Smartphones and handheld computers the new battleground in uk schools education the guardian

Smartphones and handheld computers: the new battleground in UK schools

Teachers say that pupils using iPads regularly at Ysgol Glannau Gwaun in Fishguard has led to great improvements. Photograph: Dimitris Legakis for the Guardian

Children’s learning could “hugely improve” if all pupils were given smartphones to use in the classroom, technology experts say but, instead, the UK risks falling behind because “the government doesn’t seem that interested in it”.

Research shows that in many areas, the majority of pupils own a smartphone, but many schools ban the devices and the National Association of Head Teachers says they hold “potential for mischief and distraction”.

Earlier this year, a secondary school in Kent became the first in the country to equip each of its 1,400 pupils with an Apple iPad tablet computer. Longfield academy near Dartford said the iPads would help pupils’ learning. Honywood community school in Coggeshall, near Colchester in Essex. has also invested in 1,200 iPads for its pupils. Some schools, such as the Oldershaw academy in Wallasey on Merseyside. have created their own app so parents can check, via their mobiles, what homework their children have been set.

Miles Berry, a senior lecturer in the use of technology in education at the University of Roehampton, said schools needed to “capture the vast amount of informal learning going on outside the classroom”.

“The ability to access all the world’s information from a handheld device is transformative for learning and would make a huge difference to children’s learning from late primary school onwards,” he said.

“It seems wrong to deny this to children inside the classroom when so many already have this opportunity outside the classroom.”

Smartphones – mobile phones that offer internet access and apps – have been proven to help children maximise their learning from the age of nine, education experts say.

Berry said there was “huge enthusiasm” from pupils for using smartphones, but some schools still felt that they needed to be in control of children’s learning and that the use of these devices would prevent this.

Other experts fear the UK will fall behind competitors, such as India and France, unless children have access to a smartphone or similar device. But they acknowledge that schools need guidance to ensure their use does not lead to pupils misbehaving, for example by taking photos in lessons.

Recently, Michael Gove, the education secretary, acknowledged that the rate of technological change in education was “rapidly accelerating”.

In a speech to the qualifications regulator Ofqual, he said technology had the power to “transform the accuracy and authority” of assessment. “It also gives us the potential to generate yet more data, in order to know how our schools, how our teachers and how our whole system is performing,” he said.

The government has yet to announce its strategy for information and communications technology (ICT) in schools. A recent event hosted by the rightwing thinktank Policy Exchange concluded that the fact that technology had not “featured prominently” in ministers’ speeches has “fuelled fears in some quarters of a lack of clear policy direction in this area”.

The government disbanded Becta. the body responsible for promoting technology in schools, almost as soon as it came to power. According to Becta, between 1997 and 2007, Labour spent more than ?5bn on school technology.

Experts predict that within five years, all pupils will be learning on handheld devices. In some parts of California. the handheld devices have already replaced printed textbooks.

Ray Barker, director of the British Educational Suppliers Association, said the technology many pupils carried around with them was often more powerful than the equipment owned by their schools. He urged schools to lift their ban on smartphones.

Valerie Thompson, chief executive of the e-Learning Foundation, a charity that aims to equip disadvantaged children with technology at home and school, said the UK was falling behind, partly because the government had not yet shown clear direction on how it wanted schools to use technology.

“We have been a leader in the deployment of technology in education, but this is changing,” she said. “The government doesn’t seem that interested in it.”

Thompson suggested schools should buy computers, including smartphones, for their poorest pupils, using money from the “pupil premium” – a government grant for children eligible for free school meals or who have been in care for more than six months. Parents who can afford to, should buy smartphones for their children, she said.

The National Association of Advisors for Computers in Education. which includes teachers, technologists and policymakers, said that in many schools, the majority of pupils owned a smartphone. It cites research that shows the devices can have a “high impact” on students’ learning .

Another study. carried out in 2008 by Becta, found smartphones helped students to consolidate and reflect on what they had learnt outside lessons.

A separate study. by Futurelab, a charity that develops innovative approaches to learning, showed smartphones can improve group work.

