Information Age Education Blog

The goal of IAE is to help improve education at all levels throughout the world. This work is done through the publication of the IAE Blog, the IAE-pedia, the IAE Newsletter, books, and other materials all available free on the Web. For more information, go to http://iae-pedia.org/.

What the Future Is Bringing to Education

I created the non-profit company Information Age Education (IAE) in 2007. During the same year I wrote the IAE-pedia article, What the Future Is Bringing Us (2007). I am now making good progress in writing the eleventh yearly article (year 2017) of this series. You can access all of these “futures” articles in the IAE-pedia (Moursund, 2017). You may enjoy looking at “old” forecasts and comparing what actually happened with what was forecast.

My intent in this multi-year series is to focus on changes in technology, especially Information and Communication Technology (ICT), and how these changes could or perhaps should be affecting our educational systems.

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TED Talks About Psychology

College students in a teacher education program of study typically take one or more courses in psychology. An important reason for this is that an understanding of psychology helps one to understand people—in particular, one’s students, their parents, and fellow educators.

One of my favorite forms of self-education and entertainment is to view Technology, Entertainment and Design (TED) Talks (TED, 2017). These videos are typically under 18 minutes in length and the speakers are well-qualified in their presentation areas.

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Keith Devlin’s Thoughts About a Modern Mathematics Education

Keith Devlin has long been a world class math educator. This IAE Blog entry discusses his recent article, All the Mathematical Methods I Learned in My University Math Degree Became Obsolete in My Lifetime (Devlin, 01/01/2017). Quoting Devlin:

When I graduated with a bachelor’s degree in mathematics from one of the most prestigious university mathematics programs in the world (Kings College London) in 1968, I had acquired a set of skills that guaranteed full employment, wherever I chose to go, for the then-foreseeable future—a state of affairs that had been in existence ever since modern mathematics began some three thousand years earlier. By the turn of the new Millennium, however, just over thirty years later, those skills were essentially worthless, having been very effectively outsourced to machines that did it faster and more reliably, and were made widely available with the onset of first desktop- and then cloud-computing. In a single lifetime, I experienced first-hand a dramatic change in the nature of mathematics and how it played a role in society. [Bold added for emphasis.]

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College and Job Ready—and What Else?

"Education must be increasingly concerned about the fullest development of all children and youth, and it will be the responsibility of the school to seek learning conditions that enable each individual to reach the highest level of learning possible for her or him." (Benjamin S. Bloom; American educational psychologist; 1913–1999.)  The very ...
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Why Are There No Museums of Learning, Teaching, or Education?

IAE Guest Blog Liza Loop First published 12/13/2016 In LinkedIn. Reprinted with the permission of the author. Well, not none. I've been looking for the Museums of Learning, Teaching and Education in the world for several years. I've only found one, MOTAL (Museum of Teaching and Learning in Fullerton California), that seems to target the field as a ...
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