Digital Education Quotes

If you are on social media, and you are not learning, not laughing, not being inspired or not networking, then you are using it wrong.

5 Ways To Build Your Brand on Social Media: 1 Post content that add value 2 Spread positivity 3 Create steady stream of info 4 Make an impact 5 Be yourself

Tweet others the way you want to be tweeted.

Freedom of Speech doesn't justify online bullying. Words have power, be careful how you use them.

What you post online speaks VOLUME about who you really are. POST with intention. REPOST with caution.

Don't promote negativity online and expect people to treat you with positivity in person.

If you are in a position where you can reach people, then use your platform to stand up for a cause. HINT: social media is a platform.

Right now we live in an age of extreme Political Correctness. It has gone way too far. I hope it's just a phase. Political Correctness is now just a fancy word for censorship. It's no longer about protecting the weak. It has become an excuse to persecute others, because persecuting people is fun. Don't you dare say or think the wrong thing, or a Twitter mob of angry villagers will come after you with digital torches and metaphorical pitchforks.

Today, when routine cognitive tasks are digitized and automated, and multiple lifetimes worth of information are accessible at our fingertips (much of which rapidly becomes obsolete), the focus of education must shift.

One of the functions of entertainment, I think, is education. - Roy E. Disney

We need to unlearn our respect for education, since it has undermined our respect for ourselves. It's worth taking time to demistify it. [...] All the things an adolescent can be [...] are reduced to a three digit number. [...] We too can decide how to value our education instead of letting them value us.

THE TRULY EDUCATED NEVER GRADUATE

...rather than assuming that education is primarily about preparing for jobs and careers, what would it mean to think of education as a process of guiding kids' participation in public life more generally, a public life that includes social, recreational, and civic engagement.

In the pursuit of greater equality in our education system, from K to PhD, technology access, print literacies, and verbal skill all collide as requirements for even basic participation in an information-based, technology-dependent economy and society.

For education to happen, people must encounter worthwhile things outside their sphere of interest and brainpower.

Our world is now so complex, our technology and science so powerful, and our problems so global and interconnected that we have come to the limits of individual human intelligence and individual expertise.

That was back when state governments valued education and realized the economic and social value of making it affordable.

Think before you click. If people do not know you personally and if they cannot see you as you type, what you post online can be taken out of context if you are not careful in the way your message is delivered.

In order for a digital neocortex to learn a new skill, it will still require many iterations of education, just as a biological neocortex does, but once a single digital neocortex somewhere and at some time learns something, it can share that knowledge with every other digital neocortex without delay. We can each have our own private neocortex extenders in the cloud, just as we have our own private stores of personal data today.

These days, students struggle with conversation. What makes sense is to engage them in it. The more you think about educational technology, with all its bells and whistles, the more you circle back to the simple power of conversation.

Courtesy and kindness cultivate confidence with good Netiquette. Doing things right makes you feel good. NetworkEtiquette.net

people like stories because they are good, not because they are true.

If schools continue to follow an outdated educational model focusing on preparation for an industrialized workforce, they run the risk of becoming irrelevant to our students and communities.

The jobs in the greatest demand in the future don't yet exist and will require workers to use technologies that have not yet been invented to solve problems that we don't yet even know are problems.

...anyone still attempting to argue that Ebonics is a problem for black students or that it is somehow connected to a lack of intelligence or lack of desire to achieve is about as useful as a Betamax video cassette player, and it's time for those folks to be retired, be they teachers, administrators, or community leaders, so the rest of us can try to do some real work in the service of equal access for black students and all students. (15)

The next phase of the Digital Revolution will bring even more new methods of marrying technology with the creative industries, such as media, fashion, music, entertainment, education, literature, and the arts. Much of the first round of innovation involved pouring old wine—books, newspapers, opinion pieces, journals, songs, television shows, movies—into new digital bottles. But new platforms, services, and social networks are increasingly enabling fresh opportunities for individual imagination and collaborative creativity. Role-playing games and interactive plays are merging with collaborative forms of storytelling and augmented realities. This interplay between technology and the arts will eventually result in completely new forms of expression and formats of media. This innovation will come from people who are able to link beauty to engineering, humanity to technology, and poetry to processors. In other words, it will come from the spiritual heirs of Ada Lovelace, creators who can flourish where the arts intersect with the sciences and who have a rebellious sense of wonder that opens them to the beauty of both.

Millennials: We lost the genetic lottery. We graduated high school into terrorist attacks and wars. We graduated college into a recession and mounds of debt. We will never acquire the financial cushion, employment stability, and material possessions of our parents. We are often more educated, experienced, informed, and digitally fluent than prior generations, yet are constantly haunted by the trauma of coming of age during the detonation of the societal structure we were born into. But perhaps we are overlooking the silver lining. We will have less money to buy the material possessions that entrap us. We will have more compassion and empathy because our struggles have taught us that even the most privileged can fall from grace. We will have the courage to pursue our dreams because we have absolutely nothing to lose. We will experience the world through backpacking, couch surfing, and carrying on interesting conversations with adventurers in hostels because our bank accounts can't supply the Americanized resorts. Our hardships will obligate us to develop spiritual and intellectual substance. Maybe having roommates and buying our clothes at thrift stores isn't so horrible as long as we are making a point to pursue genuine happiness.

human intelligence and creativity, today more than ever, are tied to connecting—synchronizing—people, tools, texts, digital and social media, virtual spaces, and real spaces in the right ways, in ways that make us Minds and not just minds, but also better people in a better world.