However, Russell Hobby, general secretary of the National Association of Head Teachers, said the kind of learning that could take place on smartphones was “not all that exciting”.

“It should remain with individual schools to determine their policy [on whether they ban the device],” he said.

The government said it would be publishing a strategy on the use of technology in schools before Christmas.

The Department for Education said ICT could not be a substitute for good teaching, but ministers were “clear that its effective use can help raise standards”.

“The scale of digital technology in education is developing very rapidly, so we are developing our future approach working closely with industry, school leaders, professional bodies and other experts. ICT is well established in the education sector so we’re not going to micro-manage how schools use technology day-to-day. “

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How to find qualified education leads mvf global

How to find qualified Education Leads

What are Education Leads?

Students today have a far greater choice than 20 years ago when looking at further education and business qualification courses. Not only are there more establishments offering relevant courses, but also students can now look beyond their own borders into Europe, across the Atlantic to the USA and even to Asia. This means that universities and colleges around the world can’t just sit back and hope to fill their annual quotas – especially as, with the advent of online courses, these quotas are in some cases unlimited.

The business of education has suddenly become even more competitive. It’s not just about coming top of the league tables. It’s also about how much money can be made. And that’s where education leads come in. Instead of simply soliciting applications through the standard channels, universities, colleges and other training establishments are turning to external companies to help them find potential students looking for the courses that they offer. They are willing to pay for the details of someone with the right qualifications, who they can then contact and sell to. These details are known as an educational lead.

How do you find qualified education leads?

A qualified education lead is the details of a potential student who has already been contacted to make sure that they really fulfil the required criteria for the establishment in question. Lead generation companies today typically find these leads via the Internet, which is, after all, where most students will be searching for their place of learning.

A reputable lead generation company will be an expert in online marketing. They will understand how to use the key online channels – search, email marketing, affiliate marketing and social media, to find the right kind of potential students. They will then provide them with all the information they need to decide on their choice of course before encouraging them to fill in a form in order to discover further information. The most important step comes next, however, when they call back every person who gets in contact in order to verify their details and work out which university, college or training establishment is best suited to their qualifications and needs. Only then will they pass on the lead and receive payment.

For a university, college or training school, the first step is to find a lead generation company. This is a growing market – lead generation represents over 1% of the UK advertising market today – and so it is important to find a company that understands the business of education. The next step is to agree on the exact criteria for a qualified lead and, of course, the cost per lead to be paid. All these details should be confirmed in a contract in order to avoid any unnecessary disputes.

The UK has lagged behind the US in the area of education leads until recently, but there is now a huge boom in this area, with UK and US universities alike looking to recruit British leads for their establishments.

Cultural vistas internships abroad

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For applicants who have already secured an internship, work authorization services are also available. Our internships abroad programs are administered in cooperation with our partner organization COINED in Argentina and Chile, and Cultural Vistas representatives in Berlin and Madrid.

In addition to individualized internship placements, participants receive assistance with language training, foreign language resume writing, pre-departure cultural and logistical information, as well as in-country and re-entry support.

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Hospitality & Tourism Internships

The Dream Careers internship program provides college students with guaranteed internship placement in premier hospitality internships. You control the entire placement process, as you work with a Dream Careers Internship Coordinator as they assist in revising your resume, before scheduling interviews with our large network of hospitality companies. Before you begin the placement process, you must first apply and be accepted to a program and city to begin.

Hospitality and Tourism internships offer first hand experience in some of the most distinguished tourism destinations in the world. There are many aspects to a hospitality and tourism internship, such as: operation management, event planning, marketing, and customer service. If you have ever thought of working at a hotel, resort, or conference center, a hospitality internship is right for you.

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Apply for an Internship

The Department of Citywide Administrative Services (DCAS) administers internship programs to introduce college students and recent graduates to public service. Through the Urban Fellows Program, and the Public Service Corps, college students/recent graduates receive valuable work experience in exchange for academic credit or stipends, depending on the program.

Urban Fellows Program

The NYC Urban Fellow application is now closed. Please check back in August 2014 for the updated application.

