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New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”

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Top 10 Educational Technology PowerPoint Templates with Examples and Samples

Jaspreet Kaur

Educational technology represents the intersection of education and digital innovation, changing the way students learn and educators instruct. This field uses a set of new tools and methodologies, including interactive software, online learning platforms, digital classrooms, and mobile applications. By introducing technology into educational settings, EdTech aims to enhance the learning experience, making it more engaging, accessible, and personalized.

The adoption of EdTech is guided by the need to address diverse learning styles and to provide flexible educational opportunities. For example, interactive simulations can make complex subjects more understandable and enjoyable, while adaptive learning technologies tailor educational content to the individual learning speeds and styles of each student. EdTech also facilitates remote learning, breaking down geographical barriers and offering educational opportunities to students worldwide. If you wish to learn about technology analysis, then click here !

Teachers benefit from EdTech through enhanced instructional tools that support data-driven decision-making and help align administrative tasks. This allows educators to focus more on student engagement and personalized instruction. Additionally, EdTech creates a collaborative learning environment where students can work together on projects and access the required information and resources at their fingertips. To explore educational brochures and their importance, click here !

As technology continues to evolve, the potential of EdTech to revolutionize education grows, promising to create more inclusive, efficient, and effective learning environments. 

With this, let us dive into the top 10 educational technology PowerPoint Templates with samples and examples. The PPT templates are 100% editable and customizable. You can give a perfect shape to your thoughts using these slides. Let’s explore!

Template 1: Technology-Mediated Education Playbook

The PPT Technology-Mediated Education Playbook symbolizes the integration of technology in education. The slide comprises topics like an overview of the learning institution, key people associated with leadership, deployment of a Care Team for students, shared vision and goals development, and identification of key areas of improvement. It covers strategies, tools, and practices that enable technology implementation in education . Download the template now to grasp comprehensive insights on EdTech.  

Template 2: Elements of Information Technology Security – End-User Education

This PPT Template outlines the components of training employees on cybersecurity. It highlights the importance of educating employees about cyber-attacks and protection measures, emphasizing that end-user threats often come from social media, text messages, app downloads, and emails. The slide also presents an effective training program framework, which includes hiring professionals, identifying system weaknesses, assessing employees' cybersecurity knowledge, focusing on microlearning opportunities, emphasizing phishing scam awareness, making training an ongoing team effort, conducting frequent training, using real-time approaches, providing personal examples, and establishing strong password protocols. 

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Template 3: Making Education Secure Through Blockchain Technology

The slide illustrates how blockchain technology can enhance the security and efficiency of educational systems. It highlights six key benefits: enhanced security systems to protect against cyber threats, maintaining data confidentiality for educational institutions, providing robust publishing and copyright protection, offering secure cloud storage solutions, validating educational degrees to prevent fraud, and ensuring cost-effective storage systems. This technological content can help you establish a secure digital learning environment. Download now!

Template 4: Current Future Trends of Education Technology

This PPT Template highlights how innovative tools transform classrooms. It discusses current EdTech trends, such as the use of text messaging for communication, leveraging social media for educational purposes, the adoption of free online courses, and opting for 3D printing services. The right segment of the slide lists Edtech trends like house calls pertaining to tracking students, cloud-based information tools, and open textbooks for students and educators. The slide serves as an overview of the latest and future developments in EdTech. Download now!

Template 5: Educational Technology Investor Funding Elevator Pitch Desk 

This PPT Template is an essential tool for EdTech startups seeking investment. This deck includes topics, such as problems faced by companies, solutions offered, need for EdTech, phases involved in the educational technology framework, scope areas of the education sector, audience for the education sector, audience for consultancy sector, and services offered. The template ensures a structured, engaging presentation, facilitating content knowledge and a compelling pitch that highlights aspects of the educational technology venture. Download now!

Template 6: Learning Institution Overview – Message from Principal, Vision, and Mission 

This slide provides an overview of a learning institution’s mission, vision, and principal's message. The message from the principal includes how the institution aims to create a flexible and effective learning environment by offering consistent 1:1 assistance and investing in student success. The digital learning plan serves as an instructional guide. The mission focuses on nurturing competent scholars who can transform the world, while the vision emphasizes unprecedented learning and community-oriented education. Teachers motivate students daily, and weekly, one-on-one sessions with teachers provide guidance and support, ensuring consistent academic progress and development. 

Template 7: Deployment of Care Team for Students Counselling  

The PPT Template highlights the need for the deployment of a Care Team for student counselling within an educational institution. The Care Team focuses on developing and nurturing better relationships to support student's social, emotional, and behavioural needs. The objective is to coordinate assistance services. The slide details services such as coaching students to manage social and classroom situations, limiting barriers to schools, ensuring family connectivity to resources, and collaborating with school staff and community-based firms. Additionally, the slide outlines the referral process, noting that students can be referred by various school personnel and that counsellors remain available for guidance. 

Template 8: Digital Learning Expectations of Students and Teachers 

The PPT Template sheds light on the expectations of students and teachers in a digital learning environment. Students anticipate customized and relevant instructions tailored to their needs, with feedback provided in real-time. They also expect an engaging and supportive learning atmosphere. Teachers aim to make a positive and lasting impact on students' lives, influencing and motivating them. They focus on developing students into thinkers and problem solvers, fostering strong, engaged relationships, and providing them with the right educational tools . Download now!

Template 9: Phases Involved in Educational Technology Framework 

This PPT Template outlines a systematic framework of phases involved in EdTech. It comprises six phases: Analyze, Clarify, Strategize, Plan, Act, and Realize. Each phase is represented by a coloured box with an accompanying icon. The framework emphasizes three key features: Customized, Continuous, and Consistent, displayed in a yellow banner. The process begins with a Behavioral Profile assessment and continues with ongoing 360 Assessment, Analysis, and Reinforcement throughout the subsequent phases. 

Template 10: Scope Areas of the Education Sector 

This PowerPoint Slide comprises a pie chart representing scope areas of the education sector. The chart breaks down the sector into five key areas: Educational Content (33%), Technology Platform and Services (24%), Skills Development (21%), Other (14%), and Ecosystem Support (8%). The visual presentation communicates the relative importance and allocation of resources across aspects of the education sector. The area of focus relies on providing collaborative learning tools to students. 

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ENGAGING EDUCATION NEEDED

Everybody knows that educational technology has revolutionized the learning landscape, making education more accessible and engaging. EdTech addresses learning styles and needs, fostering an inclusive environment that benefits both students and teachers. Students can grasp knowledge at their own pace and are not under pressure. 

As for educators, managing tasks and the decision-making process has become easier, and they can focus on quality of education. Moreover, EdTech has leveraged remote learning concepts, allowing students to attend classes and gain knowledge from any corner of the globe. As technology continues to advance, the impact of EdTech will only grow, promising futuristic innovations that will improve educational experiences for children. 

PS If you are interested in learning about education marketing strategy plans, then click here !

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Information and communication technology (ICT) in education

Information and communications technology (ict) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum..

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.(18)

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.(16)

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

• One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42) Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.(41)
• Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning.(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.(18)
• Interactive White Boards or Smart Boards : Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38) Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)
• E-readers : E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.(19) Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.(22) Additionally, many classic book titles are available for free in e-book form.
• Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.(5) Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers’ general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.(32) To sup­port teachers as they change their teaching, it is also essential for education managers, supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. (21) Successful imple­mentation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local languages and reflect local culture. (40) Ongoing technical, human, and organizational supports on all of these issues are needed to ensure access and effective use of ICT. (21)

Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others. (42) When bringing ICT into classrooms, policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT. (16) Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop, tablet, or smartphone) into class rather than providing such tools to all students—an approach called Bring Your Own Device. (1)(27)(34) However, not all families can afford devices or service plans for their children. (30) Schools must ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.(23)(26)(31) The digital divide both creates and reinforces socio-economic inequalities of the world’s poorest people. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority. There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. (39) Yet ICT tools can also help improve the skills of minority language students—especially in learning the official language of instruction—through features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions. (2)(17)

Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile modalities, and ICT can help these students ‘experience’ the information instead of just reading and hearing it. (20)(37) Mobile devices can also offer programmes (“apps”) that provide extra support to students with special needs, with features such as simplified screens and instructions, consistent placement of menus and control features, graphics combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction. (24)(29)

