Educating Silicon Valley: corporate education reform and the reproduction of the techno-economic revolution

Silicon Valley is seeking to reform education in its own image, as part of a ‘techno-economic revolution’ that is spreading globally. This essay provides an original analysis of how Silicon Valley is seeking to reproduce its centrality to the techno-economic revolution through technology-based reformatory efforts in education. In so doing, it is becoming a major influence in corporate education reform, seeking to take its new pedagogic practices, technical platforms and economic models to the reform of state education at massive scale

Argumentation Mining in User-Generated Web Discourse

The goal of argumentation mining, an evolving research field in computational linguistics, is to design methods capable of analyzing people's argumentation. In this article, we go beyond the state of the art in several ways. (i) We deal with actual Web data and take up the challenges given by the variety of registers, multiple domains, and unrestricted noisy user-generated Web discourse. (ii) We bridge the gap between normative argumentation theories and argumentation phenomena encountered in actual data by adapting an argumentation model tested in an extensive annotation study. (iii) We create a new gold standard corpus (90k tokens in 340 documents) and experiment with several machine learning methods to identify argument components. We offer the data, source codes, and annotation guidelines to the community under free licenses. Our findings show that argumentation mining in user-generated Web discourse is a feasible but challenging task.Comment: Cite as: Habernal, I. & Gurevych, I. (2017). Argumentation Mining in User-Generated Web Discourse. Computational Linguistics 43(1), pp. 125-17

The Use of Technology in a FLIPPED Classroom

The purpose of this study was to explore and evaluate the benefits of a FLIPPED classroom delivery mode and methods that may aid in student growth and achievement

Re-evaluating the role of innovation in education: a living social process

Education is a social process, ‘a process of living and not a preparation for future living’ (Dewey: 1916). It requires educators to interact with other people in real time with the hope to bring out their full potential. It is grounded in collaboration, mutual respect and inclusive practices. If education is a process of living and not a preparation for it, it should then reflect what happens in life and it should emerge and evolve from any circumstances. Including the most unprecedented one

Technological tools as didactic resource for various educational modalities

Technological tools have generated a breakthrough in all areas where humans are immersed; education is one of them, technology has created a new adaptation in the educational aspect to achieve the rhythm of other sciences to keep up with the technological world, teaching resources are of great help for the development of learning in the students since a new teaching methodology is generated for them and this will allow fruitful results to be obtained in the cognitive development of the same. There are several alternatives where great changes can be generated in the educational system, venturing into areas where the student can choose various technological alternatives for further development. The objective was to analyze the use of technological tools as a didactic resource for various educational modalities, it was carried out under the documentary methodology since the information was sought from different investigations on the various educational modalities that can be used through technological tools

Challenges and Opportunities of Teaching and Learning in Higher Education with Special Reference to COVID-19 Pandemic: A Global Perspective

More than 200 countries and almost 1.5 billion students have been impacted by the pandemic COVId-19, which had far-reaching and significant impacts on educational systems all over the world. The most obvious impact of the pandemic has been the closure of schools and universities, causing one of the biggest tech revolutions in educational history to arise. Social exclusion and restrictive movement regulations had a significant impact on traditional brick-and-mortar educational methods. Numerous investigators have highlighted their results on teaching and learning in numerous ways in the fallout of the pandemic that started in Wuhan, China. Different higher educational institutes turned off their face-to-face teaching-learning procedures. This unanticipated transition in the instructional method raised new challenges and opportunities. Even though there were many hindrances for teachers, universities, institutions, and the government regarding novel learning approaches, the pandemic provided chances to build a foundation for digital learning. Innovative and new instructional approaches and evaluation methods were used promptly. The current study aims to present a complete assessment of the challenges and opportunities of teaching and learning in higher education during the COVID-19 pandemic. Keywords: Covid-19, Challenges, Opportunities, Higher Education, Teaching and Learning DOI: 10.7176/RJFA/14-7-01 Publication date: April 30th 2023

Many Voices, Many Selves: An Analysis Of Education Blog Discourses

At this point, the majority of computer mediated communication (CMC) studies have employed a variation analysis approach, quantitatively describing language on the Internet and comparing CMC to speech and writing. While these studies have provided valuable information about CMC, they have also left many gaps, especially related to social and ideological issues such as language use. This study responds to the need for more qualitative studies of language on the Internet by examining one form of CMC: education blogs. The study analyzes a selection of posts from five blogs published between March 21, 2012 and March 28, 2013. These five blogs were chosen from an initial list of 307 blogs that was compiled from both education blog reference lists and snowball sampling from blogrolls. Ideological discourse features of the blogs, specifically James Paul Gee\u27s concepts of situated meaning, intertextuality, social languages, and Big D Discourses, are the focus of the study. Following this analysis, several recent social media tools are discussed, focusing on the implications these technologies have for literacy practices. Questions exploring how Discourse use might be impacted by these new types of social media are also introduced, as are numerous possibilities for future research

Commercialisation and Privatisation in/of education in the context of Covid-19

The Covid-19 emergency has affected education systems worldwide. The\ua0‘pivot’ to ‘online learning’ and ‘emergency remote teaching’ has positioned\ua0educational technology (edtech) as an integral component of education\ua0globally, bringing private sector and commercial organisations into the\ua0centre of essential educational services. The effects are likely to persist for\ua0some time, first of all in temporary ‘blended’ models of ‘socially distanced’\ua0schooling during the period of pandemic recovery, and perhaps for\ua0longer in ‘hybrid’ approaches in which edtech is embedded in curriculum,\ua0pedagogy, assessment, and school management. This report explores\ua0how privatisation and commercialisation of education have advanced\ua0during the 2020 pandemic, with a particular focus on edtech

The impacts of remote learning in secondary education during the pandemic in Brazil

The transition to remote learning in the context of coronavirus disease 2019 (COVID-19) might have led to dramatic setbacks in education. Taking advantage of the fact that São Paulo State featured in-person classes for most of the first school quarter of 2020 but not thereafter, we estimate the effects of remote learning in secondary education using a differences-in-differences strategy that contrasts variation in students’ outcomes across different school quarters, before and during the pandemic. We also estimate intention-to-treat effects of reopening schools in the pandemic through a triple-differences strategy, contrasting changes in educational outcomes across municipalities and grades that resumed in-person classes or not over the last school quarter in 2020. We find that, under remote learning, dropout risk increased by 365% while test scores decreased by 0.32 s.d., as if students had only learned 27.5% of the in-person equivalent. Partially resuming in-person classes increased test scores by 20% relative to the control group

School attendance and school absenteeism: A primer for the past, present, and theory of change for the future

School attendance and school absenteeism have been studied for over a century, leading to a rich and vast literature base. At the same time, powerful demographic, climate, social justice/equity, and technological/globalization forces are compelling disparate stakeholders worldwide to quickly adapt to rapidly changing conditions and to consider new visions of child education for the next century. These overarching forces are utilized within a theory of change approach to help develop such a vision of school attendance/absenteeism for this era. This approach adopts key long-range outcomes (readiness for adulthood for all students; synthesized systemic and analytic approaches to school attendance/absenteeism) derived from thematic outputs (reframing, social justice, and shared alliances) that are themselves derived from contemporary inputs (movement of educational agencies worldwide toward readiness for adulthood, technological advances, schools, and communities as one). As with theory of change approaches, the purpose of this discourse is not to provide a roadmap but rather a compass to develop multi-stakeholder partnerships that can leverage shared resources and expertise to achieve a final mutual goal