The Urban Fellows Program is open to graduates no more than two years out of college. For more information about the Urban Fellows Program call 311 or dial (212) NEW-YORK if outside of NYC. Please be aware that as of 10/26/12 the 2013-2014 Urban Fellows application process has changed and is now online and automated. Review all application information and click on “Apply Now” when you are ready to s. A link to access the application will be sent to you when you enter your email address.

NYC Service Fellowship

The NYC Service Fellowship offers a unique opportunity to obtain practical City government experience in the areas of volunteerism and community service at the City level. Click on “Learn more “ for information and access to the online application for the 2014 NYC Service Fellowship.

Public Service Corps (PSC)

The Public Service Corps (PSC) is open to undergraduate and graduate students eligible for Federal Work-Study Program internships. For more information about the PSC call 311 or dial (212) NEW-YORK if outside of NYC. (Application deadline: Seasonal)

Citywide Summer Internship Program

In addition to the DCAS internship programs, a number of City agencies independently offer summer internships. DCAS coordinates the Citywide Summer Internship Program, which includes hundreds of paid and unpaid internship opportunities in agencies throughout the City. (Application deadline: January to May)

NYC Internship / Fellowship Programs

Department of Citywide Administrative Services (DCAS )

Division of Citywide Personnel Services

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New York, NY 10007

Please note: The Fellowship Programs do not provide student loans, financial aid or scholarship for study.

Mayor’s Graduate Scholarship Program

The Mayor’s Graduate Scholarship Program (MGSP), open to current, full-time City employees only, offers an opportunity for New York City local government employees (employed by a City agency) with undergraduate degrees to study at accredited colleges/universities in the metropolitan area.

Early childhood educators and assistants service canada

Unit Group 4214

Skill Type: Occupations in Social Science, Education, Government Service and Religion

Table of contents

Type of work

Early childhood educators plan and organize activities for pre-school and school-age children. Early childhood educator assistants provide care and guidance to pre-school children under the supervision of early childhood educators. Early childhood educators and assistants lead children in activities to stimulate and develop their intellectual, physical and emotional growth. Early childhood educators who are supervisors are included in this group.

For the full and official description of this occupation according to the National Occupational Classification, visit the NOC site .

Examples of Occupational Titles

  • child-care worker assistant
  • child-care worker, day care
  • day-care helper
  • day-care supervisor
  • day-care worker
  • early childhood assistant
  • early childhood education worker
  • early childhood educator
  • early childhood educator assistant
  • early childhood program staff assistant
  • early childhood supervisor
  • pre-school helper
  • pre-school supervisor
  • pre-school teacher


Job prospects in this occupation are good.

(Update: February 2013)

Over the past few years, the number of early childhood educators and assistants has increased sharply. The increased participation rate of women and the Quebec government's Places at the reduced contribution program are the main factors behind this surge. Since these trends are expected to abate a little, the number of early childhood educators and assistants should increase significantly over the next few years, but at a slower pace than before.

Sources of employment

Job opportunities will mainly come from staff turnover, positions vacated by retiring early childhood educators and assistants and employment increase. In addition, employers offer temporary positions on a regular basis to replace staff on maternity, parental or illness leave.

Labour pool

College and university graduates (see Training section) will be given preference to fill educator positions, and educator assistant opportunities will go to candidates who meet the basic requirements of the position, usually a high school diploma and child care experience. In either case, few positions will be filled by unemployed early childhood educators and assistants with experience, as the unemployment rate in this occupation is very low. A number of positions may be filled by immigrants. The fact that the percentage of immigrants in this occupation in 2006 was slightly higher as that of all occupations (15% compared with 12%) shows that positions are accessible to newcomers.

This kind of work with children usually attracts many candidates. Regulations, however, require early childhood centres, still commonly referred to as “day care centres”, to increasingly hire candidates with very specific training (see the Training section). Thus, the placement rate for graduates with a Diploma of College Studies (DEC ) in early childhood education is excellent and their unemployment rate is very low, according to the Quebec Department of Education, Recreation and Sport's Relance survey. Moreover, the proportion of graduates working in education-related jobs is one of the highest among technical programs in general. However, their salary is significantly lower than the average.

