Gimkit isn’t just a tool for students to gain knowledge and play games; it is also an excellent way for teachers to collect data on their students. As Amelia Bree observes:

    “Gimkit reports explained show you both big pictures and small details. The look might change sometimes. But you will usually see:

    • Overall Class Performance: This shows the average right answers. It tells you the total questions answered. It also shows how long the game took. It’s a good first look at how everyone understood.
    • Individual Student Results: Click on each student’s name here. You see their personal game path. Their accuracy. Which questions did they get right or wrong? Sometimes, even how fast they answered.
    • Question Breakdown: This part is very powerful. It shows how everyone did on each question you asked. You see how many got it right. How many missed it? Sometimes, it shows common wrong answers for multiple-choice questions.”

    Being able to see this data can help ensure that your students are not just completing the required steps to finish the task, but are also working towards mastering the materials within your class.

    When examining the data, if you identify trends related to specific questions or concepts that students are struggling with, you have the opportunity to revisit and reteach these areas.

    Conclusion

    As you can see, Gimkit isn’t just a tool for students to play games and have fun in class; it is also an opportunity for students to gain knowledge in your lessons while potentially having some fun in the process. Teachers can make creating content for their classes much easier by utilizing some of the built-in features Gimkit provides.

    They can collect the meaningful data needed to ensure students are making progress in the areas where they want them to.

    Works Cited

    Breisacher, J. (2024, October 7). How Teachers Can Use Gimkit in the Classroom (a tutorial). Student-Centered World. https://www.studentcenteredworld.com/gimkit/

    Keet, J. (2021, July 9). How to Use Gimkit- Step By Step Guide. Teachers.Tech.
    https://teachers.tech/how-to-use-gimkit/

    Bree, E. (2025, June 6). Unlock Data-Driven Teaching: Using Gimkit for Meaningful
    Assessment Insights. GIMKIT JOIN.
    https://gimkitjoin.net/gimkit-for-meaningful-assessment-insights/

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • The four forces redefining connected digital experiences in higher education – Campus Review

    The four forces redefining connected digital experiences in higher education – Campus Review

    Higher education stands at an unprecedented inflection point. After decades of incremental change, universities worldwide are grappling with converging forces that are fundamentally reshaping what it means to deliver truly connected digital experiences to students, faculty, and staff.

    While 79 per cent of undergraduates feel their university met or exceeded expectations, 29 per cent of degree holders don’t believe their education was worth the cost. Meanwhile, student AI usage has exploded from 66 per cent to 92 per cent in just one year, yet only nine per cent of university technology leaders believe higher education is prepared for this transformation.

    This disconnect reveals the challenge: traditional approaches to digital transformation in universities focused on digitising existing processes rather than reimagining the entire student experience.

    According to Paul Towers, country manager for Liferay Australia, “there’s a clear mismatch between how fast student expectations are evolving and how slow institutions are responding. The next generation of learners have higher expectations than ever for what an optimal student experience looks like.”

    Today, four powerful forces are converging to redefine what “connected” truly means in the university context.

    Force 1: The consumer-grade expectations revolution

    Today’s students are digital natives who don’t differentiate between university services and the consumer applications they use daily. They expect the same personalisation they get from Netflix, the same convenience they experience with Amazon, and the same responsiveness they receive from their banking app.

    Yet amid rising costs and inflation only 60 per cent of students believe they’ll get value for money from their degree. Therefore students increasingly expect their university’s digital platforms to demonstrate clear value and efficiency at every touchpoint.

    This convergence of financial pressure, everyday student challenges, and digital nativity creates unprecedented expectations. Universities must deliver consumer-grade personalisation while addressing the complex, multifaceted nature of student success.

    It’s no longer enough to have separate portals for academics, student services, and campus life, students expect one unified experience that understands their complete journey and responds to their changing needs.

    Force 2: The everything online imperative

    The second force reshaping university digital experiences is students’ expectation that anything they can do on campus, they should be able to do online – efficiently and intuitively.

    Research shows 52 per cent of students use online search engines as their primary research tool, with 68 per cent focusing searches on specific degree programs. This behavior extends throughout their university experience; from course registration and grade checking to meal ordering and appointment scheduling.

    An overwhelming 93 per cent of institutional leaders expect digital tools to have significant impact over the next decade, recognising that digital-first service delivery is no longer optional. Students now use mobile apps for everything from ordering school meals and printing schedules to renting textbooks and checking exam grades.

    However, recent research reveals an important nuance – while students want digital convenience for routine transactions, they increasingly value in-person interactions for complex, collaborative activities.

    “Students don’t think in terms of departments or administrative offices, they think in terms of outcomes. If your digital experience adds friction, you’re making student success harder than it needs to be,” Mr Towers said.

    Leading universities embrace ‘digital-first, human-when-it-matters’ models – removing friction from routine tasks while preserving meaningful human connection.

    Force 3: The AI acceleration effect

    Perhaps no force is reshaping university digital experiences as rapidly as artificial intelligence. The statistics are staggering: 92 per cent of students now use AI in some form, with 88 per cent having used generative AI for assessments.

