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CARE Award Nominees Lead Way in Tech Education

Posted on April 30, 2021October 4, 2023 by user

To say 2020 was a difficult year for teachers is an understatement. All educators have overcome a variety of challenges, from general safety to maintaining engagement this year. At BSD Education, we would like to recognize those that have gone above and beyond. BSD is pleased to announce the nominees for the 2021 CARE Awards!

These teachers’ passion for their students has directly contributed to classroom success by integrating digital skills.

BSD Education is passionate about providing students with the technical capabilities and ethical practices to use digital tools for good. The CARE Award nominees come from a variety of backgrounds and experiences. However, each represents one or more of BSD’s four core values: Curiosity, Adaptability, Resilience, and Empathy.

The public will choose CARE Award winners, and voting will take place from May 3-14. Meet this year’s CARE Award nominees below, then go cast a vote here.

Curiosity Nominees

Alicia Johal (San Diego Jewish Academy, California, US)
– In 2020, Alicia decided to combine BSD’s real-world coding projects with her school’s community service and mindfulness initiatives. The use of BSD Education to teach digital skills in the classroom while maintaining the school’s mission qualifies Alicia for a Curiosity nomination.

Chelsey Williams (International Community School, Singapore)
Chelsey’s classroom is never boring since she always tries new things and gives her students new experiences. Chelsey went above and beyond in 2020 to design fresh content and exciting activities for her Grade 6 and 8 students using BSD’s platform.

Nick Gurol (St. James School, Pennsylvania, US) –
Nick not only pushes his students to try new things and develop digital skills, but he also uses BSD Education’s platform to teach coding in the classroom. Nick has worked hard to develop his coding skills and deserves to be nominated in the Curiosity category.

Faizaa Fariya Hridi (Upskill, Bangladesh) – Faizaa spends time strengthening her own digital skills, which directly impacts her students’ improvement in the classroom. Faizaa wants to develop her students’ web and app development skills so they can prosper in our rapidly evolving digital world.

CARE Award Nominees: Adaptability

Meghan Baskerville (Ss. Colman-John Neumann School, Pennsylvania, US) – Meghan has taken on the challenges of teaching digital skills with BSD’s backing in 2020. Meghan has embraced new projects and teaching methods when introducing the coding curriculum, demonstrating her adaptability.

Richard Burkhill (The Rugby School, Thailand) – Richard shows adaptability by anticipating his students’ needs. Richard inspires creativity in his students by allowing them to modify their wor樂威壯 k using BSD, creating a learning environment.

Larisa Curran (South Island School, Hong Kong) – Larisa customizes her lessons to her students’ interests, enhancing classroom participation. Larisa, a gamer herself, uses BSD to teach her Y10 and Y11 students about real-life game development and media.

Tasha Birtha (Chester Charter Scholars Academy, Pennsylvania, US) – No coding experience? No problem! Tasha began using BSD with no prior coding expertise and is now confident enough to assist her students in building their own projects using real code.

CARE Award Nominees: Resilience

Erich Smith (Hopeworks, New Jersey, US) – In an unexpected year like 2020, Erich managed to keep tech education a priority. For his dedication to encouraging students to develop projects and use BSD’s platform to learn digital skills, Erich is a candidate for the Resiliency Award.

Deb Licorish (Haddonfield Middle School, New Jersey, US) – Deb is a hands-on code teacher who uses BSD to reinforce concepts with her students and help them learn ones. In no time, Deb adopts a new curriculum, giving her students digital abilities.

Dalia Alhaddad (Modern Knowledge School, Bahrain) – Dalia, an art and design teacher by training, has learned to code to implement a new technology program for her school. These abilities can help pupils prosper in today’s digital world.

Shasta Quilala (Good Samaritan College, Philippines) – Shasta, a teacher at Good Samaritan Colleges Philippines, has assisted her colleagues and students for over three years by helping them use BSD to teach coding and digital skills. She ensured that teachers were ready to help their students throughout the school closure.

CARE Award Nominees: Empathy

Vinita Saluja (AIT International School, Thailand) – Vinita has used her knowledge in technology and computer science to motivate and guide her colleagues to introduce coding into their classes using BSD. Getting digital skills has never been easier with such help.

David Ford (Cornerstone Christian Academy, Pennsylvania, US) – BSD helps any teacher in any subject to integrate digital skills into their curriculum and help their students be ready with 21st Century tools. As an example, David incorporated coding projects into his music class for students to showcase their favorite musicians, their studies of influential African American artists, and quiz each other on music trivia.

Jackie Mandel (Baldi Middle School, Pennsylvania, US) – Customizing projects and making them relevant for students keeps students engaged, and Jackie takes it to another level. She encouraged her students to develop significant connections to their assignments, even those who were first hesitant.

