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Infographic: How education needs to keep up with Industry 4.0

Why Education 4.0?

Intelitek’s viewpoint on Education 4.0 is derived from a more familiar concept known as Industry 4.0. In the industrial context, this term describes the fact that society has experienced four industrial revolutions in the last 250 years. These revolutions have completely changed not only the world of industry but many aspects of community, the practical nature of the workforce, and the way we see living in modern times.

Education 4.0 defines today’s required schooling for being an active member of society and a valuable employee in the industrial workspace.

Even today during most learning sessions, students are required to sit quietly in class, have no interaction with their peers and listen to the single source of knowledge – the teacher. Education 4.0 involves collaboration with peers, guests, teachers and administrators. Education 4.0 environments must foster discussion and teamwork.

Intelitek learning environments are designed to duplicate other parts of societal development. We are inspired by Industry 4.0 and the development of transportations systems, healthcare systems, and much more. The fundamentals of Education 4.0 are:

  1. The learning path is tailor made
  2. We offer formative assessment
  3. Teachers become mentors
  4. Divergence and pluralism

 

Infographic for Industry 4.0_ver4-1


How to start a virtual coding boot camp in five easy steps

By Meredith Hoover – Originally posted in eschoolnews

coding

We’re building a love for STEM with virtual robotics and coding camps that get students excited; here are 5 steps to get your school going in the right direction

It never ceases to amaze me when I see a middle school student excelling at virtual robot simulations, a seventh grader using computer code to solve a STEM problem, or an eighth-grade robotics team brainstorming ideas and then developing a full-blown operating robot. Even these tiniest victories go a long way, with students getting hands-on with advanced technologies and then taking that experience to college and/or out into the workforce.

Challenged by budgetary constraints, time limitations, and the wide selection of new classroom technology that’s being thrown at them, K-12 districts aren’t in the best position to set up onsite robotics and coding classes for their students. To overcome these challenges, several West Virginia schools are leveraging a technology platform that’s completely online, and that’s helped them bring the fascinating world of robots to a wider band of students.

Here’s how you can do it too.

1. Find an internal champion to lead the cause. To think beyond basic K-12 curriculum and truly prepare students for today’s work world, you need a champion to get behind the cause. We found ours in Donna Burge-Tetrick, superintendent of Nicholas County (WV) Schools. She secured a grant from the West Virginia Department of Education to provide a robotics instructor to support teachers in robotics implementation. She has also continued to fund and support all aspects of our program, which is now growing steadily.

2. Pick products that complements your school’s current resources. We’re using CoderZ by Intelitek, a platform that is completely online with virtual robot simulations, thus reducing the need for robotics kits and pieces. This has helped us cut equipment expenses to a minimum and, even better, our teachers need no specialized training to teach robotics classes, which cuts the costs even more. This is particularly beneficial for districts that have been unable to establish or expand their own robotics programs.

3. Get teachers hands-on and on-board early. One of my biggest challenges is getting teachers on board, comfortable, and willing to take on the challenge of robotics and coding instruction. The program we selected is easy for teachers to put into practice because they don’t need any additional resources or expensive robots to implement it in their classrooms. I’ve used it with both middle schools in our county and not only did they both participate, but they also both went to the Cyber Robotics Coding Competition (CRCC) finals.

After the event, I spoke with the teachers and heard positive feedback from them. Now, they’re talking about getting robotics/coding classes for sixth grade for the upcoming school year. The CRCC helped pave the way for that because it was such a positive experience; teachers could see the success and wanted more.

4. Weave robotics and coding right into the school day. This not only levels the playing field for all students—including those who may not have Internet access at home—but it also encourages collaboration among students and creates an atmosphere of accountability. For example, students have dedicated class time to work on the coding/robotics program and are also given the links to access information if they want to continue working at home. And while in-class robotics is still a fairly new concept, it’s a great tool for overcoming truancy issues and for getting students to like school again. (We’re offering it at our Alternative Learning Center next year, in fact.)

5. Foster a love of STEM across the board. As technology continues to make its way into the workforce in all fields, being tech savvy and able to understand code are becoming “must haves” for graduates. Knowing this, teachers should be talking to students about potential careers that involve STEM, creating project-based experiences for them, integrating robotics into their standards-based lessons, and fostering a love of STEM for both girls and boys.

