Knewton to Power College Readiness Courses at PSU, SUNY, UNLV, & MSMU

June 22nd, 2011

Last week, Knewton made an exciting announcement: four more universities will use our Adaptive Learning Platform™ to power their college readiness courses. Penn State University, The State University of New York, University of Nevada – Las Vegas, and Mount St. Mary’s University will all be utilizing our technology. In addition, we announced that Arizona State University — with whom we partnered at the beginning of the year — wants the Knewton platform to power more math courses at their school.

Everyone at Knewton worked very hard in the months leading up to this announcement, and we’re really excited to share the good news.

More details can be found in the official press release, but for now, we thought we’d address some common questions surrounding the announcement, the Adaptive Learning Platform™, and the college readiness problem.

Tell us more about the schools you’ll be working with.

Penn State University (PSU):

PSU is a public university with 14 campuses throughout the state of Pennsylvania. In 2011, U.S. News and World Report ranked PSU as one of the top 15 public universities in the nation.

The State University of New York (SUNY):

SUNY is a public university system in New York. With 64 campuses and a total enrollment of 465,000 students, it is the largest comprehensive system of its kind in the world.

University of Nevada – Las Vegas (UNLV):

UNLV is a public university located in Paradise, NV, a suburb of Las Vegas. Approximately 29,000 students attend the University of Las Vegas – Nevada.

Mount St. Mary’s University (MSMU):

MSMU is a private Catholic university located in Emmitsburg, Maryland. Also known as “The Mount,” the school has an enrollment of 1,600 undergraduate students and emphasizes a liberal arts education.

Arizona State University (ASU):

ASU is a public university in Arizona; the school is spread across 4 campuses. With an enrollment of more than 56,000 undergraduates, ASU has the largest enrollment of any university in the U.S.

How will these schools use Knewton’s platform?

Each university will use Knewton’s Adaptive Learning Platform™ to power college readiness math courses.

The schools will use Knewton’s platform differently depending on their respective needs. For example, one school might use Knewton as a summer bridge course, with a common placement at the beginning and end of the program to quantify students’ successes. Another school might supplement the Knewton course with in-person tutors to monitor and offer support to students. Another university might give students the choice between taking a no-credit developmental math course in the fall or completing the Knewton course in the summer to get up to speed.

ASU, which already uses our platform in its developmental math courses, will also use it to power college-level courses in Mathematics and Algebra.

What’s the “college readiness” problem?

25% of incoming college freshmen arrive on campus without the core math and verbal skills they need to succeed. To put it simply, these students aren’t quite ready for college-level coursework.

Remediation courses work to address these discrepancies, so that students can gain the knowledge and skills they need to continue with their studies.

If there are already remediation courses, why do schools need the Adaptive Learning Platform™?

Because the current remediation solutions aren’t working. According to the Alliance for Excellent Education, 50 percent of students who enter college remediation programs never reach graduation. Those aren’t great odds, and universities know it — which is why they’re looking for innovative solutions to help students succeed.

Our platform brings something new to the table. You can read more about the details here — but to put it simply, the Adaptive Learning Platform™ works by personalizing each course to the individual student.  It’s an interactive, guided learning experience that reacts to the unique needs of each student. The platform makes it very easy for students to stay engaged, and — with its detailed reporting and personalization — very hard for them to fall behind.

To sign up to receive more information about the platform, click here.



Posted in Featured, Knewton, Press | No Comments »

MBA Admissions Tip: Crafting Your Business School Resume

June 22nd, 2011

This post comes from our friends at Clear Admit. For more expert MBA admissions advice, check out their blog.

We wanted to offer some general tips for the Class of 2014 applicants on getting the most mileage out of resumes in the admissions process. As many of our readers know, the resume is not only an important component of your application package, it’s also a great place to start when crafting your overall positioning strategy. This document forces one to distill a candidacy into a single page – focusing on key aspects and themes.