    Yet there’s a significant readiness gap. While 61 per cent of faculty have used AI in teaching, 88 per cent do so minimally, and only 36 per cent of students have received institutional support to develop AI skills despite overwhelmingly believing these skills are essential.

    This creates both challenge and opportunity.

    “AI is no longer a future trend – it’s a present reality in student workflows,” Mr Towers said.

    Universities that proactively integrate AI into their connected digital experiences can deliver unprecedented personalisation and support. Leading institutions envision AI-powered learning analytics and improved accessibility for both students and faculty.

    The AI revolution in university digital experiences isn’t about replacing human connection – it’s about augmenting it. AI handles routine tasks, supports 24/7, and predicts student challenges early. This frees human staff to focus on the complex, empathetic, relationship-building activities that truly matter in education.

    Force 4: Real-time connected experience

    These three forces are converging toward a vision of truly connected digital experiences that goes far beyond current university technology implementations. The future of a real-time connected experience includes:

    Predictive intelligence: Systems that anticipate student needs before they arise, identifying at-risk students early and proactively connecting them with appropriate support services.

    Hyper-personalisation: Modern learners expect flexible, personalised study paths that align with their commitments.

    Seamless integration: Rather than forcing students to navigate separate systems for academics, student services, career development, and campus life, connected experiences will provide a unified platform with a single source of truth about each student’s complete university journey.

    Accessibility excellence: Universities recognise that AI tools can significantly improve accessibility, creating more inclusive experiences for students with diverse needs and learning preferences.

    As Mr Towers outlines, “this future for students is not just digital. It’s intelligent, integrated and deeply personalised. And more importantly it will become what students expect by default.”

    What this means for universities

    The convergence of these forces is redefining what “connected” means in university digital experiences. It’s no longer sufficient to simply digitise existing processes or provide students with access to multiple systems. True connection requires:

    • Ecosystem thinking: View university experiences as a unified whole.
    • Student-centric design: Design around student journeys, not silos.
    • Proactive engagement: Anticipate needs with data and AI.
    • Human-digital balance: Use tech to enhance human interaction.

    Universities that embrace these principles and invest in truly connected digital experience platforms will be positioned to thrive in an increasingly competitive landscape. Those that continue with fragmented, process-centric approaches risk falling behind as student expectations continue to evolve.

    The question isn’t whether these forces will reshape higher education – they already have. The question is how quickly and strategically institutions will adapt to serve their students in this new reality.

    The universities that get this right won’t just improve their digital offerings; they’ll transform their ability to support student success at scale while maintaining the human connections that make higher education transformational.

    With the AI education market projected to reach $20 billion by 2027, the investment and innovation in this space will only accelerate. The time for universities to reimagine their digital experiences isn’t tomorrow – it’s today.

    Universities like Queensland and George Washington are already moving from fragmented systems to unified digital experiences that meet evolving student expectations.

    If you’re exploring how to unify your university’s digital ecosystem and create more responsive student experiences, Liferay has the expertise and platform to support your journey.

    Learn more about our approach and see how these institutions transformed their digital student experiences.

    Download our exclusive e-book, which explores how three Australian institutions leveraged Digital Experience Platforms (DXPs) here.

    Do you have an idea for a story?
    Email [email protected]

    Source link

  • The Digital Twin: How to Connect and Enable Your Student Data for Outreach, Personalization, and Predictive Insights [Webinar]

    The Digital Twin: How to Connect and Enable Your Student Data for Outreach, Personalization, and Predictive Insights [Webinar]

    You’re sitting on mountains of student data scattered across CRMs, SIS, LMS, and advising tools. Systems don’t talk. Dashboards are disconnected. And AI? Not even close. Without connection, context, or clarity, that data is nothing more than a headache and a barrier to impact. 

    The Digital Twin: How to Connect and Enable Your Student Data for Outreach, Personalization, and Predictive Insights 
    Thursday, July 24 
    2:00 pm ET / 1:00 pm CT 

    In this webinar, Bryan Chitwood, Director of Data Enablement, breaks down how you can start building your students’ Digital Twin and turn your fragmented data into real-time, actionable intelligence. We’ll show you how unified student data profiles fuel more innovative outreach, personalized engagement, and predictive insights across the student lifecycle. 

    You’ll walk away knowing: 

    • How to connect siloed data sources into a unified, reliable student profile 
    • What a Digital Twin is and how it differs from your CRM or SIS data 
    • Use-cases for personalization, predictive engagement, and lifecycle outreach 
    • Real examples of how institutions are putting Digital Twins to work right now 

    If your campus is drowning in data but starving for strategy, this is the conversation you need. 

    Who Should Attend: 

    If you are a data-minded decision-maker in higher ed or a cabinet-level leader being asked to do more with less, this webinar is for you. 

    • Presidents and Provosts 
    • VPs of Enrollment, Marketing, and Student Success 
    • Leaders charged with driving digital transformation and data-enabled decision making 

    Meet Your Presenter

    Bryan Chitwood

    Director of Data Enablement, Collegis Education

    Complete the form on the right to reserve your spot! We look forward to seeing you on Thursday, July 24. 