April Jean-Patric (Singapore International School, Hong Kong) – Some April students couldn’t attend live sessions due to school closures and internet access limitations. April went above and beyond to ensure these students were not left behind and provided them with advice and assistance.

The Role of EdTech During A Global Pandemic

Posted on March 15, 2021October 4, 2023 by user

It’s been a full year since COVID-19 affected us all globally and forced us to quickly adapt to a new way of life. A significant change, in particular, was to the workplace and educational establishments. Teachers and students were suddenly expected to adopt a digital way of learning and had to rely on EdTech platforms like never before.

We spoke to 威而鋼 edin.com/in/nickeykhem/”>Nickey Khemchandani, CTO and Co-Founder of BSD Education as he reflected on the past year and the role EdTech played during Covid.

How do you think the educational systems and individual learners coped with this exceptional change in education?

Nickey Khemchandani: We are seeing highly adaptable and creative educators changing the goals of their curriculum, increasing attentiveness to individual student needs with the help of technology, and are now starting to flourish under the change. Individual learners have found very different experiences, some really benefiting from the adjustment to the pacing of online learning, the relaxed environment of learning from home, and the increase of engagement with digital skills being put at the forefront.

On the flip side, students are unfortunately tackling challenges created by a wider digital divide, access to a ‘relaxed environment is a luxury globally, having stable and regular access to the internet and computers is not as accessible.

What role do you think EdTech has played during Covid?

NK: A critical role, it has enabled teachers to continue teaching for starters. One of the big things it was able to do was make it globally accessible for teachers and students to connect. It has enabled millions of kids to start moving into a world where online education, as well as a hybrid education, can exist. So it’s played a role of being more like a bridge, at the moment during Covid, however, it has also started highlighting areas of growth in the future such as the benefits of an environment of online learning. As some schools enter a hybrid model (half physical, half online) we are starting to take advantage of both worlds, and the blend of the two looks like it’s here to stay.

Do you think education has been changed long term by the pandemic?

NK: Absolutely!

With the evolution of online learning, it’s made their experience of education more accessible, and less time-consuming. Long-term positive effects for the education sector could be lower fees. That landscape could start becoming a lot more affordable.

A negative is that the digital divide is going to be a big problem to solve in the next couple of years. How do we provide access to cities, states, and households that do not have enough access to digital learning? People who have this level of access are benefiting from it, and now they are at such a distinct advantage that the divide has become even greater I would say.

What types of EdTech will see the longest-term benefit? Do you think that for example, Zoom’s growth for education will tail off?

NK: The video conference will remain, it’s a useful and global tool. Zoom has grown but it takes a lot to become big, a household known name and tool. I think EdTech will be more integrated into the education system rather than replacing it.

Zoom has changed the ‘playground’, the social aspect. We are looking through screens, not interacting with body language and eye contact. It’s accessible but not sociable, therefore I think it will be less used, but not completely abandoned.

How do you see the opportunities for EdTech from the pandemic?

NK: Funding of EdTech has grown, it highlights the importance of it when globally it’s seen as something worth investing in. A new hybrid model of EdTech is going to emerge. We will start to see the difference in accessibility and a lot more engagement. The biggest one for me is a push for project-based learning. The future of education is results, project-based learning can only get bigger.

Was there a bigger demand for BSD Education’s product during the pandemic?

NK: Yes a larger demand came in, a big difference between us and other EdTech platforms is that we provide a curriculum and support outside of just the technology, we are way more than just a tech solution, we are an education solution.

COVID has unequivocally accelerated the EdTech and Education industries and presented new challenges to students and teachers alike. Now is the time to learn from the past year and digitizing curriculums for various types of learning will be key as we move forward. EdTech has ushered in a new era of education and undeniably played a major role during the pandemic.

Addressing the Digital Divide: Where Do We Go From Here?

Posted on March 1, 2021November 2, 2022 by user

There is a student I used to teach, who will remain unnamed to protect his privacy. He was a student a part of my STEM Honors class, and he always showed promising potential in coding assignments. Throughout my time getting to know him, I learned, like most of his classmates, he was highly motivated and believed in his academic prowess. Since the emergence of Virtual Learning, I’ve watched the challenges of adjusting to this time period change his motivation and diminish his belief in his ability to achieve academically.

This year is his junior year in high school. When I was in high school, my junior year was the toughest, yet most rewarding year in high school; it was the year that determined my post-secondary success. Like most students who are attending an under-served school in the midst of the COVID-19 pandemic, this year is his first time having a personal laptop and he is living with the expectation to thrive in a completely new learning environment.

This experience for him and his peers has been devastating, traumatizing, stressful, overwhelming, depressing, and draining. However, he is resilient. But should he have to experience this much courage, independence, and pressure at his age? My grandma once told me, “you should never have to display that much independence”.

