On February 26 the FCC passed the Open Internet Order, designed to protect free expression and innovation on the Internet as well as promote investment in broadband networks. Preserving what is known as net neutrality, this order from the Commission comes in response to Verizon v. FCC, which overturned the FCC’s Open Internet rules. The U.S. Court of Appeals in Washington overturned the rules because the agency classified broadband providers in a manner that exempted them from being treated as a common carrier. According to a news release from the FCC, the Open Internet Order restores the FCC’s authority “by following a template for sustainability laid out in the D.C. Circuit Opinion itself, including reclassification of broadband Internet access as a telecommunications service under Title II of the Communications Act.” The new rules apply to fixed and mobile broadband service. Continue reading

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Continuing the Obama Administration’s pledge to safeguard student data privacy, the Department of Education’s Privacy Technical Assistance Center has released model terms of service guidance. Directed at educators and administrators, the model terms are designed to help schools identify which online educational services and apps have strong privacy and data security policies to protect students. Continue reading

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With the rise in popularity of educational gaming the question is: does it have real impact on student learning? A joint program from University of Michigan School of Information and School of Education and New York University’s Steinhardt School of Culture, Education and Human Development, the A-GAMES project (Analyzing Games for Assessment in Math, ELA/ Social Studies, and Science) looked at one essential aspect: digital games and formative assessment. The survey’s authors found that “the way teachers use digital games for formative assessment is related to their overall formative assessment practices. Using digital games as part of instruction may enable teachers to conduct formative assessment more frequently and more effectively.” Continue reading

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As previously reported, projections from the National Center for Education Statistics show for the first time ever U.S. public schools will have more minority students than non-Hispanic white students. This shift comes largely from growth in the number of Hispanic children attending school—about 25% of the students. As part of its commitment to understanding this growing population, the Joan Ganz Cooney Center examined media use in Hispanic-Latino families with children ages 2-10 in the United States. Aprendiendo en Casa: Media as a Learning Tool among Hispanic-Latino Families shows the unique needs of this segment and found that “educational content is often fodder for dialog, imaginative play, and asking questions regardless of the language spoken at home.” Continue reading

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A new poll from Fairleigh Dickinson University shows that many Americans still don’t understand the Common Core State Standards (CCSS). While 47% of Americans say that they’ve heard “some” or “a lot” about the Common Core, 52% to say that they’ve heard “just a little,” or “nothing at all.” However, 40% still say they disapprove of the standards, 42% are unsure, and 17% of respondents favor the CCSS. Opposition does seem to run on political party lines no matter what level of understanding participants have about Common Core. Continue reading

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