Research Question 3: Key Trends Accelerating K-12 Technology Adoption

What trends do you expect to have a significant impact on the ways in which learning-focused institutions approach our core missions of teaching, learning, and creative inquiry?

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NOTE: The Key Trends are sorted into three categories: short-term, mid-term, and long-term.

Short-Term Trends
These are trends that are driving edtech adoption now, but will likely remain important for only next one to two years. Virtual Worlds was an example of a fast trend that swept up attention in 2007-8.

Mid-Term Trends
These trends will be important in decision-making for a longer term, and will likely continue to be a factor in decision-making for the next three to five years.

Long-Term Trends
These are trends that will continue to have impact on our decisions for a very long time. Many of them have been important for years, and continue to be so. These are the trends -- like mobile or social media -- that continue to develop in capability year over year.

As you review what others have written, please add your thoughts and comments as well.

Please "sign" your contributions by marking with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples- this produces a signature when the page is updated, like this: - Sam Sam May 2, 2016

Compose your entries like this:

Trend Name
Add your ideas here with a few complete sentences of description including full URLs for references (e.g. And do not forget to sign your contribution with 4 ~ (tilde) characters!

Advancing Cultures of Change and Innovation
Many thought leaders have long believed that schools can play a major role in the growth of national economies. In order to breed innovation and adapt to economic needs, schools must be structured in ways that allow for flexibility, and spur creativity and entrepreneurial thinking. There is a growing consensus among many thought leaders that school leadership and curricula could benefit from agile startup models. Educators are working to develop new approaches and programs based on these models that stimulate top-down change and can be implemented across a broad range of institutional settings. In the business realm, the Lean Startup movement uses technology as a catalyst for promoting a culture of innovation in a more widespread, cost-effective manner, and provides compelling models for school leaders to consider.
Okay...... here we go, I'm going to throw something out there that others may not agree with. STEM is great... we then added the A in STEM, which was an improvement, but having been a classroom teacher for 20 years, I know that every subject can be linked to the technological mindset. Why are we continuing to only focus on STEM? As Americans we tend to jump on the bandwagon for new trends, diets, places to vacation, food to eat. I taught French and Latin for 20 years. The critical thinking skills and the ability to be a maker by constructing a language should figure in to our culture of innovation. If coding is a foreign language, why isn't constructing a Latin sentence no longer a foreign language? The two are more alike then different.- lisagustinelli lisagustinelli Apr 26, 2016 I'm so with you on that! Not only because I'm a language teacher too, but because by focusing on STEM we're moving towards another extreme. I understand the importance of STEM, but not at the expense of all the other disciplines. I think it's high time we focused on STEAM - arjana.blazic arjana.blazic Apr 27, 2016- giselle.santos giselle.santos May 1, 2016
Rather than argue for STEM or STEAM can an innovative / open mindset to learning be adopted by all for all. - deirdre.butler deirdre.butler May 1, 2016 Pretty much what STEM is all about: - davidwdeeds davidwdeeds Apr 10, 2016 More than STEM, I would argue that STEAM could do this better.- cristiana.mattos cristiana.mattos Apr 23, 2016 Though I get a bit concerned when cost efficiency is a driver of education reform. - mporter mporter Apr 23, 2016 In my part of the world it is an unavoidable demand to get more for less in every public spending including educational reforms. - claus.gregersen claus.gregersen May 1, 2016 - adrian_lim adrian_lim May 1, 2016 There seems to be a lot of talk about innovation this year. George Couros just wrote about the Innovator's Mindset. In it he says that schools don't need to think outside the box, they need to innovate within it. A major theme of the annual CoSN conference was innovation. This appears to be a trend. - anton.inglese anton.inglese Apr 28, 2016 - adrian_lim adrian_lim May 1, 2016 I know of very successful cases in both the UK and the USA where schools have taken the entrepreneurial model to heart, and I believe that in Finland a virtual on-the-job experience is offered to students. Most schools may not or perhaps cannot go entirely in this direction for various reason - whether financial or based on their governance. We have in the past offered Business as an after-school club; this is one option, but not robust. I think the approach has merit. - kevin-johnson kevin-johnson Apr 28, 2016 In Denmark we have a debate about whether the aim of education is to produce "Soldiers to the Competition State" or to bring the students literacy. Our government is negotiating a reform of our Upper Secondary education where Innovation will be a mandatory part of the curriculum for every subject. - claus.gregersen claus.gregersen May 1, 2016 - shafika.isaacs shafika.isaacs May 1, 2016I think it is also important to engage with the attitudinal and behavioral shifts that are required of policy decision-makers that will enable an innovation mindset and a culture of change and innovation. The issue of change and innovation is both an issue of mindsets as well as vocabulary, the latter in the sense that both leaders as well as practitioners often use other words when talking about innovation.- oysteinjohannessen oysteinjohannessen May 1, 2016 While not specifically EdTech, maybe we should be talking about/looking at leadership, change management, and perhaps most important of all, shifts in professional development that support advancements in instruction. -
shorr Today 1:03 pm

