TECHNOLOGY INTEGRATION 2008-2012
Information on integrating technology into new or renovated school buildings, compiled by the National Clearinghouse for Educational Facilities.
References to Books and Other Media
Making Classroom Technology Invisible
Harrison, Alissa and Minnich, Brian
(American Institute of Architects Committee on Architecture for Education, May 2012)
Discusses preparing future teachers for technology use in the classroom and removing the barriers that may hinder their success. Advises designers to design spaces that keep in mind the technology that will be used in that space, including smart boards, projectors, webcams, and document cameras. 3p
Teachers' Use of Educational Technology in U.S. Public Schools: 2009.
(U.S. Dept. of Education, National Center for Educational Statistics, Washington, DC , May 2010)
Presents data from a spring 2009 Fast Response Survey System (FRSS) survey on the availability and use of educational technology by public elementary/secondary school teachers. The teacher survey includes information on the use of computers and Internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students use of educational technology; teachers preparation to use educational technology for instruction; and technology-related professional development activities. 70p.Report NO: NCES 2010-040
21st Century Classroom Assessment Tool.
(CDW-G, Vernon Hills, IL , 2010)
Offers three survey instruments to assess the extent and adequacy of classroom technology. The survey instruments are for students, faculty, and IT staff. Implementation and reporting advice are included. 29p.
Digital Media - New Learners Of The 21st Century.
(PBS Media, 2010)
Explores how exceptional educators are increasingly using digital media and interactive practices to ignite their students’ curiosity and ingenuity, help them become civically engaged, allow them to collaborate with peers worldwide, and empower them to direct their own learning.
The 2010 CDW-G 21st-Century Classroom Report: Preparing Students for the Future or the Past?
(CDW-G, Vernon Hills, IL , 2010)
Presents results of a national survey of more than 1,000 high school students, faculty and IT staff members to understand how students and faculty are using technology. The study found that just 8 percent of high school teachers said that technology is fully integrated into the classroom; and the technology that is available is primarily used by teachers and not students. As a result, 43 percent of students said they are not or they are unsure if they are prepared to use technology in higher education or the workforce. 19p.
Classroom of the Future. Orchestrating Collaborative Spaces.
Makitolo-Siegel, Kati; Zottman, Jan; Kaplan, Frederic; Fischer, Frank
(Sense Publishers. Technology Enhanced Learning Volume 3. , 2010)
This book brings together the perspectives of researchers, architects, technical designers, and teachers on emerging theoretical and technological developments pertaining to the classroom of the future. Innovative ideas are offered on how new technologies and learning approaches can be integrated into schools, challenging the thinking of learning spaces in a new way. Chapters include: Learning Space Shaped by Instructional, Classroom, and School Building Design; Facilitating Learning Using Technology-Enhanced Objects and Furniture; and Knowledge Building in Virtual and Physical Learning Spaces. 46p
Educational Technology in Public School Districts: Fall 2008, First Look.
(U.S. Dept. of Education, National Center for Education Statistics, Washington, DC , Dec 2009)
Provides national data on the availability and use of educational technology in public school districts during Fall 2008. The data are the results of a national district-level survey that is one of a set that includes district, school, and teacher surveys on educational technology. Among the topics covered are number of schools in the district with a local area network connecting computers within the school, district networks connecting schools to the district and the number of schools with each type of district network connection, types of connections from districts to Internet service providers and backup connections to the Internet, and formal computer replacement plans, asset recovery programs (i.e., third-party disposal services) for computers, and treatment of older computers that can no longer serve their original purposes. 68p.Report NO: NCES 2010-003
Learning Environments: Where Space, Technology, and Culture Converge.
Warger, Tom; Dobbin, Gregory
(Educause, Boulder, CO , Oct 2009)
Suggests that the time has come to broaden the scope of that inquiry and consider factors beyond space, including learning culture and the changing roles of instructors, students, and other people involved in teaching and learning. The effort to understand and develop effective learning environments includes more individuals and more roles than have generally been involved in the discussion about teaching and learning, and the factors at issue include, but go beyond, technology. 14p.
Facilities Guide for Technology in New Jersey Schools.