Plans and policies

• India [ PDF ]
• Detroit, USA [ PDF ]
• Finland [ PDF ]
• Alberta Education. 2012. Bring your own device: A guide for schools . Retrieved from http://education.alberta.ca/admin/technology/research.aspx
• Alsied, S.M. and Pathan, M.M. 2015. ‘The use of computer technology in EFL classroom: Advantages and implications.’ International Journal of English Language and Translation Studies . 1 (1).
• BBC. N.D. ‘What is an interactive whiteboard?’ Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx
• Beilefeldt, T. 2012. ‘Guidance for technology decisions from classroom observation.’ Journal of Research on Technology in Education . 44 (3).
• Bishop, J.L. and Verleger, M.A. 2013. ‘The flipped classroom: A survey of the research.’ Presented at the 120th ASEE Annual Conference and Exposition. Atlanta, Georgia.
• Blurton, C. 2000. New Directions of ICT-Use in Education . United National Education Science and Culture Organization (UNESCO).
• Bryant, B.R., Ok, M., Kang, E.Y., Kim, M.K., Lang, R., Bryant, D.P. and Pfannestiel, K. 2015. ‘Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education. 24.
• Buckingham, D. 2005. Educación en medios. Alfabetización, aprendizaje y cultura contemporánea, Barcelona, Paidós.
• Buckingham, D., Sefton-Green, J., and Scanlon, M. 2001. 'Selling the Digital Dream: Marketing Education Technologies to Teachers and Parents.'  ICT, Pedagogy, and the Curriculum: Subject to Change . London: Routledge.
• "Burk, R. 2001. 'E-book devices and the marketplace: In search of customers.' Library Hi Tech 19 (4)."
• Chapman, D., and Mählck, L. (Eds). 2004. Adapting technology for school improvement: a global perspective. Paris: International Institute for Educational Planning.
• Cheung, A.C.K and Slavin, R.E. 2012. ‘How features of educational technology applications affect student reading outcomes: A meta-analysis.’ Educational Research Review . 7.
• Cheung, A.C.K and Slavin, R.E. 2013. ‘The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis.’ Educational Research Review . 9.
• Deuze, M. 2006. 'Participation Remediation Bricolage - Considering Principal Components of a Digital Culture.' The Information Society . 22 .
• Dunleavy, M., Dextert, S. and Heinecke, W.F. 2007. ‘What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?’ Journal of Computer Assisted Learning . 23.
• Enyedy, N. 2014. Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning . Boulder, CO: National Education Policy Center.
• Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson, D.L. and Freynik, S. 2014. ‘Technologies for foreign language learning: A review of technology types and their effectiveness.’ Computer Assisted Language Learning . 27 (1).
• Goodwin, K. 2012. Use of Tablet Technology in the Classroom . Strathfield, New South Wales: NSW Curriculum and Learning Innovation Centre.
• Jung, J., Chan-Olmsted, S., Park, B., and Kim, Y. 2011. 'Factors affecting e-book reader awareness, interest, and intention to use.' New Media & Society . 14 (2)
• Kenney, L. 2011. ‘Elementary education, there’s an app for that. Communication technology in the elementary school classroom.’ The Elon Journal of Undergraduate Research in Communications . 2 (1).
• Kopcha, T.J. 2012. ‘Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development.’ Computers and Education . 59.
• Miranda, T., Williams-Rossi, D., Johnson, K., and McKenzie, N. 2011. "Reluctant readers in middle school: Successful engagement with text using the e-reader.' International journal of applied science and technology . 1 (6).
• Moyo, L. 2009. 'The digital divide: scarcity, inequality and conflict.' Digital Cultures . New York: Open University Press.
• Newton, D.A. and Dell, A.G. 2011. ‘Mobile devices and students with disabilities: What do best practices tell us?’ Journal of Special Education Technology . 26 (3).
• Nirvi, S. (2011). ‘Special education pupils find learning tool in iPad applications.’ Education Week . 30 .
• Norris, P. 2001. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide . Cambridge, USA: Cambridge University Press.
• Project Tomorrow. 2012. Learning in the 21st century: Mobile devices + social media = personalized learning . Washington, D.C.: Blackboard K-12.
• Riasati, M.J., Allahyar, N. and Tan, K.E. 2012. ‘Technology in language education: Benefits and barriers.’ Journal of Education and Practice . 3 (5).
• Rodriquez, C.D., Strnadova, I. and Cumming, T. 2013. ‘Using iPads with students with disabilities: Lessons learned from students, teachers, and parents.’ Intervention in School and Clinic . 49 (4).
• Sangani, K. 2013. 'BYOD to the classroom.' Engineering & Technology . 3 (8).
• Servon, L. 2002. Redefining the Digital Divide: Technology, Community and Public Policy . Malden, MA: Blackwell Publishers.
• Smeets, E. 2005. ‘Does ICT contribute to powerful learning environments in primary education?’ Computers and Education. 44 .
• Smith, G.E. and Thorne, S. 2007. Differentiating Instruction with Technology in K-5 Classrooms . Eugene, OR: International Society for Technology in Education.
• Song, Y. 2014. '"Bring your own device (BYOD)" for seamless science inquiry in a primary school.' Computers & Education. 74 .
• Strayer, J.F. 2012. ‘How learning in an inverted classroom influences cooperation, innovation and task orientation.’ Learning Environment Research. 15.
• Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C. and Schmid, R.F. 2011. ‘What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research. 81 (1).
• Tileston, D.W. 2003. What Every Teacher Should Know about Media and Technology. Thousand Oaks, CA: Corwin Press.
• Turel, Y.K. and Johnson, T.E. 2012. ‘Teachers’ belief and use of interactive whiteboards for teaching and learning.’ Educational Technology and Society . 15(1).
• Volman, M., van Eck, E., Heemskerk, I. and Kuiper, E. 2005. ‘New technologies, new differences. Gender and ethnic differences in pupils’ use of ICT in primary and secondary education.’ Computers and Education. 45 .
• Voogt, J., Knezek, G., Cox, M., Knezek, D. and ten Brummelhuis, A. 2013. ‘Under which conditions does ICT have a positive effect on teaching and learning? A call to action.’ Journal of Computer Assisted Learning. 29 (1).
• Warschauer, M. and Ames, M. 2010. ‘Can one laptop per child save the world’s poor?’ Journal of International Affairs. 64 (1).
• Zuker, A.A. and Light, D. 2009. ‘Laptop programs for students.’ Science. 323 (5910).

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28 Free Technology PowerPoint Templates for Presentations from the Future

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By Lyudmil Enchev

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If you’re amongst the science and technology teachers, students, or businesses in the field; we have something for you. We deep-dived to find the best free technology PowerPoint templates for your presentation, so today’s collection has 28 amazing designs to choose from.

The following selection has templates related to science, technology, cybersecurity, search engines, bitcoin, networking, programming, and engineering, so there’s something for everyone.

1. Computer Hardware Free Technology PowerPoint Template

This template sports a cool design with a bright light of a microchip processor and a blue background. Ideal for explaining concepts such as semiconductors, databases, and central computer processors.

• Theme : Technology, Hardware
• Slides : 48
• Customization : Fully editable + 136 editable icons
• Graphics : Vector
• Aspect Ratio : 16:9
• License : Free for Personal and Commercial Use │ Do Not Redistribute Any Components of the Template

2. Space Science Free Technology Powerpoint Templates

This free template has 3D spaceship graphics and blue background color. It’s great for presentations on astronomy.

• Theme : Technology, Cosmos
• Slides : 25
• Customization : Fully editable
• Resolution : 1920×1080

3. 5G Technology Speed Free Powerpoint Templates

Design with twinkling rays of geometric shapes is perfect for presentations on technology topics such as internet networking, intranet, and communication technology.

• Theme : Technology, Networking, 5G
• Customization : Editable

4. Start-Up Tech Corporation Free Powerpoint Template

This free tech corporation template is great for presentations on tech business startups.

• Theme : Technology, Tech Business, Start-Up Companies

5. App Startup Free Powerpoint Technology Template

This design is great for presentations on communication, mobile technology, and other digital devices used for the PPT presentations.

• Theme : Technology, Apps, Software

6. Cloud Technology Free Powerpoint Template

A technology template with a clean and modern design for your presentations about cloud computing and other computing services.

• Theme : Cloud Technlogy

7. Artificial Intelligence High Technology Free PowerPoint Template

This template represents artificial intelligence as an illustration . It also includes related shapes to allow for a variety of expressions.

• Theme : Technology, Artificial Intelligence

8. Search Engine Optimization PowerPoint Template

The template is SEO-themed but you can adapt it to any presentation related to marketing and search engines.

• Theme : Technology, Marketing, SEO

9. Binary Code Free PowerPoint Template

The cool binary code design makes this template perfect for any presentation on computer science.

• Theme : Computer Science, Programming

10. Network Free Technology PowerPoint Template

Sporting design with crags and electric rays in many angles are representing networking around the globe, the template is suitable for presentations on communication, networking, technology, and crag wheels.

• Theme : Technology, Networking

11. Hexagonal Design Free PowerPoint Template

Here we have a free template with hexagons and icons pattern for techy content. Its dark background and bright blue color palette give a professional look.

• Theme : Technology

12. Technology Pixels Free PowerPoint Template

A technology-themed template for presentations on consulting, IT, software, and other related subjects. The pixel pattern is grouped by tones which you can change from the master slides.

13. Connections and Networking Free PowerPoint Template

This free Powerpoint template is perfect for a presentation about the internet, blockchain, machine learning, cybersecurity, or cloud computing.

14. Isometric Free Technology PowerPoint Template

Here we have an amazing isometric design and high-tech background with gradients. Ideal for subjects like cloud computing, SaaS development, servers, and networks, or cybersecurity.

• Theme : Networking, Programming

15. Free PowerPoint Template with Techy Contour Lines

This design has an abstract contour lines background in a dark green color. Ideal for subjects like geography, technology, video games, or even military affairs.

• Theme : Technology, Gaming

16. Marketing and Technology Free PowerPoint Template

The isometric design has illustrations on business, marketing, and technology topics that will make every slide stand out.

• Theme : Technology, Marketing

17. Purple Hexagons Free PowerPoint Template

For presentations related to scientific or technological topics, with professional hexagonal design.

• Theme : Technology, Science

18. Rockets Taking Off  Free PowerPoint Template

Rockets taking off is a great metaphor for growing businesses. It’s also a symbol of progress and technology.

• Slides : 35

19. IOT Smart City Free PowerPoint Template

Smart City offers a futuristic design for subjects such as internet communication, smart city concepts, and tech innovation.

• Theme : Technology, Smart City

20. Cyber Security Free PowerPoint Template

The perfect template for presentations on cybersecurity, antivirus software, and other related topics.

• Theme : Technology, Cyber Security

21. BlockChain Free PowerPoint Templates

This template is a 3D rendering design of blockchain technology and you can use it for a variety of purposes.

Presentation Design Tips You Wish You Knew Earlier:

The shorter you keep the text, the better. In fact, some specialists suggest that you shouldn’t use more than 5-6 words per slide . And sometimes, a single word combined with a powerful visual is enough to nail the attention of the people sitting in front of you and make them listen to what you have to say.

22. BitCoin Themed Free PowerPoint Template

A very versatile template that includes 20 semi-transparent illustrations of different concepts: security, social networks, programming, bitcoin.

• Theme : Technology, Bitcoin

23. Technical Blueprint Free Technology PowerPoint Template

This template uses a blueprint style and a monospaced font to emulate the technical drawings used in construction and industry.

• Theme : Technology, Engineering

24. Blue Connections Free PowerPoint Template

The design of this free template fits social media, connection, internet, cloud computing, and science-related topics.

• Theme : Technology, Social Media

25. Cute Robots Free PowerPoint Template

Here we have a colorful design with beautifully illustrated robots for presentation on technology, science, and physics.

• Theme : Technology, Physics

26. Green Circuit Free PowerPoint Template

This is a free template with futuristic vibes that you can use for your tech presentations both in PowerPoint and Google Slides.

27. Data Particles Free Technology PowerPoint Template

The design with particle lines gives it a modern and slightly technological look.

28. Science Hexagons Free Technology PowerPoint Template

The background gradients highlight the white text, and the hexagons give it a techie style.

Final Words

That’s it. Today’s collection covered the best free technology PowerPoint templates that you can download and adapt to your presentations related to science, technology, programming, engineering, and physics. Now all you need to do is open your PowerPoint and make the most amazing presentation your viewers have ever seen.

For more freebies, you can check the Best Free Powerpoint Templates of 2022  or see these related articles:

• 36 Free Food PowerPoint Templates For Delicious Presentations
• 31 Free Modern Powerpoint Templates for Your Presentation

25 Free Education PowerPoint Templates For Lessons, Thesis, and Online Lectures

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Lyudmil Enchev

Lyudmil is an avid movie fan which influences his passion for video editing. You will often see him making animations and video tutorials for GraphicMama. Lyudmil is also passionate for photography, video making, and writing scripts.

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Educational Technology PPT: Definition and Theory

Educational Technology PPT, Definition, Theory and Technology Free Download : Educational technology (typically abbreviated as edutech, or edtech) is the blended use of laptop hardware, software, and academic idea and exercise to facilitate gaining knowledge of. When noted with its abbreviation, edtech, it frequently refers to the industry of businesses that create educational technology.

Also See: Impact of Education on Technology PPT With Impacts

Educational Technology PPT: Definition, Theory and Technology

In addition to the sensible educational experience, educational technology is primarily based totally on theoretical know-how from diverse disciplines together with conversation, education, psychology, sociology, synthetic intelligence, and computer science. It encompasses numerous domain names inclusive of gaining knowledge of idea, computer-primarily based totally training, online learning, and m-learning in which cellular technology are used.