What we all need is support.

This past year has emphasized the importance of understanding what it takes to holistically support the academic success and personal development of our youth. Virtual Learning has forcibly engaged every stakeholder at every stage of a child’s development to acknowledge two important determinants of our future:

1) What our children are learning

2) How they are using technology to learn.

When addressing the Digital Divide, I think it is crucial that we prioritize adequately informing and including every stakeholder in all planning and implementation processes for integrating technology and Digital Literacy into learning environments. Parents raising children, Students learning information, Educators teaching courses, Administrators leading schools, and Tech Professionals creating learning products ALL are the creators of our tomorrow.

We are our support; and in this support, we all need the grace to adjust – as we do so rapidly.

There are a few key focus areas I’ve noticed in my local school system, of Philadelphia, that are a part of the disparities of the Digital Divide:

Transforming School Systems and Policies

Due to the emergence of Virtual Learning, many schools had to rapidly adjust and revamp their systems and practices. This transition has revealed how much more critical attention needs to be given to what students are learning about technology, and how they’re learning to use technology.

This can be achieved by making a greater investment in setting and implementing grade-level standards for Digital Literacy, as well as, training talent to uphold these expectations.

Information Sharing and Literacy

During this Virtual Learning experience, many parents, staff, and students have felt either overwhelmed with information or under-informed on certain aspects that have affected the learning process. For example, there have been scenarios where internet providers have had outages, but the change in service was not effectively communicated to families; which has resulted in students missing information and feeling helpless.

There have also been moments where school administrations have made huge changes to their school’s Virtual Learning practices without adequate notice or input from families and staff; which has resulted in immense fatigue and disorientation. Some school districts may have not had these experiences, but this is what’s disproportionately happening in under-served communities.

This can be changed by re-evaluating the effectiveness of communication channels, and equitably including key stakeholders as consultants throughout the process of information dissemination.

Tech and Wi-Fi Accessibility

Before the COVID-19 pandemic, many schools did not account for whether their students had access to technology or Wi-Fi. Why is that? Yes, students were primarily learning in schools, but learning also happens at home; and for the past 25 years, access to information has primarily been provided through the Internet.

This past year has revealed a better understanding of what students have access to, and how their homelife really affects their education. There are students in homes where their Wi-Fi isn’t strong enough to host multiple devices streaming at the same time; and the Chromebooks that many students rely on aren’t always able to handle processing multiple apps operating at the same time – such as Zoom, Nearpod, or Google Suite products.

These limiting factors are critical aspects of our youth’s future success that have been neglected for too long, and it is important to address these issues equitably.

There are many issues for our youth at risk if we as leaders in education and technology do not respond to these disparities quickly and equitably. One important thing that is at risk is our youth’s ability to properly cultivate and enfranchise themselves from having experiences during their youth. While being forced to stay home, and without adequate resources for many, this time period is diminishing the very essence of having youth; which is time.

Time to have exposure to different areas to spark their interests; time to take risks or make mistakes; time to refine one’s aptitude to bounce back, try again, and learn how to take calculated risks. Time to create viable niche solutions to make a life for themselves.

However, this moment in time also brings about a unique opportunity for all the youth to cultivate 21st-century skills that are essential to the future. If more youth are empowered to explore, take risks, and be creative with technology; they can exponentially grow from this experience.

But with the Digital Divide widening daily, will all youth be a part of the world’s digital future? That is the question I think is important for us to ask ourselves as leaders, and act upon in our daily efforts to be the change we want to see in the world.

Research References:

How Digital Education is Affecting Primary Students

Posted on February 28, 2021November 16, 2022 by user

At BSD, we believe that all students should have a digital education, learn digital skills and apply them to a range of contexts. That is why we advocate for these skills to be taught across subject areas, topics, and age groups. Even though younger students may not label that they are learning digital skills, technology is now second nature.

The educational focus is less on cultivating particular technical skills and more about creating digital familiarity during the early years. This includes developing ways of thinking (such as computational thinking and design thinking), and building a foundation for fluency. Teachers can do this in many ways, and students are never too young to start creating digitally.

Virtual Learning

The move to virtual teaching and learning was a real opportunity for younger students to start a digital education earlier. In addition, it has enabled educators to introduce technologies and digital skills from a very young age, which was not always the case.

Children are growing up as digital natives, so they are often familiar with digital media earlier than ever. However, virtual learning did not always align early years education with children’s experience with technology in the ‘outside world.’

Digital Opportunities

While many students had excellent experiences, the prevalence of technology and opportunities to learn digital skills were hugely variable. These opportunities depended on a range of factors. Kate Gilchrist nicely summarises this in a blog for LSE: ‘teachers’ beliefs and attitudes towards the value of digital technology as part of learning was found to strongly relate to whether they used it or not in their teaching.