With that in mind, here are a few simple tips to get you started:

1) First things first. Because you’re applying to graduate school, it makes sense to lead this document with a section detailing your academic history. This is also the format that many business schools’ career offices instruct students to use when applying for internships or full-time jobs post-graduation.

2) Keep it simple. While you’ll certainly want to describe your professional responsibilities and achievements in some detail, remember that this document needs to fit on a single page (with rare exceptions). Rather than overwhelming the reader with information, try to identify three or four discrete projects or accomplishments to complement a few concise statements about your day to day responsibilities in each position. Remember that it’s also important to be as specific as possible about the impact you’ve had on your organization by quantifying the results of your efforts.

3) Round it out. Don’t discount the importance of your interests and outside activities. Schools like applicants who are well-rounded and demonstrate a track record of involvement outside of work and the classroom, so formal extracurricular activities are a logical category to include. At the same time, information about your less structured information and hobbies is also relevant, as these details can lend some more color to your candidacy and help the adcom get to know you better. Remember to be as specific as possible; many business school applicants are interested in “travel” or “film,” so specifying a region you especially enjoy visiting or your favorite movie genre will be the key to setting yourself apart.

We hope that these general guidelines serve as a good starting point for Class of 2014 applicants in translating their experiences and achievements into this brief but important document. For more tailored guidance, contact us to speak with one of our counselors about your background. You can also read the Clear Admit Resume Guide for a complete step-by-step ‘instruction manual’ for crafting your resume (available on download in our publications shop).

 

Tags:
Posted in GMAT, MBA Admissions | No Comments »

Student Spotlight: Diptiman Banerji, Doctoral Candidate in Management with a 160 Point Score Increase

June 21st, 2011

In our latest Student Spotlight, meet Diptiman Banerji, a Knewton GMAT student who increased his score from a 500 on his Knewton diagnostic to a 660 on the actual test!

Name:

Diptiman Banerji

Hometown:

Calcutta, India

Current job?

Senior Manager with Aircel, a leading Telecom services operator in India

Why did you want to take the GMAT?

I am already a BE (Bachelor of Engineering) & an MBA and have 16 years of work experience. I had targeted to go for a PhD program in Management from the most reputed Management institution of India – Indian Institute of Management (IIM), Calcutta, which I have got through.

What’s your dream job after school?

Teaching for GMAT prep courses, Research & Consultancy in Marketing Management and Teaching.

Can you tell us a bit about your experience prepping for the GMAT?

Well, I started researching online for the course available on teaching GMAT. I got to know about Knewton, Manhattan GMAT, Kaplan & Pearson. I actually enrolled as a trial student in each of them & found the Knewton course to be best. Also, I got a very exciting India-specific offer, which made it quite affordable for me. Finally, I decided to go for Knewton as my course guide. The only books I referred to are the two basic GMAC guides.

Lightning Round: Favorite song right now?

It’s a Bengali song – which is in my mother tongue!

Data Sufficiency or Sentence Correction?

Data Sufficiency

Bill Gates or Steve Jobs?

Steve Jobs

Harry Potter or Twilight?

Twilight

Tags:
Posted in GMAT, Inside Knewton, Knewton | No Comments »

Why the Most Boring Answer is Probably Right on CR Inference Questions

June 21st, 2011

Walker Art GalleryI recently taught a particularly difficult Critical Reasoning Inference question. When no one chose the correct answer, I realized that many of my students were not employing one of most effective strategies on inference questions.

Here’s the question:

Not all art museums depend on financial support from the government. Some small, home-based art museums are funded primarily by the private wealth of their owners and do not rely on any government support or subsidies. At times, museums have even flourished in nations where there are no government funds allocated for showcasing arts. Financially, these museums rely entirely on the revenue generated from ticket sales and gift shop merchandise and, as such, tend to exist in societies that traditionally place a high value on fine arts.