(New Jersey Department of Education, Trenton , Sep 2009)
Advises schools involved in new construction projects or technology upgrade initiatives, including additions and renovations, to plan for and make intelligent decisions regarding technology and technology infrastructure, and to insure that key stakeholders are involved in all stages of the technology planning process. After an introduction, sections of the document are as follows: Vision and Design Elements, School Construction Process, Administrative and Learning Environments, and Standards and Systems, listing applicable code and standards and describiung communications services and systems. Appendices include typical schematic drawings, security best practices and other resource material 159p.
21st Century Learning Labs for Students of all Abilities.
(Creative Learning Labs, Jun 2009)
Creative Learning Systems engages learners with fully-integrated classroom systems focused on STEM, technology exploration, alternative energy education and media production.
How Technology Will Reshape Academe After the Economic Crisis.
(Educause, Boulder, CO, May 11, 2009)
Explores a range of technological-informed 'opportunities' from the pragmatics of shared services models to 'transformational' arcs of activities in internationalization and open education resources, all in the context of the economic crisis of 2008-2009 and its effect on higher education. Mergers, consolidations, and perhaps even closures are all possible outcomes of the financial crisis. Viewed as only a financial crisis, crisis management has attempted to attack the economic equation by constraining and re-directing inputs. Fewer students, fewer offerings, suspended sabbatical leaves, salary freezes, and staff layoffs are all intervention strategies for the financial ledger.
21st Century Learning Environments.
(Partnership for 21st Century Skills, Tucson, AZ , 2009)
Proposes that learning environments must embrace a diverse and complex world of people, places, and ideas. While a tremendous amount of attention has been paid to standards, assessments, professional development, and curriculum and instruction, the paper finds that learning environments are an essential component to supporting positive 21st century outcomes for students. The report notes that the term learning environment has traditionally suggested a concrete place, but in todays interconnected and technology-driven world, a learning environment can be virtual, online, and remote. While the relationship of physical spaces and technological systems to learning continues to be ever important, even more important is how, and whether, these environments support the positive human relationships that matter most to learning. The paper notes that the greatest challenge to incorporating technology into learning environments is not finding time and money, but finding ways to adequately support the use of these tools. While, today, many schools have advanced well beyond those outdated models and classrooms have become undeniably more flexible, colorful and engaging, this is just an initial step. Successful learning environments must be able to adapt to the constantly evolving and ever-changing nature of technology, teaching, and learning. Includes 66 references. 34p.
Planning for Technology.
(Ohio School Facilities Commission, Columbus , Jan 2009)
Briefly discusses planning technology integration into the school construction process. Keys to success and typical technology components are outlined. 2p.
School of One, Program Overview Video.
(New York City Public Schools, 2009)
Describes New York City's multi-faceted School of One teaching program that combines classroom, individual, and virtual learning customized to a student's skills and interests. This educational delivery system relies on a variety of teaching spaces and personnel.
Steelcase LearnLab---Learning Outside the Box
Classrooms today must support frequent collaboration and communication, easy transfer of information between individuals and groups, the effective display of content and the need for teams to constantly reconfigure and switch between different ways of working. These are the demands that the LearnLab environment was designed to meet. The LearnLab grew out of a user-centered design process developed by Steelcases WorkSpace Futures group. The process begins with research to clearly understand end users and their specific needs.
Effects of Technology on Student Achievement and Motivation in Mathematics. (Dissertation)
Paino, Tara L
(Caldwell College, 2009)
Classrooms worldwide show increased evidence of various forms of technology such as the interactive whiteboard (IWB). New technology and improved computer programs allow students to work on a variety of skill levels at their own pace as they build confidence in academic areas, such as mathematics. Therefore, the purpose of this study was to determine to what extent using technology in a first grade mathematics class would affect student motivation and achievement on curriculum based assessments. The results supported the idea that technology does increase academic achievement and increases student motivation when learning mathematics. 58p.TO ORDER: http://gradworks.umi.com/14/63/1463856.html
References to Journal Articles
The Technology Makeover
School Planning and Management; , p57-60 ; May 2012
Discusses several districts that are rollin gout technology initiatives that engage students and empower students.
School Security Technologies
School Planning and Management; , p86-89 ; Apr 2012
Discusses how to take a sensible, balanced approach to creating a safe learning environment, drawing on behavioral and structural strategies as well as technological ones.
Education Technology Transformation
American School and University; , p16-20 ; Mar 2012
Technological advances that give students more control of their education are changing schools and universities. This explores online learning, and new technologies that let you bring your own, publish your own, store your own, and track success.