Also See: Philosophy of Education PPT: Definition, Components, Role and Facts

Table of Content

• Introduction
• Theory of Educational Technology
• Technologies in Education

Free Download Link

Educational Technology PPT

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The future of educational technology

Dan Schwartz is a cognitive psychologist and dean of the Stanford Graduate School of Education.

He says that artificial intelligence is a different beast, but he is optimistic about its future in education. “It’s going to change stuff. It’s really an exciting time,” he says. Schwartz imagines a world not where AI is the teacher, but where human students learn by teaching AI chatbots key concepts. It’s called the Protégé Effect, Schwartz says, providing host Russ Altman a glimpse of the future of education on this episode of Stanford Engineering’s The Future of Everything podcast.

Listen on your favorite podcast platform:

Related : Dan Schwartz , professor of educational technology

[00:00:00] Dan Schwartz: You know, the tough question for me is, should you let the kid use ChatGPT during the test? Right? And we had this argument over calculators, right? And finally they came up with ways to ask questions where it was okay if the kids had calculators. Because the calculator was doing the routine stuff and that's not really what you cared about. What you cared about was, could the kid be innovative? Could they take another, a second approach to solve a problem? Things like that.

[00:00:33] Russ Altman: This is Stanford Engineering's The Future of Everything, and I'm your host, Russ Altman. If you're enjoying The Future of Everything podcast, please hit the follow button in the app that you're listening to now. This will guarantee that you never miss an episode. 

[00:00:46] Today, Dan Schwartz will tell us how AI is impacting education. He studies educational technology and he finds that there's a lot of promise and a lot of worries about how we're going to use AI in the classroom. It's the future of educational technology. Before we get started, please remember to follow the show in the app that you listen to. You'll be alerted to all of our episodes and it'll make sure that you never miss the future of anything.

[00:01:16] You know, the rise of AI has been on people's minds ever since the release of ChatGPT. Especially the powerful one that started to do things that were scary good. We've seen people using it in business, in sports, in entertainment, and definitely in education. When it comes to education, there are some fundamental questions, however, are we teaching students how to use AI? Or are we teaching students? How do we assess them? Can teachers grade papers with AI? Can students write papers with AI? Why is anybody doing anything? Why don't we just have the AI talk to itself all day? These are real questions that come up in AI. 

[00:01:55] Fortunately, we're going to be talking to Dan Schwartz, who's a professor of education and a dean of the School of Education at Stanford University about how AI is impacting education.

[00:02:06] Dan, the release of ChatGPT has had an impact all over the world, people are using it in all kinds of ways. And clearly one of the areas that AI, especially generative AI has made impact is in education. Students are clearly using it, teachers are thinking about using it or using it. You're the Dean of Education at Stanford. What's your take on the situation right now for AI in education? 

[00:02:33] Dan Schwartz: Okay, so lots of answers to that, but, but, you know, the thing I've enjoyed the most is, uh, showing it to people and watching their reaction. So I'm a cognitive psychologist. I study creativity, learning, what it means to understand. And you show this to people and you just see them go, oh my lord.

[00:02:53] And then the next thing you see is they begin to say, uh, what's left for humans? Like what's left? And then they sort of say, wait a minute, will there be any jobs? And then finally they sort of say. Oh my goodness, education needs to change. And as a dean who raises money for a school, this is the best thing to ever happen. No, whether it's good or bad, it doesn't matter. Everybody realizes it's going to change stuff. And so it's really an exciting time. 

[00:03:22] Russ Altman: So that is really good news. I have to say going into this and I have to reveal a bias. I have often wondered if technology has any place in a classroom. And I think it's because I was, uh, I was injured as a youth.

[00:03:37] This is in the 1970s when some teachers tried to put a computer program in front of me and I was a pretty motivated student and I worked with this computer for about six minutes, and I should say, I'm not an anti-computer person. I literally spent all my time writing algorithms and doing computation work. But I just felt as a youth that I wanted to have a teacher in front of me, a human telling me things. Uh, and so that is clearly not the direction, I hear you laughing. So talk to me about the appropriate way to think about computers. Because I really have a big negative reaction to the idea of anything standing between me and a teacher.

[00:04:18] Dan Schwartz: You must have had very good teachers. 

[00:04:19] Russ Altman: I might have. 

[00:04:19] Dan Schwartz: So Russ, you sound like someone who doesn't play video games. 

[00:04:23] Russ Altman: I do not play video games. 

[00:04:24] Dan Schwartz: So there's this world out there where people can experience things they could never experience, uh, directly. And no teacher can deliver this immersive experience of you in the Amazon searching for anthropological artifacts. There's also something called social media that people use. 

[00:04:43] Russ Altman: I've heard about this. 

[00:04:43] Dan Schwartz: Yeah. Yeah. 

[00:04:44] Russ Altman: I think we disseminate the show using it. 

[00:04:46] Dan Schwartz: So back in the day. 

[00:04:47] Russ Altman: Okay. So I'm a dinosaur. 

[00:04:49] Dan Schwartz: Uh, back in the day, you got the Apple 2 maybe, and it's about 64 K, maybe. It's got a big floppy drive and it takes all its CPU power to draw a picture of a two plus two on the screen. So I think things have changed a little bit Russ. But I appreciate your desire to be connected to teachers. I don't think we're replacing them. 

[00:05:14] Russ Altman: I'm not going to give you a lecture about teaching. But I will say this one sentence that was reverberating through my brain when I was getting ready for our interview, which was when I'm in a classroom, and this has been since I've been in third grade. I am watching the teacher trying to understand, how they think about the information and how they struggle with it to like understand it and then try to relay it to me.

[00:05:34] And so it is, that's where I'm learning. I'm, it's not even what they're saying. It's they're painting a picture for their cognitive model of what they're talking about. And that's what I'm trying to pull out to this day. And so that's why I have such a negative reaction to anything standing between me and this other human who has a model that is more advanced than mine about the material that we're struggling with and I just, I'm trying to download that model. 

[00:06:01] Dan Schwartz: Wow. You're, you are a cognitive psychologist, Russ? 

[00:06:03] Russ Altman: I don't know. 

[00:06:05] Dan Schwartz: Like I had a buddy who sort of became a Nobel laureate. And he talked about how he loved take apart cars, and I'd say I love to watch you take apart cars, just to figure out what you're doing. No, so I think, let's separate this. There's the part where you think the interaction with the teacher is important. I don't know that you need it eight hours a day. You know, that's an awful lot of interaction. I'm not sure I want to be with my mom and dad for eight hours a day trying to figure out their thinking. So you don't need it all the time.

[00:06:34] On the other side, you know, we can do creative things with the computers. So for example, I wrote a program where students learn by teaching a computer agent. And so they're trying to figure out how to get the agent to think the way it should in the domain. Turns out it's highly motivating. The kids learn a lot. The problem was the technology quickly became obsolete. Because after kids used it for a couple of days, they no longer needed it, 'cause they'd figured out sort of how to do the kind of reasoning that we wanted them to teach the agent to do for reasoning. 

[00:07:06] Russ Altman: That's exactly what I was talking about before, about my relationship with my teacher. And you just flipped it, but it's the same idea, which is that there's a cognitive model that you're trying to transfer. And by doing that transfer, you get in, you introspect on it and you understand what it is that you're thinking about. 

[00:07:22] Dan Schwartz: I think that's right. You know, so the concern is the computer does all the work, right? And so I'm just sitting there pressing a button that isn't relevant to the domain I'm trying to learn. But you know, uh, one of the things computers are really good at, like as good as casinos, is motivation. So some computer programs, they gamify it. I'm not sure that's a great use of it. Because you, you know, you try and you learn to just beat the game for the reward. 

[00:07:49] Russ Altman: Right.

[00:07:49] Dan Schwartz: As opposed to learn the content. But things like having, teaching an intelligent agent how to think. There's something called the protege effect, which is you'll try harder to learn the content to teach your agent than you will to prepare for a test. Right? So we can make the computer pretty social. 

[00:08:08] Russ Altman: Okay. So you are clearly a technology optimist in education. And in addition to the amazing fundraising and like, there's so many questions to be answered. What I think a lot of people are worried about is, are we at risk of losing a gen. We've already lost a few generations of students, some people argue, because of the pandemic and the terrible impact it had, especially on, uh, on people who weren't privileged in society and in their education.

[00:08:34] Are we about to enter yet another shock to the system where, because of the ease of having essays written and having, and grading papers, that we really don't serve a generation of students well? Or do you think that's a overhyped, unlikely to happen thing? 

[00:08:51] Dan Schwartz: No, it's a good question. You know, that part of this is people's view about cheating, you know? And so it's too easy for students to do certain things. But there's another response that I want to hang on to. I want to ask you, Russ, are you using, you teach. 

[00:09:07] Russ Altman: Yeah. 

[00:09:07] Dan Schwartz: Are you like putting in all sorts of rules to prevent students from cheating, or are you saying, use it, do whatever you can. I'm going to outsmart your technique anyway.

[00:09:17] Russ Altman: It's a little bit more on the latter. So we, uh, I teach an ethics class, which is a writing class. And we allow ChatGPT because the, my fellow instructor and I decided, and this was the quote, we want to be part of the future, not part of the past. So we said to the students, 

[00:09:33] Dan Schwartz: Sorry, The Future of Everything, Russ.

[00:09:34] Russ Altman: Thank you. Thank you. Thank you. And thanks for the plug. So, uh, we allow it. We asked them to tell us what prompt they used and to show us the initial output that they got from that prompt. And then we, of course, have them hand in the final thing. And we instruct the TAs and ourselves, when we grade that we're grading the final product with or without a declaration of whether ChatGPT is used.

[00:09:56] We do have engineers as TAs, which means that they did a careful analysis. Students who used ChatGPT, and I don't think this is a surprise, got slightly lower grades, but spend substantially less time on the assignment. So if you're a busy student, you might say, I will make that trade off because the grades weren't a ton worse. It was like two points out of a hundred, like from a ninety to an eighty-eight, and they completed it in like half the time. 

[00:10:25] Dan Schwartz: Uh, do you think they learned less? 

[00:10:28] Russ Altman: So we don't know. We don't know. And, uh, the evaluation of learning is something that I'm looking to you, Dan. Uh, how do I tell? So, um, so we do try to use it. But we are stressed out. We have seen cases where people say they used ChatGPT, but tried to mislead us in how they use it. They said, I only used it for copy editing, but it was clear that they did more than copy editing with it. And so there's at the edges, there are some challenges. But in the end, we said motivated students who want to learn will use it as a tool and we'll learn. And the students who we have failed to motivate, and it is our failure, you could argue. They're just going to do whatever they do, and we're not going to be able to really impact that trajectory very much. 

[00:11:12] Dan Schwartz: Yeah, you know, you sort of see the same thing with video, video-based lectures. So I'm online. I've got this lecture. Do I really want to sit and listen to the whole thing? Not really. I'm going to skim forward to find the information. I skim back. I'm probably going to end up doing the minimum amount if it's not a great lecture. 