The statements above, if true, best support which of the following as a conclusion?

A) Small art museums that operate out of the homes of individual wealthy benefactors receive no financial support from ticket sales and gift shop merchandise.
B) Museums found in societies that traditionally place a high value on fine arts tend to rely on revenue generated from ticket sales and gift shop merchandise.
C) An artist who joins a society that traditionally places a high value on fine arts may find no government funds allocated for showcasing of arts.
D) There are more art museums in societies that traditionally place a high value on fine arts than there are in societies that offer government funding for art museums.
E) An art museum that is not funded by either the local or national government must receive financial support either from its owner or from the revenue collected from ticket sales and gift shop merchandise.

If you’re not immediately drawn to answer choice C, there is something wrong with your understanding of inferences on the GMAT. That might sound harsh, but don’t take it personally. In fact, your initial failure to choose the correct inference might mean that you’re a more profound and interesting person than one who instinctively gravitates to the right answer. Why? Because the right answer on CR inference questions should be boring!

The weaker a statement, the more likely it is to be true. Thus, the right answer on CR inference questions will almost always be carefully worded, guarded, and lame. Don’t believe me? Which of these two claims would you be more likely to believe: 1) Sean is a GMAT instructor, or 2) Sean is the greatest GMAT teacher that ever lived, and students have erected a statue on Wall Street to honor him and penned a Bollywood musical to sing his praises? As much as I’d like the second statement to be true, the first is much more likely to be correct.

Returning to reality, let’s look at why C is the best answer choice for this inference question. Most students know to avoid extreme language when looking for a correct inference. Yet they often fail to see how words that don’t sound particularly extreme can make a statement stronger, and thus less likely to be true. Here, answer choices A and E both contain extreme words: A has “receive NO financial support,” and E has “MUST receive financial support.” But B and D also contain language that, while not as extreme as that in A and E, is also problematic. B tells us that certain museums “TEND to rely” on certain kinds of revenue. D makes a comparison.

Now look at C. It tells us what an artist “may” find. Sure, it has the phrase “no financial support” right after the “may,” so you may at first think that it is extreme. But really C is just about what is possible: an artist might find no government funding, but the choice leaves open the possibility that an artist could find a government just aching to hand out grants to support him or her.

When thinking about logical statements, it is useful to think of a “hierarchy of strength.”

The strongest statements discuss what MUST or CANNOT be true – these statements deal with necessity. (A and E in the choices above)

Then we have statements that deal what is probably true, what “tends” to be the case, or make comparisons. (B and D in the choices above)

At the bottom of the hierarchy are statements that deal in possibility, like correct choice C.  These are the weakest statements and are your best bet when debating between inferences.

TAKEAWAY:

Obviously, you need to take into the account the passage and what it actually says. But if you are stumped on an inference question, always go for the meeker, quieter, softer, weaker answer choices. Give more consideration to choices that discuss what is possible, rather than what is probable or necessary.  By choosing the boring, weaker choice, you’ll be on your way to a stronger score.


Tags:
Posted in GMAT, Verbal Guide | 2 Comments »

MBA News Roundup: B-school Buildings, Lifetime MBA Earnings, Myths About Doing Business in China

June 20th, 2011

Welcome to another installment of Knewton’s MBA News Round-up! This week, check out articles on b-school buildings, lifetime MBA earnings, and myths about doing business in China.

1. The Race for Bigger Better Business Schools

With the unveiling of Chicago Booth’s new campus in 2004 and the construction of Stanford’s new Knight Management Center (replete with dazzling artwork from Peter Wegner), business schools are feeling pressure to “keep up with the Joneses.” Read more in this article from U.S. News.

2. Highest Paid MBA Alumni 2011

Total career earnings are impressive for graduates of top MBA programs. Check out Businessweek‘s overview of the median cash compensation of MBA graduates (with 2 years of experience, 10 years of experience, and 20 years of experience) for a summary of all the important facts and stats.