Creative business seminar. Basically a quick, impromptu brainwashing course to educate your typical corporate warriors. They use a training manual instead of sacred scriptures, with promotion and a high salary as their equivalent of enlightenment and paradise. A new religion for a pragmatic age. No transcendent elements like in a religion, though, and everything is theorized and digitalized. Very transparent and easy to grasp. And quite a few people get positive encouragement from this. But the fact remains that it’s nothing more than an infusion of the hypnotic into a system of thought that suits their goal, a conglomeration of only those theories and statistics that line up with their ultimate objectives.

Digital educators Salman Khan and Shantanu Sinha contend the world is on the verge of another “printing press moment,” which will break the elite’s grip on the essentials of education, making available to millions of aspiring learners online knowledge and ideas once restricted to the lecture halls of Harvard or Stanford.

As we're told that 10 percent of all high school education will be computer-based by 2014 and rise to 50 percent by 2019, and as the PowerPoint throws up aphoristic bromides by the corporate heroes of the digitally driven 'global economy' -- the implication being that 'great companies' know what they're doing, while most schools don't -- and as we're goaded mercilessly to the conclusion that everything we are, know, and do is bound for the dustbin of history, I want to ask what kind of schooling Bill Gates and Steve Jobs had. Wasn't it at bottom the very sort of book-based, content-driven education that we declare obsolete in the name of their achievements?

Time for reflection and interaction is a casualty of the digital age, and one of the primary goals of higher education should be to reclaim this time.

It is good netiquette to use the internet for online education. Learn new things. NetworkEtiquette.net

Society may be imagined so uniform that one education shall be suitable for all its members; we have not a society of that kind, nor has any European country.

Success is inspirational; disaster is educational.

As digital professionals we need to instigate a concerted campaign of education within our organizations.

we are working hard to educate a new generation in old ways, using tools that have ceased to be effective.

A liberal education is not so much about learning to do a job as it is about learning to learn, and to love learning.

The current education system does not need changing, it is ripe for disruption, it need transformation. The education system needs a revolution.

Intellectual Property must be accessible to facilitate full and equal enjoyment of innovation and creativity by all.

I'm still learning how to express myself on the platform but the digital distance and the human values that i learned in my pre-smartphone education don't seem to match together very well sometimes.

School is often based not on problem solving, which perforce involves actions and goals, but on learning information, facts, and formulas that one has read about in texts or heard about in lectures. It is not surprising, then, that research has long shown that a student’s doing well in school, in terms of grades and tests, does not correlate with being able to solve problems in the areas in which the student has been taught (e.g., math, civics, physics).

As computers replace textbooks, students will become more computer literate and more book illiterate. They'll be exploring virtual worlds, watching dancing triangles, downloading the latest web sites. But they won't be reading books.

Instead of trying to produce a programme to simulate the adult mind, why not rather try to produce one which simulates the child’s?” he asked. “If this were then subjected to an appropriate course of education, one would obtain the adult brain.

Identity politics forces those who ask for our support to do their jobs: To understand that the self-made man got zoned into a good school district and received a high-quality education, one that wouldn’t have existed if his zip code changed by a digit. To recognize that the woman on welfare with three kids is the product of divorce in a state where she risks losing food stamps if her low-wage job pays her too much. Or that the homeless junkie is an Iraq War veteran who was in the National Guard but lost his job due to multiple deployments and didn’t qualify for full VA care. And that the laborer is a migrant farmworker who overstayed his visa to care for his American-born children. Single-strand identities do not exist in a household, let alone in a nation.

said Paul Howard-Jones, the British neuroscientist who leads the University of Bristol’s NeuroEducational Research Network, games will become central to schools. “I think in thirty years’ time, we will marvel that we ever tried to deliver a curriculum without gaming.

Students need to be educated on how to be good citizens of their country and what their rights and responsibilities are as members of society. The same issues need to be addressed with regard to the emerging digital society, so that students can learn how to be responsible and productive members of that society.

Digital technologies will no more solve the so-called ‘crisis in education’ than airbags will stop drivers from having accidents.  What digital technologies can do, however, is to dramatically accelerate the changes in behaviours, values, and actions, which then transform the way we learn and our capacity to learn.

Global warming, environmental degradation, global flows of economic speculation and risk taking, overpopulation, global debt, new viruses, terrorism and warfare, and political polarization are killing us. Dealing with big questions takes a long-term view, cooperation, delayed gratification, and deep learning that crosses traditional silos of knowledge production. All of these are in short supply today. In the United States and much of the developed world, decisions are based on short-term interests and gain (e.g., stock prices or election cycles), as well as pandering to ignorance. Such decisions make the world worse, not better, and bring Armageddon ever closer.

Instead of the education system banning ChatGPT from schools, the focus should be geared towards educating students on how to properly use AI tools. Schools should be at the forefront of innovation and technological progress NOT a place for preserving obsolete learning methods and clinging onto archaic practices that are no longer relevant for the world we live in.