According to the Relance survey data, the number of graduates with attestations of college studies (AEC ) linked with a DEC in Early Childhood Education is significantly higher than the number for the DEC (on average, more than 65% higher from 2005-2006 to 2009-2010), and their labour market situation is nearly as good.

The labour market situation for graduates of these programs is expected to remain just as positive over the coming years. There are a number of reasons for this:

  • the number of child care spaces continues to rise at a healthy pace

regulations were adopted in 2006 requiring private daycare centres to attain the two-thirds ratio for qualified educators (as opposed to less than 50% in 2006 and only 55% in 2010).

  • the birth rate continues to be higher than 10 years ago
  • the number of new students in these programs has increase only slightly in recent years
  • Industries

    According to census data, in 2006 approximately 82% of early childhood educators and educator assistants worked in early childhood centres (family day care included). Large numbers could also be found in primary schools (14%).


    Job growth in this occupation depends on demographic, economic and political factors.

    In terms of demography, jobs in early childhood occupations depend on the number of children between the ages of 0 and 4 years for early childhood centres and home day cares and between the ages of 5 and 11 for primary schools. After falling each year from 1990 to 2000 (total decline of 27%), the number of births subsequently rebounded, rising 23% between 2000 and 2012, with close to 75% of that increase after 2004. Since that recent rise coincided with the introduction of Quebec's parental insurance plan in 2006, this upward trend may continue in the next few years, but there is no certainty that that will be the case. Depending whether the recent increase in the birth rate continues, demographic factors will thus be either moderately or sharply beneficial for employment in this occupation in our forecast period (2012-2016).

    Economic factors

    In economic terms, the need for day care services depends to a great extent on the number of women in the labour market. This factor, moreover, has been one of the major reasons for job growth in this occupation over the last few years. The labour force participation rate of women with children under the age of 6 has increased more than 160%, going from 30% in 1976 to 79% in 2012, according to data from Statistics Canada's Labour Force Survey. Given that the participation rate of women with children should scarcely increase over the next few years, this factor is forecast to stop to have a positive impact on early childhood educators' and assistants' jobs.

    Political factors

    Politically, the implementation of funding programs for child care services or decreased costs have a major influence on access to these services and the decisions of parents to send their children to child care centres or day care services. This factor may also result in children being transferred from home day care services to family day care and day care centres that will benefit childhood educators and assistants but be to the disadvantage of babysitters (see 6474). For example, the Places at the reduced contribution program (“$7.00-a-day”) has contributed significantly to the sharp increase of educators and educator assistants since its implementation in 1997. The effect of this program should decline in the coming years. Although the government has announced new child care spaces, the rate of increase in the number of available spaces has considerably slowed since the government reached its previous objective of 200,000 spaces in 2006. Although the number of spaces rose an average of 12% per year between 1998 and 2006, it increased only 3.4% per year between March 2006 and 2012.

    The same phenomenon can be seen in in-school daycare. According to data obtained by the Quebec Department of Education, Recreation and Sport, which was compiled by the Quebec Superior Council of Education in its 2006 document entitled “Les Services de garde en milieu scolaire: inscrire la qualité au coeur des priorités”, the clientele for these services, which grew an average of only 8% a year between 1991-1992 and 1996-1997, suddenly rose three times as rapidly over the following four years, increasing 25% per year. This considerable growth rate then declined, returning to an annual increase of 8% between 2000-2001 and 2003-2004 and then of 1.3% per year between 2003-2004 and 2010-2011. This weaker increase was not due to a decline in popularity for these services, but rather a drop in enrolments at the elementary level (see Outlook section for occupation 4142, elementary and kindergarten teachers). Given the significant increase projected for the school population, the number of educators in daycare services in schools will likely increase significantly during the forecast period (2012-2016).


    On the whole, the impact of those factors should lead to a significant increase in the number of early childhood educators and educational assistants during our forecast period (2012-2016).