Our new online program has helped us achieve these goals, and now we have 4-H clubs across the county picking up robotics and offering it to their young members. It’s all about fostering the engineering and scientific fields, developing students’ abilities, and stoking their interest in these opportunities.

With more K-12 schools rising up to meet the STEM challenge, it’s a great time for all of us to embrace coding competitions, virtual robotics platforms, and other tools that are out there for the asking. The more we can do on this front, the more we can prepare students for success in school, in the workforce, and in life.


5 modern education myths debunked

By Ido Yerushalmi – Originally posted in eschoolnews

education-myths-500x400
Education 4.0 can have a profound impact on how instructors teach real-world skills, but these five myths are still holding them back from fully leveraging this new age of instruction

In the industrial setting, Industry 4.0 is a term that analysts use to describe the automation and data exchange that are used in manufacturing technologies, and this involves modern concepts like the Internet of Things (IoT), cloud computing, and other innovations. Cumulatively, these technologies are changing the face of manufacturing.

Much like a manufacturing firm needs a flexible production line in order to adapt to changes in demand and customer preferences, education must also be tailor-made in a way that truly prepares students for success. In order to effectively implement Education 4.0, these five myths will have to be debunked:

Myth #1: Students are just “empty vessels.”
During the second industrial revolution, many believed that a student’s brain is similar to a piece of raw material that is assembled from scratch into a perfect product. In fact, the brain was referred to as an empty vessel, a blank slate that teachers poured knowledge into. We assumed that students lacked knowledge, and the teacher filled their brains with knowledge—building the same knowledge structure for all students (i.e., constructivism).

But this isn’t true. Students have prior knowledge that is accumulated differently by each student. Knowledge is not created like an assembly-line product. Students must be encouraged to experiment and take on real-world problem solving to create more knowledge and understanding for themselves and then to reflect on and talk about their activities.

Myth #2: Students are passive recipients of information. 
Ten to 15 years ago, it wasn’t uncommon for a classroom of students to be sitting quietly, listening to a teacher lecture on a specific topic. Taking notes on that topic from a whiteboard or overhead projector, students were literally passive recipients of information (which they were later tested on).

In the Education 4.0 approach, the student transforms from being a passive recipient of information to an active participant in a personal learning process. Always guided by the teacher, students should construct their knowledge actively rather than just mechanically ingesting knowledge from the teacher or other online resources.

Myth #3: The definition of “basic knowledge” is the same as it always was.
There was once an approach that claimed that students should be given “basic knowledge” to use to build additional knowledge. The problem is that the definition of basic knowledge has never been updated and, as a result, is now irrelevant. Take math, for example. Elementary school students are still not allowed to use a calculator to work out simple sums, despite the fact that they all have access to calculators on their mobile devices.

Imagine taking this idea and extrapolating it into other areas. One example could be telling people they can’t use a cellular phone until they have used a landline for at least six years. It would be ridiculous, right? Well, the same goes for education: Education 4.0 realizes the basis for basic knowledge itself has changed.

Myth #4: Computers interfere with thinking. 
Educational systems assume computers interfere with their ability to encourage thinking. The truth is, students do not need to be trained to solve derivatives and integrals because computers can be programmed to do it much more efficiently than any student ever could. Not having to calculate should be seen as a strength because it saves time that could be used during math classes to discuss the practical applications that math can solve.

Similarly, traveling by cars or planes saves time and allows people to explore more distant places on earth. After all, no one is suggesting that we walk or take boats now that we have trains and planes to use as more efficient and effective means of travel.

Myth #5: Learning is an individual exercise. 
During most learning sessions, students were required to sit quietly in class, have no interaction with their peers, and listen to the single source of knowledge: the teacher. Because Education 4.0 involves collaboration with peers, guests, teachers, and administrators, the related environments foster discussion and teamwork.

By encouraging high levels of collaboration, open communication, and strong connections among students, teachers can more effectively prepare students for success in college, the workforce, and life as a whole.


CoderZ by Intelitek Wins Tech & Learning ‘Best of Show’ Award at ISTE 2018

CoderZ is an online platform teaching students fundamental coding and programming skills through fun virtual robotics

Derry, NH (July 2, 2018) – Intelitek today announced that its online coding and robotics program CoderZ, was named as a Best of Show winner by Tech & Learning at the 2018 International Society for Technology in Education (ISTE) Conference and Expo.

iste18-bos

In its fifth year, Tech & Learning’s ISTE 2018 Best of Show awards highlight outstanding products exhibited at ISTE. Winners are selected by a panel of professional users and editors for having the greatest potential to be game changers in education technology. The judges rated their impressions on a sliding scale, evaluating areas such as quality and effectiveness, ease of use and creative use of technology. They then met in person to decide which technologies will have the most impact in the classroom and deserved to be named Best of Show.

