Research Question 3: Key Trends

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

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

  • The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators. Institutions must consider the unique value that each adds to a world in which information is everywhere. In such a world, sense-making and the ability to assess the credibility of information are paramount. Mentoring and preparing students for the world in which they will live and work is again at the forefront. K-12 institutions have always been seen as critical paths to educational credentialing, but challenges from competing sources are redefining what these paths can look like. (Carried forward from the 2012 K-12 Horizon Report.) For me, this is really the major overriding trend. - deirdre.butler deirdre.butler Mar 6, 2013- Tony.Brandenburg Tony.Brandenburg Mar 5, 2013 - kecia.ray kecia.ray Mar 6, 2013 In my experience, education systems and schools are largely reactive to what is happening with technology in larger society. Reactive to: Pressure from parents and the private sector. A desire to accommodate innovative practices by good teachers. Fashion. The fact that the technology is already there, and being used, in ways beneficial and desired, and in ways disruptive and undesired -- by students, by teachers, by administrators, by parents. - mtrucano mtrucano Mar 4, 2013 - deirdre.butler deirdre.butler Mar 6, 2013- davidwdeeds davidwdeeds Mar 4, 2013- deirdre.butler deirdre.butler Mar 6, 2013 "Revisit our roles"? Yes, but there's nothing wrong with that. About time we did it. The world is changing, kids are changing...we have to as well! As for those concerned about job security, I like to say "Computers will never replace teachers. But teachers with computers will replace those without." Please don't quote me on that, because I'm pretty sure I'm paraphrasing someone else!
    Unfortunately some educators are not being challenged, instead they are trying to force old work flows and concepts that don't match the coming culture. There are some trends of the resources and relationships causing schools to retreat backwards. - mrskeeler mrskeeler Mar 4, 2013- cristiana.mattos cristiana.mattos Mar 5, 2013 I need to make a case here in the reactive versus proactive debate. My observation is that over the past 2 years many systems have realised that the only way to make sense of technology implementation is to have a long term cyclical plan. I think we are seeing schools where the latest and best is not necessarily the goal, but where what you have is part of the planning cycle and what is important is the ongoing growth of pedagogical knowledge. BTW cloud, byod, large data storage, application access from offsite are helping this argument. - Tony.Brandenburg Tony.Brandenburg Mar 5, 2013 I think technology has already forced us to revisit our role as educators, and it has made us realize that we don't have one definition, which is why technology has been considered disruptive. Technology has become a distraction to the process. It needs to go back to being a tool that can be used, and that we encourage use of for learning by both teachers and students. Technology just disrupts models, but can help rebuild new ones. We need to shift the question from which technology will help us achieve the best test scores to which areas of instruction are necessary/relevant to the future of our students, and provide the tools and training necessary to help them achieve, regardless of the technology.- alex.podchaski alex.podchaski Mar 7, 2013
  • As the cost of technology drops and school districts revise and open up their access policies, it is becoming increasingly common for students to bring their own mobile devices. A growing number of schools are launching “Bring Your Own Device” (BYOD) programs so that students can use the devices they already own in class as well as in the informal and out-of-school environments they are ubiquitous in now. This is happening partly because of how BYOD impacts budgets; schools can spend less money on technology overall if students use their own, while funneling the funds they do spend to help students who cannot afford their own devices. The interest in BYOD programs can also be attributed to an attitude shift as schools are beginning to better understand the capabilities of smartphones and other devices that still remain banned on most campuses.