High-quality and affordable childcare and eldercare • Paid family and medical leave for women and men • A right to request part-time or flexible work • Investment in early education comparable to our investment in elementary and secondary education • Comprehensive job protection for pregnant workers • Higher wages and training for paid caregivers • Community support structures to allow elders to live at home longer • Legal protections against discrimination for part-time workers and flexible workers • Better enforcement of existing laws against age discrimination • Financial and social support for single parents • Reform of elementary and secondary school schedules to meet the needs of a digital rather than an agricultural economy and to take advantage of what we now know about how children learn

The logo represents the vision of Superior University to provide quality education to the youth of Pakistan. The outer circle represents a controlled environment that provides protection, security and opens 360° solution to their educational needs. The central circle represents a sun or sun rays that trickles through the faculty and is passed on to the students. Digitalization and Innovation is reflected through connecting the dots

I am a congenital optimist about America, but I worry that American democracy is exhibiting fatal symptoms. DC has become an acronym for Dysfunctional Capital: a swamp in which partisanship has grown poisonous, relations between the White House and Congress have paralyzed basic functions like budgets and foreign agreements, and public trust in government has all but disappeared. These symptoms are rooted in the decline of a public ethic, legalized and institutionalized corruption, a poorly educated and attention-deficit-driven electorate, and a 'gotcha' press - all exacerbated by digital devices and platforms that reward sensationalism and degrade deliberation. Without stronger and more determined leadership from the president and a recovery of a sense of civic responsibility among the governing class, the United States may follow Europe down the road of decline.

The biggest problem in AFRICA, is the government/public service leaders ensure that the education system teaches them WHAT to think and NOT HOW TO THINK. IT embeds a Fixed Mindest of Learned Helplessness. We can ReThink Resilience and psycap to transform the people, but the leaders won't be too happy when the voters can think beyond learned helplessness and a go beyond a liming culture 2000 years out of date. We need to Rethink Education and culture in the digital age.

What was going on here was that like so many people in contemporary society, along the way to gaining their superb educations, and their shiny opportunities, they had absorbed the wrong lessons. They had mastered formulas in calculus and chemistry. They had read great books and learned world history and become fluent in foreign languages. But they had had never formally been taught how to maximize their brains' potential or how to find meaning and happiness. Armed with iPhones and personal digital assistants, they had multitasked their way through a storm of resume-building experiences, often at the expense of actual ones. In their pursuit of high achievement, they had isolated themselves from their peers and loved ones and thus compromised the very support systems they so ardently needed. Repeatedly, I noticed these patterns in my own students, who often broke down under the tyranny of expectations we place on ourselves and those around us.

Social media has its benefits and drawbacks. It is useful for research, has an educational value as a medium for learning about current events and of course, as a platform for conversation and opposing arguments with others. What's not debatable however, is that it can be addictive and extremely dangerous for youth (and some adults) who do not use it sparingly and who do not exercise restraint or precaution when sharing content that is not suitable or appropriate for an open forum. 

Individuals’ values and choices have more correlation with outcomes than various tangible factors within the scope of government, not only as regards educational outcomes but other outcomes as well. Despite the prevalence of poverty in many black communities, the poverty rate among black married couples has been in single digits every year since 1994.53 In other words, those blacks whose behavior put them outside the pattern of the spreading ghetto culture escaped poverty to a far greater extent than other blacks.

Here is one thing that the disorganized CIA didn’t quite understand at the time, and that no major American employer outside of Silicon Valley understood, either: the computer guy knows everything, or rather can know everything. The higher up this employee is, and the more systems-level privileges he has, the more access he has to virtually every byte of his employer’s digital existence. Of course, not everyone is curious enough to take advantage of this education, and not everyone is possessed of a sincere curiosity.

In certain young people today…I notice what I find increasingly troubling: a cold-blooded grasping, a hunger to take and take and take, but never give; a massive sense of entitlement; an inability to show gratitude; an ease with dishonesty and pretension and selfishness that is couched in the language of self-care; an expectation always to be helped and rewarded no matter whether deserving or not; language that is slick and sleek but with little emotional intelligence; an astonishing level of self-absorption; an unrealistic expectation of puritanism from others; an over-inflated sense of ability, or of talent where there is any at all; an inability to apologize, truly and fully, without justifications; a passionate performance of virtue that is well mexecuted in the public space of Twitter but not in the intimate space of friendship. I find it obscene. People who ask you to ‘educate’ yourself while not having actually read any books themselves, while not being able to intelligently defend their own ideological positions, because by ‘educate,’ they actually mean ‘parrot what I say, flatten all nuance, wish away complexity.’ People who wield the words ‘violence’ and ‘weaponize’ like tarnished pitchforks. People who depend on obfuscation, who have no compassion for anybody genuinely curious or confused. Ask them a question and you are told that the answer is to repeat a mantra. Ask again for clarity and be accused of violence. And so we have a generation of young people on social media so terrified of having the wrong opinions that they have robbed themselves of the opportunity to think and to learn and to grow.