“Once again, the ISTE show floor was inundated with edtech—from the latest in coding, robotics and makerspace gear to sophisticated upgrades in district-wide enterprise assessment software,” said Tech & Learning’s Managing Director of Content, Kevin Hogan. “And once again, our expert panel of judges kicked the tires. It’s a yeoman’s task and we take it seriously in selecting these companies and their products.”

CoderZ is a powerful, easy to use online platform that teaches students in grades 6-12 valuable STEM skills that prepare them for college and careers such as coding, robotics and physical computing. Through a fun interface with virtual robots controlled by the user, students learn a simple, Scratch-like language called Blockly for new coders or start working directly with Java code if they already have coding experience.

Accessible online from the classroom or at home, CoderZ puts the world of coding and robotics in the hands of every student anywhere they have an Internet connection. Students receive immediate feedback for their work with the integrated online simulator, which allows students to test code and experiment with virtual robots.

For educators, CoderZ integrates an engaging curriculum and learning management including project submission and grading, class and student statistics, video tutorials, and more.

“For more than 35 years, Intelitek has been transforming education and bringing STEM programs into classrooms across the globe through comprehensive technology learning solutions,” said Ido Yerushalmi, CEO of Intelitek. “We’re pleased to have been recognized for this award and selected as one of the top products at ISTE this year.”

ISTE 2018 Best of Show winners will be highlighted in the August 2018 issue of Tech & Learning. A full list of winners recognized at ISTE can be found at https://www.techlearning.com/ed-tech-ticker/t-l-announces-iste-best-of-show-winners.

For more information about Intelitek and its product offerings, please visit www.intelitek.com and www.gocoderz.com.

About Intelitek

Intelitek’s innovative tools and technologies empower instructors and inspire students to improve the world around them. The Company’s sustainable support and professional development ensure the continued success of educational programs. By helping deliver the competencies needed for in-demand careers, Intelitek is producing results for students, teachers, nations, and economies.

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Six Ways to Get Your School on the Education 4.0 Train

EdFutures

This Guest Blog was originally published on Education Weeks Education Futures Channel on June 7, 2018 – See article here

By Ido Yerushalmi, CEO of Intelitek.

Seeing gaps between what you’re teaching and what your students need to be able to compete effectively in the modern workforce? Here’s how to close them.

We have experienced four industrial revolutions in the last 250 years. These revolutions have completely changed the industrial world, but also many aspects of the community, the practical nature of the workforce, and the way we live in modern times.

In the educational world, the change has not happened as quickly and at Intelitek we have implemented an approach – Education 4.0 – that aligns modern learning with modern industry. Education 4.0 is having a similar, profound impact on how instructors teach and how students learn. Put simply, it defines “what it takes” to cultivate active members of society and employees who can play a valuable role in the new industrial workspace.

The rapid change in industry has caused the misalignment between what industry needs in this respect and the skills students graduate with. The educational path taken in many schools and classrooms today–isn’t always perfect. In fact, there are some clear gaps, as evidenced by the lack of qualified, skilled workers in the current (and emerging) labor pool.

Here are six ways to close those gaps and get your school on the Education 4.0 train today:

  1. Create a tailor-made learning path. Design a personal learning path that suits each student’s strengths and interests. This will allow them to build knowledge based on their individual previous knowledge or experience, and on their acceptance of the new information. Solutions should never force all students to learn the same thing at the same time and at the same pace.
  2. Leverage formative assessments. This will enable educational staff to help students identify their own strengths and also pinpoint their own weaknesses. A formative assessment is focused on helping the student accept and learn the new information and does not classify students based on test results.
  3. Transform teachers into mentors. Teachers must be trained on the fine points of building new curriculum and offering every one of their students a personal journey. They should be expected not to lead, but rather to support learning. For example, teachers must be able to use their own vast knowledge to assist students in a mentoring capacity during their own personal journeys.
  4. Embrace divergence and pluralism. Students are not the same and they are also not expected to be the same. The role of the education system is to help students identify the field in which they are suited and help them to excel at it. When teachers find their areas of aptitude, it gives the students a better chance to serve their society as adults.
  5. Stop equating education with knowledge acquisition. Education–not knowledge transfer–should be every school’s goal. Today’s schools will determine the development of society in the future. And while no one can predict the future, the universal values of doing good, accepting others, and collaborating with them will always be essential. This will hold true even when the graduates of today’s education system take on the societal roles of tomorrow.
  6. Put teachers at the heart of Education 4.0. Contrary to other beliefs, no one really wants to replace teachers with robots. In fact, teachers and mentors should be one and the same, and should shepherd students to success in the work world and in life. Design programs for teacher training, give them pedagogic tools, and provide them with a support structure that improves the relationship between the teacher and the student, enabling the former to interact more effectively. And remember that technology is there to serve teachers, allowing them to be even more effective instructors in the long run.