[00:11:29] Russ Altman: Yeah.

[00:11:29] Dan Schwartz: So I'm not sure this is a ChatGPT phenomenon. It's just, it's sort of an enabler. I think the challenge is thinking of the right assignment. So like, you can grade things on novel and appropriateness. So, are they novel? You know, if they use ChatGPT like everybody else, they won't be novel. They'll all produce the same thing. 

[00:11:48] Russ Altman: It's incredibly, yes. It, so it is, um, there's the most common type of, uh, moral theory is called common morality. And it turns out that ChatGPT does pretty well at that one because there's so many examples that it has seen. And it's terrible at Kant. Deontology, it really can't do. Okay, so let me. 

[00:12:07] Dan Schwartz: So let me get back to your question. 

[00:12:09] Russ Altman: Yeah. 

[00:12:09] Dan Schwartz: So here's what I see going on right now. There, there are like, uh, big industry conferences. Because they're going to, they're producing the technology that schools can adopt. Right? And there's a lot of money there. And twenty years ago, there were zero unicorns, and about, uh, I think last year, fifty-four billion dollar valuation companies in ed tech. So this is a big change. So what are they doing? They're basically creating things to do stuff to students, right? 

[00:12:42] So maybe they're marketing to the teachers, but it's, you know, it's, I'll make a tutor that, uh, is more efficient at delivering information to the students. Or, I will make a program that can correct their math very quickly. And so what's happening is the industry is sort of using the AI in the way that nobody else uses it.

[00:13:04] Because everybody who's got this tool wants to create stuff, right? Like, uh, my brother. It's my birthday, what does he do? He has ChatGPT to write me a poem about Dan Schwartz at Stanford. What he doesn't know is that there's a lot of Dan Schwartz's and so evidently I wear colorful ties, but this is what everybody wants to do. They want to create with it. Meanwhile, the field is trying to push towards efficiency. Can we get the kids done faster? Can we get them through the curriculum faster? Can we correct them faster? In which case the kids are going to optimize for being really efficient, right? As opposed to just trying to be creative, innovative, use it for deeper kinds of things. So this is my big fear. 

[00:13:42] Russ Altman: And so you're watching these companies and I'm guessing that they don't always ask your opinion about what's, what would you tell, so let's say a, one of these unicorn billion dollar or more companies comes to you and says, we want to do this right. We want to use the best educational research to create AI that can bring education to people who might otherwise not have quality education. What would you tell them? 

[00:14:04] Dan Schwartz: So this is a challenge, right? This is something we're actively trying to solve. So we've created a Stanford accelerator for learning to kind of figure out how to do this. 'Cause I've been in this ed tech position for quite a while. And the companies come in and they say, we really want your opinion. And then they present what they're doing. And I go, uh, have you ever thought of, and they go, wait, let me finish. And this goes on for fifty-five minutes. Where they're telling me what they want to do. And I'm trying to say, you know, if you just did this. And the way it ends is I say to them, look, you, if you do these three things, I'll consider being an advisor.

[00:14:42] Russ Altman: Right.

[00:14:42] Dan Schwartz: They never come back. 

[00:14:45] Russ Altman: So the message you're sending them is just not in their worldview. 

[00:14:50] Dan Schwartz: It's because they have a vision. Everybody wants to start their own school. 

[00:14:53] Russ Altman: Yeah. 

[00:14:53] Dan Schwartz: They have their vision of what it should be and they're urgent to get it done. And you know, it's a startup mentality. So trying to figure out how can we educate them? You know, I think we know a lot about how people learn that, uh, that we didn't know twenty years ago when they went to school. And the AI, you know, one of the things it can do is implement some of these theories of learning in ways that don't exist in textbooks and things like that.

[00:15:17] So that's the big hope. And the question is, how can you take advantage of industry? You know, education is a public good, but they still buy all their products. And so going through those companies is one way to sort of bring a positive revolution. But again, I'm a little worried that the companies are, and they're sort of optimizing for local minima.

[00:15:41] Russ Altman: Yeah. 

[00:15:41] Dan Schwartz: You know, to accommodate the current schools and things like that. 

[00:15:44] Russ Altman: Should we take, so what, should we take solace in the teachers? So many of us are fans of teachers, grammar school teachers, middle school teachers, high school teachers, but many of these folks are incredibly dedicated. Will they be a final, um, uh, a final filter that looks at these, uh, educational technologies and says, absolutely not. Or yeah, we'll use that, but we're going to use that in a way that makes sense for my way of teaching. Or are they not in a position to make those kinds of, what you could call courageous decisions, about kind of modifying the use of these tools to make them as good as possible in, uh, on the ground? 

[00:16:21] Dan Schwartz: So it's pretty interesting. The surveys I've seen, uh, sort of over the last year, the different groups do different surveys. It, it sort of, if I take the average, about sixty percent of K 12 teachers are using GenAI, right? And about thirty percent of the kids. If I go to the college level, about thirty percent of the faculty are using GenAI in teaching and about eighty percent of the kids are using it. So I do think in the pre K to 12 space, the teachers are making decisions. They do a lot of curriculum. There are, so a great application is, um, project-based learning. So project-based learning is a lot of fun. Kids learn a lot. They sort of develop a passion, a certain depth. As opposed to just mastering sort of the requirements, but it's really hard to manage. You know, when I was a high school teacher, I had a hundred and thirty kids, right?

[00:17:11] If all of them have a separate project, I have to help plan them and make them goal, you know, learning goal appropriate. So the GenAI can help me do that. It can help me, uh, have the kids sort of help use it to help them design a successful project. Uh, it can help me with a dashboard that helps manage them, hitting their milestones, things like that.

[00:17:31] And there, you know, it's, it, the, teacher is like, I can do something I just couldn't do before. 

[00:17:35] Russ Altman: Yeah. Yeah. 

[00:17:36] Dan Schwartz: It's different than the model where you put the kids in the back of the room who finished early and say, go use the computer. I think, you know, most schools, kids are carrying computers in classes. So it's a little different. It's more integrated than it used to be. 

[00:17:52] Russ Altman: This is the Future of Everything with Russ Altman. More with Dan Schwartz, next.

[00:18:06] Welcome back to The Future of Everything. I'm Russ Altman and I'm speaking with Dan Schwartz, professor of education at Stanford University. 

[00:18:12] In the last segment, Dan told us about AI, education, some of the promises and some of the pitfalls that he's looking at on the ground, thinking about how to educate the next generation.

[00:18:23] In this segment, I'm going to ask him about assessment, grading. How do we do that with AI and how do we make sure it goes well? Also going to ask him about physical activity, which turns out physical ness is an important part of learning. 

[00:18:39] I want to get a little bit more detailed, Dan, in this next segment, and I want to start off with assessment, grading. I know you've thought about this a lot. People are worried that um, AI is going to start to doing, be doing all the grading. Everybody knows that a high school teacher with a big, couple of big classes can spend their entire weekend grading essays. It is so tempting just to feed that into ChatGPT and say, hey, how good is this essay? How should we think about, maybe worry about, but maybe just think about, assessment in education in the future? 

[00:19:11] Dan Schwartz: Yeah, this was, uh, you remember the MOOCs? 

[00:19:14] Russ Altman: Yes. 

[00:19:14] Dan Schwartz: Massively online, open courses. And, uh, you're hoping you have ten thousand students, and then you gotta grade the papers for ten thousand students. So what do you do? You give a multiple-choice tests, which can be machine coded, right? So, so I think that's always there. I'm going to take it a slightly different direction, which is, uh, I'm interacting with a computer system and while I'm interacting with it, it's, it can be constantly assessing in real time, right?

[00:19:41] And so there's a field that's sometimes called educational data mining or learning analytics. And there's thousands of people who are working on, how do I get informative signal out of students interactions. Like, are they trying to game the system? Are they reflecting? And so forth. So this is something the computer can do pretty well, right?

[00:20:02] It can sort of track what students are doing, assess, and then ideally deliver the right piece of instruction at the moment. So yours, you could use the assessments to give people a grade, but really the more important thing is, can you use the assessments to make instructional decisions? So I think this is a big area of advancement, but here's my concern.

[00:20:25] We've gotten very good at assessing things that are objectively right and wrong. Like did you remember the right word? Did you get two plus two correctly? For most of the things we care about now, they're like strategic and heuristic, which means it's not a guaranteed right answer. And so what you really want to do is assess students choices for what to do. So for example, uh, creativity, it's just for the most part, it's a large set of strategies. Right? There's a bunch of strategies that help you be creative. The question is, do the students choose to do that or do they take the safe route? 'Cause creativity is a risk, right? 'Cause you're not sure.

[00:21:02] So I think this is where the field needs to go. Is being willing to say that certain kinds of choices about learning are better than others. Uh, and it's a, it becomes more of an ethical question now. Instead of saying two plus two equals four, there's no ethics to it. 

[00:21:16] Russ Altman: Are you going to be able to convince non educators who hold purse strings, let's call them the government, that these kinds of assessments are important and need to be included? Because my sense is that when it filters up to boards of education or elected leaders, a lot of that stuff goes out of the window. And they just want to know how good are they at reading comprehensive and can they do enough math to be competitive with, you know, country X? 

[00:21:43] Dan Schwartz: Yeah. Yeah. So different assessments serve different purposes. Like the big year end tests that kids take, those aren't to inform the instruction of that child. They're not even for that teacher. They're for school districts to decide are our policies working. And so it's really a different kind of assessment than me as a teacher trying to decide what should I give the kid next. So I think it's going to vary. You know, the tough question for me is should you let the kid use ChatGPT during the test? Right?

[00:22:14] And we had this argument over calculators, right? And finally they came up with ways to ask questions where it was okay if the kids had calculators. Because the calculator was doing the routine stuff. And that's not really what you cared about. What you cared about was, could the kid be innovative? Could they take a, another, a second approach to solve a problem? 

[00:22:34] Russ Altman: Yeah. 

[00:22:34] Dan Schwartz: Things like that. 

[00:22:34] Russ Altman: We, so I teach another class where it's a programming class, the students write programs, and we have switched, um, and we've actually downgraded the value. So as you know, very well, just as background, there is now an amazing, ChatGPT can also write computer code essentially. And so a lot of coding now is kind of done for you and you don't need to do it. We are trying to make sure that they understand the algorithms that we ask them to code. And so what we're doing is we're downgrading the amount of points you get for working code.

[00:23:04] You still get some, but we're upgrading the quiz about how the algorithm works. Do you understand exactly why this happened the way it did? Why is this data structure a good choice or a bad choice? And so it's forcing us, and you could have argued that we should have done this twenty years ago in the same class, but this is making it a more urgent issue, because if we don't, people can just get an automatic piece of code. They can run it. It'll work. They have no understanding of what happened. And so it's really a positive. It's putting more of a burden on us to figure out why the heck did we have them write this code in the first place? 