3. The Top MBA Employers

Between 2005 and 2007, three top MBA programs sent a total of 176 MBA grads to Lehman Brothers… In 2011, which companies are stepping up to employ more MBAs and fill in the gaps left by yesterday’s giants? Find out in this Businessweek article.

4. 5 Myths About Business in China

Planning on taking your MBA skills to the Far East? First, take care to undo some of the myths you may have internalized about business in China over the years. #1 Chinese Consumers Don’t Consume… Check out the rest of the myths in this blog post from The Wall Street Journal.

5. What’s an MBA Worth Today?

Whether you’re looking to an MBA to provide a rigorous education, superior networking opportunities, or merely a confidence boost, the degree (despite its many detractors) continues to carry significant value in today’s business landscape. Read more about the MBA’s worth in this article from Business Live.

Tags:
Posted in B-School Life, GMAT | No Comments »

Game Mechanics at the New York Public Library

June 20th, 2011

As part of its centennial celebration, the New York Public Library created a game called Find the Future. The object of the game, which can be played online or at the library, is to view and learn about 100 artifacts that reside in the Stephen A. Schwarzman Building and write a related story about each. If you like, you can make your work visible to other players.

On May 20, 2011, I had the honor of being chosen as one of the first 500 people to play Find the Future. From 8 pm – 6 am, we were locked in the building overnight to complete our mission. Here’s a trailer of the game to give you a sense of what we were up to:

Throughout the night, we had a tremendous amount of fun racing around the building, looking for the artifacts and writing stories about each one. We engaged in friendly competition and helped those who were stuck. Our stories were published in a book, 100 Ways to Make History, Volume I, that will be housed in the Library’s Rare Books Collection. When, at about 5 AM, I added my signature to the long list of those who had participated, I felt really good about what I had accomplished.

Beyond being a fun game, Find the Future is an exercise in strategy, perseverance, and self-reliance. It’s also a valuable learning tool — and a perfect example of how game mechanics can engage learners. If the NYPL had simply given me the task of researching and writing about 100 random things, there’s no way I would have even bothered to participate. The game, and spirit of competition that went along with it, is what made things exciting. As I worked, I earned achievement badges which made me want to keep going. A few times, I noticed my writing had been tagged by others for their collections of favorite stories, which encouraged me and made me feel good about the work I was submitting.

Sure, not everything in life can be positioned at fun. But there’s no reason not to use game mechanics to encourage learning. I can certainly think of a few classes I’ve taken that I would have gotten more out of if there had been a little more fun involved. We know students of all ages love playing games; many do so for hours at a time. Why not capitalize on the engagement and have them learn something while they’re at it?

Play the game: http://game.nypl.org

Posted in Inside Knewton, Knewton | No Comments »

How to Approach Rate Problems on GMAT Quant, Part II

June 20th, 2011

Last week, I focused on rate problems involving speed (if you’re looking to the answer to last week’s challenge question, scroll down to the end of this post!). This week, I’m going to shift to work-rate problems, which some students find even more challenging. You know these problems… the ones that say something ridiculous like:

A cyborg can pet a kitten 150 times in 2 minutes. A ninja pets a kitten at half the rate of the cyborg. 3 zombies can pet 140 kittens in 5 hours. What is the difference in the amount of time it would take 30 cyborgs to pet 2000 kittens and the amount of time it would take 40 ninjas and 40 zombies working together to pet the same number of kittens? (Assume the following: 1) All rates are constant. 2) All kittens are not only cute but identical.  3) No ninjas or zombies do battle with each other. 4) No kittens are devoured by the zombies.)

You see a problem like that, and often you’re ready to throw in the towel. One particularly aggravating thing is the concept of a combined work rate. You’re asked not about the individual ninja and zombie rates, but the amount of time involved if both groups work together.