Growing Focus on Measuring Learning
The growing focus on measuring learning describes a renewed interest in assessment and the wide variety of methods and tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students. As societal and economic factors redefine what skills are necessary in today’s workforce, educational institutions must rethink how to define, measure, and demonstrate mastery of subjects, skills, and competencies. The proliferation of data mining software and developments within online learning, mobile learning, and learning management systems are coalescing toward learning environments that leverage analytics and visualization software to portray learning data in a multidimensional and portable manner. In online and blended courses, data can reveal how student actions contribute to progress and learning gains. Look at the new Redefining Readiness initiative of AASA: - keith.krueger keith.krueger Apr 25, 2016 In real estate it's "Location, location, location." In education, seems like it's "Assessment, assessment, assessment." ;) (I think Competency-Based Education is an important trend, but maybe it's already covered by Deep Learning Approaches.) Talk about Competency-Based Education, and someone will demand to know how you're going to give grades! Of course, in the utopia of the future, there'll be no more grades, but in the meantime, we need to assign a number/letter to, e.g., creativity. Yes, you guessed it: Assessment of new styles of teaching/learning isn't really the problem, as I see it. The problem is convincing others that you can assess the new styles of teaching/learning. - davidwdeeds davidwdeeds Apr 6, 2016 Totally agree - deirdre.butler deirdre.butler May 1, 2016 Carson City School district in NV is using this system to track real time student data. - jmorrison jmorrison Apr 13, 2016 Amid all the clamor, a few home truths remain: education systems and the instructional forms they generate (or perpetuate) are defined at the nexus of 1) curriculum expectations (what kids know and can do), 2) measurement of learning (how we measure that knowing and doing), and 3) pedagogy (the process by which kids progress in knowing and doing). The new federal policy in the US (ESEA) opens the door to significant innovation in how systems measure learning for the first time in a generation. This is already spurring interest by districts and states in looking at new ways of 'legitimately' measuring learning by including measures of engagement, socio-emotional learning, complex performance-based tasks, calibrated assessment of project based learning, etc, etc. Not to mention the opportunity for leveraging continuous formative assessment systems to replace many of the summative assessments currently used. These new measures will likely be implemented solely through ed tech / technology platforms. Many countries have been working on new measures (more deeply than in the US), but often without the technology supports that the ed tech sector predominantly focused on the US market brings. The big question will be how long it will take education research organizations to validate new measures at scale....- maria maria Apr 22, 2016 I totally agree! This has been a central issue everywhere, not only in the US! How and who will validate other forms of measuring learning? A very important issue - cristiana.mattos cristiana.mattos Apr 23, 2016 - arjana.blazic arjana.blazic Apr 27, 2016 Yes, taking into account these alternate measures of success or achievement is exciting and should provide a much more realistic picture of the learner. - digitalroberto digitalroberto Apr 29, 2016 Agree, but shouldn't teachers be a central agent in how these "new measurement" strategies are deisgned, developed and used ? This has big implications for teacher professional learning - deirdre.butler deirdre.butler May 1, 2016 Yes, this is always important, and many school leaders are keen to get good data on student learning. I know of various commercial offerings that do this; right now, I believe, Knewton is moving into the (lucrative) American market and building everything for the common core. Khan Academy can do this to some degree too, for free. For most schools, it is hard to find a balance between using such systems and allowing the freedom for teachers to teach (around such a learning - data gathering system). It seems to me that most of what is offered - for a price - is so comprehensive that it may squeeze the classroom teacher out of the process. Now this is great for distance education classes, as in some small, rural schools. The Edx high school MOOCs are also a great addition in this sphere. - kevin-johnson kevin-johnson Apr 28, 2016 And a seemingly parallel track of assessing non-academic factors ("grit" and mindset).- mporter mporter Apr 23, 2016 Another point of view: Just think we are overanalyzing students. Data has a place....use it to build, not to overevaluate the student. Let the student be the driver of his/her data, not the curriculum or the teacher. Look at Fitbits....we use it for ourselves, not for others...look at tweets and retweets/hits on our LinkedIn or blog webpage/saving energy devices/various apps. Let the data inform, not necessarily drive. Just an opinion. - michael.lambert michael.lambert Apr 24, 2016 - davidwdeeds davidwdeeds Apr 26, 2016 Very important thought here. Is there damage being done from the constant focus on data? Are we providing students enough of an opportunity to fail and learn without consequence, to try something new, to figure something out on their own? Or does the data allow educators, parents, or others to jump in too quickly with support or alternatives for students? Are we going to be facing a lack of resiliency in students? The utilization of data is of enormous value to discovering curriculum and teaching that are impacting students, as well as assisting students with overcoming challenges, but does this idea of up-to-the-minute data provide too much of a good thing? - digitalroberto digitalroberto Apr 29, 2016 So how do we ensure the centrality of the students' needs, interests and experiences - while ensuring that the data is developing a "growth mindset" - deirdre.butler deirdre.butler May 1, 2016 But is it even possible to use the data we are collecting in this manner? Is what we are getting at present actually relevant to where we want to drive education. Are we measuring the right things in order to produce results, or are we really research based and watching to see if we get tot he desired outcome. Also, how do we conduct this "live experiment" on students while not affecting their eventual outcomes? - alex.podchaski alex.podchaski May 1, 2016 While the "growing focus" on measuring learning can be viewed as an optimistic sign, it also begs questions about the politics of assessment and related skills deficits. For instance, developing an assessment that is reliable and valid is not always easy - it takes work, oftentimes involving content experts for item development, technology liaisons for user interface, and item response analysis of items to refine item banks and scoring. This kind of coordinated effort is expensive, suggesting that using reputable sources and a common set of standards makes sense. But that line of thinking is not popular in many districts/states who prefer a more autonomous route to assessment development. Striking a balance between coordinated solutions and autonomy will be a challenge to really advancing this field - brandon.olszewski brandon.olszewski Apr 25, 2016 Measuring learning is a difficult trend and I will add this to the significant challenges as well. The measurement is only as good as the teacher using the measurement scale. Even within a computer generated system of learning analytics, the teacher will always have input. Agree - deirdre.butler deirdre.butler May 1, 2016 More and more parents are taking students to psychologists. Students are given extra time and special conditions under which they test skewing the validity of these measurements. With the "No child left behind" law, students with disabilities are accommodated which is an excellent trend, yet I've seen students whose parents have the means to pay for a private psychologist have their child accomodated for the slightest deviation. Again the divide will grow between the haves and have nots. The "have nots" with a slight deviation will be overlooked. lisagustinelli lisagustinelli Apr 27, 2016 Yes, this is warranted too. In both my MA and (almost complete) MS I have focused on student engagement - the "Joy" in the Zerenike Times article; I have also carried out action research looking at this dimension when I was a homeroom teacher, and recently with genius hour for JH students. Our school uses the International Baccalaureate Organisation Primary Years Programme from Preschool to Grade 5, and extend the inquiry approach to JH. The Learner Profile and Attitudes are part of this package, and they can be variously "taught" and assessed. As to assessment, one issue is that such values are internal; likes one's spiritual faith, we do not wear this one our sleeves. So student self-assessment, I think, is key; the problem is that a certain amount of maturity needs to be present for kids to succeed at such self-assessment - maybe from Grade 5 up. In the article, it mentioned that PISA is looking at adding this; and this indicates (in my mind) the merit of balancing the emotional with the academic. - kevin-johnson kevin-johnson Apr 28, 2016 In Denmark we see the coexistenceof three trends: Key Performance Indicators for benchmarking the schools on a national level, introduction of “Learning Analytics” and adapting the principles of “Visible Learning” (see on the individual school level, - claus.gregersen claus.gregersen May 1, 2016 This is a returning discussion in the sense that we are time and again forced to ask if what counts really can be counted and if what currently is being counted really counts. Thing is, we have never before in the history of education had so much data about students, but I doubt if our ability to select and utilise data has matured as much as it should.- oysteinjohannessen oysteinjohannessen May 1, 2016 I think we as a society need to ask very hard questions about the type of society we wish to live in and how we can help future generations develop the skills / competencies/ and mindsets to live and learn in the world we envision. - otherwise what we measure will shape our world in a mindless way - deirdre.butler deirdre.butler May 1, 2016
Assessment Data
Making it truly meaningful, digestible, actionable for teachers, parents, and learners. This EdSurge article captures some of the challenges associated with data surrounding teaching and learning. - kstubbs kstubbs Apr 13, 2016 Great article. - michael.lambert michael.lambert Apr 15, 2016 Yes, great article, was going to add it myself. - digitalroberto digitalroberto Apr 28, 2016 +1- matt.harris matt.harris Apr 30, 2016

Increasing Cross-Institution Collaboration
Collective action among schools and districts is growing in importance for the future of higher education. More and more, institutions are joining consortia — associations of two or more organizations — to combine resources or to align themselves strategically with innovation in K-12 education. Today’s global environment is allowing universities to unite across international borders and work toward common goals concerning technology, research, or shared values. Support behind technology-enabled learning in classrooms has reinforced the trend toward open communities and university consortia, as educators and administrators recognize collective action as a sustainable method of supporting upgrades in technological infrastructure and IT services. This is more like a challenge to me, but it is starting to happen...albeit slowly...within our foundation. We're one member of a group of six schools, but fostering cooperation, especially economic, has been difficult. It's finally come down to money. We Technology Integrators want innovations such as Robot/Drone Clubs. Why not buy, e.g., a bunch of robot kits together and then move them month by month to the different schools? It could happen! Schools in the USA seem to be getting better at this, esp. when there's a common theme/goal: - davidwdeeds davidwdeeds Apr 9, 2016 Deeper collaboration across schools, systems and countries is already strongly underway, even if some of the examples are not yet well known. In the US, school and districts are collaborating through consortiums such as, and Internationally, clusters of schools from 8 countries are collaborating to focus on implementing new pedagogies for deep learning: All of these examples show how innovating systems can collaborate to share knowledge, tools, and the multi-faceted risk of taking on real change. - maria maria Apr 22, 2016 I can agree with this trend for Brazil as well. Here many publishers have been shifting their roles to offer educational services as well as international institutions, both in K12 and Higher Ed. - cristiana.mattos cristiana.mattos Apr 23, 2016 In January, a group of Educators from the U.S. was invited to take place in the Smart Learning Conference in Beijing, China. This was a wonderful opportunity to start to share ideas with Chinese Educators not only in the area of technology in education, but also about how to motivate and engage students in a positive impactful way. This dialogue between americans and Chinese was inspirational and a novel idea which will continue in the year to come. lisagustinelli lisagustinelli Apr 27, 2016 Fullan has been talking about this for a few years, referring to at as "leading from the middle," where school districts do not wait for leadership and policy at the state and national levels. They collaborate and innovate together to experiment, save resources, discover, and share what works. - anton.inglese anton.inglese Apr 28, 2016 I think this is a great concept, but has some practical problems besetting it in certain settings. That many universities are already on this path and some schools indicates vision in their leadership - not always a plentiful quality! I work in an international school; essentially a private enterprise. Because we are essentially competing with our neighbours, I do not see such collaboration and cross pollination happening in our local neighbourhood - Japan, but why not with other international schools elsewhere in the world? I think this is an exciting new vista. - kevin-johnson kevin-johnson Apr 28, 2016 In the European context, collaboration across schools has increased a lot thanks to programmes such as the eTwinning programme of the European Union. A key challenge is how we can foster school2school collaboration without having to set up programmes like these. - oysteinjohannessen oysteinjohannessen May 1, 2016 I would love to see more collaboration across schools within districts as well as between districts. Unfortunately, the fact that we all tend to use different systems with different methodologies and procedures makes sharing data almost a full time job to make sure you are actually sending and receiving what you intend, as well as protecting the privacy of everyone involved. We need our vendors and legislatures to allow us to collaborate more, which will result in stronger systems everywhere.- alex.podchaski alex.podchaski May 1, 2016 eTwinning a community for schools in Europe is part of Erasmus+, a European programme for Education, Training, Youth and Sport. eTwinning is a digital platform, launched in 2005 to promote teacher and school collaboration through the use of ICT. At the time of its inception, there were 11,100 registered teachers from 8,000 European K-12 schools. Today it comprises more than 340,000 teachers from 140,000 K-12 European schools. So far more than 45, 000 projects have been carried out in the safe online environment of the eTwinning platform. Collaborative projects connect students and teachers with their peers and help enhance their learning and teaching skills. - arjana.blazic arjana.blazic Apr 30, 2016 Our schools have been part of these programmes for over a decade and have gained immeasurably from them - deirdre.butler deirdre.butler May 1, 2016

