Welcome to the World of European EdTech! The European EdTech Alliance is proud to showcase the vibrant European EdTech ecosystem where you can find information about: EdTech Organisations; Investors, Accelerators, Incubators, Fellowships; Testbeds and Policy initiatives.
Informing product leads and their teams of innovators, designers, and developers as they work toward safety, security, and trust while creating AI products and services for use in education.
The work of the EDSAFE centers around the SAFE Benchmarks Framework as we engage stakeholders to align equitable outcomes for all learners and improved working experiences for dedicated and innovative educators. We intend to clarify the urgency and specific areas of need to prevent failures in data management that compromise the potential for how responsible AI can be a lever for equity and innovation while protecting student privacy. Frameworks and benchmarks are important to innovation as a means of targeted guidance, focusing disparate efforts towards shared objectives and outcomes and ensuring the development of appropriate guidelines and guardrails.
The Australian Framework for Generative AI in Schools (the Framework) seeks to guide the responsible and ethical use of generative AI tools in ways that benefit students, schools, and society. The Framework supports all people connected with school education including school leaders, teachers, support staff, service providers, parents, guardians, students and policy makers.
J. Houssart, and H. Evens. Proceedings of the sixth British Congress of Mathematics Education held at the University of Warwick, page 65-72. bsrlm, (2005)
H. Evens, and J. Houssart. Educational Research, 46 (3):
269-282(2004)This paper utilizes Toulmin's original framework to analyse over 400 answers given by 11-year-olds to a question on a written mathematics test. The question required children to say whether a given statement is true and give a written explanation. Categorizations of answers are developed from the data and examined, suggesting that many children appeared to understand the mathematics but were not able to give adequate explanations. Findings are also compared with other researchers' findings. In contrast to other studies, a large category of non-valid answers appear mathematical, but are largely restatement of the information the children were given. Although only a minority provided explanations deemed worthy of a mark, further analysis demonstrates greater degrees of comprehension than this suggests. Teaching strategies for building children's expressive and specifying skills are identified..