Let’s see how this applies to an actual GMAT question:

It would take one machine 4 hours to complete a large production order and another machine 3 hours to complete the same order. How many hours would it take both machines, working simultaneously at their respective constant rates, to complete the order?

A) 7/12     B) 1 1/2     C) 1 5/7     D) 3 1/2     E) 7

So how to deal with this?

Well, it’s important to recognize that since the two machines are working together, you can look at a discrete block of time to determine what fraction of the job is done after that amount of time. In this case, let’s see what happens after one hour. We know that the first machine takes 4 hours to complete the job. That means that in 1 hour, the machine completes 1/4 of the job. Since the second machine takes 3 hours to complete the job, it will complete 1/3 of the job in 1 hour.

So in the same one-hour span, the two machines work together and complete 1/3 + 1/4 = 7/12 of the job.

But we’re not interested in 7/12 of the job; we want to know the amount of time for the whole job. No problem – we can simply use proportions to our advantage:

(7/12 of the job) / (1 hour)  =  (1 job) / (x hrs)

We must multiply 7/12 by 12/7 to get to 1 job, therefore we must multiply 1 hour by 12/7 to the time in question. So the amount of time we’re looking for (and the final answer) is 12/7 = 1 5/7 hours.

For those of you who like formulas, you’ll notice that we can come up with a generic equation for combined time. Just repeat what we did before with variables:

Let’s say the first machine takes x hours to complete the job. That means that in 1 hour, the machine completes 1/x of the job. Let’s say the second machine takes y hours to complete the job. That means it will complete 1/y of the job in 1 hour.

So in the same one-hour span, the two machines work together and complete 1/x + 1/y of the job. Create a common denominator for the left side, and we get:  1/x + 1/y  =  y/(xy)  +  x/(xy)  =  (x+y)/(xy) of the job.

But we want the whole job, so we just have to take the reciprocal (as we did with 7/12 and 12/7). So if (x+y)/(xy) of the job gets done in 1 hour, then the entire job gets done in (xy)/(x+y) hours.

So to sum up, if the first machine takes x hours to complete the job, and the second takes y hours, then the two machines working simultaneously would take (xy)/(x+y) hours to complete the job.

Keep in mind that this is for time only! You can’t use this quantity for rate or amount of work. But it can prove a handy shortcut on a more difficult question, such as the following Official GMAT problem (hint hint!).

Running at their respective constant rates, machine X takes 2 days longer to produce w widgets than machine Y. At these rates, if the two machines together produce (5/4)w widgets in 3 days, how many days would it take machine X alone to produce 2w widgets?

A) 4     B) 6     C) 8     D) 10     E) 12

Give it a crack, and post your step-by-step solution in the comments!

Epilogue: Last week, I gave you guys the following problem and asked you guys to find the clever shortcut:

Car X and Car Y traveled the same 80-mile route. If Car X took 2 hours and Car Y traveled at an average speed the was 50 percent faster than the average speed of Car X, how many hours did it take Car Y to travel the route?

(A) 2/3  (B) 1  (C) 1 1/3  (D) 1 3/5  (E) 3

Did you guys find it? It turns out that the 80-mile distance is irrelevant; you don’t need it at all to do the problem. Remember, since  Distance = Rate * Time, and since the two cars are going the same distance, then:

(Rate of Car X) * (Time for Car X) = (Rate of Car Y) * (Time for Car Y)

Substitute:

(Rate of Car X) * (2 hours) = (1.5 * Rate of Car X) * (Time for Car Y)   <—multiplying by 1.5, since the speed of Car Y is 50% faster

2 hours = 1.5 * Time for Car Y

Time for Car Y = 2/1.5 = 1 1/3 hours

Another way to think about it is to simply realize that since the distance is constant, rate and time are inversely proportional. So if we multiply Car X’s rate by 1.5 to get Car Y’s rate, that means we divide Car X’s time by 1.5 to Car Y’s time.