Increasing Global Awareness
With the use of new technologies, classrooms around the world are connecting to:
1) Learn about different cultures
2) Collaborate on academic projects
3) Collaborate on contemporary issues or service learning projects
4) Cultural exchange activities
These exchanges are being carried out around the world, from elementary through high school.
There are many forms of technology being used; some old and some new.
The major breakdown is:
1) Synchronous (happening in real time): Skype calls, mystery Skype, wikis, Google Docs
2) Asynchronous (does not need to be in real time): Voicethread, wikis, Google Docs
3) Platforms designed specifically for these projects: iEarn, Flat Connections, TigED, Seesaw - acarter acarter Apr 28, 2016acarter
Our Junior high is now working on this. This has been around for a while, but has great potential. One of my Saturday school teachers, his assistant really used Skype in the class for such a purpose, so I think it only takes the initiative of a given instructor to get this going. - kevin-johnson kevin-johnson Apr 28, 2016

Increasing Use of Blended Learning Designs
Over the past several years, perceptions of online learning have been shifting in its favor as more learners and educators see it as a viable alternative to some forms of face-to-face learning. Drawing from best practices in online and face-to-face methods, blended learning is on the rise at universities and colleges. The affordances of blended learning offers are now well understood, and its flexibility, ease of access, and the integration of sophisticated multimedia and technologies are high among the list of appeals. Recent developments of business models for institutions are upping the ante of innovation in these digital environments, which are now widely considered to be ripe for new ideas, services, and products. While growing steadily, the recent focus in many education circles on the rapid rise and burnout of massive open online courses (MOOCs) has led to the view that these sorts of offerings may be fad-like. However, progress in learning analytics; adaptive learning; and a combination of cutting-edge asynchronous and synchronous tools will continue to advance the state of online learning and keep it compelling, though many of these methods are still the subjects of experiments and research by online learning providers and institutions. Can be a tough sell in some K-12 schools. Administrators tend to consider it the equivalent of showing movies in class, at least until they see blended learning in action: - davidwdeeds davidwdeeds Apr 10, 2016
Blended learning is a HUGE theme at last four conferences I have attended. Huge.- len.scrogan len.scrogan Apr 12, 2016 This involves a lot of work on the educator side. I agree with David. Teachers are reticent about creating flipped classrooms and about using other's lessons.- lisagustinelli lisagustinelli Apr 27, 2016
Fun article on Blended Learning out of EdSurge today. - kstubbs kstubbs Apr 13, 2016Great Article!- jmorrison jmorrison Apr 13, 2016 The term "blended learning" accurately describes the pedagogical practices that are taking place in 1-to-1 classrooms. This week's screed (aka blog post) describes the following unfortunate fact: the term "blended learning" is being used by some to mean "adaptive, personalized learning." Grrr! Join us in keeping "blended learning" to mean the teacher-friendly, common-sense definition. - jmorrison jmorrison Apr 19, 2016 This has also been a big topic in Brazil, especially with initiatives by the Lemann Foundation and Inspirare, as well as the Telefonica Foundation and others to promote discussions on best uses of technology in conferences and articles. and as examples.- cristiana.mattos cristiana.mattos Apr 23, 2016 I hope to see a systems adoption of the idea that to evolve schools to be learner-centered, teachers have to relinquish some control over content delivery. In high-stakes political climates (re testing, etc.), this can be a tough sell. My hope is that experiencing the effects of a blended model (such as having more class time to discuss, projects, troubleshoot) may convince some teachers that they'll have to trust that their students are capable of some independent work. - brandon.olszewski brandon.olszewski Apr 25, 2016 Well yes, humans tend to bite off more than they can chew - the MOOCs are proof of this. That said, MOOCs and the blended learning they provide has proven powerful at MIT and Harvard, where such MOOCs deliver empirical knowledge (something they do as well or better than a professor in a traditional lecture hall), and the professors are then free to focus in-class on the harder, or hands-on elements of the instruction. In these academic settings, not only do you have highly motivated students, but also gifted professors - so it is bound to work. Flipped-instruction I have used and many K-12 teachers use this with similar results at-scale to the in-house MIT and Harvard stuff. Flipped instruction does take a fair amount of time to set up, and not much research data on it to date. - kevin-johnson kevin-johnson Apr 28, 2016 In one of my eTwinning projects I used the eTwinning project space, known as Twinspace, to connect my junior students with their peers from a Greek school and then they enrolled in a Coursera MOOC on how to become better writers and enhance their foreign language (=English) skills. It was a unique experience for all the students and their first encounter with MOOCs. It was very fast-paced for students, unlike anything they had done before, but the overall feedback was positive. - arjana.blazic arjana.blazic Apr 30, 2016

Increasing Use of Collaborative Learning Approaches
Collaborative learning, which refers to students or teachers working together in peer-to-peer or group activities, is based on the perspective that learning is a social construct. The approach involves activities that are generally focused around four principles: placing the learner at the center, emphasizing interaction and doing, working in groups, and developing solutions to real-world problems. Collaborative learning models are proving successful in improving student engagement and achievement, especially for disadvantaged students. Educators also benefit through peer groups as they engage in professional development and interdisciplinary teaching opportunities. An added dimension to this trend is an increasing focus on online global collaboration where contemporary digital tools are used to engage with others around the world to support curricular objectives and intercultural understanding. Collaborative learning seems to be happening more at the K-12 level than at the University level which I find quite strange. I'd like to see the discussion about how in every workplace today collaboration is the driving force. Students should be taught to work collaborative on everything they submit, yet the old fashioned grade system is making this difficult. I'm starting to see a change in the grading system which will facilitate more collaboration. lisagustinelli lisagustinelli Apr 26, 2016 I've been challenged by this idea a lot this year as well, why isn't more work collaborative? Despite example after example of amazing work students are capable of producing when they collaborate, I see very little of it in any school with the exception of an occasional project or after school club. - digitalroberto digitalroberto Apr 29, 2016 Yes, I've underlined "educators also benefit" because this should apply to the educators as well as the educated. ;) Although I hate the buzzterm "growth mindset," this otherwise is a good description of Teacher-Led Evaluations: - davidwdeeds davidwdeeds Apr 6, 2016 "Encouraging students to reach out to one another to solve problems and share knowledge not only builds collaboration skills but leads to deeper learning and understanding" Agree - deirdre.butler deirdre.butler May 1, 2016 jmorrison jmorrison Apr 13, 2016
This is a key element of STEAM teaching.- cristiana.mattos cristiana.mattos Apr 23, 2016 Not just STEAM teaching but of all well designed learning environments - deirdre.butler deirdre.butler May 1, 2016
Collaboration among European K-12 schools and other educational insititutions is highly supported by the European Commission's Erasmus + Programme. The programme implements several actions - Key Action 1 supports mobility of individuals, or in other words, teachers, students, school staff are provided with opportunities to undertake learning and/or professional experience in another country. Key Action 2 supports strategic partnerships between schools and institutions. Key Action 3 is support for policy reform - arjana.blazic arjana.blazic Apr 27, 2016 Agree - and have been part of some successful collaborative projects - deirdre.butler deirdre.butler May 1, 2016 PISA recently added "collaboration" as an item to be assessed, and they are usually ahead of the curve. The Partnership for 21st Learning has also stated that the four most critical skills for kids today, the four C's are: collaboration, creativity, critical thinking and communication. So this target is well worth aiming at, and is well within the reach of any teacher, anywhere. - kevin-johnson kevin-johnson Apr 28, 2016 The NCCA (National Council for Curriculum and Assessment) in Ireland are currently engaged in a number of projects to investigate collaborative learning approaches (e.g. Designing Collaborative Problem-Solving tasks for students to solve using digital technology; an Erasmus+ project ) In professional development the collaborative model, especially when guided through a coaching model is proving very successful. Technology integration (in addition to NGSS) to curriculum is an area where coaching really seems to be paying off with great teacher confidence in the technology, increased curriculum design supported by technology at higher SAMR levels, and consistent technology usage. Our model is based upon the COTSEN Foundation model which is very effective in general at increasing teacher excellence. - digitalroberto digitalroberto Apr 29, 2016

