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You can find the current article at its original source at https://www.theguardian.com/politics/2018/aug/07/uk-schools-silicon-valley-tech-industry-urged-foster-education-revolution
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| UK schools and tech industry urged to foster education revolution | UK schools and tech industry urged to foster education revolution |
| (about 2 months later) | |
| Tech companies in the UK and abroad, including Apple and Microsoft, have been urged to help foster an education revolution by putting technology at the heart of the classroom. | Tech companies in the UK and abroad, including Apple and Microsoft, have been urged to help foster an education revolution by putting technology at the heart of the classroom. |
| The education secretary, Damian Hinds, said only a minority of schools and colleges were taking advantage of opportunities to bring education to life by, for instance, enabling children to take virtual trips through the Amazon or to control robots. | The education secretary, Damian Hinds, said only a minority of schools and colleges were taking advantage of opportunities to bring education to life by, for instance, enabling children to take virtual trips through the Amazon or to control robots. |
| Technology can also slash the time teachers spend on burdensome administrative tasks, he said on Tuesday, but Hinds implored the UK’s burgeoning tech industry, along with the Silicon Valley giants, to provide support. | Technology can also slash the time teachers spend on burdensome administrative tasks, he said on Tuesday, but Hinds implored the UK’s burgeoning tech industry, along with the Silicon Valley giants, to provide support. |
| Laws governing children's relationship with technology vary around the world, and are rarely enforced. The de facto age for many online services is 13, set by the US Children’s Online Privacy Protection Act in 1998, which prevents sites from targeting children, or knowingly allowing children to provide information online without parental consent. The burden of garnering that consent and the low returns for building services for children has meant, however, that providers tended to turn a blind eye to under-13s on their site, neither catering for them nor expending the effort required to police against their presence. | Laws governing children's relationship with technology vary around the world, and are rarely enforced. The de facto age for many online services is 13, set by the US Children’s Online Privacy Protection Act in 1998, which prevents sites from targeting children, or knowingly allowing children to provide information online without parental consent. The burden of garnering that consent and the low returns for building services for children has meant, however, that providers tended to turn a blind eye to under-13s on their site, neither catering for them nor expending the effort required to police against their presence. |
| That said, tech aimed more explicitly at children has blossomed recently, and legislation that aims to protect children from potential harm have also been passed. Schoolchildren in France are barred by law from using their phones in the classroom and, from September this year, from using their phones in school at all. | That said, tech aimed more explicitly at children has blossomed recently, and legislation that aims to protect children from potential harm have also been passed. Schoolchildren in France are barred by law from using their phones in the classroom and, from September this year, from using their phones in school at all. |
| Such laws are countered by efforts on the part of companies such as Facebook and Google to attract new users while they’re young. Facebook offers Messenger Kids, which allows children to speak to contacts vetted by their parents, while Google’s YouTube has a Kids app that offers copious parental controls and the ability to filter videos for all but the most child-safe content – although the filters, which are run by an algorithm, haven’t always been successful, prompting the company to announce a human-curated version in April. | Such laws are countered by efforts on the part of companies such as Facebook and Google to attract new users while they’re young. Facebook offers Messenger Kids, which allows children to speak to contacts vetted by their parents, while Google’s YouTube has a Kids app that offers copious parental controls and the ability to filter videos for all but the most child-safe content – although the filters, which are run by an algorithm, haven’t always been successful, prompting the company to announce a human-curated version in April. |
| “I’ve been fortunate enough to see technology being used in revolutionary ways. Students are able to explore the rainforest, steer virtual ships or program robots from their classroom, while teachers are able to access training, share best practice with colleagues and update parents on a pupil’s progress without being taken away from their main focus – teaching,” Hinds said. | “I’ve been fortunate enough to see technology being used in revolutionary ways. Students are able to explore the rainforest, steer virtual ships or program robots from their classroom, while teachers are able to access training, share best practice with colleagues and update parents on a pupil’s progress without being taken away from their main focus – teaching,” Hinds said. |
| “Schools, colleges and universities have the power to choose the tech tools which are best for them and their budgets. But they cannot do this alone. It’s only by forging a strong partnership between government, technology innovators and the education sector that there will be sustainable, focused solutions which will ultimately support and inspire the learners of today and tomorrow.” | “Schools, colleges and universities have the power to choose the tech tools which are best for them and their budgets. But they cannot do this alone. It’s only by forging a strong partnership between government, technology innovators and the education sector that there will be sustainable, focused solutions which will ultimately support and inspire the learners of today and tomorrow.” |
| He identified five key areas where the sector can provide innovative solutions: teaching practices, assessment processes, teacher training and development, administration processes and lifelong learning (helping those who have left formal education to get the best from online courses). | He identified five key areas where the sector can provide innovative solutions: teaching practices, assessment processes, teacher training and development, administration processes and lifelong learning (helping those who have left formal education to get the best from online courses). |
| Hinds said he wanted the technology sector to demonstrate how innovations already successfully employed at some schools, colleges and universities can be rolled out more widely. | Hinds said he wanted the technology sector to demonstrate how innovations already successfully employed at some schools, colleges and universities can be rolled out more widely. |
| A positive example cited by the Department for Education is Shireland Collegiate academy in Smethwick, where the school uses apps and software packages to facilitate its day-to-day running, saving teachers “hours and hours of time”. | A positive example cited by the Department for Education is Shireland Collegiate academy in Smethwick, where the school uses apps and software packages to facilitate its day-to-day running, saving teachers “hours and hours of time”. |
| The DfE said it would be working closely with industry leaders as they developed online training packages and would establish an online portal providing free software trials for schools. | The DfE said it would be working closely with industry leaders as they developed online training packages and would establish an online portal providing free software trials for schools. |
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