Access doesn’t automatically come with an ability to use the Web well. We aren’t suddenly self-directed, organized, and literate enough to make sense of all the people and information online — or savvy enough to connect and build relationships with others in safe, ethical, and effective ways. Access doesn’t grant the ability to stay on task when we need to get something done. No matter how often we dub our kids “digital natives,” the fact is they can still use our help to do those things and more if they are to thrive in the abundance of their times. Right

A similar concern about using the web to provide just-in-time information shows up among physicians arguing the future of medical education. Increasingly, and particularly while making a first diagnosis, physicians rely on handheld databases, what one philosopher calls “E-memory.” The physicians type in symptoms and the digital tool recommends a potential diagnosis and suggested course of treatment. Eighty-nine percent of medical residents regard one of these E-memory tools, UpToDate, as their first choice for answering clinical questions. But will this “just-in-time” and “just enough” information teach young doctors to organize their own ideas and draw their own conclusions?

Toyota wasn’t really worried that it would give away its “secret sauce.” Toyota’s competitive advantage rested firmly in its proprietary, complex, and often unspoken processes. In hindsight, Ernie Schaefer, a longtime GM manager who toured the Toyota plant, told NPR’s This American Life that he realized that there were no special secrets to see on the manufacturing floors. “You know, they never prohibited us from walking through the plant, understanding, even asking questions of some of their key people,” Schaefer said. “I’ve often puzzled over that, why they did that. And I think they recognized we were asking the wrong questions. We didn’t understand this bigger picture.” It’s no surprise, really. Processes are often hard to see—they’re a combination of both formal, defined, and documented steps and expectations and informal, habitual routines or ways of working that have evolved over time. But they matter profoundly. As MIT’s Edgar Schein has explored and discussed, processes are a critical part of the unspoken culture of an organization. 1 They enforce “this is what matters most to us.” Processes are intangible; they belong to the company. They emerge from hundreds and hundreds of small decisions about how to solve a problem. They’re critical to strategy, but they also can’t easily be copied. Pixar Animation Studios, too, has openly shared its creative process with the world. Pixar’s longtime president Ed Catmull has literally written the book on how the digital film company fosters collective creativity2—there are fixed processes about how a movie idea is generated, critiqued, improved, and perfected. Yet Pixar’s competitors have yet to equal Pixar’s successes. Like Toyota, Southern New Hampshire University has been open with would-be competitors, regularly offering tours and visits to other educational institutions. As President Paul LeBlanc sees it, competition is always possible from well-financed organizations with more powerful brand recognition. But those assets alone aren’t enough to give them a leg up. SNHU has taken years to craft and integrate the right experiences and processes for its students and they would be exceedingly difficult for a would-be competitor to copy. SNHU did not invent all its tactics for recruiting and serving its online students. It borrowed from some of the best practices of the for-profit educational sector. But what it’s done with laser focus is to ensure that all its processes—hundreds and hundreds of individual “this is how we do it” processes—focus specifically on how to best respond to the job students are hiring it for. “We think we have advantages by ‘owning’ these processes internally,” LeBlanc says, “and some of that is tied to our culture and passion for students.

Jobs also attacked America’s education system, saying that it was hopelessly antiquated and crippled by union work rules. Until the teachers’unions were broken, there was almost no hope for education reform. Teachers should be treated as professionals, he said, not as industrial assembly- line workers. Principals should be able to hire and fire them based on how good they were. Schools should be staying open until at least 6 p.m. and be in session eleven months of the year. It was absurd, he added, that American classrooms were still based on teachers standing at a board and using textbooks. All books, learning materials, and assessments should be digital and interactive, tailored to each student and providing feedback in real time.

Who among us can predict the future? Who would dare to? The answer to the first question is no one, really, and the answer to the second is everyone, especially every government and business on the planet. This is what that data of ours is used for. Algorithms analyze it for patterns of established behavior in order to extrapolate behaviors to come, a type of digital prophecy that’s only slightly more accurate than analog methods like palm reading. Once you go digging into the actual technical mechanisms by which predictability is calculated, you come to understand that its science is, in fact, anti-scientific, and fatally misnamed: predictability is actually manipulation. A website that tells you that because you liked this book you might also like books by James Clapper or Michael Hayden isn’t offering an educated guess as much as a mechanism of subtle coercion.

Bertrand Russell famously said: “It is undesirable to believe a proposition when there is no ground whatsoever for supposing it is true.” [but] Russell’s maxim is the luxury of a technologically advanced society with science, history, journalism, and their infrastructure of truth-seeking, including archival records, digital datasets, high-tech instruments, and communities of editing, fact-checking, and peer review. We children of the Enlightenment embrace the radical creed of universal realism: we hold that all our beliefs should fall within the reality mindset. We care about whether our creation story, our founding legends, our theories of invisible nutrients and germs and forces, our conceptions of the powerful, our suspicions about our enemies, are true or false. That’s because we have the tools to get answers to these questions, or at least to assign them warranted degrees of credence. And we have a technocratic state that should, in theory, put these beliefs into practice. But as desirable as that creed is, it is not the natural human way of believing. In granting an imperialistic mandate to the reality mindset to conquer the universe of belief and push mythology to the margins, we are the weird ones—or, as evolutionary social scientists like to say, the WEIRD ones: Western, Educated, Industrialized, Rich, Democratic. At least, the highly educated among us are, in our best moments. The human mind is adapted to understanding remote spheres of existence through a mythology mindset. It’s not because we descended from Pleistocene hunter-gatherers specifically, but because we descended from people who could not or did not sign on to the Enlightenment ideal of universal realism. Submitting all of one’s beliefs to the trials of reason and evidence is an unnatural skill, like literacy and numeracy, and must be instilled and cultivated.