Early educators often lacked the IT skills, confidence, and knowledge of implementing skills relevant to the subject being taught. There is also a lack of adequate training, professional development, and technical and administrative support for teachers. Many of the curriculums investigated also did not include any provision for developing digital literacy.’

Historically, these factors have meant that not all students were exposed to this critical learning from an early age. As a result, when more technical skills are introduced later, students’ skill levels are at very different starting points.

Virtual teaching and learning, however, have shifted this. This meant that many of the barriers outlined above have had to be overcome in the classroom. Educators have had to find a way to digitize their curriculum, and with trial and error comes confidence and knowledge.

While teaching young children virtually has its challenges, this educational experience is positive for developing children’s digital fluency and foundation.

Critical Examination May Be the Most Important Digital Literacy Skill Yet

Posted on February 28, 2021November 2, 2022 by user

Digital literacy skills are not a new topic in education, though they seem to be at the forefront of concern, especially now, with terms like “fake news” and “AI-generated social media.” More than ever, we need students to possess strong digital literacy skills so they can make informed decisions, be competent researchers, and form opinions free of bias. Because of this need, digital literacy is now a common subject in k-12 schools around the world, even major education frameworks like the ISTE Student Standards have digital literacy baked into the themes.

Despite this, a recent study has shown that students still struggle with basic digital competencies. For example, students were “asked to evaluate Slate’s home page, where some tiles are news stories and others are ads (set off by the words “Sponsored Content”), two-thirds of students couldn’t tell the difference.” The same study elaborates further by saying “students displayed a tendency to accept websites at face value. Ninety-six percent failed to consider why ties between a climate change website and the fossil fuel industry might lessen that website’s credibility.”

With these troubling findings, it seems as though our current digital literacy education isn’t enough to prepare students for today’s communication minefield. For this reason, I propose that “critical examination” should be the most important lens at which to look at digital literacy.

When reading articles, watching videos, and viewing other forms of media I often ask students to pull out their magnifying glasses and deerstalker caps to investigate as Sherlock would. Here are a few questions that I would ask them to consider when examining media:

Critical Examination Questions

Who paid for the publication and what effect does that have on the authenticity of the information?
Who is the target audience and how does the media appeal to its audience?
Does the author or producer make money each time you read or view the media and what influence does that have on you reading or viewing the material?
Is the medium trying to persuade your opinion or paint a false impression?
Does the medium cite any references or other works that can be verified?
Can you fact check any of the claims or facts?
Can you find another source that claims the opposite?
Does the medium contain any advertisements, and if so, is it made clear that the medium contains advertisements?

These questions are designed to provoke critical thinking, investigatory discrimination, and inquiry so that students can make inferences and informed decisions about the content that they consume. Critical examination is not just a skill for the classroom, it’s a life skill that you hone over time, making one a conscientious consumer.

The questions provided are just an example of critical lenses that can be applied to digital literacy, what other critical examination questions might you use with your students? Please feel free to reach out to me on Twitter or email.

6 Tech Practices to Improve Student Experience

Posted on February 19, 2021November 2, 2022 by user

We’ve had no end to the fantastic technology helping us along as the education landscape changes. However, as engagement and learning experiences have shifted, so have the ways we interact. Here are six tech practices in my classrooms that have improved the student experience this past year.

1. Be available outside of class (reasonably, of course)

If one of my students is showing interest outside of class, I want to meet them with the same level of zeal. So I check our online class chat as prep, which shows the students that go the extra mile that I’m there to work with them even when I don’t see them. And for the students that need a boost, I can review their work and get back to them before the next class, setting them up for better success for when we meet next.

2. Make specific tech practices meaningful through comments on work

Excellent job, and Keep it up are nice and all, but bookend the critical stuff when it comes to the student experience. When I call out specific aspects of a student’s project, I demonstrate that I can tell their work apart from their peers. When I make suggestions that inspire and guide, students are given a greater sense of direction. Commenting on a live document, referencing that individual line of code, or linking to additional resources, helps me integrate this practice with technology and goes beyond the traditional red marker on paper.

3. Email reminders

The occasional email to students can go a long way in improving the student experience and helping them succeed in class. For example, I have an in-person class that will occasionally meet online during snow days. After some absences and class link confusion, I decided a quick email might do the trick, and like magic, they now all show up.

4. Encourage, but don’t enforce, varying types of virtual participation

I’ve had virtual classrooms with students ranging from Kindergarten to 12th grade, and the variety in types and amount of interaction has been just as wide. Your school requirements notwithstanding, I aim to be approachable regarding things like “cameras on” and verbal participation. Virtual hand-raise or Zoom chat might not just be easier for you to manage, but the preferred way to speak up from the student. But if an AFK turns into an MIA, I’ll call them out on it. There’s a balance of comfort and accountability that’s important to maintain.