    (Carried forward from the 2012 K-12 Horizon Report.) I just wanted to comment on "open up their access policies" for others to comment on. It seems to me this may not be a major focus for some district's, for example perhaps capital improvement funds are a current priority? Or is it fear of not enough security on the network, unwillingness to embrace the friendly cloud, or policies not in place for access management that impede this from happening? By not opening up access the same level of informal and non-formal learning cannot take place in our classrooms which BYOD should support. Perhaps district's opening up access should be a challenge? And as an additional thought why is education so stuck on the mental model of what a classroom can be, is that a challenge or is it woven throughout? - cristiana.mattos cristiana.mattos Mar 5, 2013- deirdre.butler deirdre.butler Mar 6, 2013- jmorrison jmorrison Mar 1, 2013 - Sam Sam Mar 4, 2013 - davidwdeeds davidwdeeds Mar 4, 2013 Please see the BYOD discussion and the "students want to use their own technology" bullet point below. We need to move away from the term classroom- Tony.Brandenburg Tony.Brandenburg Mar 5, 2013 not only is it antiquated but also in many settings does not exist.- Tony.Brandenburg Tony.Brandenburg Mar 5, 2013 - kari.stubbs kari.stubbs Mar 6, 2013- deirdre.butler deirdre.butler Mar 6, 2013 Just to argue the contrary (or parallel) point,the last year has seen more large 1:1 deployments of district provided devices than any time before now. There have been serveral very large 1:1 projects/anouncements, such as, Los Angeles Unified anouncing a goal of a device for every student by 2014 ( - jim.siegl jim.siegl Mar 6, 2013 - mrskeeler mrskeeler Mar 6, 2013
  • Computers as we know them are in the process of a massive reinvention. The computer is smaller, lighter, and better connected than ever before, without the need for wires or bulky peripherals. In many cases, smart phones and other mobile devices are sufficient for basic computing needs, and only specialized tasks require a keyboard, large monitor, and a mouse. Mobiles are connected to an ecosystem of applications supported by cloud computing technologies that can be downloaded and used instantly, for pennies. As the capabilities and interfaces of small computing devices improve, our ideas about when — or whether — a traditional computer is necessary are changing as well. (Carried forward from the 2012 Horizon Project Short List) - davidwdeeds davidwdeeds Mar 4, 2013 Let's not forget Chromebooks: (, selling now for $200, less than half the price of an iPad. If everything is indeed going to be based on cloud computing, the concept of running apps locally -- whether on a desktop or a tablet -- might be considered obsolete soon. Our school is thinking of stocking our libraries and teachers' lounges with these gizmos. And to give them to part-time teachers, who usually aren't issued desktops or tablets...because of the expense.- cristiana.mattos cristiana.mattos Mar 5, 2013 Are the $$$ the point of this discussion or is it size, mobility, cloud access etc - Tony.Brandenburg Tony.Brandenburg Mar 5, 2013 - kari.stubbs kari.stubbs Mar 6, 2013 I think the trend here is "things are in flux" , I imagine that this is what the decade after the invention of the automobile, railroad or the telephone must have been like. Lots of competing, usualy not interoperable standards puting pressure on an infrastructure that was not designed for it. One way that schools are taking advantage of this in a structure way is with Innovation Grants to allow teachers to conduct Action research using these new devices (Cnaby (OR) and Albermarle (VA) are two examples and - jim.siegl jim.siegl Mar 6, 2013- deirdre.butler deirdre.butler Mar 6, 2013~- oysteinjohannessen oysteinjohannessen
  • Education paradigms are shifting to include online learning, hybrid learning, and collaborative models. Students already spend much of their free time on the Internet, learning and exchanging new information — often via their social networks. Institutions that embrace face-to-face/online hybrid learning models have the potential to leverage the online skills learners have already developed independent of academia. Online learning environments can offer different affordances than physical campuses, including opportunities for increased collaboration while equipping students with stronger digital skills. Hybrid models, when designed and implemented successfully, enable students to travel to campus for some activities, while using the network for others, taking advantage of the best of both environments. (Carried forward from the 2012 K-12 Horizon Report.) I think we're definitely seeing this more in higher education. How are you all seeing it applied to K-12? - Sam Sam Mar 4, 2013Its happening at scale on the fringe, here's an example: There is talk, but again, adopting a comprehensive model is not happening. Instead the conversation is about a student doing work online in the classroom.- jmorrison jmorrison Mar 4, 2013 - deirdre.butler deirdre.butler Mar 6, 2013- davidwdeeds davidwdeeds Mar 4, 2013 Absolutely it's happening in K-12. We're emphasizing what we collectively call "21st century skills." This includes online/hybrid learning, collaborative models and a lot more! Check out Ian Jukes' website: jmorrison jmorrison Mar 5, 2013 Is it happening with a system where curriculum, instruction, assesssment and professional learning are aligned (as at Hybrid HS)? - cristiana.mattos cristiana.mattos Mar 5, 2013 - deirdre.butler deirdre.butler Mar 6, 2013I would include informal learning.- jmorrison jmorrison Mar 6, 2013 Tracing technolgies unintended K-12 effects - Holly.Lu Holly.Lu Mar 6, 2013 "I believe that technology has provided the swift kick that K-12 education has needed for decades to make the sweeping adjustments required to reach contemporary students and inspire education. I am just not sure yet which traditional teaching elements deserve to be clung to and which ones are meant for the curb." I think there will be increased diversity, in which open concepts will play a bigger role - oysteinjohannessen oysteinjohannessenBesides the "swift kick" that was necessary, we should also be questioning how did we come up with the current model. Seems like a lot of things go unquestioned. What is the academic reason for: 6 period days in high school? 35 students in a classroom? age based student grouping? over half of the district budget (capital and operational) going to non-instructional staff and stuff? seat time? keeping a student in an algebra course an entire semester when the teacher could identify that the student didn't have the prerequisite skill to be successful? Spending over $100,000,000 on a new school with no discussion how that investment will improve academic achievement. I think a lot of the things we do in school go unquestioned because we have done them for so long. Hybrid/blended learning allows us to break free of some of the constraint imposed by tradition. - ryan.tomaps ryan.tomaps Mar 6, 2013 - mrskeeler mrskeeler Mar 6, 2013 The problem with the shifting paradigms is that there will no longer be one comprehensive model. We are moving to what could be considered Just-In-Time education, where all the resources are available whenever we need them, and we use them as required. The model depends on the teachers, students, environment, community, and resources. You can do a lot, with a little, or a little with a lot. We need to continue to encourage the adoption of technology to provide additional resources, so that more students can enjoy learning.- alex.podchaski alex.podchaski Mar 7, 2013