 

 

 

 

 

 

Posted in GMAT, Quant Guide | 3 Comments »

Inside Knewton Hack Day, Summertime Edition

June 17th, 2011

Last Friday was Knewton’s second Hack Day of 2011, and the energy was contagious. (On Hack Day, Knewton team members take a break from the daily grind to work on a project of their choosing; check out this documentary from last Hack Day for an inside look!)

As always, the projects spanned a wide range, from in-the-trenches technical hacks to hacks designed to improve everyday life at Knewton. Since many of the product hacks are still in progress, here’s a sampling of some of the fun “culture hacks” from Friday:

Creating a healthier, greener, more sustainable Knewton:

At Knewton, we’re lucky enough to have a communal kitchen well-stocked with cereal, fruit, and other snacks. Until now, we’ve made do with conventional produce shipped in from far-off lands. But now, thanks to Brian and Dionne, who spent Hack Day negotiating with vendors at the Union Square Farmer’s Market (right outside our office!), we’ll now be putting our fruit budget toward seasonal, local, farm fresh produce supplied by Red Jacket Orchards, a farm in the Finger Lakes region of New York.

Knewton Programming 101:

We’ve got a lot of tech geniuses at Knewton, but we’ve also got a bunch of people whose expertise lies in other areas. To bring the rest of us into the tech fold, Brad is developing a Programming 101 course for Knewton employees. Why? It’s simple: “Programming is fun; programming helps everyone; Knewton needs programmers!” Brad plans to teach the Python programming language, along with data and text manipulation and other programming basics, to anyone interested.

The That’s Heavy Doc Summer Book Swap:

Paul organized a summer book swap to get all of us non-e-reader types sharing books and spreading knowledge.

Bike Rack:

Simple and much-needed: Martin, Ilya, Andrew and Karim built an office bike rack to help control the summer’s sudden influx of two-wheeled vehicles.

Eric and Danny present a product hack

WTF Brown Bags:

Ian and Sean are curating a series of lunchtime talks by employees on topics ranging from “WTF is cloud computing?” to “WTF is SEO?” to “WTF does it take to make a good presentation?” We’ve all got our strengths here at Knewton, and the brown bag series will provide a forum in which to share them.

Stay tuned for news about the many other Hack Day projects from last week!

Tags:
Posted in Inside Knewton, Knewton | 2 Comments »

3 Tips to Ace the GMAT Analysis of an Issue Essay

June 17th, 2011

178/365 One small step for essay kindWhen studying for the GMAT, I was intimidated by the Analysis of an Issue essay. While the test gives you strict limitations for Analysis of an Argument (critique the argument; don’t give your own opinion), the Analysis of an Issue essay is much more open-ended. It’s all about what you think.

You get a general opinion, with no supporting evidence, and are asked to evaluate that opinion. The opinion could be about space travel (“the government should spend more on space exploration”), what makes a good manager (“managers do not need to have the same specialized knowledge their employees do”), or general sociological observations (“The people we remember best are the ones who broke the rule.”)

With so many possible directions to go in, here are three tips to help craft your argument (and earn a perfect 6):

1) Don’t worry about being right.

I had this problem when I was prepping for the GMAT. I not only wanted my Analysis of an Issue essay to be well-written and persuasive, I also wanted my argument to be right. This need, however, while crucial on the multiple-choice portion of the GMAT, can be absolutely fatal on Analysis of an Issue essay (it can also make one a terrible person to be around, but that’s an issue for another blog).

On the GMAT, it doesn’t matter what you argue, as long as you argue it well. If you’re given an opinion about what makes a good manager, don’t waste 15 minutes of your time wracking your brain to try to remember what you learned in that Management for Dummies book you read 5 years ago. Just pick a side, and go with it.

2) Don’t try to be even-handed.