This year, some of my most successful periods have been when students share their screen, which I suppose is the new “standing in front of the class.” The level of individual engagement and class collaboration exceeds expectations when my students share what they’ve been working on. It’s even better when we do a bit of “bug hunting” and solve the coding mistake in a student’s project. I’ve had the same results when projecting student work for all to see in an in-person or hybrid class.

6. Virtual backgrounds and other goofiness

Sometimes the right background, emoji, or filter sets the mood just right, especially on a Friday. Your mileage may vary, but you know your kids best, so consider bringing some fun to a virtual class when needed. Just ensure them that you’re here live and not a cat.

Since online space has become an educational platform, we must utilize its strengths to work for both teachers and students for continued success. So, if you have class tips and tech practices that improve the student experience, let’s keep the conversation going! Contact BSD here. We would love to hear from you.

Applying Growth Mindset: How Schools Can Embrace Challenges

Posted on January 20, 2021September 16, 2022 by user

Teachers should no longer feel or be labeled as the all-knowing expert of their subject area or in their classrooms. Like our learners, we as educators should cultivate a growth mindset for ourselves, a term coined by psychologist Carol Dweck.

You may be asking, what is a growth mindset?

Sasha Crowley, an instructional designer at Brandman University concisely summarizes the difference between students with a fixed mindset versus a growth mindset:

Fixed mindset:

Their goal is to look smart.
They tend to avoid challenges.
They give up easily.
They do not see the point of effort.
They ignore feedback.
They feel threatened by the success of others.

Growth mindset:

Their goal is to learn.
They embrace challenges.
They persist when there are setbacks.
They see effort as the path to mastery.
They learn from feedback.
They find inspiration in the success of others.

To encourage and develop a growth mindset in students, we should model and implement the key characteristics of a growth mindset in how we work.

To successfully facilitate and cultivate a growth mindset in teachers and educators, many factors must work together amongst the schooling community. In the article titled “Developing a Growth Mindset in Teachers and Staff” by Keith Heggart, he shares four ways to encourage a growth mindset in teachers:

Modeling

Modeling is seen as one of the most effective methods in encouraging a culture of a growth mindset. Teachers should see themselves as learners, who are there to learn with the students and see that they too have the ability to improve and learn new things. When students see the passion of learning from their teachers, they too will be encouraged to embrace the learning journey.

Opportunities for new ideas

The willingness to try new things is an essential part of having a growth mindset. To encourage this in teachers, there should be more opportunities and space to do so in the school environment to try new approaches to teaching and learning with an emphasis on what is learned through the process.

For example, schools can explore offering opportunities to employ action research into the constant improvement of a curriculum.

Self-reflection

Built-in reflection time is crucial in helping teachers bring awareness to their practices to foster a growth mindset. The reflection should focus on what was learned through the process or journey rather than focus on the success of a new process/program.

Formative Feedback

Formative feedback is something we often use with students, but it is equally important in teacher performance management. School management should consider implementing formative feedback opportunities, rather than quarterly “summative” assessments of the teacher. Teachers need to feel that they are in a safe environment to give and receive constant meaningful feedback to improve their daily practices.

The four areas mentioned above are important and it will take time to implement and establish as part of a schools’ management culture. Here are some ways that you can consider to practice a growth mindset.

Establish a community of practice with your colleagues

Involve your colleagues in your quest to foster a growth mindset. Establish seek colleagues to come together as a community of practice (Wenger-Trayner and Lave, 1991). By regularly meeting and engaging with a group of like-minded colleagues who share your concerns and passions will help you to constantly reflect and get feedback on your practice. What is also great is that through sharing, you may feel inspired to try new approaches!

Involve your students

The first step to modeling is to actually share your goals with your students. Tell them that you are constantly learning with them and you are learning to adopt a growth mindset. Additionally, welcome student feedback, actively ask students how they think you can improve, and become a better guide for them. You will be surprised by how enlightening their answers may be!

Change is the constant in our lives, and teachers have been thrown in the deep end the past year with the current pandemic shifting our usual practices but hopefully, this year, with a little change in perspective we will be ready to face any challenge ahead and innovate with a growth mindset.

– You can read more about Carol Dweck’s work here.

6 Ways Machine Learning Will Evolve Classrooms

Posted on January 12, 2021August 21, 2024 by user

As a technologist, I spend a lot of time with my ear on the ground for the latest happenings around the EdTech Industry.

One of the trends I’ve seen in 2021, is the use of Machine Learning being implemented in EdTech tools and teaching practices.