Increasing Value of the User Experience
User experience (UX) refers to the quality of a person’s interactions with a company’s services and products. The term is commonly applied to assess computer-based exchanges with mobile devices, operating systems, and websites. Superior user experience has been largely attributed to the success of companies. Easy navigation, digestible content, and practical features — among other components — are encompassed in effective website and database designs. The interface itself, however, is just one dimension of UX. Companies such as Amazon and Google are identifying patterns in users’ online behaviors to better tailor search results at the individual level, and direct feedback from users in the form of ratings on websites including NetFlix and TripAdvisor help companies customize content and adjust user interface design. The result is a more efficient and personal experience for users. For institutions, which serve up countless online environments and e-publications, user experience is a relatively new area. In the post-Information Age, there has been so much focus on data management that only recently have education professionals shifted their attention to designing a high-quality experience with the aim of helping researchers and students navigate massive amounts of data.I've been touting usability testing again...did so the last time I was in China too...because of the difficulty English Language Learners have navigating different websites. Never seem to be allocated the time to do anything substantial about it, but we've flirted with the idea of creating "domain searches" of sorts so that kids don't get to websites that are overwhelming and thus hard to use. Would be nice to see a "K-12 Tested" seal of approval for websites. - davidwdeeds davidwdeeds Apr 6, 2016


- mporter mporter Apr 23, 2016An image IS worth a thousand words! Perfect!- cristiana.mattos cristiana.mattos Apr 23, 2016 - davidwdeeds davidwdeeds Apr 23, 2016- jmorrison jmorrison Apr 28, 2016 Love this illustration - jon.k.price jon.k.price Apr 29, 2016 Excellent! - arjana.blazic arjana.blazic Apr 30, 2016 Appreciating the perspective of diverse user groups (rather than looking down on them) is critical to (broadly speaking) human-centered design. Most of us don't think like experts...we think like novices, and the methods we create evolve organically through our experience, just like the walking path above. Helping students (and others!) understand the value of social psychology is essential here. - brandon.olszewski brandon.olszewski Apr 25, 2016 Sometimes it becomes this:- lisagustinelli lisagustinelli Apr 27, 2016 Good teachers consider the user-experience, the "Joy" again and the emotional side of things pointed to in the New York Times article link above. One methodology that does this well is genius hour - free student inquiry - similar to the 20% time at Google, which has brought them so much success. Inquiry (of which genius hour is the most free form) also provides a research-based, signature methodology for embedding ICT and digital literacy skills. - kevin-johnson kevin-johnson Apr 28, 2016 I'd like to see free student inquiry - genius hour - integrated in every classroom. - arjana.blazic arjana.blazic Apr 30, 2016 - adrian_lim adrian_lim May 1, 2016

Outsourcing Technology Training
Outsourcing and training tech talent. Offering opportunities to the poorest of poor in the area of educational programming to tap into minds outside our university system. Andela is doing this: lisagustinelli lisagustinelli Apr 26, 2016 [Editor's Note: Added here from RQ2.]

Proliferation of Open Educational Resources
Defined by the Hewlett Foundation in 2002, open educational resources (OER) are “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.” Momentum behind OER began early on, getting a major boost when the Massachusetts Institute of Technology founded the MIT OpenCourseWare (OCW) initiative in 2001, making MIT instruction materials for over 2,200 of its courses available online, free of charge. Soon after, prestigious universities including Carnegie Mellon University and Harvard University, among others, pushed forward their own open learning initiatives. Understanding that the term “open” is a multifaceted concept is essential to following this trend in higher education; often mistaken to simply mean “free of charge,” advocates of openness have worked towards a common vision that defines it more broadly — not just free in economic terms, but also in terms of ownership and usage rights. I feel if teachers become comfortable with evaluating content-based information and changing the types of resources they use and contributing their own content, open educational resources will become commonplace in the mid-term. The OER Commons ( is described by Andrew Marcinek as a site that "offers educators a place where they can connect and share globally with other educators, and work with the curriculum those educators have shared. OER Commons offers a vast database of teacher-created curriculum and the ability to organize their courses. The content is vetted for credibility and provides citations for reference. Users can sign up for a free account, which lets them share, access, and curate their own content. Educators can also submit original content and house it with the other content on the site. Additionally, educators can add tags and align content with the Common Core State Standards and Next Generation Science Standards." He also includes ways that K-12 educators can think about their instruction design. - kathyschrock kathyschrock Apr 8, 2016 Amazon is getting into OER as well. Will be interesting to see if they can successfully apply their user-centricity focus to bring the 80% of mainstream teachers fully into using/contributing/creating/curating learning materials. Right now the effort looks US/Common Core focused. - maria maria Apr 22, 2016 - mporter mporter Apr 23, 2016 OER is big in Higher Ed in Brazil, the government had an interesting initiative a few years back, but as it happens many times, the program was discontinued with the change of government. But this is a very promising way to go to help teaches incorporate technology in their lessons.- cristiana.mattos cristiana.mattos Apr 23, 2016 Our shared understandings of copyright and public domain must change in order to keep pace with our changing world. OER is one example where humans come together to work against reinvention of the wheel. Work smarter - not harder! - brandon.olszewski brandon.olszewski Apr 25, 2016 Agree - deirdre.butler deirdre.butler May 1, 2016 I think it is our lack of understanding of these concepts (copyright and public domain) that have done the most damage to the OER movement. OER is a huge economic threat to those who are currently providing all the resources, or at least they think it is. There is also the lack of understanding of Intellectual Property and how it can be applied to further OER, the curriculum for a school, the professional reputation of the teacher, and the betterment of the field of education. We need to do a better job of laying out how these things can work in favor of everyone instead of just dismissing the concepts because they "don't work in our environments."- alex.podchaski alex.podchaski May 1, 2016 Thanks for the link to OER commons. My hero in this domain is Creative Commons: Yes, Open CourseWare and MIT are giants in this, but of course the content is only good for adults or gifted High school children. The Open University in the UK is also a longtime mover and shaker in this area. - kevin-johnson kevin-johnson Apr 28, 2016
Here's an example of how Croatian teachers worked together on creating a space - an OER portal - for high school seniors from all over the country to help them prepare for the standardized end-of-school examinations online. The website consists of interactive or downloadable activities written by Croatian teachers or of links to similar activities created by teachers worldwide. Teacher also used to give free webinars for students, the attendance at some of them was beyond expectations, so live streaming was provided. Some recordings have been downloaded thousands of times. The videoconferencing support was provided for free by the Croatian Academic and Research Network. I'm a co-founder of this OER portal. - arjana.blazic arjana.blazic Apr 30, 2016 In Norway, the National Digital Learning Arena (NDLA) - still remains a success story with a lot of international attention. However, at systems level, we sadly see little change after close to 10 years of working with NDLA.