Citizen participation will reach an all-time high as anyone with a mobile handset and access to the Internet will be able to play a part in promoting accountability and transparency. A shopkeeper in Addis Ababa and a precocious teenager in San Salvador will be able to disseminate information about bribes and corruption, report election irregularities and generally hold their governments to account. Video cameras installed in police cars will help keep the police honest, if the camera phones carried by citizens don’t already. In fact, technology will empower people to police the police in a plethora of creative ways never before possible, including through real-time monitoring systems allowing citizens to publicly rate every police officer in their hometown. Commerce, education, health care and the justice system will all become more efficient, transparent and inclusive as major institutions opt in to the digital age. People who try to perpetuate myths about religion, culture, ethnicity or anything else will

There are many reasons why the tech revolution will hit the emerging world much harder than it will hit Europe and the United States. In developed countries, children are more likely to grow up with digital technologies as toys and then to encounter them in school. Governments in these countries have money to invest in educational systems that prepare workers, both blue and white collar, for change. Their universities have much greater access to state-of-the-art technologies. Their companies produce the innovations that drive tech change in the first place. This creates a dynamic in which high-wage countries are more likely than low-wage ones to dominate the skill-intensive industries that will generate twenty-first-century growth, leaving behind large numbers of those billion-plus people who only recently emerged from age-old deprivation. The wealth in developed countries helps them maintain much stronger social safety nets than in poorer countries to help citizens who lose their jobs, fall ill, or need to care for sick children or aging parents. In short, wealthier countries are both more adaptable and more resilient than developing ones.

Perhaps the most exasperating cliche is about children being forced to memorize, not think. But memorization is not an abomination in itself, though the mnemic pressure on our species has dropped. Memorization is, de facto, exercise for the mind. Neuroscience shows an active hippocampus stimulates cerebral activity. We have often observed how the most profound and creative pupils are those who know the most things, though their usefulness is not always apparent. No question is more insinuating stupid than 'What good will it do to me?' In certain teaching contexts, it is not wrong to ask pupils to memorize. While it is not the only goal the idea that memorizing is useless since information is available online is also wrong and falsely self-obvious. It denotes a misunderstanding of how our mind works. Our brains are not computers, our memory can't be replaced by external HDDs. Each piece of info we memorize is integrated, albeit minimally, as living memory is active, while digital memory is passive. Strange as some may find it, memorizing can stimulate thinking as few other things can. What impairs thinking is the lack of the habit to reflect, the custom of stopping our mind's flow to go back to what we've learned.

It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...

What’s the best thing you’ve done in your work and career? In business decision-making, certainly one of your highlights was licensing your computer operating system to IBM for almost no money, provided you could retain the right to license the system to other computer manufacturers as well. IBM was happy to agree because, after all, nobody would possibly want to compete with the most powerful company in the world, right? With that one decision, your system and your company became dominant throughout the world, and you, Bill Gates, were on your way to a net worth of more than $60 billion. Or maybe you’d like to look at your greatest career achievement from a different angle. Instead of focusing on the decision that helped you make so much money, maybe you’d like to look at the decision to give so much of it away. After all, no other person in history has become a philanthropist on the scale of Bill Gates. Nations in Africa and Asia are receiving billions of dollars in medical and educational support. This may not be as well publicized as your big house on Lake Washington with its digitalized works of art, but it’s certainly something to be proud of. Determining your greatest career achievement is a personal decision. It can be something obvious or something subtle. But it should make you proud of yourself when you think of it. So take a moment, then make your choice.

increasingly rare the larger they become. So it is one thing to land upon a seven or eleven. But to land upon a one thousand and nine is another thing altogether. Can you imagine identifying a prime number in the hundreds of thousands . . . ? In the millions . . . ?” Nina looked off in the distance, as if she could see that largest and most impregnable of all the numbers situated on its rocky promontory where for thousands of years it had withstood the onslaughts of fire-breathing dragons and barbarian hordes. Then she resumed her work. The Count took another look at the sheet in his hands with a heightened sense of respect. After all, an educated man should admire any course of study no matter how arcane, if it be pursued with curiosity and devotion. “Here,” he said in the tone of one chipping in. “This number is not prime.” Nina looked up with an expression of disbelief. “Which number?” He laid the paper in front of her and tapped a figure circled in red. “One thousand one hundred and seventy-three.” “How do you know it isn’t prime?” “If a number’s individual digits sum to a number that is divisible by three, then it too is divisible by three.” Confronted with this extraordinary fact, Nina replied: “Mon Dieu.” Then she leaned back in her chair and appraised the Count in a manner acknowledging that she may have underestimated him. Now, when a man has been underestimated