The Classroom Evolved: Creating an Active Learning Environment
THE Journal; Jan 25, 2012
Describes Bishop Moore Catholic High School in Orlando, Florida that's borrowed ideas from two major universities to create classrooms that support interactive, hands-on learning. The design for all five of Bishop Moore's active learning classrooms is based on TEAL (Technology-Enhanced Active Learning), a mix of pedagogy, technology, and classroom design
Schools Moving Away from Hallway Lockers. Virtual Storage Space Results in Savings, Efficiency.
eSchool News; Jan 05, 2012
Lockers have served as a symbol of the American high school for decades, but with new technology–eBooks, interactive assignments, and web-based learning–they’re gradually becoming a thing of the past. School officials that have made the jump to lockerless cite several benefits: less noise, fewer tardies, and an increased sense of safety.
The Integration Step
School Planning and Management; v51 n1 , p67-69 ; Jan 2012
Discusses networking and integrating security technologies including electronic access control, video surveillance, and intrusion systems.
Backup, Archive, Recovery
American School and University; Jan 2012
Data recovery solutions always should include all three major areas for ensuring restores: backup, archive and disaster recovery. Education institutions can simplify operations and save dollars with an all-in-one appliance approach to data backup.
Genius Loci: MacConnell Award Projects + Ewan Mclntosh's Seven Spaces
Baibak, Rebecca; Ruiz, Karina; Parker, Ross and Peters. Edward J
Educational Facility Planner; v45 n4 , p9-11 ; Dec 2011
Given the surge of technology use in the 21st century, explores the defining characteristics of schools of the future: group spaces, secret spaces, publishing spaces, performing spaces, participation spaces, and watching spaces.
Lighting Up Students with Technology and Progressive 21st Century Learning Strategies
Ronda Frueauff, Tony Wall, Ron Essley and Michael Hall
Educational Facility Planner; v45 n1 , p24-26 ; Dec 2011
Recommends that schooling become more flexible and therefore more engaging and interesting, use less prescriptive technology, and improve STEM education if we are to maintain our place of prominence in the global economy. Describes the planning for the Colonel Smith Middle School Complex in the Fort Huachuca School District, a net-zero energy STEM school.
21st-Century Learning Q&A
American School and University; Nov 2011
Twenty-five architects comment on the latest innovations in designing for future learning, as well as how design can support these trends. Questions answered include: What are the latest ideas/innovations in designing to support 21st-century learning?; How can the built environment support emerging trends in education?' What are some design trends in specialized classrooms or programs to support future learning styles/methods? and How is technology for today’s learning affecting school design?
Unlimited Access in Classroom Technology (with Related Video)
American School and University; Sep 2011
With desktop virtualization, school and university students can gain access to technology where and when they want it. Virtualization enables education institutions to consolidate information technology infrastructure in a central location and provide needed applications and data to users on their own devices when they request it.
Paper, Paper, Go Away.
School Planning and Management; v50 n8 , p38,40 ; Aug 2011
Describes how Indiana's Metropolitan School District cut $125,000 in printing expenses by equipping schools with multi-function printers (MFPs) and enabling teachers to scan and convert documents to PDF format before distributing them electronically to students.
One-to-One Student Computing: LAN, WAN, WLAN and Pam. What Works?
School Planning and Management; v50 n7 , p51-53 ; Jul 2011
Discusses infrastructure needs and configurations for a variety of computer networks, citing the experiences of three school districts.
Drawing Down the Data Center: A New Model for Energy Efficiency.
School Planning and Management; v50 n4 , p36,38,40 ; Apr 2011
Advises on reducing energy use in data centers, detailing steps such as monitoring energy use, "spot" cooling of equipment, encouraging energy consciousness with end users, and replacing energy-inefficient equipment.
School Planning and Management; v50 n3 , p46-49 ; Mar 2011
Advocates for district-wide video applications that apply not only to safety but to operational processes, such as efficient carpool lanes, cafeteria lines, and crowd management at special events. Video further allows district administrators to verify whether procedures are implemented and followed, e.g., the number and type of emergency drills.
Wired for Everything.
College Planning and Management; v14 n3 , p51-53 ; Mar 2011
Discusses increased concern for multitasking and multipurpose spaces in higher education settings. The increased cost of A/V components is driving this innovation.