    Collegis is passionate about education and driven by the technology that keeps institutions moving forward.

    Source link

  • HOELT tender explores digital tests

    HOELT tender explores digital tests

    The latest round of engagement is being undertaken “to gather market insights on newly available and emerging technology in relation to remote testing, and the viability of incorporating this into the HOELT service,” said the Home Office in a notice on July 2.  

    The notice is the latest update to a government tender to design and maintain a dedicated Secure English Language Test (SELT) owned by the Home Office, holding an initial contract value of £1.13bn, which was since reduced to £680m. 

    The original tender, launched in August 2024, made no mention of engagement on emerging technologies and digital tests, instead outlining plans for in-person delivery, including invigilators and ID-verification services at physical test centres around the world.  

    As per the latest update, the developer that wins the tender will still be responsible for “establishing and managing global test centres” – of which there are 268 – though the notice suggests that remote testing will also be incorporated into the model. 

    While the sector has embraced online delivery and at-home testing, the Home Office will also be taking stock of rising concerns among the public about the use of AI in English proficiency tests.

    According to a recent YouGov poll, 40% of the public are worried about AI causing a greater risk of cheating on English language tests, with a similar proportion concerned about the ability of AI to properly assess language skills.

    The poll, commissioned by Cambridge University Press & Assessment, asked respondents specifically about tests assessing English language skills for people applying to work and study in the UK.

    Additional findings revealed the public’s unease at the prospect of limited human interaction and concerns that AI-led exams would disadvantage those with limited access to technology – both cited by roughly a quarter of respondents.

    Meanwhile, only 8% said they had “no concerns” about the use of AI in English language tests for people applying to work or study in the UK.

    39% of the public are concerned about AI-based tests enabling cheating

    YouGov Poll

    Under its initial plans, the Home Office proposed disaggregating the service into two lines; the development and ongoing support of a Home Office branded test to be used globally, and the facilitation of tests around the world, according to the tender. 

    However, the government’s slashing of the value of the tender led some stakeholders to speculate that the Home Office might turn to a single supplier for both development and delivery.  

    Despite the additional engagement around emerging technologies and remote testing, the value of the tender remains at £680m (excluding VAT).  

    Since the government put out the HOELT tender last year, there has been little news about which companies are throwing their hats in the ring or what their proposed model would look like.

    Currently, Pearson, LanguageCert, Trinity College London, and IELTS – which is co-owned by IDP, Cambridge English and the British Council – deliver Home Office-approved SELTs in the UK. 

    The deadline for the latest round of engagement is July 17.

    Source link

  • Phone bans proliferate as digital media’s harm to students grows clearer

    Phone bans proliferate as digital media’s harm to students grows clearer

    This audio is auto-generated. Please let us know if you have feedback.

    Even as school cellphone bans proliferate, a growing body of evidence suggests digital media — and cellphone use specifically — is harming child and teen development.

    A meta-analysis of 117 studies published in June found that the relationship between screen time and socioemotional well-being is somewhat of a Catch-22: Increased screen time can lead to emotional and behavioral problems, and children with those problems rely on screens to cope with them. 

    Another study of 4,285 U.S. teens published last week found nearly a third showed increasing addictive behaviors related to social media and almost a quarter for cellphones. These addictive behaviors — rather than screen time alone — were linked to increased risks of suicidal behaviors or thoughts. 

    School phone bans have gained traction across political divides nationwide in recent years, with educators and lawmakers citing both student mental health and academic performance as reasons to restrict cellphones during the school day. 

    As of May, 21 states ranging from California to Utah had instituted a ban or limit on cellphones in the classroom, according to Ballotpedia. 

    Most recently, Nevada Gov. Joe Lombardo signed a law requiring school districts to adopt policies regulating cellphone use during the school day and limiting classroom cellphone use in most cases.

    A separate study released in March — this time examining about 1,500 11- to 13-year-olds in Florida, where cellphones have been banned during class time since 2023 — suggested that restricting cell phones would boost grades and mental health for children who use screens more heavily. 

    The 22% of Florida students surveyed who reported using their favorite app for six or more hours per day were also three times more likely to report getting mostly D’s and F’s than their peers.

    Those students were also 6 times more likely than less-frequent users to report severe depression symptoms — even when ruling out factors like age, household income, gender, parent education, race and ethnicity. 

    Students who always had their cellphone push notifications turned on, which made up about 20% of the sample, were also more likely to report worse grades and to experience anxiety. 

    “Banning students’ access to phones at school means these kids would not receive notifications for at least that seven-hour period and have fewer hours in the day to use apps,” the study’s authors wrote in an overview of the study published by The Conversation, a nonprofit publication written by academic experts. 

    However, that same study found 17% of Florida students who attend schools that ban or confiscate phones report severe depressive symptoms, quadruple the 4% who attended schools that allowed limited phone use and reported those symptoms. 

    Correlation in this case did not necessarily mean causation, however. “We are not suggesting that our survey shows phone bans cause mental health problems,” the authors wrote. “It is possible, for instance, that the schools where kids already were struggling with their mental health simply happened to be the ones that have banned phones. ” 

    Source link