In searching for that one “correct” answer, I quickly realized that there is no such thing. The issues presented on these essays are too broad. Realizing that the issues are complicated, however, can lead to another problem: constructing an essay that tries to be so even-handed that it ends up with no real thesis, i.e. “Space travel is cool, but there are also many pressing social issues here on Earth, so there is no acceptable solution to this problem.”

The essay graders aren’t looking for evenhandedness: they are looking for an opinion. Be decisive: “The government should not increase its spending on space exploration; instead, it should spend money on the many more pressing social issues on Earth.”

3) Go with your gut.

Okay, so you have to choose a side. But how do you pick? My advice: go with your gut.

When I took the GMAT, I had to write on the following statement: “The most successful business leaders are also the most ethical.” It’s a hugely complicated issue: how do we define “ethics” or “success”? Were Ivan Boesky or Bernie Madoff ever really “successful”? We could spend hours arguing about the terms of the debate.

But on the GMAT, you have 30 minutes. So instead of dwelling on the subtleties of the issue, I went with my gut. My gut told me that the claim I was asked to evaluate was, well, stupid. So I wrote my essay enthusiastically trashing the claim. I used the Koch family, Donald Trump, and a former boss as examples of successful people I found to be unethical. I was highly polemical; in fact, I was a little concerned that the scorer would think I was some kind of Marxist guerilla, sent to undermine the system of business education from within.

But guess what? I got a perfect score (6.0), proof that the scorer is not concerned with how perfectly your argument conforms to his or her politics. You are graded on clarity of expression and the relevance of your evidence.

Posted in Essay Guide, GMAT | No Comments »

EdTech News Roundup: Computer Studies Made Cool, Using Cloud Computing to Collaborate, and the ATTAIN Act

June 17th, 2011

Sculpture: OMG LOL by Michael Mandiberg / Eyebeam Art + Technology Center Open Studios: Fall 2009 / 20091023.10D.55420.P1.L1. / SMLIn this week’s EdTech News Roundup, read articles about increased interest in computer science, new edtech legislation in the Senate, and new uses of cloud computing.

1. How Slang Affects Students in the Classroom

LOL, IDK, BTW… the list of abbreviations used in text messages and social media is nearly endless. But how is this shorthand affecting students’ ability to write academic assignments? Read more in this article from U.S. News and World Report.

2. Is the iPad Ready to Replace the Printed Textbook?

According to the results of a classroom poll at Abilene Christian University, 3 out of 4 college freshman said that they’d be willing to purchase an iPad personally if at least half of their college textbooks were available digitally. Read more in this article from Campus Technology.

3. Computer Studies Made Cool, on Film and Now on Campus

Enrollment in college computer science programs is growing, thanks in part to the buzz from films like The Social Network and the celeb status of entrepreneurs like Mark Zuckerburg and Steve Jobs. Read more in this article from The New York Times.

4. On Cloud Nine

Cloud computing isn’t just for school administrators anymore. Now, students are using tools like Google Apps, wikis, and more to collaborate and learn. Read about nine new projects utilizing the cloud in this article from THE Journal.

5. ‘Second Life’ Struggles to Catch On With Educators

Though educators were initially attracted to the opportunities afforded by Second Life, the expectations have in many ways fallen short. Read more in this article from Education Week‘s Digital Directions blog.

6. Education Groups Applaud New Ed-Tech Legislation

The Achievement Through Technology and Innovation (ATTAIN) Act (recently introduced into the Senate) would, if passed, work to bolster technology literacy and increase access to educational opportunities through online learning. Read more in this article from eSchoolNews.

 

 

Tags:
Posted in EdTech, Education, Education & Technology, Knewton, Technology | No Comments »

« Older Entries
Newer Entries »
TELL YOUR FRIENDS   
© Copyright 2008–2012. All Rights Reserved. Made in NYC


GMAT™ is a registered trademark of the Graduate Management Admission Council™. The Graduate Management Admission Council™ does not endorse, nor is it affiliated in any way with the owner or any content of this web site.