  • Increasingly, students want to use their own technology for learning. As new technologies are developed at a more rapid and at a higher quality, there is a wide variety of different devices, gadgets, and tools from which to choose. Utilizing a specific device has become something very personal — an extension of someone’s personality and learning style — for example, the choice one makes between the iOS or the Android platforms. Students (and teachers) appreciate being able to give a presentation or conduct research with tools that are familiar and productive for them personally. As handheld technology continues to be ever more capable and more affordable, students often have access to more advanced equipment in their personal lives than at school. (Carried forward from the 2013 Horizon Project Short List) I agree with this trend, but offer a small twist: as more students have their own technologies for learning and bring them to school, and as schools are thinking about how to be more efficient in their use of funds, they may well decide to encourage use of student devices as a cost-saving measure. This would have all sorts of implications on equity, of course, but it may well be another driver for this trend.- deirdre.butler deirdre.butler Mar 6, 2013 - mtrucano mtrucano Mar 4, 2013 There is good discussion around this under BYOD topic discussion.- jmorrison jmorrison Mar 4, 2013 - davidwdeeds davidwdeeds Mar 4, 2013 Yes, please refer to the BYOD discussion. This sounds great in theory, but as a former IT Manager, I know what it's like to be expected to support dozens of different devices! And, from a teacher's point of view, a lack of standard apps is a headache.- cristiana.mattos cristiana.mattos Mar 5, 2013 - kathyschrock kathyschrock Mar 6, 2013I agree that BYOD is a good way to get technology into the classroom, but I do agree it certainly points out the haves and have-nots as far as what gets brought in. In addition, although there are many ways for students to complete assessments using different devices, it is really difficult for a teacher to view and assess items that may "live" in different clouds or even just on the device itself. BYOD is increasingly on the political radar screen among Norwegian municipal and regional authorities - oysteinjohannessen oysteinjohannessen - mrskeeler mrskeeler Mar 6, 2013
  • Openness — concepts like open content, open data, and open resources, along with notions of transparency and easy access to data and information — is becoming a value. As authoritative sources lose their importance, there is need for more curation and other forms of validation to generate meaning in information and media. “Open” continues its diffusion as a buzzword in education, and it is increasingly important to understand the definition. Often mistakenly equated only with “free,” open education advocates are working towards a common vision that defines “open” as free, copyable, remixable, and without any barriers to access or interaction. (Carried forward from the 2013 Horizon Report)- jmorrison jmorrison Mar 1, 2013 Openness will continue to be an important (and increasingly important) trend, I think, but it will not only important in and of iself, but because it can help catalyze the development of additional content, tools and resources or relevance and utility in educational settings. Where the use of public monies to fund research activities requires that related outputs are made available in poen formats (a trend in many places), this offers great opprotunities for students, teachers, firms, etc. to produce content that is perhaps in and of itself not (or fully) 'open', but which would have been much more difficult to produce and/or use had the open content not been available as a building block. - mtrucano mtrucano Mar 4, 2013 - davidwdeeds davidwdeeds Mar 4, 2013 Well, I don't think "authoritative sources [are] losing their importance," it's just that there are more sources! We're thinking of dumping our paper books and doing all research in the cloud soon. With EBSCO (, ProQuest (, etc., students will need to be taught how to separate the proverbial wheat from the chaff, but with experience they will be able to evaluate sources on their own. David, love the 'proverbial wheat from the chaff' concept...yes, indeed. Also, students can create their own textbooks using software, such as Inkling Habitat. - michael.lambert michael.lambert Mar 4, 2013- cristiana.mattos cristiana.mattos Mar 5, 2013 Data, data, data! - kari.stubbs kari.stubbs Mar 6, 2013 - mrskeeler mrskeeler Mar 6, 2013I think we are on the tipping point of this. The problem is you cannot always give away everything for free. Sometimes there needs to be a subsidy, and then how do you support the great work out there when you have used all your textbook money to by devices? I love openness, and have been a part of the open source computing movement for years, but there are always benefactors int he background who provide the resources to continue the work. We need to make sure we keep that in the model.- alex.podchaski alex.podchaski Mar 7, 2013 Schools are beginning to move away from textbooks to web resources and open source books. Especially in an age of reduced funding spending money on things such as textbooks is declining. Some schools are going to open source textbooks such as CK12 flexbooks and others are just forgoing the book altogether. - mrskeeler mrskeeler Mar 5, 2013- cristiana.mattos cristiana.mattos Mar 5, 2013 - marcia.mardis marcia.mardis Mar 6, 2013 I live in one of the only mandatory textbook adoption states and I can tell you that it is beyond interesting. I'm not so sure that textbook publishers and most school districts would agree with the primacy of open source. I think we are in an interesting time when we will see how this tension plays out. The state level textbook adoption protocol present in the textbook adoption states does not really allow open source to be the dominant source - marcia.mardis marcia.mardis!