Fine art galleries are the excellent setups for exhibiting art, generally aesthetic art such as paints, sculptures, and digital photography. Basically, art galleries showcase a range of art designs featuring contemporary and traditional fine art, glass fine art, art prints, and animation fine art. Fine art galleries are dedicated to the advertising of arising artists. These galleries supply a system for them to present their jobs together with the works of across the country and internationally popular artists. The UNITED STATE has a wealth of famous art galleries. Lots of villages in the U.S. show off an art gallery. The High Museum of Fine art, Alleged Gallery, Henry Art Gallery, National Gallery of Art Gallery, Washington Gallery of Modern Art, Agora Gallery, Rosalux Gallery, National Portrait Gallery, The Alaska House Gallery, and Anchorage Gallery of History and Art are some of the renowned fine art galleries in the United States. Today, there are on the internet fine art galleries showing initial artwork. Several famous fine art galleries show regional pieces of art such as African fine art, American art, Indian fine art, and European art, in addition to individual fine art, modern-day and modern fine art, and digital photography. These galleries collect, show, and keep the masterpieces for the coming generations. Many famous art galleries try to entertain and educate their local, nationwide, and international audiences. Some renowned fine art galleries focus on specific areas such as pictures. A great variety of well-known fine art galleries are had and run by government. The majority of famous fine art galleries supply an opportunity for site visitors to buy outstanding art work. Additionally, they organize many art-related tasks such as songs shows and verse readings for kids and grownups. Art galleries organize seminars and workshops conducted by prominent artists. Committed to quality in both art and solution, most well-known fine art galleries provide you a rich, exceptional experience. If you wish to read additional information, please visit this site

Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers… Parents and other passengers read on Kindles… Unbeknownst to most of us, an invisible, game-changing transformation links everyone in this picture: the neuronal circuit that underlies the brain’s ability to read is subtly, rapidly changing… As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species’ brain more than 6,000 years ago… My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the world now cautions that each of these essential “deep reading” processes may be under threat as we move into digital-based modes of reading… Increasing reports from educators and from researchers in psychology and the humanities bear this out. English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19thand 20th centuries because they no longer have the patience to read longer, denser, more difficult texts. We should be less concerned with students’ “cognitive impatience,” however, than by what may underlie it: the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts… Karin Littau and Andrew Piper have noted another dimension: physicality. Piper, Littau and Anne Mangen’s group emphasize that the sense of touch in print reading adds an important redundancy to information – a kind of “geometry” to words, and a spatial “thereness” for text. As Piper notes, human beings need a knowledge of where they are in time and space that allows them to return to things and learn from re-examination – what he calls the “technology of recurrence”. The importance of recurrence for both young and older readers involves the ability to go back, to check and evaluate one’s understanding of a text. The question, then, is what happens to comprehension when our youth skim on a screen whose lack of spatial thereness discourages “looking back.

The US traded its manufacturing sector’s health for its entertainment industry, hoping that Police Academy sequels could take the place of the rustbelt. The US bet wrong. But like a losing gambler who keeps on doubling down, the US doesn’t know when to quit. It keeps meeting with its entertainment giants, asking how US foreign and domestic policy can preserve its business-model. Criminalize 70 million American file-sharers? Check. Turn the world’s copyright laws upside down? Check. Cream the IT industry by criminalizing attempted infringement? Check. It’ll never work. It can never work. There will always be an entertainment industry, but not one based on excluding access to published digital works. Once it’s in the world, it’ll be copied. This is why I give away digital copies of my books and make money on the printed editions: I’m not going to stop people from copying the electronic editions, so I might as well treat them as an enticement to buy the printed objects. But there is an information economy. You don’t even need a computer to participate. My barber, an avowed technophobe who rebuilds antique motorcycles and doesn’t own a PC, benefited from the information economy when I found him by googling for barbershops in my neighborhood. Teachers benefit from the information economy when they share lesson plans with their colleagues around the world by email. Doctors benefit from the information economy when they move their patient files to efficient digital formats. Insurance companies benefit from the information economy through better access to fresh data used in the preparation of actuarial tables. Marinas benefit from the information economy when office-slaves look up the weekend’s weather online and decide to skip out on Friday for a weekend’s sailing. Families of migrant workers benefit from the information economy when their sons and daughters wire cash home from a convenience store Western Union terminal. This stuff generates wealth for those who practice it. It enriches the country and improves our lives. And it can peacefully co-exist with movies, music and microcode, but not if Hollywood gets to call the shots. Where IT managers are expected to police their networks and systems for unauthorized copying – no matter what that does to productivity – they cannot co-exist. Where our operating systems are rendered inoperable by “copy protection,” they cannot co-exist. Where our educational institutions are turned into conscript enforcers for the record industry, they cannot co-exist. The information economy is all around us. The countries that embrace it will emerge as global economic superpowers. The countries that stubbornly hold to the simplistic idea that the information economy is about selling information will end up at the bottom of the pile. What country do you want to live in?

from the John D. and Catherine T. MacArthur Foundation, as part of its initiative on Digital Media and Learning, we thank Constance M. Yowell, Director of Education

there is certainly a greater degree of fluidity and access to participation than at traditional educational institutions.' So we re-ask our question: Are these Internet sites "learning institutions"? And, if so, what do these institutions tell us about the more traditional learning institutions such as schools, universities, graduate schools?