[00:23:39] Dan Schwartz: No, this was my point. It makes you sort of rethink what is valuable to learn. And you stop doing what was easy to grade. So I have an interesting one. This is a little nerdy. 

[00:23:51] Russ Altman: Okay. I love it. I love it. 

[00:23:52] Dan Schwartz: I teach the intro PhD statistics course in education. And lots of students say, I took statistics, right? And I'm sort of like, well, that's great. Let me ask you one question. And I say, I'm going to email you a question and you'll have five minutes to respond. You let me know when you're ready for it. And I ask them, uh, this is just for you, Russ. But why is the tail of the T distribution fat in small sample sizes? And I, what I get back usually is because they're small sample sizes.

[00:24:24] Russ Altman: Right. Or because it's the T distribution. 

[00:24:27] Dan Schwartz: Or it's, yes, even better. And then I come back and I sort of say, well, have you ever heard of the standard error? And I begin to get at the conceptual stuff, right? And, uh, I suspect if I gave it, uh, so there are ways to get conceptual questions that are really important. But you know, being able to prompt or write R code, you know, that's a good thing. You want them to learn the skills as well. 

[00:24:50] Russ Altman: Exactly. 

[00:24:51] Dan Schwartz: So I don't know, you know, when the calculator showed up, there's a big debate, right? What should students learn? Can they use the calculator? The apocryphal solution was you had to learn the regular math and the calculator now. You just had to learn twice as much. And so maybe that's what it's going to be. 

[00:25:08] Russ Altman: And that's a very likely transitional strategy and then we'll see where we end up. Okay. In the final few minutes, I, this seems like it's unrelated to AI, but I bet it's not. You've done a lot of work on physical activity and learning. You've even been on a paper recently where you talk about having a walk during a teaching session and whether you get better outcomes than if you were just standing or sitting. So tell me about that interest and tell me if it has anything to do with today's topic. 

[00:25:37] Dan Schwartz: I can make the bridge. I can do it, Russ. Right. So we did some studies. Um, I've done a lot of it. It's called embodiment where, yeah, there was, I got clued into this where, uh, I was asking people about why, about gears. And I say, you know, you have three gears in a line, and you turn the gear on the left clockwise. What does the gear on the right do? Far right. And I'd watch them, and they'd go like this with their hands. They'd model with their hands. And then I was sort of like, well, what's the basis of this? And I'd say well why? And they say because this one's turning that way that one, I go but why. And in the end, they just bottom out. They just show me their hands. They didn't say things like one molecule displaces another. 

[00:26:20] Russ Altman: Right. 

[00:26:21] Dan Schwartz: So that sort of clued me in. 

[00:26:22] Russ Altman: This pinky is going up and this other pinky is going down. 

[00:26:26] Dan Schwartz: Yes. 

[00:26:26] Russ Altman: What don't you understand about that? 

[00:26:28] Dan Schwartz: Pretty much. Well, it was nonverbal. 

[00:26:31] Russ Altman: Yeah. 

[00:26:31] Dan Schwartz: So we went on, you know, we discovered that the basis for negative numbers, right? Is actually perceptual symmetry. And we did some neuro stuff. And so the question is sort of how does this perceptual apparatus, which some people, we're just loaded with perception, right? The brain's just one giant perceiving. So how do you get that going? So part of the embodiment is my ability to take action, right? And so this is where we started, right? Right now, the AI feels very verbal, very abstract. Even the video generation, it's amazing, but it's pretty passive for me. So enter virtual worlds, they're still working on the form factor where I can move my hand in space. 

[00:27:16] Russ Altman: Yeah. 

[00:27:17] Dan Schwartz: And something will happen in the environment in response to that. You know, I think medicine is, you know, really been working on haptics so surgeons can practice. Uh, there was a great guy who made a virtual world for different heart congenital defects, and you could go in and practice surgery and see what would happen to the blood flow. So I think, uh, that embodiment where you get to bring all your senses to bear, it's not just words, but it's everything, can really do a lot for learning, for engagement, uh, not just physical skills. 

[00:27:49] Russ Altman: So that's a challenge to, I'm hearing a challenge to AI, which is as an educator, you know that this physicality can be an critical part of learning. And by the way, would this be a surprise? I mean, we're, we've been on earth evolving for several hundred million years. And, uh, you would be surprised if our ability to manipulate and look at three dimensional situations wasn't critical to learning, and yet that's not what AI is doing right now. So this is a clear challenge to AI among other things. 

[00:28:17] Dan Schwartz: Right. So, uh, I have a colleague, Renate Fruchter. And, uh, she teaches architecture, and she has students make a blueprint for the building, right? And then she feeds the blueprint to a CAD system that creates the building. She then takes the building and puts it into a physics engine, it can basically render the building and make walls so you can't move through them, and it has gravity and things like that.

[00:28:42] She then puts the, uh, original student who designed the building in a wheelchair and has them try to navigate through that environment. At which point they sort of understand, oh this is why you need so much space so they can turn around, so they can navigate near the door. I am sure that is an incredibly compelling experience that allows them to be generative about all their future designs.

[00:29:03] So yeah, this is a challenge and part of the co-mingling of the AI and the virtual worlds, I think this is a big challenge. It's computationally very heavy, but it will open the door for lots of ways of teaching that you just couldn't do before. 

[00:29:17] Russ Altman: Thanks to Dan Schwartz. That was the future of educational technology.

[00:29:21] You've been listening to The Future of Everything and I'm Russ Altman. You know what? We have an archive with more than 250 back episodes of The Future of Everything. So you have instant access to a wide array of discussions that can keep you entertained and informed. Also, remember to rate, review, and follow. I care deeply about that request. 

[00:29:41] And also, if you want to follow me, you can follow me on X @ @RBAltman, and you can follow Stanford Engineering @ StanfordENG.

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The Importance of Technology in Education

Mar 23, 2019

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The Importance of Technology in Education. Why embracing and supporting technology change can effectively improve classroom instruction. Students are highly interested in using the different technologies that MCPS has to offer. In 2007, MCPS set goals for technology usage in the classroom.

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The Importance of Technology in Education Why embracing and supporting technology change can effectively improve classroom instruction.

Students are highly interested in using the different technologies that MCPS has to offer.

In 2007, MCPS set goals for technology usage in the classroom. • Goal 3: To effectively provide differentiated professional development opportunities to increase the knowledge needed by staff to improve student results. (MCPS, 2007) BUT…

When asked about technology in the classrooms, teachers in this school district responded as follows: 'I want to learn how to use technology to teach what I've always taught, but better.' 'I feel like I have all of the technology I need, but not enough knowledge to use it.' 'My students know more about using the technology in the classroom than I do!'

Teachers are excited about new technology but are unsure of how to effectively integrate it into classroom instruction. http://thejournal.com/images/vault/a5036.gif

In order to be effective, technology integration must: • Meet a broad range of educational goals and needs •  Be available to a variety of learners •  Permit sharing and cooperative endeavors •  Have provisions for assessment and evaluation (Charp, 2003)

Meet a broad range of educational goals and needs http://www.cllp.org.uk/Resources/documents/Adult%20Learning%20Forum.JPG

 Be available to a variety of learners http://isiria.files.wordpress.com/2009/05/learning-styles.jpg

Permit sharing and cooperative endeavors

Have provisions for assessment and evaluation http://rufair.rutgers.edu/images/evaluation.jpg

MCPS technology mission statement... http://www.montgomeryschoolsmd.org/departments/technology/

To achieve this mission goal: • Implement a district wide technology training plan • Give access to all teachers to learn strategies for effective technology integration • Create a setting where educators can learn from each other and share new ideas • Allow students to benefit from the knowledge of experienced teachers

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Do your presentations garner glazed stares from apathetic audiences? Do you get fed up fiddling with flashy animations and transitions? That's okay! You didn't go to grad school to learn to make neat slideshows. Nonetheless, whether you are sharing research findings, clinical insights, or personal stories, you have so much to offer the world—and a strong presentation can help make that happen.

In this presentation, Kyler Shumway shares his strategies for making snazzy (but professional) slideshow presentations. Learn how to use the latest technology to augment visual communication while avoiding some of the classic presentation blunders.

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• gathering and using quality images
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Kyler Shumway, PsyD

President and chief clinical officer of Deep Eddy Psychotherapy , one of the leading outpatient mental health practices in Texas. He is also a bestselling author with his fourth book, Neurodiversity and the Myth of Normal , being released soon as an Amazon Audible Original. He has been featured by Forbes , The New York Times , CNN, and more for his work in combatting the loneliness epidemic. As a licensed psychologist, thought leader, and TEDx speaker who has spoken to audiences across the nation (as well as internationally), his mission is to help people learn to love themselves and others, build satisfying and meaningful relationships, and find their place to belong.

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Empowering Education

Inclusive plans and technological innovations for the african diaspora.

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Technology Initiative Presentation

Comprehensive presentation, introduction.

Overview of the technology initiative and its relevance

This technology initiative aims to bridge the educational gap in the African diaspora by leveraging modern technology to provide quality education. This initiative is designed to enhance digital literacy, expand access to online learning platforms, utilize mobile technology in remote areas, and develop localized educational content. 

Key Components

Digital literacy programs

• Code.org : Offers coding lessons for students of all ages, focusing on building foundational skills in computer science.
• Khan Academy offers courses in  a wide range of subjects, including math, science, and economics, with a strong emphasis on interactive learning and problem-solving.
• Google Digital Garage : Offers free courses in data and tech, digital marketing, and career development, helping individuals build essential digital skills.

Access to online learning platforms

• Coursera : Provides access to courses from top universities and companies worldwide, offering certificates and degrees.
• EdX : A platform for online courses from leading institutions focusing on high-quality education across various disciplines.
• Udemy : An online learning and teaching marketplace with courses on numerous topics, including tech, business, and personal development

Use of mobile technology in remote areas

• MobiStation : Developed by UNICEF, this “classroom in a suitcase” uses solar power to bring educational resources to remote areas. It includes a laptop, projector, and internet connectivity, allowing teachers to deliver digital lessons.
• SMS-Based Learning Programs : Programs like Eneza Education use SMS to deliver lessons and quizzes to students in remote areas, ensuring they can continue learning even without internet access

Development of localized educational content

Localize areas of most African diaspora in states and cities in the United States. 

Enhanced access to education

• Remote Learning : Online platforms and mobile technology allow students in remote areas to access quality education without needing physical classrooms.
• Inclusivity : Digital literacy programs and localized content ensure that all students can access and benefit from educational resources regardless of location or background.

Improved learning outcomes

• Interactive Learning : Tools like Khan Academy and Code.org provide interactive exercises and instant feedback, helping students grasp concepts more effectively.
• Adaptive Learning Technologies : Platforms like Coursera and EdX offer personalized learning paths, allowing students to learn at their own pace and focus on areas for improvement.

Bridging the digital divide

• Infrastructure Development : Investing in internet and mobile connectivity in remote areas ensures all students can access online resources.
• Device Accessibility : Programs to provide affordable or accessible devices to students, ensuring they have the necessary tools to participate in digital learning.