  • People expect to be able to work, learn, and study whenever and wherever they want.This trend is certainly true for most adults, and many well-paying jobs literally can be done from anywhere that has a mobile Internet connection. It is also true for many of today’s school-age children, who live their lives in a state of constant connection to their peers, social groups, and family. While some decry the constant flow of information as a distraction or worse (with some justification), others see the opportunity to “flip” expectations about what is homework and what is schoolwork by taking advantage of those connections as learning opportunities. The implications for formal learning are profound, as flipping uses the resources on the Internet to free up valuable teacher classroom time, and fundamentally changes the teacher-student relationship. When students know how to use their network connections for more than texting, learning becomes much more serendipitous, opening the door to “just-in-time” learning, and “discovered” learning. (Carried forward from the 2012 K-12 Horizon Report.) - jmorrison jmorrison Mar 1, 2013 I absolutely agree, and so I find it fascinating that Yahoo and now Best Buy are discouraging people from working remotely. - kari.stubbs kari.stubbs Mar 6, 2013- deirdre.butler deirdre.butler Mar 6, 2013 - mrskeeler mrskeeler Mar 6, 2013
  • Social media is changing the way people interact, present ideas and information, and communicate. More than one billion people use Facebook regularly; other social media platforms extend those numbers to nearly one third of all people on the planet. Educators, students, alumni, and even the general public routinely use social media to share news about scientific and other developments. Likewise, scientists and researchers use social media to keep their communities informed of new developments. The fact that all of these various groups are using social media speaks to its effectiveness in engaging people. The impact of these changes in scholarly communication and on the credibility of information remains to be seen, but it is clear that social media has found significant traction in almost every education sector. (Carried forward from the 2012 Technology Outlook for STEM+ Education) - davidwdeeds davidwdeeds Mar 4, 2013 Here's a video from the CoSN on the K-12 social media "breakthrough": As I mentioned in the Social Media discussion, K-12 students are ready for social media....teachers, administrators and parents are not...yet.- cristiana.mattos cristiana.mattos Mar 5, 2013 - guus guus Mar 6, 2013 Since this is a forward thinking group - I continue to wonder what the "next FaceBook" will look like? What's the next level of connection look like with regard to changing technologies. - kari.stubbs kari.stubbs Mar 6, 2013- deirdre.butler deirdre.butler Mar 6, 2013 "According to Clay Christensen the disruptive effects of the web are being felt the most by the media and adveretising industries, but the education business is next in line." "Howe asks Christensen to name some industries that are either in a state of disruptive crisis or will be soon, and the professior says, Journalism, certanly and publishing boradly. Anything supporedt by advertising. That all of this is being disrupted is now beyond question. And then I think higher education is just on the edge of the crevasse. Generally, universities are doing very well financially, so they don't feel from the data that their world is going to collapse. But, I think even five years from now these enterprises are going to be in real trouble."- jmorrison jmorrison Mar 6, 2013 - mrskeeler mrskeeler Mar 6, 2013
  • The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized. The continuing acceptance and adoption of cloud-based applications and services is changing not only the ways we configure and use software and file storage, but also how we conceptualize those functions. It does not matter where our work is stored; what matters is that our information is accessible no matter where we are or what device we choose to use. Globally, in huge numbers, we are growing accustomed to a model of browser-based software that is device independent. While some challenges still remain, specifically with notions of privacy and sovereignty, the promise of significant cost savings is an important driver in the search for solutions. (Carried forward from the 2012 Horizon Report) - mrskeeler mrskeeler Mar 6, 2013
  • Technology continues to profoundly affect the way we work, collaborate, communicate, and succeed. Increasingly, technology skills are critical to success in almost every arena, and those who are more facile with technology will advance while those without access or skills will not. The digital divide, once seen as a factor of wealth, is now seen as a factor of education: those who have the opportunity to learn technology skills are in a better position to obtain and make use of technology than those who do not. Evolving occupations, multiple careers, and an increasingly mobile workforce contribute to this trend. (Carried forward from the 2012 K-12 Horizon Report.) - ryan.tomaps ryan.tomaps Mar 6, 2013Access to tools and resources, teachers, courses offered online is becoming a civil rights issue. Those that don't have access will be significantly disadvantaged.