million initiative in digital media and learning. They are published openly online (as well as in print) in

MacArthur Foundation as part of its $50 million initiative in digital media and learning. They

She'd stutter all the reasons why she shouldn't, shaking her head adamantly. But her body..her body would grow hot with excitement. She'd get wet at the thrill of it. So fucking wet that i'd smell her, telling me she's not even wearing panties to smother her spicy scent. When my hand touched hers, still clutched to her chest, she'd flinch but she wouldn't pull away. She'd let me guide it between her swollen breasts and down to her flat belly, brushing the bit of exposed skin where the hem of her shirt rides up. Then I'd let her fingers play with the jewel in her navel, manipulating each digit as if that diamond-studded barbell was her clit. Demonstrating how I would stroke it for her

Until the mid-1950s, universities such as Harvard and Yale often admitted students on the basis of family connections. By the mid-1960s, largely due to the rise of educational testing, more merit-based standards had taken hold, and students from a wider range of social backgrounds found themselves on campuses that had been off-limits to their parents.64

to type in a response, and then allowed subsequent readers to add additional comments. Literally hundreds of viewers read the draft and dozens offered insights and also engaged in discussions with us or with other commentators. We also held three public forums on the draft, including one at the first international conference convened by HASTAC ("haystack"), an acronym for Humanities, Arts, Science, and Technology Advanced Collaboratory.1 HASTAC is a virtual network of academics and other interested educators in all fields who are committed to three principles fundamental to the future of learning institutions: first, the creative use and development of new technologies for learning and research;

The biggest problem in AFRICA, is the government/public service leaders ensure that the education system teaches people WHAT to think, and NOT HOW TO THINK. It embeds a Fixed Mindest of Learned Helplessness. We can ReThink Resilience and psycap to transform the people, but the leaders won't be too happy when the voters can think beyond learned helplessness and a go beyond a limiting culture 2000 years out of date. We need to Rethink Education and culture in the digital age.

Even if we grant that digital natives think and learn somewhat differently than older generations, we may be doing them a disservice to de-emphasize 'legacy' content such as reading, writing, and logical thinking, or to say that the methodologies we have used in the past are no longer relevant... Digital immigrants and natives alike are bombarded with vast volumes of information in today's electronic society, which... calls for an even greater emphasis on critical thinking and research skills -- the very sort of 'legacy' content that teachers have focused on since classical times

novels [4]. It follows that authentic text—text written for native speakers—is inappropriate for unassisted ER by all but the most advanced learners. For this reason, many educators advocate the use of learner literature, that is, stories written specifically for L2 learners, or adapted from authentic text [5]. For learners of English, there are over 40 graded reader series, consisting of over 1650 books with a variety of difficulty levels and genres [6].However, the time and expense in producing graded readers results in high purchase costs and limited availability in languages other than English and common L2‘s like Spanish and French. At a cost of £2.50 for a short English reader in 2001 [7] purchasing several thousand readers to cater for a school wide ER program requires a significant monetary investment. More affordable options are required, especially for schools in developing nations. Day and Bamford [8] recommend several alternatives when learner literature is not available. These include children's and young adult books, stories written by learners, newspapers, magazines and comic books. Some educators advocate the use of authentic texts in preference to simplified texts. Berardo [9] claims that the language in learner literature is ―artificial and unvaried‖, ―unlike anything that the learner will encounter in the real world‖ and often ―do not reflect how the language is really used‖. Berardo does concede that simplified texts are ―useful for preparing learners for reading 'real' texts. ‖ 2. ASSISTED READING Due to the large proportion of unknown vocabulary, beginner and intermediate learners require assistance when using authentic text for ER. Two popular forms of assistance are dictionaries and glossing. There are pros and cons of each approach. 1 A group of words that share the same root word, e.g. , run, ran, runner, runs, running. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee.NZCSRSC’11, April 18-21, 2011, Palmerston North, New Zealand

The most important pillar behind innovation and opportunity—education—will see tremendous positive change in the coming decades as rising connectivity reshapes traditional routines and offers new paths for learning. Most students will be highly technologically literate, as schools continue to integrate technology into lesson plans and, in some cases, replace traditional lessons with more interactive workshops. Education will be a more flexible experience, adapting itself to children’s learning styles and pace instead of the other way around. Kids will still go to physical schools, to socialize and be guided by teachers, but as much, if not more, learning will take place employing carefully designed educational tools in the spirit of today’s Khan Academy, a nonprofit organization that produces thousands of short videos (the majority in science and math) and shares them online for free. With hundreds of millions of views on the Khan Academy’s YouTube channel already, educators in the United States are increasingly adopting its materials and integrating the approach of its founder, Salman Khan—modular learning tailored to a student’s needs. Some are even “flipping” their classrooms, replacing lectures with videos watched at home (as homework) and using school time for traditional homework, such as filling out a problem set for math class. Critical thinking and problem-solving skills will become the focus in many school systems as ubiquitous digital-knowledge tools, like the more accurate sections of Wikipedia, reduce the importance of rote memorization. For children in poor countries, future connectivity promises new access to educational tools, though clearly not at the level described above. Physical classrooms will remain dilapidated; teachers will continue to take paychecks and not show up for class; and books and supplies will still be scarce. But what’s new in this equation—connectivity—promises that kids with access to mobile devices and the Internet will be able to experience school physically and virtually, even if the latter is informal and on their own time.