This is an interesting development because, by definition, machine learning uses artificial intelligence to improve upon itself. When utilized by educators in the classroom, it opens up a number of opportunities for schools to optimize their curriculum and teaching strategy with detailed insights.

In this article, I’ve identified six interesting developments and challenges from my research that may help to guide educators through 2021.

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1. Predict when students will struggle with a type of concept

Are you about to start teaching a topic focused on critical thinking?

Will a particular student struggle based on previous critical thinking based topics? – These are the type of answers Machine Learning can provide to teachers.

Using historical assessment data, many EdTech companies are able to predict when a student may need more help.

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2. Which technique works best for a student

The term personalized learning has been around now for over 10 years but we are finally going to see this implemented this year.

To help us get there, Machine Learning is using various information points to identify a student’s learning style, as you can see in the diagram below.

A large task for educators will be to consider tagging individual learning modules. This will allow algorithms to better understand what modules worked better for which student using relationships between the tags.

It should be noted that GDPR’s maturity and accessibility have played a big part in allowing access to relevant student data and will continue to do so.

[/kc_column_text][crum_single_image image_size=”full” align=”aligncenter” _id=”391279″ image_source=”media_library” image=”13617″ caption=”Learning styles being identified by student behavior”][kc_column_text _id=”734700″]

3. Teachers building their own learning models

Machine Learning relies on its training data to learn how to navigate data.

To date, EdTech companies are training their own Machine Learning systems. This year we will start to see learning models provided by teachers.

Instead of using preset and student data, teachers will start providing their own data to Machine Learning. This will allow these tools to become effective teaching assistants in a sense.

[/kc_column_text][crum_single_image image_size=”full” align=”aligncenter” _id=”253930″ image_source=”media_library” image=”13579″ caption=”Teachable Machine is a great project that can be the start of how each of us will train our own Machines”][kc_column_text _id=”402340″]

4. Automated testing of curriculum

Curriculum designers are often looking to run test groups to improve their curriculum designs. With the aid of Machine Learning, data can be used to enhance areas such as curriculum flow. Does your lesson have the right amount of reinforcement? The system can even recommend quizzes where student engagement could increase.

A method commonly used by many EdTech organizations is the A/B test, which samples the curriculum with two groups and measures the effectiveness.

With Machine Learning and the added benefit of digital learning, we will also be able to measure student impact on assessment, engagement rates, the effectiveness of reinforcement techniques, and more.

In addition, the speed at which Machine Learning can analyze data is far greater than what we can achieve without its help. This will be a great step in the direction of truly personalized learning.

[/kc_column_text][crum_single_image image_size=”full” align=”aligncenter” _id=”361520″ image_source=”media_library” image=”13620″ caption=”Machine Learning can easily conduct A/B testing used to determine a winning solution”][kc_column_text _id=”92973″]

“We help thousands of teachers at BSD Education with our ready-made digital curriculum and projects” – Nickey Khemchandani

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5. Body language detection and Audio analysis on video calls for behavioural health

Remote learning is now common practice. Teachers are facing the difficult task of identifying engagement or interest via the student body language on a video call.

It was not uncommon to hear the sound of disengagement or stress in student voices when teaching online. One of the areas Machine Learning was able to step in and help was to highlight “stress” indicators in students’ voices in a lesson.

Years ago, I read an amazing research paper by Ishan Behoora and Conrad Tucker from Carnegie Mellon University [https://bit.ly/3npEB1S] explaining how Machine Learning can classify the emotional state of designers in real-time. This got me keeping tabs on this space for how it can be utilized in Education.

As video calls become a norm in education, expect to see real-time detection of student engagement and attention tracking coming soon.

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The following is from a sample class we conducted with a technology partner. The voice of a pre-teen [below 13] was analyzed to identify stress levels. (Voices of pre-teens are easier to analyze since often their voice patterns sound similar and there are fewer similarities to an adult voice).

[/kc_column_text][crum_single_image image_size=”full” align=”aligncenter” _id=”618870″ image_source=”media_library” image=”13621″ caption=”Zoom already allows hosts to identify participants that are not actively on the zoom tab or session “][kc_column_text _id=”812158”]

6. Assisted grading of non-binary assessments

We have all seen multiple-choice questions being graded using machines. They work great and have been an incredible help for teachers.

With Machine Learning tools used in popular plugins such as Grammarly or the Hemingway Editor, it was only a matter of time before essay writing was also supported.

Research papers are already sharing promising developments and improvements in this space with the inclusion of Machine Learning.

