Shifting to full online learning means more sensitive student data is available online, with more access attempts from various devices. Without proper protection, it can leave educational organizations susceptible.
The implementation of an IT service catalog is an important step in transforming from a technology-oriented organization into a service-oriented organization. The service catalog is a vehicle used to communicate and provide clarity to constituents about the IT services available to them, to help improve customer relations by sharing information and setting expectations, and to improve service portfolio planning so IT investments and activities better align with university needs. This working group paper outlines a standard higher education model service catalog that can be used by institutions implementing a new catalog or revising an existing one.
In 2020, the COVID-19 pandemic put pressure on already strained education IT budgets for schools and universities nationwide. The abrupt shift to distance learning left educational institutes scrambling to provide students and faculty with the devices and online tools necessary for virtual learning.
An application and desktop delivery solution, such as Parallels Remote Application Server (RAS), simplifies remote learning environments. When students and teachers can access needed resources and information from any location using any device, schools can enhance the education experience.
For many schools, teaching via video was one of the few options available at the start of the pandemic, as the cost of providing students with laptops and other necessary devices consumed already limited IT budgets. Since 2017, budget constraints and a lack of resources have been the leading challenge for education IT leaders. Declines in state sales and income tax revenues threaten to further cut budgets for public education spending.
Using virtual desktops and applications allows IT teams to provide the necessary resources to each grade level, course or subject matter without the added costs of physical hardware. A VDI solution grants centralized access to necessary tools and resources. Consolidating educational IT infrastructure makes it easier to secure, scale and maintain.
An expanded use of digital tools and virtual learning environments also increases the need for data interoperability. A recent Consortium for School Networking (CoSN) survey looked at cybersecurity spending in educational environments. It found that 60% of responding kindergarten through twelfth grade (K-12) schools allocated less than 10% of their technology budget to network security.
The Learning Counsel surveyed over 30,000 US K-12 schools to analyze the current state of educational technology. Of those survey respondents, 28% still have decentralized digital resource planning. This means it is up to individual teachers to select and sequence content and applications for their lessons.
The transition to online learning in 2020 also highlighted several pre-existing educational inequities. Before the pandemic, schools and colleges helped alleviate these digital inequities through on-campus computer labs and Wi-Fi access.
When instructors and learners have centralized access to important tools and resources, it ensures learning continuity during times of disruption or crisis. VDI solutions allow students, teachers and administrators to access educational data at any time, from any location, using any device or OS they choose.
To address the gaps in learning that occurred during the pandemic, and to be ready for future learning disruptions, schools must make education IT a priority. IT teams must have technology that enables students, teachers and administrators to have equal access to education, at any time, at any location and on any device.
Every educational expert I spoke to for this story began by making the same point: to understand how AI could improve teaching and learning, you need to think about how it is reshaping the nature of work.
The model provided here is a three-tiered approach, with a fourth section defining key attributes for services and service offerings (see figure 4). The intent is to foster understanding of the catalog contents by presenting them in a way that makes sense in the higher education environment, starting most broadly and moving to more detailed information as one traverses the structure.
Under each service category, we have listed common IT services (end-to-end IT services delivering outcomes to customers) offered in higher education. This list should be broadly representative but might not be comprehensive for all institutions. Your institution might not offer all of these or might have additional services. For each of these services, there might be a number of individual service offerings representing specific technology-focused activities or products that are used to deliver the service.
Immigrants account for 20% of the population and 60% of total population growth in Canada (Statistics Canada 2001). The majority of immigrants are accepted for entry to Canada under the Skilled Worker Program in order to fill employment shortages in the labour market (CIC 2007). Recent research has revealed that an increasing number of immigrants who gain entry under this programme face significant barriers to employment. As a result, many remain unemployed or accept employment outside of and below their field of education and training. However, the impacts such employment circumstances have on the health of immigrants have not yet been examined. This paper presents the results of a collaborative research project that explores the health impacts of under/unemployment among skilled immigrants in Mississauga, Ontario, Canada. In-depth interviews are used to examine the experiences of employment and perceptions of subsequent health impacts among 22 recent immigrants. The participants most frequently identified mental health impacts due to a lack of income, loss of employment-related skills, loss of social status and family pressures. These health concerns are also extended to family members. In addition to mental health, physical health is perceived to be affected by employment circumstances through high levels of stress and strenuous working conditions. These findings shed light on the nature of the links between employment and health relationship as well as determinants of immigrant health. Additional research is required to examine the long-term effects of under/unemployment.
The U.S. Department of Education is the agency of the federal government that establishes policy for, administers and coordinates most federal assistance to education. It assists the president in executing his education policies for the nation and in implementing laws enacted by Congress. The Department's mission is to serve America's students-to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.
In the 1860s, a budget of $15,000 and four employees handled education fact-finding. By 1965, the Office of Education had morethan 2,100 employees and a budget of $1.5 billion. As of mid-2010, the Department has nearly 4,300 employees and a budget of about$60 billion.
The mission of the Carrara Education Technology Center is to provide outstanding technical consultation, support, and training for the exceptional educators, scholars, researchers, and students at Penn State College of Education, thereby helping to advance the profession of education through the secure, proficient, successful, and innovative use of technology.
Education and health have always been linked, but never as greatly as they are now. For more than two decades researchers have noted a disturbing widening in the gradient: year by year, scientists have warned that the health gap between those with and without an education is growing ever larger. [See table]
In 2011, Rand Corporation researchers compared data for non-Hispanic whites (age 40-64 years) between 1978 and 2005.12 Among those without a high school education, the proportion who reported fair or poor health differed from college educated adults by 25% in the 1970s but grew to 36% by 2004. During these same years, non-Hispanic whites with advanced education experienced declines in chronic diseases such as arthritis, heart disease, lung disease, high blood pressure, and diabetes. However, non-Hispanic white adults with less education saw no such decline; they even experienced an increase in some conditions, resulting in a widening in the education gradient. [See Figure 1] Reports of fair or poor health increased among people with these diseases who had less than 12 years of education.
The widening gap in risk factors for disease: The trends in disease rates by education mirror the widening gap in risk factors that predict disease. Over a period dating back to the 1960s, healthier behaviors have been taken up more readily by more educated Americans, creating a wider gap in healthy lifestyle.
The widening gap in disability: The ratio between the disability levels of those with grade school education (0-8 years) and those with some college education (13 or more years of education) increased between 1970 and 1990 among whites of both sexes and African American men;4 the pattern for white men is shown here. [See Figure 5]
The plight of women: the high price of a lost education. The above examples show that decreases in life expectancy among whites without a high school education are occurring more sharply among women. Women without a good education appear to suffer greater health setbacks than men.
It was not always this way: for decades, the link between education and life expectancy differed little by sex,3, 14 but after 1990 life expectancy began to increase more slowly for women than for men.2, 7 Death rates in 1986-2002 declined among college-educated non-Hispanic white women but increased among those with 0-11 years of education.15, iii [See Figure 8] Other evidence suggests a link between education and physical illness, heart disease, and depression that is greater among women than men.16, 17 041b061a72