Redesigning Learning Spaces
Some thought leaders believe that new forms of teaching and learning require new spaces for teaching and learning. More universities are helping to facilitate these emerging models of education, such as the flipped classroom, by rearranging learning environments to accommodate more active learning. Educational settings are increasingly designed to facilitate project-based interactions with attention to mobility, flexibility, and multiple device usage. Wireless bandwidth is being upgraded in institutions to create “smart rooms” that support web conferencing and other methods of remote, collaborative communication. Large displays and screens are being installed to enable collaboration on digital projects and informal presentations. As higher education continues to move away from traditional lecture-based programming and to more hands-on scenarios, university classrooms will start to resemble real-world work and social environments that facilitate organic interactions and cross-disciplinary problem solving. I think this is an important topic for the short term. Until there is flexibility in the classroom environment, project-based units and collaboration become difficult to do. Don Orth does a lot of work on this topic for K-12. - kathyschrock kathyschrock Apr 8, 2016 I agree with Kathy--very hard to have small centers; multiple, concurrent "teachers", and shoulder to shoulder collaboration (Latin for "work together") without multiple A/V stations, flexible furniture arrangements, offline brainstorming spaces, whiteboards or such.- mporter mporter Apr 10, 2016 - davidwdeeds davidwdeeds Apr 23, 2016 - michael.lambert michael.lambert Apr 27, 2016 Agree, however we don't have to wait for the high tech options and fancy furniture, you can get a lot done once you break the mind-set of fixed seating arrangements. Move furniture can be moved, cushions, bean bags, dividers which double up as whiteboards can make a really creative space, add flexible timetabling to it and it's amazing what can be achieved. Break down the barriers between home and school and link formal and informal learning focused on authentic meaningful projects and the learning space now has increased exponentially :) - deirdre.butler deirdre.butler May 1, 2016 Learning Commons are rising among international schools in order to provide flexible and meaningful learning spaces for teachers and students. Check out Prakash Nair's website - dsilva dsilva Apr 9, 2016 I agree. Strong presence at 4+ conferences I have attended recently. The evidence is there- len.scrogan len.scrogan Apr 12, 2016 - davidwdeeds davidwdeeds Apr 17, 2016 Many schools in São Paulo are already rebuilding some of their learning spaces to support project-based collaborative courses. - cristiana.mattos cristiana.mattos Apr 23, 2016 There is a strong need to redesign learning spaces to enable real PBL, real collaboration, real use of technology and an agile environment which is so critical in 21st century learning. However, we must not confine ourselves to the physical learning spaces we have today, like the school, and look for space in terms of time and places. Learning can happen 24/7 and we ought to capitalize on this fact, different learning styles, like incidental learning enter the scene and we want to promote and harness it. Hence, when we talk about the need to redesign the learning spaces we should look at the entire process of learning in terms of spaces and time. For example, the smartphone enable us to promote incidental learning as we can use it anywhere and in any time, so we add the street, the home, the nature to our learning space. It may sounds obvious, however, it is not as we talk about leaning spaces in the common use of curriculum and technology, Flipped Classroom for example which use technology and change the sequence of learning among other things. We must begin talking about learning spaces as an opportunity of time and space and that will bring new potential to the pedagogy of learning. i think that LRNG in moving in this direction but it will take time to evolve and scale. - guyl guyl Apr 26, 2016 The idea that we apply design-thinking to the classroom is an interesting trend. I recently heard architect Ron Bogle from the American Architectural Foundation discuss this at the CoSN conference; he's working on an interesting study with the Gates Foundation. The are rethinking space and technology to create new learning environments. Their approach is to change the classroom from the place for learning into the hub of learning. He discussed the importance of using the design-thinking process with teachers in schools on a regular basis; teachers are masters at workarounds, he said, and they have a tendency to settle for spaces that are not very conducive to learning, but with a few thoughtful tweaks, can change everything. - anton.inglese anton.inglese Apr 28, 2016 Totally agree - deirdre.butler deirdre.butler May 1, 2016 This is a good idea that - even if we do not work in a school that takes this on whole-hog - we can still pick away at and contribute to in our current settings. In a way, even just using ICT in teaching gets the kids into cyber-space and outside of the four walls of the "Victorian" school room, such as we often still inhabit. - kevin-johnson kevin-johnson Apr 28, 2016 At my school we built a Croatian Future Classroom, inspired by the Future Classroom Lab in Brussels. The furniture is light, portable and colorful, it can and it is easily moved around, depending on the type of work students do. We have 30 tablets there, but I noticed it's the space that inspires my students even more than tablets. The other day, the desks were placed in rows, just like in a traditional classroom because of an exam that had taken place there earlier, and when my students came in, I told them to leave the desks as they were. They sat down but I could see on their faces how uncomfortable it made them feel. So of course, I let them move the desks to circles, and we talked a bit about how important learning spaces are for their learning. - arjana.blazic arjana.blazic Apr 30, 2016
Learning Spaces. Something I don't see addressed above, but has been a prominent leitmotif at almost every conference lately (especially at SXSW, InfoComm, FETC) is the notion of redesigning learning spaces; We are seeing a continued push toward the transformation of classroom learning spaces, with an emphasis on collaboration. Some innovatove ideas in this field from theTeaching and Learning Technologies Program at Harvard; see podcast here acarter- acarter acarter Apr 28, 2016 Cool look at how this might look in a foreign language class: Students could learn Chinese “using a large HDMI monitor and High Definition sound system, along with a web connection…[and instructors] could take them on virtual field trips once a month, wearing a wen camera that shows students sites, such as the Wall of China” while also allowing them to practice their Chinese with native speakers.- acarter acarter Apr 28, 2016+1 for me. Learning spaces and incorporating mobility in those spaces seems very popular for the next few years. - matt.harris matt.harris Apr 30, 2016 Agree! - arjana.blazic arjana.blazic May 1, 2016 See its prominence in the 2016 NETP. - len.scrogan Mar 31, 2016 See this: Huddle Up Meko.pdf. I wrote on the topic, with many useful links andwhitepapers. - len.scrogan len.scrogan Apr 11, 2016 I agree! This is just as important to learning as the curriculumitself, and goes beyondmakerspaces. - cristiana.mattos cristiana.mattos Apr 23, 2016 Fully concur. - michael.lambert michael.lambert Apr 24, 2016 - davidwdeeds davidwdeeds Apr 25, 2016 One also cannot go past the work of Professor Stephen Heppell Professor Heppell has been a strong advocate for learning envronments that reflect learning in a digital age. - peter.lelong peter.lelong Apr 27, 2016 [Editor's Note: Added here from RQ2.]

Rethinking How Schools Work
There is a focused movement to reinvent the traditional classroom paradigm and rearrange the entire formal education experience — a trend that is largely being driven by the influence of innovative learning approaches. Methods such as project- and challenge-based learning call for structures that enable students to move from one learning activity to another more organically, removing the limitations of seemingly disparate disciplines. The multidisciplinary nature of these contemporary approaches has popularized the creative application of technology and fostered innovative designs of institutional models that link each class and subject matter to one another. As learning becomes more fluid and student-centered, some education leaders believe that schedules should be more flexible to allow opportunities for authentic learning to take place and ample room for independent study. Changing how learning takes place in classrooms is also requiring shifts in the business models of institutions, which are increasingly becoming more agile and open to trying new approaches. Efforts to reform U.S. schools remain hampered by traditional physical structures, schedules, teacher configurations, and student groupings, according to education consultant Heidi Hayes Jacobs. Schools need to reshape themselves inside and out to better meet students' needs. - See more at: - jmorrison jmorrison Apr 13, 2016 - davidwdeeds davidwdeeds Apr 17, 2016- cristiana.mattos cristiana.mattos Apr 23, 2016 Without significant political pressure, we will never see the necessary changes to current law to allow schools to truly move into innovative ideas on a broad scale. It is still against the law, teacher contract, or at least regulation, for schools to have virtual days in the event of inclement weather, or to even test the concept. Until this changes, we will be stuck witht he models we have legislated into existence. - alex.podchaski alex.podchaski May 1, 2016 A new wave of technologies is emerging that think more holistically about using technology as a scalable platform for all school operations (across schools, not for one single school, minimizing operational costs). What is interesting is that you see this in developing countries through examples such as Bridge International and the investments of the Pearson Affordable Learning Fund - and you also see it coming directly out of the center of the tech universe to support personalized learning (Zuckerberg / Silicon Valley VC's), funding groups such as AltSchool, Summit Schools' Basecamp
and to a more limited extent Always Be Learning maria maria Apr 22, 2016
Another famous establishment firmly in this space is the favourite school of Bill Gates, High Tech High led by Larry Rosenstock: This is now a US franchise, and they offer a free MOOC on Coursera to teach their method, so Mr. Rossenstock has provided the seeds there for those willing to till the soil. - kevin-johnson kevin-johnson Apr 28, 2016

