New research shows that cybercriminals are using the COVID-19 Omicron variant to target universities and are attempting to steal university login credentials.
In its latest wave of funding, the Federal Communications Commission (FCC) has committed nearly $630 million in funding for the Emergency Connectivity Fund (ECF) program to help close the homework gap.
With the New Year practically upon us, MeriTalk SLG is taking a look back at the most popular education technology stories from the past year.
Following its December meeting, the Federal Communications Commission (FCC) announced that it approved a proposal seeking comment on improving transparency and efficiency in the competitive bidding process for the E-Rate program. The FCC has now released the official Notice of Proposed Rulemaking, laying out the process and deadlines for submitting comment on the E-Rate bidding process.
Carnegie Mellon University (CMU) in New York announced that it has partnered with biotechnology company Moderna to launch the Artificial Intelligence (AI) Academy, an “innovative initiative that will bring to life an immersive learning experience for Moderna employees.”
The University of Rhode Island (URI) announced that it is the first academic institution not based in Massachusetts to join the Massachusetts Green High-Performance Computing (HPC) Center.
New research found that in the 18 months since nationwide COVID-19 lockdowns began, the top priority for teachers across the United States and United Kingdom is bridging the gap between decreasing children’s engagement levels and using tech effectively in the classroom.
Wisconsin Gov. Tony Evers, along with Wisconsin Economic Development Corporation (WEDC) Secretary and CEO Missy Hughes, announced a $150,000 grant to bolster a new pilot program that aims to train teachers and bring computer science into all Wisconsin K-12 classrooms.
As part of its Future of Work pilot program, the University of Iowa has opened a coworking space for its remote and hybrid employees.
A new study examines individuals who have college credits but are no longer attending college to identify why they stopped attending and what motivates them to re-engage.