Education

Existing Paradigms in Education

The world is constantly shifting and changing, introducing new generations of people who grow up, leave school and enter the workforce. And yet education has largely remained the same for more than 100 years.

At Intelitek, we turn many of the existing beliefs about education on their head, revitalizing the educational system for the students of today. We encourage schools and educational institutions to revisit many of the incorrect paradigms which are standing in the way of building a strong workforce for tomorrow.

Education Paradigms

Existing Paradigm #1: Students are a Blank Slate

Historically, a student’s brain was considered a blank slate, similar to a car chassis at the beginning of a production cycle. Educators used to refer to each new student as an empty container, ready to receive an outpouring of knowledge from the teacher. We now know that this is not the case.

All students do not start out the same, and none of them are blank slates. All students have prior knowledge, and this varies from person to person. Educators need to be able to teach each student as an individual, becoming mentors, and enabling students to reconcile what they are learning with their own existing understanding of the world. In the right environment, students will learn “how to learn” and be transformed from being a passive recipient of knowledge, to being active in their own learning.

Shift in Paradigm: Knowledge is a Personal Activity

How to Achieve This:

  • Tailor-made learning paths – no two students are forced to learn the same thing
  • Students should be encouraged to find their unique area of success and aptitude with the help of formative assessments.
  • Focus on real-world problem-solving skills with reflection on student’s studies and activities
  • Encourage students to hypothesize and experiment

Existing Paradigm #2: Computers Interfere with Thinking

You only have to look at the attitude to calculators to understand the negative view of computers in the education system. Rather than be seen as a tool to master and use to succeed, many believe that technology hinders thinking skills.

The truth is, that students don’t need to learn how to solve the same problems that computers can do, as they will never beat the efficiency and accuracy of machines. Instead, computers can be used to help us sharpen our thinking and create opportunities for active learning.

Shift in Paradigm: Learning to Master Technology Can Open Doors for Tomorrow’s Workforce

How to Achieve This:

  • Create curricula emphasizing STEM subjects for a more technologically able workforce
  • Make technology, coding and robotics accessible for the 99% of students who cannot currently access it
  • Utilize the Connected Computing revolution to allow for distance learning and virtual robotics.

Existing Paradigm #3: Learning Occurs Individually and Teachers should take the Lead

Even today, knowledge is given and received in silos, again mirroring what we saw in the age of production lines. Teachers are just that – supervisors made for giving over knowledge, and do not encourage questions or the adapting of their information. Students are expected to sit quietly and take in information, without interaction with their peers, or collaboration with other students or guests.

Shift in Paradigm: Teachers are Mentors, and no Student is an Island

How to Achieve This:

  • Foster discussion and teamwork amongst students.
  • Create constructive competition to encourage success.
  • Discourage the idea of the teacher as the ‘single source of knowledge’.
  • Train teachers to build new curriculum from scratch, offering students a personal journey.
  • Move away from replacing teachers with computers. Rather, teach instructors to be mentors, giving them a vital place in supporting their student’s education.

 

Existing Paradigm #4: Knowledge is the Goal of Education

Our schools are determining the workforce of tomorrow, and currently many of them revolve around curricula that focus on the transfer of knowledge rather than education. Intelligences vary from student to student, and all will have their roles in society once education is over.

Taking the time to identify which students have which intelligences can be key for success. There are many examples. Some might have Verbal intelligence – suited for presenting ideas and thoughts, or Intrapersonal intelligence for people skills. Visual intelligence is suited to thinking in three dimensions. Becoming familiar with recognizing these skills is essential.