Don't Do That!
School Planning and Management; v50 n3 , p50-52 ; Mar 2011
Describes five typical mistakes made when planning classroom technology. The image is too small. Electronic smart whiteboards are not always a smart decision. Cameras need to see too. Lighting control should be intuitive. Acoustics can make a difference.
Mobile Goes Mainstream.
District Administration; v47 n2 , p46-48,50,52-55 ; Feb 2011
Discusses the incorporation of mobile learning devices into schools. An inset feature profiles a Keller, Texas, school designed specifically to accommodate mobile devices.
Putting Technology in the Hands of Students.
School Planning and Management; v50 n2 , p25-27 ; Feb 2011
Describes network upgrades that enable schools to run security, distance learning, and sophisticated instructional programs.
Open the Windows: Design New Spaces for Learning.
Learning & Leading with Technology; v38 n4 , p10-15 ; Jan 2011
This article encourages everyone to become active in the conversation about how what one knows about emerging technologies can inform the design of new schools and classrooms. It presents some helpful resources to learn more about the importance of appropriate learning space, and offers suggestions for classroom teachers, school leaders and community members how they can help change the school learning environment.
Clicks and Bricks: How School Buildings Influence Future Practice and Technology Adoption.
Educational Facility Planner; v45 n1/2 , p33-37 ; 2011
Describes six specialized school spaces that encourage digital learning and customized learning. These are secret, group, publishing, performing, participation and watching spaces.
Learning for Today: The Interaction between Pedagogy, Learning Spaces and Technology.
Educational Facility Planner; v45 n1/2 , p14-17 ; 2011
Discusses the seamless integration of technology into the classroom, rather than in computer labs, as well as the teacher's role as facilitator of the learning process. Three references are included.
Keys to Success.
American School and University; v83 n4 , p12-14,16 ; Dec 2010
Describes 10 ways that schools can overcome and move beyond impediments to providing safe, healthful, and high-quality education. The 10 areas include finances, sustainable design, operating efficiency, educational technology, distance learning, security, indoor air quality, maintenance / cleaning, managing space, and community connection.
New Network, No Interruptions.
School Planning and Management; v49 n12 , p18,20-22 ; Dec 2010
Documents the complex needs addressing IT improvements and the relationship that must exist with building design and construction to avoid service interruptions in the process.
Can the Physical Environment Have an Impact on the Learning Environment?
CELE Exchange; 2010/13 ; Nov 2010
Advocates for the reform of learning environment design, so that technology is integrated into a collaborative classroom arrangement, rather than as simply an overlay of an existing teacher-centered arrangement. Incorporation of sustainability, and attention to the “social design” are encouraged. Ten references are included.
MFPs: Passing Grades on All Fronts.
School Planning and Management; v49 n11 , p50-53 ; Nov 2010
Advocates the installation of multifunction printers (MFPs) in shools to consolidate printing, copying, faxing, and scanning functions. Space and IT staff time saved are the main benefits.
Making Your School Future-Proof.
District Administration; v46 n9 , p64-67,69-71 ; Oct 2010
Discusses the installation of flexible and upgradable technology in schools. Wireless connectivity is essential, as are adequate recharging stations, ability to serve a computer for every student, energy-efficient facilities that can deliver power without extraordinary additional costs, interactive whiteboards, and cloud-computing solutions.
All Systems Are Go.
American School Board Journal; v197 n10 , p26-28 ; Oct 2010
Profiles two school districts who have embraced technology in educational delivery, including extensive online class offerings and handheld student assessment devices.
Windsor High School.
CASH Register; v31 n8 , p10,14 ; Aug 2010
Profiles this California school that meets stringent sustainability guidelines and features raised floors in classrooms to accommodate extensive audiovisual and computer installations.
Electronic Media Policies.
School Planning and Management; v49 n8 , p68-70 ; Aug 2010
Documents legal considerations for monitoring students webcams, which may be used for educational benefit, but which may pose safety and security risks, and violate students privacy. The author counsels guidelines for establishing Acceptable Use Policies (AUP).
Technology-Enabled Active Learning Environments: an Appraisal.
CELE Exchange; 2010/7 , p1-8 ; Jul 2010
Examines the emergence of technology-enabled active learning environments and the reasons for their appearance. It explores three Australian case studies and considers how effective they are in enhancing teaching and learning outcomes.
