W:
edtechnology.co.uk | T: @Educ_Technology
T
he last 12 months have been an exciting time for education and the adoption of 3D printing,
according to Ultimaker director Paul Croft. “Awareness of this game-changing technology has exploded and education institutions from primary schools to universities are incorporating 3D printing into many subject areas. Whilst 3D printing has been around for decades the recent ‘revolution’ has been fuelled by factors such as the groundswell in the maker movement, economic and social pressures and technological advances making it more aff ordable. Allied with open-source, knowledge-sharing principles, this accessibility has seeded pockets of innovation globally.” To support this, and to alleviate many
of the headaches traditionally faced when incorporating new technology into education, Ultimaker launched the CREATE Education project, an initiative to share open-source 3D printing technology with all comprising the elements of Community, Reliability, Education, Access, ‘Teachability’ and Economics. One such educational establishment
to benefi t is Cardiff University, the formula student race team of which has used an Ultimaker since November 2013 to design, prototype and produce parts for their car, resulting in a record performance on the racetrack and a cost saving of over 70%.
BYOD 2 . 0
ByDavid Patrick, Business Technologist at Ntegra
BYOD
has been talked about as the next big change
in business for the last fi ve–eight years but it has not really taken off in Europe, and it is now predicted that 25% of BYOD programmes will fail by 2016. So with talk of BYOD 2.0, what lessons can the educational sector learn from its corporate counterparts? It is clear that the BYOD trends in
Europe and the rest of the world are on diff erent tracks. There is evidence that in Europe the adoption of BYOD is stagnating, with the proportion of CIOs planning to implement BYOD remaining almost static for the last two years, and 40–50% having no plans for the future. BYOD seemed a good idea for those
With benefi ts in fi elds such as
engineering and the medical sector being facilitated through 3D printing, educators, whose remit is to prepare pupils for future employment, will increasingly integrate 3D printing into their teaching in future years.
www.createeducation.co.uk
tech-savvy employees, but as IT has addressed the various infrastructure, security and policy issues there has been a realisation by cautious Europeans that it’s not the panacea they were looking for. This is refl ected in the lower adoption rates of 5% or under in companies off ering BYOD. These fi gures highlight that the
“Pupils use social media as their core communication means while email is teachers’ primary tool”
break was that we need downloadable apps with push notifi cations ensuring even higher engagement. We have spent the summer building downloadable apps for IOS, Android and Windows platforms and are onsite giving students NFC- enabled wristbands they will be able to use to download the WAMedu apps from Android phones.”
www.wambiz.com
current cultural challenges should not be underestimated when deploying BYOD. Employees are of the view that their employer should provide the tools they need to do their job and that they shouldn’t expect to have to provide them themselves. Will this not be similar for students, especially those who simply cannot aff ord a device? So what type of funding, and to whom, will educational institutions have to provide? With security a major concern,
further resistance has surfaced as IT has tried to deploy Enterprise Mobility Management (EMM) software onto personal devices, with personal privacy beginning to be raised. BYOD is in its early beginnings
and is not without its diffi culties. The BYOD subject warrants further examination by educational institutions to ensure that it is the right route to take.
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