Shift in Paradigm: Knowledge Acquisition does not define Education

How to Achieve This:

  • Recognize that students have multiple intelligences, and work to foster these.
  • Teach lifelong learning skills.
  • Don’t forget soft skills. Confidence, collaboration and creativity are all essential in the workforce.
  • Use technology to give teachers the pedagogic skills to do more than transfer knowledge.

When we treat today’s students with yesterdays educational paradigms, we are doing them a disservice. As educators and institutions, we have a responsibility to constantly revisit and redefine education to make sure we are providing the best standard of learning possible. This includes looking back at the incorrect assumptions we have made in the past, not only about how we teach, but also about how students learn.

Read more about Education 4.0 by downloading this white paper from Intelitek.


Education 4.0

What is Education 4.0?

In the last 250 years, society has experienced four Industrial Revolutions, which have entirely changed the face of industry as we know it. Here at Intelitek, we believe that the changes in industry should and must have a direct impact on the way we build the education system for today’s students. If your goal is to create students who can become valuable members of the workforce and independent problem solvers, educational paradigms need to be rebuilt alongside each new revolution in society.

The Four Industrial Revolutions: An Overview

Industrial Revolution Timeline

In 1780, the invention of the Steam Engine by James Watts changed the workforce forever. Suddenly, manual labor was less in demand, as machines were able to complete jobs faster and more accurately. New jobs working machinery were created, and families moved from the countryside to the city, from agricultural life to a life of industry.

These kinds of jobs were in demand until around 1900, when the production line became popular during the second industrial revolution. Soon, workers all had their own role to play in the production line, with expertise in one small area, instead of end-to-end knowledge about a product. The production line improved efficiency, and allowed for high quality products to be sold cheaply to the masses. Notably, Steel production heralded the creation of Skyscrapers, Railways, Electric motors, and more. Society had changed again.

Just 70 years later, the computer brought a third industrial revolution. The rigid systems of the production line were suddenly made flexible, and computing quickly spread across all industries, from Agriculture, to Banking, Management and Shipping.

In 2000, the ubiquitous nature of the Internet ushered in the fourth industrial revolution, the Connected Computer. Connectivity between systems has made remote working and collaboration a possibility, allowing businesses to become global enterprises, and retail to explode internationally with the help of production, shipping and finance online industries. Society has adapted to be more social, more knowledgeable, and many believe the world is a far smaller place than ever before.

The Effect on Education

If we look back at how education has changed since the first industrial revolution, we might better understand the challenges for students and teachers today.

In 1780, there was little to no expectation that children would have any education whatsoever. People learned a trade, typically with on the job apprentice training. Where it existed, education was a luxury for the rich. Later, when the second revolution occurred, industry needed skilled workers, who needed to be literate in order to be valuable in the workforce. Suddenly, an education was needed. And this education system, founded on the needs of the second industrial revolution is in many ways still in place today.

Based on earlier life learning models, schools taught knowledge. Students came in with no knowledge, the teacher fed them information in specific subjects and at the end, the student was tested to evaluate if they remembered what they were taught. This fostered a rigid framework of study disciplines, education standards and eventually standardized testing. A production line!

The introduction of the computer did not change the underlying ethos behind our education system. Instead, education professionals simply took advantage of the technology and replaced teachers with computers, enabling teaching, learning and assessment to be handled by machine. While long distance learning and a vast amount of information is now accessible thanks to the Internet revolution, the structure of our education system has still been left unchallenged. Learning outcomes are still being tested by the criteria set out in the second industrial revolution. We are still treating educators and students like they are part of a production line.

Education 4.0

In order for this to change, we must revisit the educational paradigms, and focus on the areas that need rethinking. In today’s new world of fast changing technology and information overload, students need to be trained and not taught. Information needs to be made accessible and students need to learn how to find it rather than the teacher offering it to them in a rigid structure.

We now understand that students are not alike, do not have the same starting point, can learn and absorb different areas of focus differently and need to be guided to develop their skills rather than taught a set of predefined data points. Education 4.0 needs to align with Industry 4.0 and prepare students for the next industrial revolution which will happen in their lifetime.

Aligning Education 4.0 with Industry 4.0

It’s time to bring education into the 21st Century. Flexible, tailor-made curricula, taught by teachers who become mentors to their students, and treat them as individuals is the least that today’s schools deserve. Giving the workforce of tomorrow the tools to become active lifelong learners can create a diverse and pluralistic society where every person understands and plays to their strengths, building a fair and self-sustaining model for education rather than knowledge.

aligning industry requirements with education

Read more about Industry 4.0 and Education 4.0 by downloading this white paper from Intelitek.