No More of the "Same Old, Same Old." [A Brave New (Interactive) World]
School Planning and Management; v49 n7 , p6 ; Jul 2010
Briefly describes innovation in whiteboards, distance learning technology, and classroom furnishings.
Rethinking Classroom Design Guidelines.
Campus Technology; Jun 02, 2010
Discusses the difference between studio and traditional classrooms, with particular emphasis on how this impacts technology integration.
Sustainable IT: 30 Tips for Going Green with IT Operations and Equipment.
University Business; v13 n6 , p63-66,68 ; Jun 2010
Discusses sustainable practices for information technology, addressing reduction of power consumption, proper use, virtualization, and procurement.
American School and University; v82 n11 , p28-31 ; Jun 2010
Discusses recent additions to the arsenal of learning technologies. Furniture that accommodates laptop use standing or lounging, web-based curricula, outside funding to acquire technology, and changes in classroom design are addressed.
Seven Tips for Building Collaborative Learning Spaces.
Campus Technology; v23 n10 , p30-32,34,36 ; Jun 2010
Offers tips for creating collaborative learning spaces in either new construction or renovation and retrofit. Involve faculty in design process. Gauge student input. Invest in flexible furniture. Create technological redundancy. Assess acoustical issues. Don't forget low-tech. Train the faculty on effective use.
School Planning and Management; v49 n4 , p32,34-36 ; Apr 2010
Discusses "green" IT programs in schools, noting strategies that save energy, subdividing a single computer into four, selecting equipment with high sustainability ratings, and proper disposal and recycling of decommissioned equipment.
The All-Digital Classroom: Full Speed Ahead.
School Business Affairs; v76 n3 , p18,20,21 ; Apr 2010
Discusses school applications of a Metro Ethernet, which can greatly increase bandwidth without significantly increasing cost. The configuration of a Metro Ethernet is described, and advice on selecting a provider is included.
School Planning and Management; v49 n3 , p40,42,43 ; Mar 2010
Discusses alternatives for the installation of the technology and equipment needed to support distance learning.
The Imagined Space of the Web 2.0 Classroom.
Campus Technology; Jan 2010
Advises on accommodating technology in a classroom. Rooms should be square or rounded instead of rectangular since sight-lines and visual display of information is now as important as the sound of voices; moving furniture for different ways to work with technology should not cause a sudden roar of noise, chair and table legs scraping on tile, but instead the soft rolling of table and chair on a soft surface.
Whiteboards' Impact on Teaching Seen as Uneven.
Education Week Digital Directions; Jan 08, 2010
Notes that the effectiveness of classroom whiteboards varies considerably, largely due to the teacher's training and willingness to adopt the technology.
AV Is Cool Again.
School Planning and Management; v49 n1 , p82-84 ; Jan 2010
Reviews current educational audio-visual technology, including all-in-one media projectors, short-throw projectors, interactive whiteboards, amplification, and lecture capture.
Please, Lecture Me Again.
College Planning and Management; v13 n1 , p78-80 ; Jan 2010
Reviews the benefits and features of current lecture recording technologies, including laptop-based cameras, online editing, and imbedded audio-visual materials.
Once-in-a-Lifetime Funding for K-12 Technology.
School Planning and Management; v48 n11 , p52,54,55 ; Nov 2009
Advises on the availability of as much as $80 billion of funds from the American Recovery and Reinvestment act that could pay for technology in K-12 schools. Scheduled for disbursement during this year and next, the ARRA K-12 technology money represents a once-time opportunity to bring a district's or school's technology up to date. Various categories of funds and advice on applying is included.
Protecting the Power. [Creating Reliable Backup Power.]
Schlattman, Paul; Weber, Robert
Building Operating Management; v56 n10 , p51,52,54,55 ; Oct 2009
Discusses uninterruptible power supply (UPS) configurations. Efficiencies, scalable design, compatibility, standby generators, sound attenuation, and exhaust are discussed.
ESN Special Report: Education 3.0.
eSchoolNews; Sep 04, 2009
Discusses the rebuilding of Louisiana's Jefferson Parish schools after Hurricane Katrina. Instead rebuilding the traditional educational environments, the administrators focused on weaving technology seamlessly through all aspects of education, from building security to lesson plans and student collaboration--interconnecting all facets of school life. Aspects of the concept, called "Education 3.0," are detailed and how it succeeded in Jefferson Parish is explained.
