User:Vtaylor/mlearning
kids learning to read everywhere anywhere
Contents
lectricLibrary . twitter mobile learning reading . PLN / C professional learning network / community PCP professional community of practice . curate share facilitate . learn more...
market research phones types distribution kids access internet literacy schools teachers assessment meet exceed standards
Providing facilitating self-directed reading ? instruction to elementary age children devices cellphones individualized differentiated . science of reading . biomedical engineering gender-neutral women's health education issues . learn / teach / facilitate
iRead . reading . diigo learn more... . lectriclibrary . kids books amazon partners 3 sales/180 days . b&gc tutoring reading scale internet zoom interest groups mixed gradelevel readaloud penpal
help for struggling readers / new readers
What is the best way to help new and struggling readers? . in the classroom . outside school . home . adult support . Do kids have access to devices? simple phone . smartphone . computer . Do they have access to phone (audio)? land line . cell . Do they have internet access internet? public provider - library, cafe, other . in-home . cell hotspot . Are appropriate print books available? .
Can kids be directed to resources? What introduction / support is required? Are adults available to guide kids? What is their level of knowledge? familiarity with reading development? operation of reading resources? phone app? web sites? search?
7.6 https://www.openculture.com/free_k-12_educational_resources
7.4 . 6Ps: people, product, pedagogy, policy, place, and provision.
7.3 . 1. Will this use of technology lead to a sustained impact on learning outcomes? 2. Will this use of technology work for the most marginalised children and enhance equity? 3. Will this use of technology be able to scale in a cost-effective manner that is affordable for the context? 4. Will this use of technology be effective in the specific implementation context? 5. Will this use of technology align with government priorities and lead to the strengthening of national education systems?
7.1 https://www.edc.org/zambia-can-read-simple-steps-achieve-big-gains . https://www.edc.org/sites/default/files/uploads/EDC-Zambia-Can-Read-Study.pdf . 5-step RRN/TTL instructional model; . The USAID-funded Time to Learn (TTL) program (2012-2017) was an innovation in early grade literacy instruction in Zambia. Based on Education Development Center’s proven Read Right Now! (RRN) literacy approach, TTL addressed challenges of teacher mobility, no or limited teacher training, and very low levels of resources for supporting learning in participating schools. TTL’s simple, research-based set of daily literacy routines supported by mobile technology-based resources for teachers and supervisors generated promising results: a dramatic drop in the proportion of non-readers and increases in the proportion of students in all categories of greater proficienc
6.30 interactive voice response . Interactive audio instruction / learning
https://www.edc.org/sites/default/files/uploads/IAI-Adaptation-Toolkit.pdf
global development & research initiative https://www.youtube.com/watch?v=ybKYEwmawmI delivering remote learning using low-tech solution edtech hub https://edtechhub.org/
2023.6.25
Smart Learning Environments innovative uses of emerging pedagogical approaches and technologies, and sharing and promotion of best practices, leading to the evolution, design and implementation of smart learning environments.
smart learning environments. Various components of this interplay include but are not limited to:
Pedagogy: learning paradigms, assessment paradigms, social factors, policy
Technology: emerging technologies, innovative uses of mature technologies, adoption, usability, standards, and emerging/new technological paradigms (open educational resources, cloud computing, etc.)
Fusion of pedagogy and technology: transformation of curriculum, transformation of teaching behavior, transformation of administration, best practices of infusion, piloting of new ideas.
. learning to read readalong questions word ideas whatsnext / reading instruction ? self-directed ? cindy angie reading experts . learning to self-direct learning for littles . learning to read following science of reading ? barbara bush . most appropriate for ? barriers to learning to read ? overcome . provide alternative . smar . adopt promote self-directed reading ? target access need reward . does anyone need to read now> in the future?
chat with ChatGPT
2023.6.23 chatgpt - barriers and limitations https://chat.openai.com/share/8d765b5b-0b4d-40e5-a242-a6b723e0cef1 - v2 links to chat at time of creating the link. delete and create new link to include additional information
vt: What are some of the barriers and limitations preventing more widespread adoption of self-directed reading instruction?
ChatGPT: The widespread adoption of self-directed reading instruction faces several barriers and limitations. Here are some of the key challenges:
- Access to technology: One of the primary barriers is limited access to technology, particularly in underserved and low-income communities. Without access to smartphones, tablets, or computers, individuals cannot benefit from self-directed reading instruction through digital platforms or apps. Unequal distribution of technology and lack of infrastructure, such as reliable internet connectivity, pose significant hurdles.
- Digital literacy and skills: Even with access to technology, individuals may lack the necessary digital literacy skills to effectively navigate digital platforms and engage with self-directed reading materials. Limited familiarity with devices, lack of basic computer skills, or low digital literacy can impede the adoption of self-directed reading instruction.
- Language barriers: Many self-directed reading resources and platforms may not be available in all languages or may have limited content in certain languages. Language diversity poses a challenge for learners who need materials in their native language or for those learning a new language.
- Socioeconomic disparities: Socioeconomic disparities can hinder the adoption of self-directed reading instruction. Families from lower-income backgrounds may struggle to afford the necessary devices, data plans, or subscriptions to access digital reading resources. Economic barriers can exacerbate the digital divide and limit opportunities for self-directed learning.