Master's degree and Ph.D. holders) and specialized educators that have been trained to educate broadcasting technicians and digital

Rapid and accelerating digitization is likely to bring economic rather than environmental disruption, stemming from the fact that as computers get more powerful, companies have less need for some kinds of workers. Technological progress is going to leave behind some people, perhaps even a lot of people, as it races ahead. As we’ll demonstrate, there’s never been a better time to be a worker with special skills or the right education, because these people can use technology to create and capture value. However, there’s never been a worse time to be a worker with only ‘ordinary’ skills and abilities to offer, because computers, robots, and other digital technologies are acquiring these skills and abilities at an extraordinary rate.

Digital technologies create opportunities to measure students’ performances in more nuanced, multifaceted ways than ever before. No longer are teachers limited to standardized annual examinations or periodic classroom tests. Instead, they have the chance to provide feedback at virtually every step of the learning process and use this regular evaluation to gauge progress toward educational objectives for individual pupils

We believe that digital health technology can serve as a powerful equalizer for improving health education and access to care among minority and low-income communities by reaching people where they are spending time—at school, at church, in their neighborhoods and on-the-go with real time solutions that easily fit into their daily lives.

The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning, published

If Facebook, Twitter and the like are blocked from student access, the foray into this astonishing universe of digital collaboration cannot begin.

The media industry’s double standard of seeking to introduce digital devices and content into schools as powerful educational tools while disputing that children learn from or are changed by entertainment media: does not square with logic.

Very few people writing about this new industry in the mainstream press truly understood how personal computers had already begun to revert to institutional machines. This was mainly because it was easier for most journalists of the early 1990s to envision and get personally excited about the potential of educational software, or of managing their personal finances, or organizing their recipes in the “digital” kitchen, or imagining how amateur architects could design funky homes right on their home computers. Who wouldn’t be excited about more power in the hands of people, the computer as an extension of the brain, a “bicycle for the mind,” as Steve put it? This was the story of computing that got all the ink, and it was a story no one unfurled as well as Steve. Bill Gates wasn’t swayed by that romance. He saw it as a naïve fantasy that missed the point of the much more sophisticated things PCs could do for people in the enterprise. A consumer market can be an enormously profitable one—put simply, there are so many more people than businesses that if you sell them the right product you can mint money. But the personal computers of that time still didn’t have enough power at a low enough price to excite the vast majority of consumers, or to change their lives in any meaningful way. The business market, however, was a different beast. The potential volume of sales represented by all those corporate desktops, in all those thousands of companies big and small, became the target of Bill Gates’s strategic brilliance and focus. Those companies paid good prices for the reliability and consistency that Windows PCs could deliver. They welcomed incremental improvement, and Bill knew how to give it to them. Steve paid lip service to it, but his heart wasn’t in it. He thrilled only to the concept of how a dramatically better computer could unlock even more potential for its user.

It is often noted that, of all existing institutions in the West, higher education is one of most enduring. Oxford University,

Given this history, it is certainly hard to fathom something as dispersed, decentralized, and virtual as the Internet being a learning institution in any way comparable to, say, Oxford. We know, given these long histories, what a learning institution is-or we think we do. But what happens when, rivaling formal educational systems, there are also many

This puts education and educators in the position of bringing up the rearguard, of holding desperately to the fragments of an educational system which, in its form, content, and assessments, is deeply rooted in an antiquated mode

The current ethnicity-stressing and monocultural religious education is likely to narrow the perspectives and attitudes of SGKA young people to different cultures and to the values of the wider society by educating them with only a Korean world view.8

First of all, Christian religious education in the KA church is ethnic identity–promoting education. The ethnicity issue is directly related to the first-generation churchgoers’ concept of the ethnic church as a Korean culture–keeping institution as well as a religious organization.3

frustration has flared up over the Common Core initiative, involving the implementation of national reading and maths standards for primary and secondary school children. The Gates Foundation played a central role in bringing the standards to fruition. Spending over $233 million to back the standards, the foundation dispersed money liberally to both conservative and progressive interest groups. The two major teachers' unions, the National Education Association and the American Federation of Teachers, each received large donations, as did the US Chamber of Commerce. Gates himself suggested that a benefit of the standards is that they open avenues towards increasing digital learning. In 2014, Microsoft announced it was partnering with Pearson to load Pearson's Common Core classroom material onto Microsoft's Surface tablet. Previously, the iPad was the classroom frontrunner; the Pearson partnership helps to make Microsoft more competitive.

The Parthenon is a pleasing building, and Mozart’s Fifth Piano Concerto a pleasing work, because each makes use of proportions, relations, and variations that go beyond subjective preference, education, and culture into the realm of universal appeal conditioned by universal human requirements and constraints. A life lived with these understood, even if vaguely, will have the grace that a life lived unaware of them will lack.