    Employment characteristics

    According to census data, women held more than 95% of the jobs in this occupation in 2006, a percentage that has been fairly stable since 1991. This percentage should at least stay stable over the next few years, because approximately 98% of the new graduates child care education are women. The annual employment income ($22,399) shown in the “Characteristics” section of the “Statistics” applies only to the 46% of people in this occupation who worked full time and full-year in 2005. The average employment income for those who did not work full time and full-year was $15,740. Those working in primary schools are unemployed during July and August every year. Thus the number of employment insurance claimants is about ten times higher in August than between September and June.

    Education and Training

    Government regulations require that at least two thirds of educators in early childhood centres (CPEs) in a facility (excluding day cares in a home or school setting) and in private day cares must be qualified. The ministère de la Famille et des Aînés specifies these conditions on its website (french only).

    For educator assistants and other educators, a secondary school diploma is normally required as well as experience in child care (babysitting) and first aid certificate.

    With experience, workers can advance to positions as child care centre coordinators.

    Useful References

    Important Considerations

    The number of early childhood educators and assistants should increase significantly over the next few years.

    The labour market situation for the graduates of the diploma of collegial studies (DEC ) in child care education and of the attestation of collegial studies (AEC ) in child care education should remain very good over the next few years.

    123 kids fun games free on the app store on itunes

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    Collection of twelve educational games/activities for preschoolers (ages 3 to 7)

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    Your children can learn the 26 alphabets the correct way by learning their pronunciation and by learning what each alphabet exactly sounds like. All this is accomplished through games associated with the letters.


    Even numbers have their very own game where the child can learn how to count with the right pronunciation, sound and the funniest animations.

    • SOUNDS and WORDS

    There are basic words that every child is taught in the beginning. This app has games which will teach the child the pronunciation and meaning of those words along with colourful pictures and illustrations.

    • Shapes

    Learning shapes correctly can play an integral role in developing your child’s skills. This app will help the apple of your eye learn everything in the easiest and the most fun manner possible.

    • Animals

    It also teaches children how to write the names of animals correctly. The child is asked to put the animals in the correct slot and order after which he or she is shown how the animals look and what they sound like.

    • MUSIC

    Music is beyond doubt one of the most integral aspects of a good education. A regular exposure to good music can prove to be successful in developing a sense of appreciation and an aesthetic sense in your child. It also helps your child overcome any problem, stress or worry that he or she might be going through. This app educates children about the various musical instruments like the piano, xylophone and drums. They can also create their very own tunes and learn how to read and write these names.


    Hit Balloons is a game which is meant just for pure fun and frolic. The app provides users with their own scorecard and their very own game centre!


    • Interactive, carefully conceived, captivating games

    • Letter and word definition

    • Designed for Kids: No confusing menus or navigation. Bright, colorful, child-friendly design

    • Rewards!

    • Dozens of sounds and voice recordings of colors, letter, animal sounds, fruit names

    • Hundreds of rich graphics, vibrant sounds and beautiful captivating special effects

    • app designed for iPad/iPhone/iPod Touch – download once works everywhere!

    • App categories: Early learning, Counting, Numbers, Time, Colors, Shape, Matching, Letters, Games, Foreign Language, Creative Play, Music, Reading, Alphabet


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    About 123 KIDS FUN APPS

    We share a passion for children, music, education, design, and play. Our goal is to create the highest quality games for toddlers and preschoolers, running on the smartphones and tablets. We are making games that are fun and smart, that are entertaining and educational. We are making games that let kids explore, games where there are no wrong moves, but where the right move will reveal, reward, and teach.

    Summer jobs for students ontario ca

    Information For Employers

    About Employment Ontario offices


    Learn about government job funds, programs and online tools available to help people under 30 build skills, find a job or start businesses all year round.

    The 4-1-1 on summer jobs

    The Ontario government – and its partners – offer many programs to help students find summer jobs. You need to apply for most programs. In some cases, the government can connect you to people who can help you with your job search.

    The deadlines and what you need to apply depend on the program.