- Lack of guidance and support: Self-directed learning requires self-motivation and discipline, which can be challenging for some individuals, especially children. Without proper guidance, mentorship, or a supportive learning environment, learners may struggle to stay motivated, set goals, and monitor their progress effectively.
- Quality and relevance of content: The availability and quality of self-directed reading content vary widely. Ensuring that the content is engaging, age-appropriate, culturally relevant, and aligned with learning objectives is essential for effective self-directed reading instruction. Limited availability of high-quality, localized content can be a barrier to adoption.
- Equity and inclusivity: Ensuring equitable access to self-directed reading instruction is crucial. Disadvantaged populations, including those with disabilities, rural communities, or marginalized groups, may face additional barriers due to lack of accessibility features, limited resources, or cultural biases embedded in the content.
Addressing these barriers requires collaborative efforts from various stakeholders, including governments, policymakers, educators, technology providers, and community organizations. It involves improving infrastructure, providing training in digital literacy skills, fostering content diversity, and bridging the digital divide to enable more equitable access to self-directed reading instruction.
list of providers v1
- Worldreader: Worldreader, mentioned earlier, is a nonprofit organization that promotes literacy through digital reading. They offer a mobile application called Worldreader Mobile that allows users to access a vast collection of e-books on their cell phones. The app includes features like personalized reading recommendations and tracking progress, providing self-directed reading instruction. https://read.worldreader.org/ books . ?? reading instruction organization information contacts
- Global Learning XPRIZE: The Global Learning XPRIZE is a competition that challenges teams to develop scalable solutions that enable children to teach themselves basic reading, writing, and arithmetic using tablet devices. While the focus is on tablets, it demonstrates the potential for self-directed learning through mobile devices.
- Ubongo: Ubongo is an African social enterprise that creates educational content for children. They have developed mobile applications and platforms, such as Ubongo Kids and Ubongo Learn, that offer self-directed learning experiences. These apps provide interactive lessons, quizzes, and activities covering various subjects, including reading.
- Ustad Mobile: Ustad Mobile is an open-source learning platform designed for offline and low-resource settings. It can be accessed on mobile phones and provides self-directed learning materials, including reading instruction. The platform allows learners to access educational content and progress at their own pace. https://www.ustadmobile.com/ . community hosted free $250-$1000/mon
- USAID's mEducation Alliance: The mEducation Alliance, led by the United States Agency for International Development (USAID), is a collaborative initiative that focuses on using mobile technologies to support education. The alliance includes various organizations that develop and implement mobile-based learning solutions, including self-directed reading instruction.
. ai in lesson planning . basics reading writing ai to select modify personalize - learner device format deliverable assessment tracking
- explore explain apply - anywhere learning
support tutorial video webinar 1:1 phone zoom
. what does it do cf how does it work ? curriculum objectives
. libraries directories
. under-served - high-poverty rural developing
2023.6.23 And include differentiate learning using “AI” and biomedical engineering based content that is gender neutral addressing women’s health issues Ref UN goals. Science of reading. Cindy Burfield. Angie. Nancy. Dana. Georgia. Volusia reading teachers. Florida reading. cell-ed Interested in options for providing self-directed reading instruction to elementary age children. request demo
UN Sustainability Goal 4 Providing quality education for all is fundamental to creating a peaceful and prosperous world. Education gives people the knowledge and skills they need to stay healthy, get jobs and foster tolerance. https://www.un.org/sustainabledevelopment/education/
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states
social media
twitter mobile learning reading
gender parity stem reading writing twitter @STEMFife @lets_engineer
For mobile learning, we recommend @Scribd @Kobo @Blinkist @Audiobooks @Kindle
. #mobilelearning #reading #learningeveryday #startupdialogue @startupdialogue @BilalMirza
edtech reading ereading science of reading
partners universities ngos schools teachers groups ? homeschooling foundations grants
forprofit . Naomi Harm, the CEO of the Innovative Educator Consulting Network
“What if...a text/photo phone was a school?” description
spring 2023
. teachertraining plc time devices access homesupport promote whatsavailable whatspossible distributeinformation ? radio tv . remakelearning.org . how why
https://www.un.org/en/academic-impact/sdgsinacademia-goal-4 . vulnerable . qualified teachers recruit train . dense populations refugee camps prisons disabilities hearing-impairment . prioritize by thematic area poverty eradication https://www.sdgfund.org/library
https://unesdoc.unesco.org/ark:/48223/pf0000370887
https://www.thetechedvocate.org/from-toy-to-tool-cell-phones-in-learning/
https://www.frontiersin.org/articles/10.3389/feduc.2020.00016/full#main-content
https://warwick.ac.uk/newsandevents/pressreleases/education_in_developing/
https://www.kloudportal.com/mobi-learn/
https://www.un.org/sustainabledevelopment/education/
https://www.youtube.com/watch?v=lPMH7OFrgL0
interactive / active learning
way to use phones with audio, text, ? camera
audio / lecture / information / explanation
- Brief writing exercises, while also a type of Formative Assessment, can help students review, understand, and think critically about material. These exercises can be targeted to various levels of thinking. For instance, asking students to list items from a previous lecture reinforces basic knowledge; asking students to rephrase a central concept in their own words aids comprehension; asking students to use information in addressing a new situation gives them practice in application. think-pair-share . discussion . debate . problem-based learning https://www.baylor.edu/atl/index.php?id=965136
- http://wikieducator.org/User:Vtaylor/iPads_for_K-8 - from 2011-2012