[/kc_column_text][crum_single_image image_size=”full” align=”aligncenter” _id=”152890″ image_source=”media_library” image=”13587″ caption=”The Hemingway Editor is one of my favourite tools when creating a curriculum. http://www.hemingwayapp.com/”][kc_column_text _id=”417369″]

“Machine Learning tools need to be accessible by students as well. These tools can help students solve problems while they are encountering them. This is one of the goals technology aims to serve in Education.”
– Nickey Khemchandani

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At BSD Education, supporting educators/teachers is at the core of who and what we stand for.

With so much to look forward to as technology develops in education, it will be critical for the education community to support teachers throughout these transitions.

We are excited to hear how more schools incorporate machine learning in 2021.

What Does the Future of EdTech Look Like?

Posted on December 22, 2020September 16, 2022 by user

The end of the year is ideal for reflecting on the year passed and looking towards the future. Accordingly, during December, I have dedicated some time to focus on the key trends I expect to be the future of EdTech in 2021.

It is so easy to underestimate the depth and breadth of the EdTech industry and nigh on impossible to visualize the over $5 trillion ecosystems that it forms a part of.

I exist in the realm of K12 digital and 21st-century skills education with an increasing amount of time spent tackling challenges around career-focused learning for students aged 16-24. Sitting on the boards and advisory groups of schools, education foundations, and nonprofits, I am fortunate to experience a broad spectrum of education from several different perspectives throughout each year.

EdTech Investment

EdTech took a front-row seat in the global business landscape in 2020, with investors making significant bets on established and larger companies in growth investment rounds. However, I feel that venture capital investors can struggle to balance early-stage educational investment with the return demands of their investment models. Driven by a lack of specialization in specific domains of education, this investment, even with an overall sector-based generalization, is highly complex. They also lack confidence in the strength of their networks to influence growth within a huge institutional addressable market and a consumer segment that can suffer from poor unit economics.

That said, several education investors with precise specializations are now establishing early-stage funds, presenting a solid opportunity for high-quality investment in early revenue stage companies. Well-tested and validated through the pandemic, these companies will be more robust than usual for their stage and likely undervalued.

In 2021, while it will still be a journey back towards average, schools will begin to operate with more established processes and protocols, providing more stability for smaller but growing EdTech companies to gain a foothold and deliver initial results. With this in mind, I believe investors will deploy a continued investment growth to a broader range of companies across the future of the EdTech industry in the coming year.

Online Learning

Educators already anticipated online learning to be an area of significant growth in 2020. Accelerated by COVID-19, online learning has permeated traditional schools to a greater extent than previously foreseen. As a result, a good standard of online delivery of formal education was achieved, and its status and perception in the eyes of both educators and parents have improved. In 2021, schools will determine which aspects of learning were enhanced by online learning and which remain best delivered in person. This will drive growth in the future of EdTech through the definition and practice of hybrid educational models and the technology and training that supports them.

Growth in Pedagogical Technology

Many approaches to online learning have focused on implementing video conferencing tools and achieving full adoption of learning management systems (LMS) by faculties. While an initial step in the right direction, this combination of administrative and communication technology does not provide a seamless transition between offline and online learning or the ability for the same understanding to be delivered in the same amount of time.

Elementary school educators have struggled to deliver the full spectrum of learning online – a challenge that remains unresolved and not likely to be solved any time soon – however, middle and high school learning has continued online with less disruption. Overall, time-constrained learning has focused on tested topics and exam preparation, resulting in a significant rollback in enrichment and elective education, arguably more relevant to students’ futures in the real world than much of traditionally tested learning.

I believe educators will begin to adopt and seek pedagogical technology tools in 2021 that focus on content creation and engagement, real-time student learning data, and feedback to empower best practices and bridge the gap for effective teaching between LMS and communication tools.

LMS Consolidation and Interoperability

With technology tools remaining at the heart of quality teaching and learning experiences, streamlining their usage and allowing educators to move quickly between systems will become critical. It will also mean a growing demand for and a definition of the requirements for interoperability. Currently, the fragmentation of the LMS market and unpredictability of application programming interfaces (APIs) is a barrier to broader and more consistent standards for interoperability. I believe this will begin to be resolved as the LMS market starts to consolidate towards the latter part of 2021.

Data and Privacy

Against a backdrop of increasing regulation and legal scrutiny, growth in pedagogical technologies and interoperability will lead to more real-time educational data being produced about student learning in 2021 than ever before. EdTech companies will need to be acutely aware of data privacy, protection, and storage requirements at both the consumer and institutional customer levels. In addition, global companies will need to consider effective data regions within their technology infrastructures and understand the security and architectural implications of scaling their technology, particularly where accurate time data is involved.