    Get help finding a job

    We can help you:

    • find a job placement
    • get work experience
    • build your resume
    • connect with potential employers

    Summer Jobs Service offices offer these services in 100+ communities across the province.

    If you are a teen living in certain parts of the province, you could also be eligible for a separate program – called Jobs for Youth – that provides 8 weeks of paid employment, along with training.

    If you are 16 years old turning 17 in 2014, you could apply to be a Stewardship Youth Ranger and work on natural resources management projects for 8 weeks this summer.

    Through the Summer Employment Opportunities program, students are hired each year in a variety of summer positions across the Ontario Public Service, its related agencies and community groups.

    Aboriginal students

    If you self-identify as an Aboriginal, you can also apply for an 8-week summer job exchange, offered through the Ministry of Natural Resources.

    Who is eligible

    These programs are designed for students.

    Students: 15-30 years old, who are planning to return to school in the fall.

    State board of education — the official website of the arizona state department of education


    To aggressively set policies that foster excellence in public education.

    General Information

    The State Board of Education is created by the Arizona Constitution and charged with the responsibility of regulating the conduct of the public school system. The Board is composed of the following eleven members: the superintendent of public instruction, the president of a state university or state college, four lay members, a president or chancellor of a community college district, a person who is an owner or administrator of a charter school, a superintendent of a high school district, a classroom teacher and a county school superintendent. Each member, other than the superintendent of public instruction, is appointed by the governor with the consent of the senate. Members are appointed to a term of four years.

    In addition to its general regulatory responsibilities, Arizona law charges the Board with numerous other duties. The primary powers and duties of the Board are articulated in A.R.S. § 15-203 .

    For the purposes of federal law, the State Board of Education also serves as the State Board for Vocational and Technological Education.

    How to find an internship

    How to Find an Internship

    Internships for Students, Grads, and Career Changers

    An internship is a pre-professional work experience that provides students, recent graduates, and those seeking to change careers with the opportunity to gain experience in a particular career field. For students, internships also supplement academic classes and, in some cases, earn college credit. For recent graduates and individuals considering a career change an internship is a way to try a new job without making a permanent commitment. An internship is a way to test the waters in a variety of career fields, to gain “real-life” experience, and a way to decide on – or opt out – of a certain vocation.

    How to Find Internship Listings

    It’s not too late to line up an internship for the summer or next semester. It is important to visit your college’s Career Services or Internship Programs office as soon as you get back on campus or check out their online resources if you still have some time before classes start. The office can direct you to internships targeted specifically towards students from your college.

    Internships for Graduates

    If you’re a recent graduate looking for some work experience or are interested in a career change, consider an internship to get an insider’s view of a new career field. It will allow you to gain experience and to decide if this is something you really want to do. Plan your internship search just as you would a job search. but, specify when you apply that you’re interested in an internship rather than a permanent position.

    Start with the sites that let you search specifically for internships for example, has an advanced search feature that enables you to specify location, industry, job function, time of year and keyword. Our directory has internship listings in a variety of locations and career fields.

    Using the keyword search component of the major online jobs databases and searching for “intern” or “internship” is another way to generate internship leads.

    Use Your Network

    Need more leads? Speak with teachers, family, former employers, coaches, friends, parents of friends – anyone and everyone you can think of – and ask for contacts in your geographic and/or career fields of interest. Meet with (or email or call) these individuals for information about careers and advice about conducting your internship search. Read our guide to Informational Interviews for how to get started.

    Internship Logistics

    Now for the logistics. Internships can be paid or unpaid. It is important to check with the company before you take the position to determine if there is a salary, a stipend or no compensation. Academic credit is a possibility for many internships. However, the internship will need to be approved for credit by your college and you may need a faculty sponsor. The internship sponsor must also agree to supervise and evaluate the internship experience. In many, cases there are school deadlines for applying for credit, so check soon with the appropriate department at your institution.

    It makes good sense to have a clear idea of what’s expected from you and what you expect from the employer before you start the internship. Discuss the details and the logistics with the internship sponsor before you start, so the internship will be a positive experience for both you and the company.