Rise of Coding as a Literacy
Coding as the 4th 'R" Curricular redesigns that include programming and coding as a key skill, even framing it as equal to the other famous "R's" -- reading, writing, and arithmetic. - Larry Larry Apr 6, 2016
[Darn] straight, programming! Have had this discussion with fellow geeky teachers for years: It's a shame there doesn't seem to be a word for programming/coding so we can have: "Reading, 'riting, 'rithmetic and...". Best we've ever come up with is RAD (Rapid Application Development). So..the Four R's: "Reading, 'riting, 'rithmetic and RAD." Any better ideas are welcome! "Rubberducking," a debugging strategy that involves explaining your code to a rubber duck, has been suggested.;) Worldwide events like the Hour of Code have raised awareness, especially re: the fact that you shouldn't wait until a kid's reached A Level before you start teaching coding. You can have K kids doing it too. My dream is to have a K-12 coding curriculum continuum. But...see my challenge re: Programming. - davidwdeeds davidwdeeds Apr 6, 2016
Coding education but it starting to catch on." - jmorrison jmorrison Apr 13, 2016 I agree. We see this here in Brazil as well. The Lemann Foundation has a section dedicated to this, called ProgramaÊ. The use of Scratch is growing too!- cristiana.mattos cristiana.mattos Apr 23, 2016 - arjana.blazic arjana.blazic Apr 30, 2016
"Many young people interact with computers as consumers—playing games or watching videos—rather than as designers. Computation is an incredibly powerful medium for personal expression, creative thinking, and problem solving. With an increased necessity for students to be literate in computing, teachers and schools play a critical role in promoting the development of computational literacy inside and outside the subject of computer science." Agree- deirdre.butler deirdre.butler May 1, 2016 jmorrison jmorrison Apr 28, 2016
I'm seeing an all time high emphasis on teaching kids coding skills....the President Obama's announcement of a Computer Science for All initiative, the work of, evidence of renewed emphasis in the ISTE student standards refresh (to be publicly announced in June), and the development of a host of new educational games around teaching coding (examples can be found on GameUp's coding games collection) - kstubbs kstubbs Apr 13, 2016 - davidwdeeds davidwdeeds Apr 23, 2016
Or perhaps taking a new look at coding a literacy - mporter mporter Apr 10, 2016
Agree. And even some of the other 3 Rs need revision. The essay is dead and why are continuing to teach fractions at such depth. We have moved beyond cursive writing, too. Coding is the new second language. - michael.lambert michael.lambert Apr 18, 2016

Yes, part of the UK and Australian curriculum now. I see robots as the great way into this for Kindergarten to upper elementary. See my post above - Rise of STEAM Learning. Also I have used Scratch to achieve this; now available on iPads. - kevin-johnson kevin-johnson Apr 28, 2016 If we want to promote 21st century skills and I think that we also wish to move them to the center of the stage, Coding becomes an important component of them. Computational or algorithm thinking is crucial for developing creativity and problem solving, two of the most important skills today. In Israel, the Ministry of Education harnessed CodeMonkey, a game base learning to learn coding and deployed it to all schools in the country. It is not yet mandatory, but it is an important step forward. - guyl guyl Apr 30, 2016
Programming's Fun, Everything Else Sucks. We all agree that teaching programming is the biggest thing to happen in education since the invention of blackboards and chalk...well, except maybe virtual worlds. BUT something that has been coming up over the past couple of years is the fact that Programming/Coding as a course needs to be separated from other Computer Science/ICT classes. Kids look at, e.g., an A Level Computer Science syllabus and many just roll their eyes. So much stuff they have absolute zero interest in. If we could have a course that focused on programming, we'd have a lot more students signing up, including if not especially girls. Can't really cite a source for this, can't find if anyone is actually doing it. But it's definitely a challenge to "Programming as the Fourth R." - davidwdeeds davidwdeeds Apr 6, 2016
  • Coding, STEAM, conceptual thinking, - jmorrison jmorrison Apr 14, 2016- cristiana.mattos cristiana.mattos Apr 23, 2016
In early childhood and Elementary I am now looking at robots as a way into this. Here is a good video that I have shared elsewhere, except for the first item, a toy dog, the rest look good for education:

Rise of New Forms of Interdisciplinary Studies
According to the Melbourne Sustainable Society Institute, multidisciplinary research refers to concurrent exploration and activities in seemingly disparate fields. Digital humanities and computational social science research approaches are opening up pioneering areas of multidisciplinary research at libraries and innovative forms of scholarship and publication. Researchers, along with academic technologists and developers, are breaking new ground with data structures, visualization, geospatial applications, and innovative uses of open-source tools. At the same time, they are pioneering new forms of scholarly publication that combine traditional static print style scholarship with dynamic and interactive tools, which enables real-time manipulation of research data. Applying quantitative methods to traditionally qualitative disciplines has led to new research categories such as Distant Reading and Macroanalysis — the study of large corpuses of texts as opposed to close reading of a few texts. These emerging areas could lead to exciting new developments in education, but effective organizational structures will need to be in place to support this collaboration.
Well advanced in International Baccalaureate (IB) schools, in which all subjects ideally revolve around units.
For a Cambridge school like ours, this has been and will continue to be a tough sell. Everything culminates in The Big Test. By A Level (Grades 11-13, yes, 13!), students will ask: "Is this on the syllabus?" ;) - davidwdeeds davidwdeeds Apr 19, 2016 With the rise of new forms of interdisciplinary studies, as facilitators/teachers we need to reexamine the way we instruct/teaching methods. Students are learning online, in real time, and through other various formats; yet, we continue to use the same methodologies as we have for the past several decades. Today's instructional style need to shift. We adapt our style of shopping (mall is out/online is in), our conversation with one another (phone is out/text is in) and payment methods (cash/credit card is out/direct billing or ApplePay or Alipay is in). Thus, the same applies to our teaching styles. - michael.lambert michael.lambert Apr 27, 2016
Any International Baccalaureate Organisation (IBO) school takes the interdisciplinary approach to teaching - at least from K to Middle Years. I think ideas like Macroanalysis are exciting for University, perhaps graduate level students. With K to 12 kids, they still need a grounding in the literature that forms the base of our culture, before diving into the ocean that Macroanlysis provides. One concept with real usefulness in K-12 is the result of corpus linguistics - the use of computers to study authentic English in both written and spoken form. The key result that I use extensively in my English as a Foreign Language (EFL) setting in Japan is the Bank of English, the Longman Communication 3000: English has about one million words, yet these 3000 account for 86% of all usage - gold for the EFL or ESL learner. I am building and posting publicly Cerego sites to teach these words, with my choice to present the tier 3 items in the list, with some of the US words added from the Harvard list - Wonderful Words A, B, and C -,, and - kevin-johnson kevin-johnson Apr 28, 2016