Career-focused Learning and Assessment

As many developed nations continue with employment stimulus packages, the economic repercussions of COVID-19 have yet to be fully felt around the world. Going into 2021, however, these effects will become more significant, and unemployment levels will likely increase to levels similar to the post-war era of the mid-20th century. This will accelerate career-focused learning, re-skilling, and reduce university application and enrollment. As a result, people focus on faster and cheaper means of validating skills and experience that give them employment in developing, likely technology-driven industries. For the future of EdTech, this will lead to growth in opportunities for curriculum creators, new assessment providers, and credentialing organizations that have strong partnerships with the industry.

At this point, you might be wondering why I have not mentioned artificial intelligence in the trends that I am predicting. I do believe that meaningful AI implementations in education will take place, just not in 2021. We are still witnessing the early phase of developing validated solutions for real-time data and analytics in machine learning. The longitudinal validation of AI in education and complexities of algorithmic bias will make progress slow, while other EdTech developments will have more impactful and verifiable immediate results.

Although it has been said that 2020 was when the impact of EdTech on education was felt, I would say that the door has only been cracked open. Instead, it has been a year of learning and discovery in preparation for a truly significant level of adoption at a later date.

2021 will be a year when the disruption of 2020 becomes the new normal, and it is against this backdrop that the future of EdTech will indeed be defined.

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Can Technologist and Educator Agree on Digital Terms?

Posted on December 1, 2020November 2, 2022 by user

For non-technical people, the digital terms coding, computing, and programming are synonymous. Therefore the issue is irrelevant. However, each sector has its own collection of terms with distinct meanings and contexts. This is especially true when discussing technology, which is always evolving. For instance, “spam” isn’t edible, “bugs” are not insects, and an “Easter Egg” is not just used at Easter.

The meanings of coding and programming differ depending on who you ask and the industry you work in, leading to a state of confusion.

As the Hour of Code week approaches, we have invited our VP of Education, Mark Barnett, and our CTO, Nickey Khemchandani, to reflect on the significance of digital terms, what counts in coding education, and how educators and technologists may benefit from collaboration.

What’s the difference between coding and programming in digital terms?

Nickey Khem: Coding is the translation of Code from one language to another. Coding doesn’t deal with complicated issues. Programming, on the other hand, is the act of producing code using algorithms and thorough analysis.

For example, Coding languages such as HTML and CSS focus on structure and designing an interface. As a programming language, JavaScript is used to develop functionality.

Mark Barnett: The difficulty with using these digital terms interchangeably is that they generalize roles that need diverse skill sets.

Does the misuse of digital terminology create a problem?

NK: Absolutely! Misusing terminology can start a serious communication breakdown further down the line. I have had situations where two parties were misusing terms, leading to confusion in requests.

Issues arise as people try to understand how much something would cost and mentioning buzzwords like Big Data and Real-Time Analytics, which, while popular, can be highly expensive.

Which digital terms have had the most impact in the education technology industry?

We commonly use a computational thinking cornerstone called “abstraction” at BSD Education. This means you focus only on the important details while ignoring irrelevant information.

In our project, “The People Who Inspire Me,” we guide students through the process of creating a single webpage. Students highlight three people who inspire them, but we break each step down into objectives. We also assist with HTML and CSS syntax. It allows students to focus on each component until the project is complete.

What needs to change in the educational system today?

MB: As Nickey said, curriculum relevance is an important component of change that must be addressed. With tech education, it’s best to teach children through projects. Project-based learning allows them to create something useful or functional rather than learning through textbooks or tutorials. For example, your first webpage or a virtual reality environment with sophisticated systems are both projects at BSD.

Should coding be for everyone?

NK: Coding can be a form of creative expression, but it can also lead towards understanding new ways to break down problems into smaller steps and solve unique challenges. While we certainly don’t expect every child to become professional technologists, we want children to have some conceptual understanding of how the technologies that they use every day, work.

What can educators and technologists learn from each other by collaborating?

NK: My role is often to bring the latest and complex technology into the hands of individuals and in BSD’s case, teachers and students. This is, however, easier said than done as a lot of technology requires complex predefined understanding, which is not accessible to someone that well versed in technology to start with.

This is where I really think the value of having educators on the team, such as our VP of Education, Mark helps.

As a result of our collaboration, we are able to incorporate the most up-to-date educational pedagogies and cutting-edge technology into our curriculum and platform. As a technologist, I have greatly benefited from educators’ ability to better explain digital terms, allowing us to reach more customers.

Conversely, technologists are always on the pulse of the latest happenings in several businesses. Educators benefit from shared research and development, from curriculum evolution to digital tools that increase student engagement.

Whether you are new to coding or are a seasoned professional, we invite you to try a few of our coding projects during the Hour of Code. Mark and the Education Team at BSD developed 6 unique projects that guide students through programming with HTML, CSS, and JavaScript to complete projects in a series called “Code is: Your Voice,” where students are invited to use code as a way to share what’s most important to them. So check them out and let us know what you think.