Intelitek Sponsors NH Cyber Robotics Coding Competition

New Hampshire Department of Education and Intelitek STEM and CTE Education Foundation (ISCEF) Join Forces to announce the NH Cyber Robotics Coding Challenge.

Oct 17, Derry, NH – Intelitek are excited to announce co-sponsorship in the launch of the New Hampshire – Cyber Robotics Coding Competition (NH-CRCC). Open to all middle schools and high schools in New Hampshire, this virtual robotics competition gives  students the opportunity to experience coding and robotics first hand.
The NH-CRCC recognizes inclusiveness and diversity in STEM education, capitalizing on this opportunity and get as many students involved as possible.

“This event perfectly complements other work being done in NH to promote and support K-12 STEM education, including our Robotics Education initiative and our work to broaden participation in Engineering and Computer Science,” said Frank Edelblut, Commissioner. “We are excited to work with a NH-based company that is doing so much for K-12 education.”

“Robotics and coding is a pathway to industry in the 21st century,” said Ido Yerushalmi, CEO of Intelitek in Derry, NH. “The CRCC Competition, combined with the gaming like interface of CoderZ makes coding and robotics fun. We expect to see the New Hampshire students loving this new approach to learning math, science, technology and engineering and are proud to work with our local schools on this event.”

Schools can sign up all grades and the competition will kick off on October 30th with a Webinar / PD session.CRCC-NHPic-03

The main competitive event will be an online competition taking place during Computer Science Week (December 4-10). This will all culminate on December 19th with face-to-face finals to compete for the Governor’s Award and award ceremony for all category winners.
For school registration and additional information please visit: http://iscefoundation.org/nh-crcc


Bridging the gap between schools and enterprises

Cooperation between Huangpu District Development Zone accelerator, Intelitek and Guangdong Zhongzhu Robot Co., Ltd

September 27 –  The Intelitek “smart plant training system” was officially launched in Guangzhou Development Zone accelerator. The system is jointly developed by Guangdong Institute of Robotics and Guangdong Zhongzhu Robot Co., Ltd., and is also one of the key projects in Guangzhou in cooperation with intelligent equipment.

Link to original article in Chinese – http://www.hkcd.com/content/2017-09/27/content_1066427.html

It aims to solve the demand of talent in the IAB program problem. It is reported that the introduction of the “wisdom factory training system” has a complete industrial equipment, through the simulation of a set of automated production processes, flexible to carry out “training equipment, teaching courses and 3D simulation” trinity of mixed teaching mode, To help teachers to complete the true sense of the integration of teaching training objectives.

Using the Internet teaching platform, the use of e-learning programs to achieve custom learning management system structures and curriculum content delivery, so that students through the work of the situation set, continuous exercise learning. After working on the job, may be skilled in the operation of the robot, the rapid growth of intelligent manufacturing field of “knowledge + practice + innovation” advanced technology talent, has been in the United States, Switzerland, Germany, Britain, Russia, France, South Korea, Japan More than 40 countries of the university, vocational college, secondary school to be applied.

According to Xu Qiang, head of China Guangdong Robot Co., Ltd., the training system has developed a training course which is in line with the domestic automated production process, and with the South China University of Technology, Guangzhou Panyu Vocational and Technical College, Guangzhou Railway Vocational and Technical College, Guangzhou Engineering Vocational and Technical College and the Guangzhou Institute of Mechanical and Electrical Technician and other institutions to discuss the curriculum cooperation matters.

Next, the two sides will also jointly introduce Intelitek in the automotive manufacturing, industrial maintenance, STEM education and other areas for training system.

2017-09-27
Source: Hong Kong Business Network
[Hong Kong Commercial Daily Reuters report]


EdTechTimes Posts Intelitek Article

Can Today’s Students Succeed at the Jobs of Tomorrow?

Will the rise of robotics and artificial intelligence in the workplace eventually rob today’s students of tomorrow’s careers? The question has become a growing concern among experts and researchers in the education and technology arena. In fact, earlier this month, a survey from the Pew Research Center of 1,408 experts in the field found that a full one-third of them believed that education systems would not evolve enough within the next 10 years to prepare workers for future jobs.   Read the Article


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