Case Studies

Successful implementations in various regions

• Khan Academy in Public Schools : Many public schools in the USA have integrated Khan Academy into their curricula, providing students with additional resources and personalized learning experiences.
• Google Classroom : Widely adopted across the USA, Google Classroom has streamlined coursework management, making it easier for teachers to assign and grade work and for students to keep track of their progress.

Testimonials from participants

• Sarah, a high school student : “Using Khan Academy has really helped me improve my math skills. The practice exercises and step-by-step videos make it easier to understand complex topics.”

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College boom in D-FW: new campuses, technology, programs

Texas universities are expanding their footprint in north texas through new buildings and programs aimed at meeting industry needs..

Staff writer

7:00 AM on Aug 29, 2024 CDT

An empty space on his mother’s wall motivates Jonathan Alexander to finish his bachelor’s degree.

Six classes away from graduation, the Fort Worth resident aims to have a diploma from Tarleton State University displayed in his mother’s house by May, in a spot reserved for it alongside his brother’s and sister’s degrees.

The 40-year-old is not a traditional college student. Alexander stopped attending classes 20 years ago to support his young family. When he was ready to go back to school and classes were offered six minutes from home, Alexander did not think twice.

“Once I found that Tarleton State built a new Fort Worth location, I was like ‘I’m there’,” he said. “It was much more feasible for me to go to Tarleton.”

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Tarleton is part of the Texas A&M System and has long served many rural families on its main campus in Stephenville. It is part of a North Texas college boom where systems are pouring in hundreds of millions of dollars to serve additional tens of thousands of students, particularly in the Fort Worth area.

A handful of university systems — including Texas A&M, University of Texas, North Texas, Texas Woman’s and Texas Tech — are broadening their reach in the area through new campuses, buildings or programs aimed at meeting the needs of students and businesses.

Colleges have faced steady enrollment declines since 2010, including a dramatic drop during the pandemic.

This expansion comes at a time when the region has grown to more than 8 million residents and is expected to top 10 million by 2040, according to the Texas Demographic Center.

Students say they want affordable options closer to home while business leaders want to hire recent graduates with specialized skills.

“These institutions are coming in because the labor market data in DFW tells them that there’s an opportunity there,” said Michael Wood, vice president of education and workforce at the Dallas Regional Chamber. “They’re actively exploring how they can create programming that’s aligned with industry needs.”

Colleges and industry officials say they want to ensure schools offer students the skills and degrees necessary to meet workforce needs, especially in healthcare and technology.

“Computer science, software development, and a lot of the programming languages are things that we see a lot in job applications but not as much in candidate resumes,” Wood said.

In a time when only 36% of Americans have significant confidence in higher education , students want careers that will pay off in the future.

Having more options closer to home allows students to pick the programs that meet their needs, especially those who might have family and employment responsibilities.

By opening new sites in North Texas, schools increase enrollment and name recognition even if their main campuses are on the other side of a state, said Tom Harnisch, vice president of government relations at the State Higher Education Executive Officers Association.

“They might not be creating residence halls, but they’re establishing a foothold in an area in order to serve the local economy,” Harnisch said. “The metro area is big and going from one side to the other can be time-consuming. Students want to have options that are close to them and that are high-quality and affordable.”

Alexander left Prairie View A&M University halfway through his studies. Now the husband and father of four is a configuration analyst at Lockheed Martin, but he needs a four-year degree for advancement.

“There’s a glass ceiling for certain jobs,” he said. A bachelor’s degree is a “gateway to higher-paying jobs within the company.”

Alexander’s college journey has gone beyond getting a promotion.

Since he started his business degree, Alexander has been applying everything he learns into his own catering company. Alexander’s Cuisine serves “Southern, comfort foods” like gumbo, smoked chicken and mac n’ cheese.

And he is already thinking of an MBA. “I can’t stop here,” he said. “Your master’s is the new bachelor’s.”

Focus on Fort Worth

Along the Fort Worth skyline, an Aggie flag flies from a construction crane working on a new Texas A&M downtown campus.

City leaders often tout the educational options of Texas Christian University, Texas Wesleyan University and Tarrant County College but some have lamented the lack of a Tier One institution. That coveted classification is given to universities providing doctorate-level programs and producing significant academic research — which can attract talent and lead to innovation.

That’s the gap A&M leaders hope to fill.

Business and school officials envision the new campus as a space for public and private innovation in a range of areas, such as engineering, aerospace, defense, energy, agriculture, transportation, telecommunications and emergency response.

They say they are designing academic and professional development programs to tap the Tier One prestige of the system so the city has a stronger talent pipeline.

“This is no longer where they just throw up different programs and hope students enroll in them,” Fort Worth Mayor Mattie Parker said. “They’re really trying to meet students not only where they are, but importantly, where they need to be in the future.”

The new campus started when investor John Goff was asked to work on an effort to get the city through the pandemic economically stronger.

He learned Fort Worth was the only large city in the nation without a Tier One university.

“UT already had Arlington, and they had Dallas,” Goff said, noting those schools have the status. “A&M had this land and then the foothold with the law school. And they definitely needed a new law school building, so it only made sense.”

The law school in downtown Fort Worth, originally part of Texas Wesleyan, was purchased by the A&M System in 2013.

Goff met with A&M Chancellor John Sharp to propose expanding in Fort Worth, some 175 miles north of the flagship campus in College Station. The result is hundreds of millions of dollars in three new buildings planned for the southeast corner of downtown, the first of which broke ground last year.

Meanwhile, Tarleton is opening its second Fort Worth building. University officials are planning a third as they expect enrollment to surge beyond their current 2,500 students.

The campus on the southwest edge of Fort Worth has attracted predominantly working adults since it opened in 2019, President James Hurley said. Ensuring social mobility for students is key, he said.

An enrollment projection shows that site could reach more than 10,000 students by 2030.

The A&M System is not the only one expanding options for students near Cowtown.

This summer, UT System regents approved purchasing 51 acres for a new “UTA West” campus along the western edge of Fort Worth — not too far from the A&M and Tarleton sites.

UTA West will open in fall 2028, and its projected enrollment is 10,000 students.

Related: UTA receives approval for a new Fort Worth campus

Building a new system

In the 1950s, Texas Woman’s University began training future nurses in Dallas in partnership with Parkland Hospital.

Now, the historically women’s institution based in Denton is building on that legacy with the goal of opening campuses across the state.

The Legislature approved Texas Woman’s becoming a system in 2021. In January, Monica Christopher was named TWU Dallas’ first president. In July, the system named Monica G. Williams inaugural president of the Houston school.

“Our goal is really to grow the Dallas campus as well as TW Houston campus to a point where they can be standalone universities within the TW System,” Christopher said.

Both campuses are leaning into their health programs.

TWU opened its Dallas site in the Medical District in 2011. It includes a pro-bono clinic that serves community patients who have had a stroke and traumatic brain injury.

TWU is recognized for its efforts to graduate nurses, battling persistent state shortages.

The state could be short as many as 57,000 nurses by 2032, according to a 2022 report by the Texas Department of Health and Human Services.

TWU, which was founded in 1901, accepts men but is still 90% women.

“Our focus, and certainly part of our name and our mission, have always been around educating and empowering women,” Christopher said.

It not only focuses on fields often dominated by women, such as nursing, but in areas where they are underrepresented, such as in CEO positions. TWU recently received a $30 million gift to grow its new business programs.

Related: BuzzBallz CEO makes historic $30M donation to TWU

Recently, TWU partnered with Dallas College, A&M-Commerce and UNT-Dallas to create the Dallas Transfer Collaborative — an initiative to streamline the transfer process among the schools.

The collaboration includes an online tool – the Transfer Hub – where students can find guidance and resources about transferring credits.

Focus on affordability

Bringing classes closer to North Texas students — allowing many to attend school while living at home or working — is just one way schools are making college more affordable for families.

For example, Texas Tech University launched “$10K Degree Completion Program” in May aimed at transfer students who already have an associate’s degree or 70 to 80 credit hours.

Students’ work or life experiences can be considered for additional credits to minimize the number of classes they must take, Texas Tech Provost Ron Hendrick said.

The program is available through the Lubbock-based system’s Irving site, which has been reopened after renovations and offers hybrid programs with online and in-person components.

“People who’ve been, for example, in managerial experience positions, people who have been in leadership roles, perhaps in the military,” Hendrick said. “These are relevant skills that they have gained and learned on the job that they might otherwise be taught in the classroom.”

Meanwhile, the UNT System is offering a program called “North Texas NOW!” aimed at helping high school students earn college credit through its Frisco site.

It’s a dual-credit program focused on hands-on learning in areas such as logistics and supply chain management, project design and data science.

The Frisco building is industry-oriented and focused on encouraging networking and collaboration, said Audhesh Paswan, the school’s vice provost and dean of the College of Applied and Collaborative Studies.

Paswan noted multiple degree programs combine a variety of disciplines focused on workforce needs. The industrial distribution program, he said, “teaches students some combination of supply chain distribution, logistics and engineering.”

Another is a minor in brewing. Students learn about wine and beer production and distribution. “That’s a combination of chemistry, merchandising and social science,” Paswan said.

UNT Frisco was built after that city, as part of its economic plans, donated 100 acres to the system to attract companies to the area. They picked UNT because they wanted a Tier One research school, Paswan said.

The location opened in January 2023 and has more than 3,000 students.

Flexible and hybrid programs attract adult students, said David Attis, managing director of research at the education consulting company EAB.

About 10 to 15 years ago, Attis said, leaders thought we wouldn’t need more campuses with the rise of online learning. But students want face-to-face instruction and support, he said.

“Working adults are place-bound. Having more sites in strategic locations can make a big difference,” he added.

The DMN Education Lab deepens the coverage and conversation about urgent education issues critical to the future of North Texas.

The DMN Education Lab is a community-funded journalism initiative, with support from Bobby and Lottye Lyle, Communities Foundation of Texas, The Dallas Foundation, Dallas Regional Chamber, Deedie Rose, Garrett and Cecilia Boone, The Meadows Foundation, The Murrell Foundation, Solutions Journalism Network, Southern Methodist University, Sydney Smith Hicks and the University of Texas at Dallas. The Dallas Morning News retains full editorial control of the Education Lab’s journalism.

Marcela Rodrigues , Staff writer . Marcela is a reporting fellow for the Education Lab at The Dallas Morning News. She has previously reported for The Chronicle of Higher Education, Chalkbeat, and The New York Times.