Rise of STEAM Learning
In recent years, there has been a growing emphasis on developing stronger science, technology, engineering, and mathematics (STEM) curriculum and programs, as these disciplines are widely viewed as the means to boost innovation and bolster national economies. As a response to the focus on STEM learning at institutions, some education leaders believe there is the need for a more balanced curriculum that integrates disciplines such as the arts, design, and humanities into the sciences. This notion has fostered the STEAM learning movement, in which the A stands for “art+.” The company STEAM Education expands this definition to a fundamental philosophy that all disciplines can and should relate to each other to provide students with the big picture of how a wide variety of knowledge and skill sets tie into each other in the real world. In other words, technology use does not exclusively relate to advancing science and engineering; STEAM education is about engaging students in a multi and interdisciplinary learning context that values the humanities and artistic activities, while breaking down barriers that have traditionally existed between different classes and subjects.
-It's definitely a trend, although I've been addressing it more as a challenge. Namely, the fact that STEM is being encouraged to the detriment of Liberal Arts or Humanities subjects. STEM is great, no doubt, but I don't think we should abandon other subjects. Engineers still need to appreciate literature, even if all they read are instruction manuals! Thus the importance of STEAM vs. STEM. - davidwdeeds davidwdeeds Apr 9, 2016- jmorrison jmorrison Apr 10, 2016 Absolutely agree! STEM is important and should be promoted, but not at the expense of all the other subjects. Art+ should definitely be included. - arjana.blazic arjana.blazic Apr 11, 2016 Clearly evidenced at recent conferences (FETC, SXSW)- len.scrogan len.scrogan Apr 12, 2016I definitely agree! I have just read From STEM to STEAM by David Sousa and Tom Pilecki. They make a great case for the importance of incorporating the Arts and Humanities to improve STEM learning. - cristiana.mattos cristiana.mattos Apr 23, 2016 - arjana.blazic arjana.blazic Apr 30, 2016
[[ jmorrison jmorrison Apr 15, 2016]] - adrian_lim adrian_lim May 1, 2016 Every High School I've visited for the past five years has some kind of STEM program. I'm not sure we can call this a new trend, but an obsession with a quick fix to the fact that American students seem to be lagging behind our counterparts internationally in the areas of Science and math. Innovation is not only STEM oriented. We must rethink skills beyond this field. Agree- deirdre.butler deirdre.butler May 1, 2016 - lisagustinelli lisagustinelli Apr 27, 2016 I think that while STEM at the secondary level is in ongoing revision, perhaps a focus should be on the new(er) focus of STE(A)M/Making/Tinkering/Fabricating at the elementary level. Anecdotally, from a district four years into a complete shift to blended instruction, none of the blended instructional gains have even touched our early attempts at integrating tinkering/making at the elementary level. - shorr shorr Apr 25, 2016 I absolutely agree, the ideal of blended learning is to provide more time to new "curricula" while some of the basic will move to online learning. Thus, "STE(A)M/Making/Tinkering/Fabricating at the elementary level" will promote the change needed and will provide the "new basics" students need for middle and high school. - guyl guyl Apr 30, 2016 I cannot overstate the importance of supporting students in STEM and preparing kids for the jobs of tomorrow, including technical skills training and career awareness. With that said, I am also convinced that a liberal arts education is invaluable - it's essential that kids know history in order to not repeat mistakes...etc. etc. And art and music - I live for my family and to play music. Having a balanced life is a wonderful joy, one that I hope we can provide our young people. How can we make room for ALL subjects? - brandon.olszewski brandon.olszewski Apr 25, 2016 "We applaud the Secretary's leadership on this issue but offer a caution about a narrow definition of STEM as the advancement, only, of science, technology, engineering, and math. If those four content areas are advanced without a concomitant shift within the entire educational system, we stand to lose the full potential offered by STEM and this decade. A slew of unintended consequences may occur. The most serious is the contribution to a widening achievement gap for the very students Secretary King is trying to include. STEM can end up simply increasing opportunity for those students who are achieving well already. That is valuable, surely, but it could be so much more. What a lost moment it could be." - jmorrison jmorrison Apr 26, 2016 I see robots for kids as a great way to move this in the Kindergarten to upper elementary sector, and I plan to begin integrating this approach in my school from next year. Here is a great video that shows some of the prospects; many of these are fresh out of kickstarter campaigns and products will only become available in June (Kamigami) or not yet (Codie) - of yes, these also integrate coding. I don't care much for the first item the toy dog, but the others, as well as LEGO WeDo have great potential: - kevin-johnson kevin-johnson Apr 28, 2016 On this website institutions can be found that have put STEAM into practice. Even though anyone can add their website, it's still interesting to see where and who is promoting STEAM - didn't know there are quite a few institutions in Europe. - arjana.blazic arjana.blazic Apr 30, 2016 STEM was started to target a specific audience and drive funding to bring that audience into and area where they were under represented. Over time, because money was being funneled to STEM, we started adding other letters to allow us to tap into the resources that were becoming available. Some of the best changes to the acronym bring in elements like entrepreneurship, making, design, but are really talking about changing the game of education to be innovative, rather that incremental in process. We need to get rid of the acronym, because we are now more focused on making it fair to all subject areas more than changing the curriculum. We are focusing too much on the shift from what we have done in the past, to what can we do in the future. We need to figure out the right balance. As they argue in the movie Jurassic Park, the scientists were so busy coming up with the ways they could re-create dinosaurs that they never asked the question if they should. We need to make sire that our innovative and flexible classrooms leave room to learn the lessons of the past in order to apply them to the future we are creating. - alex.podchaski alex.podchaski May 1, 2016
With Makerspaces as a Digital Strategy, I think we're overdue for making STEM/STEAM a topic on the list. Don't get me wrong, it should still be a trend too! - davidwdeeds davidwdeeds Apr 6, 2016 Diito! I concur. We are creating a district team to create our vision for what is STEM and how do we support it. While some schools created a unique identity around STEM, we value that all of our schools are providing enriching science, math instruction to support any graduate with skills to be successful in STEM related careers. We are increasing classroom learning opportunities so that we partner with community organizations and business partners and even our school board asks us for an annual report on how are we doing supporting learners to be prepared for STEM-related careers. Our district education foundation is creating a database to connect teacher project requests with local community and businesses. Last week we hosted a community event to "Turn up the volume" and increase the partnerships. - mac65k mac65k Apr 8, 2016 Same here, our District is opening a STEM school and the question around is why isn't this concept/curriculum/approach applied to all our schools in the district? - dsilva dsilva Apr 9, 2016- giselle.santos giselle.santos Apr 18, 2016 I have to totally agree, especially since our school has created a STEAM curriculum inspired by the Maker Movement. But it goes beyond making. It also looks at creative learning in a broader sense, and technology is definitely an integral part of it.- cristiana.mattos cristiana.mattos Apr 23, 2016

Shift from Students as Consumers to Creators
A shift is taking place in the focus of pedagogical practice in schools all over the world as students in across a wide variety of disciplines are learning by making and creating rather than from the simple consumption of content. Creativity, as illustrated by the growth of user-generated videos, maker communities, and crowdfunded projects in the past couple years, is increasingly the means for active, hands-on learning. Supported by research from the medical fields on the impact of active vs passive engagement with screens- mporter mporter Apr 10, 2016
I am truly hoping that the shift from consumer to creator happens in the short-term. The pedagogical side of teachers creating assessments that target the higher order thinking skills will require some professional development to get started on the road, but I have faith! - kathyschrock kathyschrock Apr 8, 2016 Ditto! Also students become part of the assessment process by reflecting on their work and identify their areas of improvement is a big + in learning - dsilva dsilva Apr 9, 2016 I totally agree!- cristiana.mattos cristiana.mattos Apr 23, 2016 - arjana.blazic arjana.blazic Apr 30, 2016 There is an argent need for PD for teachers in this area, as said wisely here. The shift from consumer to creators must be in all realms, i.e. teachers' PD, development of learning spaces and of course students' learning. - guyl guyl Apr 30, 2016 Don't underestimate the need for teacher professional learning - difficult for teachers to design or appreciate learning environments they have not had experience of - but once they are comfortable in letting go and taking risks to co-create and learn along side and with their students they get hooked as I have experienced from working with teachers - deirdre.butler deirdre.butler May 1, 2016 - adrian_lim adrian_lim May 1, 2016 Yes, we need to rethink assessment! And by "we," I mean students as well as teachers. Tell kids to, e.g., "Create a website," and they want to know how many pages, how many words/graphics, etc., they need for an "A"! We need to emphasize the journey vs. the destination! ;) - davidwdeeds davidwdeeds Apr 9, 2016- jmorrison jmorrison Apr 10, 2016 - arjana.blazic arjana.blazic Apr 11, 2016 Students should be part of the assessment process, they can help define the criteria, assess peers, assess themselves, there are many ways of involving them! - cristiana.mattos cristiana.mattos Apr 23, 2016. I totally agree, the learning process is what counts and we have to focus on that when promoting students to learn in new ways. Failure, feedback, collaboration, etc. are the new "Kings and Queens" of learning and that goes as well for the assessment process. It will bring responsibility and students' ownership of the whole process of learning. - guyl guyl Apr 30, 2016 Totally agree - deirdre.butler deirdre.butler May 1, 2016 I trust most ICT teachers are aware of this. It can be achieved with Scratch, free from Dr. Mitch Resnick and his good team at MIT, and also in the use of digital tools and media. This is one area that each teacher can succeed in irrespective of the vision of their bosses. - kevin-johnson kevin-johnson Apr 28, 2016 Apparently the headline covers a broad variety of different trends e.g.. the concepts from Web 2.0, the use of Maker Spaces, changing of the students' role and Computational Thinking. - claus.gregersen claus.gregersen May 1, 2016
Student Agency, Digitally Driven A host of learning platforms are beginning to provide students with the tools to drive their own learning forward, linking what they are learning with their own aspirations, and making that ownership and drive part of the formal accountability and measurements of learning. Summit Schools is doing this through their basecamp platform, where students set goals, use playlists to master specific content and skills, and self-assess their progress against their personal goals. AltSchool is doing something similar for students at younger ages. In the UK, the Aspiration Academies are making student agency the core not only of their pedagogy, but of their school culture and system. This is supported by students "My Aspirations Action Plan": - a portfolio system that links learning to goals. - maria maria Apr 22, 2016 [Editors' Notes: Great points! Added here from RQ2.]

