CYBER.ORG has released the nation’s first voluntary K-12 cybersecurity learning standards to be used to in schools and districts around the country. As the United States continues to face an onslaught of sophisticated cyberattacks, there are more than 464,000 unfilled cybersecurity positions nationwide.
Many educators navigating the use of technology for learning have seen this scenario come to life in the classroom: you give your students an online assignment and a few minutes into it you start the exhausting routine of trying to guess who might be opening other tabs to play games or watch videos, while you figure out ways to redirect them towards their work.
According to Newzoo, the live-streaming audience for games will hit 728.8 million viewers in 2021 globally. For reference, the NFL is projected to hit 141 million viewers. Clearly, esports’ popularity is growing exponentially. However, many people are still unfamiliar with esports, especially the emergence of scholastic esports in education.
Our urban Title I district serves a population of 78 percent at-risk students and 84 percent low-income families. We were already managing low proficiency rates on math and ELA state assessments prior to the pandemic, and the move to remote learning made it even more difficult for teachers to engage with students who couldn’t be on campus.
We live in a world where learning and technology are intrinsically linked, especially in the minds of our youth. But do today’s students process information differently because it comes on a digital device? Is there a correlation between technology use and plummeting literacy rates? And is the way our young people consume information negatively impacting their growth as learners?