• Open access
• Published: 28 August 2024

Transforming simulation in healthcare to enhance interprofessional collaboration leveraging big data analytics and artificial intelligence

• Salman Yousuf Guraya 1  

BMC Medical Education volume  24 , Article number:  941 ( 2024 ) Cite this article

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Simulation in healthcare, empowered by big data analytics and artificial intelligence (AI), has the potential to drive transformative innovations towards enhanced interprofessional collaboration (IPC). This convergence of technologies revolutionizes medical education, offering healthcare professionals (HCPs) an immersive, iterative, and dynamic simulation platform for hands-on learning and deliberate practice. Big data analytics, integrated in modern simulators, creates realistic clinical scenarios which mimics real-world complexities. This optimization of skill acquisition and decision-making with personalized feedback leads to life-long learning. Beyond clinical training, simulation-based AI, virtual reality (VR), and augmented reality (AR) automated tools offer avenues for quality improvement, research and innovation, and team working. Additionally, the integration of VR and AR enhances simulation experience by providing realistic environments for practicing high-risk procedures and personalized learning. IPC, crucial for patient safety and quality care, finds a natural home in simulation-based education, fostering teamwork, communication, and shared decision-making among diverse HCP teams. A thoughtful integration of simulation-based medical education into curricula requires overcoming its barriers such as professional silos and stereo-typing. There is a need for a cautious implantation of technology in clinical training without overly ignoring the real patient-based medical education.

Peer Review reports

Simulation in healthcare, powered by big data analytics (BDA) and artificial intelligence (AI), stands at the forefront of transformative innovations with a promise to facilitating interprofessional collaboration (IPC). This convergence of technologies towards educational philosophies not only revolutionizes medical training but also enhances the quality of care and patient safety in an IPC climate for an efficient delivery of healthcare system [ 1 ]. Simulation in healthcare showcases a controlled, versatile, and safe environment for healthcare professionals (HCPs) from diverse disciplines to engage in hands-on learning with deliberate practice [ 2 ]. Learners are engrossed in immersive, iterative, and interactive climate which can nurture opportunities for the acquisition of transferable psychomotor and cognition-based skills [ 3 ]. A simulated environment nurtures the real jest of life-long learning where learners can be trained by deliberate practice till the acquisition of their skills.

BDA, embedded in modern cutting-edge simulators, can utilize enormous healthcare data for clinical training and skills acquistion [ 4 ]. For instance, Bateman and Wood employed Amazon’s Web Service to accumulate a complete human genomic scaffold including 140 million individual base pairs by adopting an advanced hashing algorithm [ 5 ]. Later, a BDA platform successfully matched patients’ data of children in hospital to their whole-genome sequencing for the management of potentially incurable clinical conditions [ 6 ]. From another perspective, leveraging clinical scenarios with realism, BDA can be a valuable tool in reflecting the complexities of the real-world medical practice. This data-driven approach diligently mimics the variability and inconsistency encountered in real clinical settings, preparing HCPs for diverse patient encounters and crisis management. Artificial intelligence (AI) with its machine learning algorithm (MLA) and natural language processing (NLP) further fortifies the impact of simulation by enabling adaptive learning experiences [ 7 ]. Moreover, AI-powered patient simulators with automated interfaces can demonstrate high fidelity realistic physiological responses such as pulse, blood pressure, breathing patterns, and facial expressions to allow learners to practice decision-making in lifelike scenarios. By analyzing simulation data, institutions can identify trends, best practices, and areas for improvement, ultimately enhancing patient outcomes and advancing medical knowledge.

Applications of BDA harness the experimental usage of electronic health records, medical imaging, genetic information, and patients’ demographics. By aggregating and analyzing this data, simulation platforms can create realistic scenarios that can be used by learners for clinical reasoning and critical decision-making. Additionally, MLA and NLP have the ability to predict disease prognosis, treatment efficacy, and unwanted outcomes, thereby offering a reliable hub for interactive and immersive learning for HCPs [ 8 ]. MLA and NLP encourage adaptive learning experiences by analyzing learner interactions and performance in real-time. This unique opportunity of acquiring skills mastery with personalized feedback either by simulator, peer, or facilitator makes simulation a master-class educational and training tool for all HCPs. For instance, if a learner consistently makes errors in decision-making or a procedural skill, a smart simulator can tailor further exercises to provide targeted practice opportunities for individual learners.

Clinical training is interposed at the crossroads of adopting AI, virtual reality (VR), and augmented reality (AR) technologies. Beyond training, simulation-driven medical education holds immense potential for quality improvement and research in healthcare [ 9 ]. VR and AR technologies offer immersive experiences that simulate clinical settings with unprecedented realism. VR headsets transform learners into a cyber space where they deal with animations, digital images, and a host of other exercises in virtual climate [ 10 ]. AR overlays digital information onto the physical world, allowing learners to visualize anatomical structures, medical procedures, or patient data in real-time. Moreover, VR and AR can be used to perform high risk medical procedures till the complete acquisition of skill mastery. Such opportunity is not possible due to threats to patient safety and limited time for learners’ training in real-world workplaces [ 11 ]. At the same time, the mapping of learners’ needs with the curriculum is possible only in simulated environment where learners’ expectations can be tailored to meet their learning styles [ 11 ]. AI, VR, and AR technologies in healthcare simulators essentially empower learners to develop clinical expertise, enhance patient care, and drive innovations in healthcare delivery.

An example of integration of AI, NP, ML, and certain other algorithms in simulation is the sepsis management of a virtual patient being managed by a team of HCPs from different healthcare disciplines. A patient presents with fever, confusion, and rapid breathing in the emergency room. AI platform creates a detailed medical record of the patient with past hospital visits, medications, allergies, and baseline health metrics. AI simulates patient’s symptoms in real-time with tachycardia, tachypnea, hypotension, and fever. The trainees interview the virtual patient and AI responds, using NLP, by providing coherent and contextually appropriate answers. The trainees order a set of tests, including blood cultures, a complete blood count, and lactate levels. AI presents realistic test results where blood cultures show a bacterial infection, leukocytosis, and elevated lactate levels. Based on the diagnosis of sepsis, the trainees plan treatment which typically includes oxygen, broad-spectrum antibiotics, and intravenous fluid. AI then adjusts the patient condition based on the trainees’ actions which may lead to improvement in clinical parameters. However, a delayed treatment could lead to worsening symptoms such as septic shock. Furthermore, AI can introduce complications if initial treatments were ineffective or if the trainees commit errors. Thereupon, AI provides real-time feedback on the trainees’ decisions which can highlight missed signs, suggest alternative diagnostic tests, or recommend adjustments to treatment plans. Lastly, AI would generate a summary report of the performance with a breakdown of diagnostic accuracy, treatment efficacy, and adherence to clinical guidelines. MLAs analyze patterns in patient data to assist in diagnosis. In this context, decision trees and neural networks of MLAs analyze vast datasets of patient records to create realistic virtual patients with diverse medical histories and clinical conditions.

There has been a proliferation of empirical research about the powerful role of IPC in medical education [ 12 , 13 ]. IPC fosters shared decision-making, role identification and negotiations, team coherence, and mitigates potential errors [ 14 ]. Through simulated scenarios, HCPs learn to navigate interdisciplinary challenges, appreciate each other’s roles, and develop a shared approach to patient care. Additionally, simulation in healthcare faces the challenges of costs, access, development, and ethical considerations. Nevertheless, the integration of simulation, BDA, VR, AR, and AI heralds a new era of IPC in healthcare, where learning, practice, and innovation converge to shape the future of medicine.

The overarching goal of all healthcare systems focuses on patient safety as reiterated by the World Health Organization (WHO) sustainable development goals [ 15 ]. General Medical Council, Irish Medical Council, Canada MEDs, Accreditation Council for Graduate Medical Education, and EmiatesMEDS are also in agreement with WHO and, in this context, IPC can potentially enhance the quality of care and patient safety [ 16 ]. Though the role of IPC is widely accepted, there is a lukewarm response from medical institutions about its integration into the existing curricula. Professional silos, stereotyping, bureaucratic inertia, and resistant mindsets are some of the deterring factors [ 17 ]. In the era of simulation in healthcare, IPC can be efficiently embedded into this technology-powered educational tool for impactful collaborative teamwork. By harnessing the technological power of VR, AR, and AI, simulation platforms can leverage the indigenous advantage of IPC in clinical training. Once skills acquisition is accomplished in the simulated platform, its recreation in the real world would be a seamless transition of transferable skills.

To sum up, despite an exponential growth in the use of technology-driven simulation in healthcare, educators should be mindful of its careful integration in medical curricula. Clinical training on real patients cannot be replaced by any strategy or tool regardless of its perceived efficiency or effectiveness. Bearing in mind the learning styles of our learners with a preference toward fluid than crystalloid verbal comprehension and fluid reasoning, technology-driven simulation plays a vital role in medical education. A thoughtful integration of simulation pitched at certain courses and modules spiraled across the curriculum will enhance the learning experience of medical and health sciences students and HCPs [ 18 ].

Data availability

No datasets were generated or analysed during the current study.

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Penn College News

Cross-curricular collaboration highlights mental wellness efforts

Wednesday, July 10, 2024

A cross-curricular, collaborative effort by Pennsylvania College of Technology psychology and nursing faculty and a college counselor to enhance students’ mental health was highlighted at the Higher Education Suicide Prevention Coalition’s Annual Conference, held recently in Pittsburgh.

Fifty colleges from 21 states took part in the conference. Presentations and workshops focused on how college campuses partner with communities and organizations to promote mental wellness needs and decrease suicide risk.

Sharing their collective endeavors in the presentation, “Utilizing Peer to Peer Projects to Enhance Mental Health and Self-Care Through Curricular Infusion,” were Susan Koons Slamka, associate professor, psychology; Linda L. Locher, counselor; and Terri A. Stone, assistant professor, nursing.

Their session detailed three curricular infusion projects at Penn College: Students in a Community Health Nursing class created a “Nursing Student Survival Guide” for first-year nursing students; a Positive Psychology class sponsored a Wellness Fair addressing various self-care and mindfulness information and activities; and a Clinical Psychology class hosted a Wellness Fair promoting openness to change based on the readiness-to-change model for addressing mental health issues. Therapy Assistance Online (also known as TAO) provided a platform and model for these projects.

“The presentation highlighted the high-impact projects that upper-level psychology and nursing students took on to promote peer-to-peer wellness on campus and educate their classmates about the Therapy Assistance Online supports that are available to students to supplement their well-being strategies,” Slamka explained. “Students used their interviewing, supportive helping and professionalism skills learned in classes to assist their peers, showcasing our hands-on, real-world learning approach at Penn College.”

Slamka added, “The conference was a wonderful opportunity to be in an environment designated primarily for the mental health of students and to be part of the nationwide conversation regarding how to best support the total health experience of college students.”

HESPC is a collaborative organization with the united goal of developing and implementing strategies to reduce suicides on college campuses and improve the overall wellness of students. The coalition began in 2015 through the support of the Substance Abuse and Mental Health Services Administration (a branch of the U.S. Department of Health and Human Services) and the Pennsylvania Office of Mental Health and Substance Abuse Services. Originally designed for Pennsylvania campuses, the outreach has extended to additional states. Campus representatives involved in HESPC activities include counseling center staff, student health, student affairs, residence life, public safety, athletics, campus ministry and other campus leaders interested in mental wellness and suicide prevention.