School Planning and Management; v48 n7 , p26-28 ; Jul 2009
Reviews essential technology that school systems should acquire, even in times of economic hardship. This include shared calendars, notification systems, curriculum and data management software, Internet access, full multimedia capabilities in every classroom, personalized learning software, and software that encourages collaboration.
Campus Technology; v22 n1 , p18-20,22 ; Jul 2009
Discusses five current trends in digital projectors: 1) wireless, 2) better light and color, 3) remote monitoring and maintenance, 4) better lens shift, 5) and improved mountability.
The New Classroom Look.
Education Week; Jun 2009
Describes the technology-rich learning environment of the future, using Sacramento’s Tracy Learning Center as an example. The K-12 charter school has no classrooms or textbooks, with students working at computer stations and in digital projection areas.
Overwhelmed by High-Tech?
School Planning and Management; v48 n6 , p48,50 ; Jun 2009
Discusses integration of disparate educational hardware and software programs, with special attention to the opportunities offered by electronic whiteboards.
Not Just a Fad. [Green Computing--From Fad to Fixture.]
American School Board Journal; v196 n4 , p44,45 ; Apr 2009
Reviews the introduction of "green" practices into school technology, emphasizing low- and no-cost initiatives such as adjusting computers to turn themselves off sooner.TO ORDER: http://www.asbj.com/MainMenuCategory/Resources/SpecialReports/
Thinking Inside the Box.
Building Operating Management; v56 n2 , p66-68 ; Feb 2009
Advises on cutting data center energy use by replacing and then removing old servers, rather than just adding on to them, investing in energy-efficient hardware, and running multiple applications on one server.
Got an Energy Hog?
Building Operating Management; v56 n2 , p59,60,62,64 ; Feb 2009
Advises on improving the energy efficiency of data centers, including maintenance of underfloor pressure, proper implementation of cold and hot aisles, updating HVAC systems, strategic location of thermostats, consideration of energy efficiency in IT equipment decisions, and updating of inefficient lighting.
Computers and the Environment: Minimizing the Carbon Footprint.
School Business Affairs; v75 n2 , p18,19 ; Feb 2009
Advises on how to purchase computer equipment that contain more environmentally benign content and use less energy. Proper disposal of equipment is discussed, as are ways to use computers to reduce energy use through automation of procedures that previously required paper or staff travel.
"Where Do You Learn?": Tweeting to Inform Learning Space Development
Aspden, Elizabeth J.; Thorpe, Louise P.
Educause Quarterly; v32 n1 ; 2009
The authors took Twitter's "What are you doing?" prompt and instead asked "Where are you learning?" They succeeded in getting 15 students to send tweets that would offer insights into their learning patterns, activities, and environmental triggers. Although the depth and style of their participants' tweets varied greatly, most offered much more than they had hoped for by providing lighthearted but insightful information about how their university, home, and social lives blended together. Above all, the authors were able to take a nonthreatening and decidedly nontraditional activity to engage students in university-wide planning and development. Includes four references.
Integrating Technology with Architectural Needs.
Educational Facility Planner; v43 n2-3 , p24-28 ; 2009
Reports on a study that examined integrating patterns of learning technologies with the building envelope and interior systems, as well as how the relate to occupant performance. Access to technology, mobility within the classroom, arrangement of technology in the learning space, and modes of technology use are explored. Observations are related to teacher-centered or to more social models of instruction.
New A/V Systems Use Cat 6 Cable.
School Planning and Management; v48 n1 , p80,81 ; Jan 2009
Discusses the advantages of Cat 6 cable for audio and video networking, citing how it was deployed in all schools in the San Ramon Valley Unified School District.
Inspired by the Slum.
Educational Facility Planner; v43 n4 , p10,11 ; 2009
Profiles “hole in the wall” computer kiosks in impoverished New Delhi neighborhoods that provide unsupervised and collaborative learning environments to heterogeneous groups of children. In an interview, Dr. Sugata Mitra, the creator of this new educational pedagogy termed Minimally Invasive Education (MIE), explains how it can help bridge the digital divide and provide rich learning opportunities for children everywhere.