The amount of time children and teenagers are spending on digital technology inside and outside school is having a significant impact on their classroom learning, and physical and mental wellbeing, according to teacher and principal data from an Australian research study.
The COVID-19 pandemic has presented some unique challenges for early years educators as they move to a remote learning approach. In today’s article, Dr Deborah Price, a Senior Lecturer in Inclusive Education and Wellbeing at the University of South Australia’s Education Futures academic unit and president of the Australian Curriculum Studies Association (ACSA), discusses some practical ways to overcome these obstacles and embrace the teaching and learning opportunities this new environment provides.
All Australian schools and school leaders are currently managing change in response to the COVID-19 pandemic. Even under ‘normal’ circumstances, change is a difficult process to lead. How can schools implement effectively and efficiently, to support student learning in such unprecedented times?
The current global spread of the Covid-19 virus means that many schools and teachers around the world are looking into how they can continue to teach their pupils remotely if their schools need to close for a limited time. As noted in a recent blog post from Julia Yu, many schools and teachers have had little training or experience in online teaching.
2020 brings humanity to the brink of some of the greatest challenges it has ever faced: Sustainability: hyper industrialisation and unsustainable consumerism in so-called developed nations is destroying the planet; Artificial Intelligence: industry 4.0 with fast-accelerating phenomena including the internet of things, algorithmic power and transhumanism (‘enhancing’ human capabilities through technology), which are challenging classical conceptions of free will and what it means to be human; Economic divide: there is a widening economic divide between the privileged, who may benefit from return on capital, and those seeking to enter wealth through income access from ground zero.
Time and time again, American students continually rank near the middle or bottom among industrialized nations when it comes to performance in math and science. The Program for International Student Assessment (PISA) which in conjunction with the Organization for Economic Cooperation and Development (OECD) routinely releases data which shows that Americans are seriously lagging behind in a number of educational performance assessments.
I am very much indebted to NIST for providing me such wonderful memories. The school management and administration were very cooperative which let students like me work hard and remain enthusiastic all year long. I feel really proud to be student of NIST.
I remember the first day I randomly walked into NIST to get the form for entrance test even though I had been selected for admission at St. Xavier’s College, as the turning point of my life. Those two years spent with wonderful friends and inspiring teachers built me the strong foundation of my professional achievements today.
NIST has given me a great platform to achieve my lifelong dreams. It has maintained its legacy for 27 years and done a great service to this nation by producing skilled human resources. I wish NIST all the best for the future.
I really feel great for being an alumnus of this renowned academic institution. Due to the strong foundation provided by NIST school with excellent teachers, staff mentors and homely educational environment, I have become capable of making my career in the field I aspired.