“The conference was a perfect blend of educators across the state discussing their recent research efforts on suicide prevention,” said Mary Shuma Rudberg, director of counseling at Penn College and a member of the planning committee for the conference. “Terri, Linda and Susan’s presentation was selected out of 32 proposals submitted, which speaks to the importance of their topic. Counseling Services’ collaboration with the School of Nursing & Health Sciences and the School of Business, Arts & Sciences has provided a bridge between these three areas, and we will continue to foster our connections at Penn College.”

The Penn College trio’s conference participation was funded through the Garrett Lee Smith Campus Suicide Prevention Grant through SAMHSA.

The presentation highlighted the high-impact projects that upper-level psychology and nursing students took on to promote peer-to-peer wellness on campus ...

Susan Koons Slamka

Associate professor, psychology

A licensed clinical psychologist, Slamka has been teaching at Penn College since 2001. She teaches a range of psychology courses and has developed numerous psychology and human services courses during her time at the college. She earned a Doctor of Psychology and a Master of Arts in clinical psychology, both from Central Michigan University. Her Bachelor of Arts in psychology was received from Bloomsburg University.

Locher joined Penn College’s Counseling Services staff in 2017. She is a licensed psychologist in Pennsylvania and a licensed clinical psychologist in Virginia. She earned a Doctor of Philosophy in counseling psychology and Master of Arts degrees in counseling psychology and in guidance and counseling, all from The Ohio State University. She attained her Bachelor of Arts in psychology and education from Dickinson College.

Stone began working at Penn College in 2010 as a learning lab coordinator in nursing and transferred to faculty in 2012. She holds a Master of Business Administration from Bloomsburg University, a Master of Science in Nursing, nursing education, from Mansfield University, and a Bachelor of Science in Nursing from Bloomsburg University. Stone’s professional work includes public health experience in health education, cardiovascular risk reduction, case management, and licensure and certification of facilities.

For more information on Penn College’s psychology courses , contact the School of Business, Arts & Sciences at 570-327-4521. For more on nursing majors , contact the School of Nursing & Health Sciences at 570-327-4519. Counseling Services can be reached at 570-327-4765.

For more about Penn College , a national leader in applied technology education, email the Admissions Office or call toll-free at 800-367-9222.

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GCSE results day 2024: Everything you need to know including the number grading system

Thousands of students across the country will soon be finding out their GCSE results and thinking about the next steps in their education.   

Here we explain everything you need to know about the big day, from when results day is, to the current 9-1 grading scale, to what your options are if your results aren’t what you’re expecting.  

When is GCSE results day 2024?  

GCSE results day will be taking place on Thursday the 22 August.     

The results will be made available to schools on Wednesday and available to pick up from your school by 8am on Thursday morning.  

Schools will issue their own instructions on how and when to collect your results.   

When did we change to a number grading scale?  

The shift to the numerical grading system was introduced in England in 2017 firstly in English language, English literature, and maths.  

By 2020 all subjects were shifted to number grades. This means anyone with GCSE results from 2017-2020 will have a combination of both letters and numbers.  

The numerical grading system was to signal more challenging GCSEs and to better differentiate between students’ abilities - particularly at higher grades between the A *-C grades. There only used to be 4 grades between A* and C, now with the numerical grading scale there are 6.  

What do the number grades mean?  

The grades are ranked from 1, the lowest, to 9, the highest.  

The grades don’t exactly translate, but the two grading scales meet at three points as illustrated below.  

The bottom of grade 7 is aligned with the bottom of grade A, while the bottom of grade 4 is aligned to the bottom of grade C.    

Meanwhile, the bottom of grade 1 is aligned to the bottom of grade G.  

What to do if your results weren’t what you were expecting?  

If your results weren’t what you were expecting, firstly don’t panic. You have options.  

First things first, speak to your school or college – they could be flexible on entry requirements if you’ve just missed your grades.   

They’ll also be able to give you the best tailored advice on whether re-sitting while studying for your next qualifications is a possibility.   

If you’re really unhappy with your results you can enter to resit all GCSE subjects in summer 2025. You can also take autumn exams in GCSE English language and maths.  

Speak to your sixth form or college to decide when it’s the best time for you to resit a GCSE exam.  

Look for other courses with different grade requirements     

Entry requirements vary depending on the college and course. Ask your school for advice, and call your college or another one in your area to see if there’s a space on a course you’re interested in.    

Consider an apprenticeship    

Apprenticeships combine a practical training job with study too. They’re open to you if you’re 16 or over, living in England, and not in full time education.  

As an apprentice you’ll be a paid employee, have the opportunity to work alongside experienced staff, gain job-specific skills, and get time set aside for training and study related to your role.   

You can find out more about how to apply here .  

Talk to a National Careers Service (NCS) adviser    

The National Career Service is a free resource that can help you with your career planning. Give them a call to discuss potential routes into higher education, further education, or the workplace.   

Whatever your results, if you want to find out more about all your education and training options, as well as get practical advice about your exam results, visit the  National Careers Service page  and Skills for Careers to explore your study and work choices.   

You may also be interested in:

• Results day 2024: What's next after picking up your A level, T level and VTQ results?
• When is results day 2024? GCSEs, A levels, T Levels and VTQs

Tags: GCSE grade equivalent , gcse number grades , GCSE results , gcse results day 2024 , gsce grades old and new , new gcse grades

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DOE Consortium Awards $3 Million for 6 Projects To Advance Heliostat Technology and Workforce for Commercial Readiness

Successful projects will help lower cost of concentrating solar-thermal power and support the next generation of highly trained workers.

Heliostats are large mirrors that track the sun to reflect and direct its rays—and they are critical for efficient, cost-effective concentrating solar-thermal power (CSP) plants. When hundreds or thousands of heliostats work in tandem, they concentrate enough sunlight to produce high temperatures, which CSP plants harness to generate utility-scale electricity or store for later use.

Recognizing the crucial role heliostats play at large-scale CSP facilities, the U.S. Department of Energy's (DOE's) Heliostat Consortium (HelioCon) awarded a combined $3 million across six projects to innovate heliostat controls, deployment, and workforce training. Led by universities and industry, the project teams will work closely with DOE's National Renewable Energy Laboratory (NREL) and Sandia National Laboratories, which co-lead the consortium.

To meet federal electricity cost goals for CSP facilities—5 cents per kilowatt-hour (kWh) for dispatchable CSP configurations or 2 cents/kWh for thermal production—researchers need to realize significant techno-economic improvements for heliostats.

"A heliostat field represents 30%–50% of the direct cost of CSP facilities and a big part of operation and maintenance costs," said Guangdong Zhu, HelioCon executive director and senior researcher at NREL. "Lowering the cost of heliostats usually means reducing their upfront manufacturing and installation costs or improving their performance and reliability in the field."

Several of HelioCon's selected projects (summarized below) have the potential to chip away at heliostat costs through maintenance and control improvements. Several also aim to create new educational programs to prepare the heliostat workforce to bring these and future innovations to industry.

"We're excited to see that several of these projects address education," said Margaret Gordon, who co-leads HelioCon and manages the CSP program at Sandia National Laboratories. "Developing support to establish a well-trained and knowledgeable heliostat workforce could reduce costs while at the same time providing economic benefits to local communities."

Six Projects Receive Funding To Advance Heliostat Performance and Develop the CSP Workforce

Descriptions of the six funded projects are as follows:

Solar Field Control Software

Participating Organizations:

• MarkAyres Engineering (lead)
• Tietronix Software
• Tonopah Solar Energy.

Current control systems for heliostat solar fields lack standardization and reuse among stakeholders who develop central receiver solar power plants. Facility developers create systems from scratch, and there is no major push to share common functions, features, and software libraries due to diverse heliostat, field, and receiver configurations. This increases costs and development timelines for solar field control systems. This project aims to solve this issue by developing an advanced heliostat field control system with multiple modules for various required functions that is adaptable to different heliostat or solar field configurations to reduce costs and enhance performance over today's technology.

Soiling on Heliostats Estimated by Shaded and Unshaded Scatterometry

• DKA Design (lead)

Mirror soiling reduces the energy delivered to concentrating solar power and thermal receivers and requires resource-intensive cleaning, which can abrade mirrors or even break heliostats. This project will develop a centralized, low-labor method to measure the decrease in mirror specular reflectance in a commercial-scale solar field due to soiling and degradation, using imaging data from existing and centralized heliostat control system sensors. If successful, the new technique will eliminate regular, manual in-field mirror measurements. Additionally, the team may increase mirror soiling data density, frequency, and accuracy to support control system fidelity and optimize cleaning schedules.

A Brighter Future: Education and Outreach for Small-Scale Concentrating Solar on Urban Brownfields

• Rice University (lead)
• Harris County
• Community Lattice
• Kinder Institute for Urban Research.

This project will uncover and address the root cause of gaps in educational training opportunities in concentrating solar thermal (CST) technologies, with an emphasis on community integration. While four-year institutions offer scattered undergraduate- and graduate-level classes that touch on CST, many only include a brief overview or emphasize photovoltaics over CST in solar-focused units or courses. Where CST topics are included, presentations tend to be highly and exclusively technical, which oversimplifies the economic and sociological elements of both the applications and site selection that are crucial to expanding CST implementation. To that end, this project will develop generalizable insights and a publicly available toolkit that two- and four-year institutions can use to create a sustainable community of future CST researchers, innovators, and practitioners.

PROMETHEUS: Predictive and Optimized Control of Heliostats for Future Solar Fields

• University of Wisconsin-Madison (Lead)
• Queensland University of Technology
• Politecnico di Milano.

The PROMETHEUS project aims to develop an innovative tool to improve real-time heliostat control and aiming in the solar field. The tool will optimize the aiming strategies accounting for the impact of flux intensity on receiver lifetime; the actual status of the heliostats (i.e., soiling distribution, broken mirrors, drivers); and required driver power consumption during transient operation. Ultimately, the tool will lead to better control of heat flux on receivers, reducing their degradation and risk of failure.

Precision Angle Measurement System for Enhanced Heliostat Performance and Cost Reduction

• University of Nevada, Las Vegas (lead)
• BriteSource Technologies.

This project aims to improve the annual performance of heliostat fields through the development of a cutting-edge measurement instrument called the Operating Surface Angle Measurement System (OSAMS). OSAMS is designed to enhance the accuracy and efficiency of heliostat design, prototyping, and field performance evaluation by enabling precise measurement of various parameters that affect the accuracy of heliostat reflective beams. By synchronizing measurements from sensors to heliostat tracking algorithms, OSAMS provides insights into relative surface normal differences across the system. In this way, it can facilitate the detection of changes in reflective angles under typical operating conditions, including the effects of gravity, thermal dynamics, and wind deflection.

Advancing University Level Education on Heliostat Design and Operation

• Northeastern University (lead).

This project aims to develop educational, research, and student outreach opportunities in heliostat and CSP technology. Using targeted classroom instruction and undergraduate-level research projects, the project team will incorporate heliostat education into course syllabi and homework assignments on concentrating solar energy—ultimately making it a part of Northeastern University's engineering curriculum.

Learn more about HelioCon , which is funded by DOE's Solar Energy Technologies Office.