Shift to Deep Learning Approaches
There is a growing emphasis in higher education on deeper learning approaches, defined by the William and Flora Hewlett Foundation as the mastery of content that engages students in critical thinking, problem-solving, collaboration, and self-directed learning. In order to remain motivated, students need to be able to make clear connections the real world, and how the new knowledge and skills will impact them. Project-based learning, challenge-based learning, inquiry-based learning, and similar methods foster more active learning experiences, both inside and outside the classroom. As the enabling role of technologies learning crystalizes, educators are leveraging these tools to connect the curriculum with real life applications. These approaches are decidedly more student-centered, allowing learners to take control of how they engage with a subject, even brainstorming solutions to pressing global problems and beginning to implement them in their communities.
This seems like the right place to mention the renewed interest in and emphasis on Personalized Learning Plans. Bill Gates and Mark Zuckerberg are among the cheerleaders: "Big Picture Learning" is a big program in USA charter schools, although charter schools have been coming under fire. - davidwdeeds davidwdeeds Apr 6, 2016- cristiana.mattos cristiana.mattos Apr 23, 2016
Yes, this is one of the hottest themes in the US landscape, often going by the term 'personalized learning' - and the evidence base for its effectiveness is slowly growing with a new study from Rand late in 2015. - please know that the Gates Foundation (where I work) sponsored this research. I think there is a danger in over -associating personalised learning with "Deep" learning as there is a tendency to confuse this with an emphasis on the individual when it learning is socially constructed and we need to be mindful of the context and how learning experiences are designed - these students will after all have to live in a globally connected world and be capable of solving a range of complex problems in collaboration with others working across diverse boundaries. - deirdre.butler deirdre.butler May 1, 2016
I think methods like flipped/blended learning are essential to implement deeper learning and students as creators rather than consumers. We have to nurture strong thinkers with inventive spirits, and deep engagement with complex problems help get brains working hard. - brandon.olszewski brandon.olszewski Apr 25, 2016
Yes, again in an IBO school this is built into the approach - inquiry. It also hits the 4 Cs, the keys to 21st century digital success: collaboration, creativity, critical thinking and communication. - kevin-johnson kevin-johnson Apr 28, 2016
New initiatives coming up in Norway, and a recent government white paper announces curriculum changes to foster deeper learning strategies in the K-12 domain - oysteinjohannessen oysteinjohannessen May 1, 2016
Contextualizing Learning. Changing learning from textbooks or web text to learning in the real world connecting to real-world phenomenon. FOr example, if students are learning about angles they will look at actual angles on buildings. Contextualizing learning also includes learners experiencing authentic learning (doing actual jobs that people would do). I believe this should be a type of blended approach with students involved in contextualized learning experiences mixed with decontextualized (paper and pencil) activities so students could go between the two. - crompton crompton Apr 9, 2016 - michael.lambert michael.lambert Apr 27, 2016 Agree- deirdre.butler deirdre.butler May 1, 2016 Yes, to emphasize my current passion - using robots with kids achieves this wonderfully - embedding many STEAM disciplines in play. - kevin-johnson kevin-johnson Apr 28, 2016

Added to RQ4 Challenges

Targeting Technology To Close The Gap
Michael Fullan's statement on how to systemically improve education is simple: "Raise the Bar and Close the Gap." Standards and curriculums set the bar for learning expectations, and plenty of digital tools are and content are coming onto the scene already to support specific standards like the Common Core in the US. The new opportunity, which is potentially huge, is for a wave of technology and tools that specifically address the closing the gap - identifying the needs of lower performing student groups. The existing solutions for ESL / immigrant students (in the US), special learning needs, and low income minority groups do not see enough focus from the ed tech sector. The size of the achievement gap is arguably the highest priority of most education system leaders, not only in the US. It is time technology solutions fully come to the fore to see not if they can provide a silver bullet, but if they can accelerate and dramatically advance the kind of solutions that decades of research show work to address the very different needs of different student groups. - maria maria Apr 22, 2016 I support the argument that technology can help close the gap. But to make it work, we have to embrace the attitude of working smarter not harder, which also means sharing resources rather than insisting on district and state autonomy for content, curriculum, assessments, etc. So much time is spent reinventing the wheel when most districts and states want to teach basically the same skill sets. If we chose to streamline that discussion, it would be easier to leverage technological resources to target achievement gaps. - brandon.olszewski brandon.olszewski Apr 25, 2016 Games-Based Learning helping students with mental health: - davidwdeeds davidwdeeds Apr 27, 2016 Virtual reality also has potential (as yet untapped in the K-12 setting) for helping intellectually impaired children. Unfortunately VR with Facebook Oculus Rift comes at $600 a piece, not quite as low yet as we hoped - I think the multi-modality approach of VR also has great potential in helping embed underprivileged kids in Science - i.e., walk through the body, visit a nucleus etc... This is an area I see of such rich possibilities. - kevin-johnson kevin-johnson Apr 28, 2016

Other Insights

True Changes in Digital Content
With the true rise of mobile devices, BYOD, and decreased costs of devices and increased connectivity, it's interesting to revisit what the numbers are saying with regard to the content that is leveraged on those devices for learning. The use of digital content IS on the rise - and it varies depending upon content area and specific teaching needs. THE Journal article explores - kstubbs kstubbs Apr 8, 2016 How is digital content currently assess? - dsilva dsilva Apr 9, 2016 - davidwdeeds davidwdeeds Apr 25, 2016
I tried to bring BYOD to our school a few years ago. I know they do it successfully, with multiple devices used daily in Singapore. For practical ICT support issues, we took a different approach. You also need teachers who are on-board with this. As you alluded to above David, the Luddites are among us! - kevin-johnson kevin-johnson Apr 28, 2016

The #1 priority in the latest CoSN IT Leadership Survey is broadband. This is the first time this topic has been in the Top 3 priorities and indicates that the network, and specifically broadband, it at the top of trends in K-12 at this moment. This is driven by the 60% increase in Erate funding in the US and the focus of that program on broadband and Wi-Fi. [Editor's Note: Added to existing RQ1 topics Mobile Broadband and Wireless Power]

Optimizing Educational Technology
I can't decide if this is a trend or a challenge...maybe both. My BS detector is pinging in the red, because this sounds as if the Luddites are saying: "Slow down, we need to fall back and regroup," especially re: expenditures: "The impact of these and other teaching and learning technologies needs to be assessed and shared to ensure that educational technology is truly effective and continues to flourish and evolve. Optimizing educational technology isn't actually about the technology. It's about understanding and working within the complex system in which postsecondary learning and teaching take place. It's about understanding learning objectives from the macro (institutional, disciplinary) to the micro (course, module, class period) level. It's about understanding what facilitates learning: strengthening and leveraging relationships (among faculty, students, and advisors), delivering relevant and engaging content, supporting active student learning, and helping students understand and focus on priorities." - davidwdeeds davidwdeeds Apr 6, 2016
I see how this may be viewed as alarming, but I also see it as a foundation of each of these concepts. To me, this means that the technology itself isnt the value to the education as much as it is the interplay between the technology delivery and the content & curriculum, policy, leadership, assessment and network that optimizes use. I recently returned from a series of classroom visits for a study in China. Granted, the "showcase" approach to technology use is more predominant there than many places, but the concern was that there were classrooms with the best devices, touch tables, etc. However, often when the students were chosen to present their work - the teacher had to take a screen capture of the student desk top, then the student described their approach. That screen capture was then deleted for the next student. None of the work was maintained in any type of portfolio & used to monitor student progress. Inter-operability between the devices, classroom projection and school LMS is a basic function that we take for granted but still don't consistently utilize to its optimal potential. - jon.k.price jon.k.price Apr 29, 2016 I found the OECD publication in 2015 useful in reminding us about how educational technology should be viewed when considering this issue, I have listed some pertinent quotes below:
  • we have not yet become good enough at the kind of pedagogies that make the most of technology….
  • Technology can amplify great teaching but great technology cannot replace poor teaching.
  • …technology can support new pedagogies that focus on learners as active participants with tools for inquiry based pedagogies and collaborative workspaces.
  • …it is vital that teachers become active agents for change, not just implementing technological innovations but designing them too
  • To deliver on the promises that technology holds, countries will need a convincing strategy to build teachers’ capacity.
[OECD (2015). Students, Computers and Learning: Making the Connection. Pisa. OECD Publishing] - deirdre.butler deirdre.butler May 1, 2016 I think this is the best explanation of why we need to change what goes on int he classroom with technology I have seen in a long time.- alex.podchaski alex.podchaski May 1, 2016

Retired Trends from Previous NMC Horizon Projects
Digital Delivery is Increasingly the Norm (combined with Blended/Hybrid Learning Trend)
Evolution of Online Learning (combined with Hybrid Learning Trend)
Growing Ubiquity of Social Media (Social Media is a tech topic)
Importance of Content Curation
Increasing Preference for Personal Technology (overlaps too much with BYOD)
Reinvention of the Personal Computer

Computer Science for All initiative