  • There is a new emphasis in the classroom on more challenge based, active learning. Challenge Based Learning and similar methods foster more active learning experiences, both inside and outside the classroom. As technologies such as tablets and smartphones now have proven applications in schools, educators are leveraging these tools, which students already use, to connect the curriculum with real life issues. The active learning approaches are decidedly more student-centered, allowing them to take control of how they engage with a subject and to brainstorm and implement solutions to pressing local and global problems. The hope is that if learners can connect the course material with their own lives and their surrounding communities, then they will become more excited to learn and immerse themselves in the subject matter. Studies of challenge-based learning in practice, including two authored by the NMC, depict an increase in the uptake of 21st Century Skills among learners, including leadership and creativity. (Carried forward from the 2012 K-12 Horizon Report.)- deirdre.butler deirdre.butler Mar 6, 2013- Tony.Brandenburg Tony.Brandenburg Mar 5, 2013 This is also reflected in the new common core standards. - kari.stubbs kari.stubbs Mar 6, 2013 - helen.padgett helen.padgett Mar 6, 2013 Students today have instant access to information through technology and the web, manage their own acquisition of knowledge through informal learning, and have progressed beyond consumers of content to become producers and publishers. As a result, traditional teaching and learning methods are becoming less effective at engaging students and motivating them to achieve as learners in our classrooms. Challenge Based Learning provides a research backed educational framework where students actively engage in the process of creating real-world, rigorous, and relevant projects that are engaging and create opportunities for personalized learning providing an excellent environment to transition to the Common Core US standards. www.**challengebasedlearning**.org/- deirdre.butler deirdre.butler Mar 6, 2013- Holly.Lu Holly.Lu Mar 6, 2013 - mrskeeler mrskeeler Mar 6, 2013 - sharyn.gabriel sharyn.gabriel Mar 7, 2013
  • There is an increasing interest in using new sources of data for personalizing the learning experience and for performance measurement. As learners participate in online activities, they leave a clear trail of analytics data that can be mined for insights. Learning analytics experiments and demonstration projects are currently examining ways to use data for enrichment. Dashboards filter this information so that student progress can be monitored in real time. As the field of learning analytics matures, the hope is that this information will enable continual improvement of learning outcomes. (Carried forward from the 2013 Horizon Report)- Tony.Brandenburg Tony.Brandenburg Mar 5, 2013 Australia is investigating how the collection of data around teacher access and teacher preference will help teachers with their professional development and learning needs. - Tony.Brandenburg Tony.Brandenburg Mar 5, 2013 I absolutely see an increased push for data as an enormous trend in our work. I think that the work around the LRMI initiative will also make it easier to leverage that data around common points and themes and use it to inform instruction and learning. - kari.stubbs kari.stubbs Mar 6, 2013 - marcia.mardis marcia.mardis Mar 6, 2013 Agreed. I think my comments on other topics are in line with these comments. - mrskeeler mrskeeler Mar 6, 2013
  • The world of work is increasingly collaborative, driving changes in the way student projects are structured. This trend is being driven by the increasingly global and cooperative nature of business interactions facilitated by Internet technologies. The days of isolated desk jobs are disappearing, giving way to models in which teams work actively together to address issues too far-reaching or complex for a single worker to resolve alone. While this trend is not widespread, where schools have created a climate in which students, their peers, and their teachers are all working towards the same goals, where research is something open even to first year students, the results have shown tantalizing promise. Over the past few years, the emergence of a raft of new (and often free) tools has made collaboration easier than at any other point in history. (From 2012 Horizon Report) - davidwdeeds davidwdeeds Mar 4, 2013 Collaboration is a wonderful thing, but without project management it's chaos. We had an epiphany at our school: We're busy training students to work on project teams...and yet most of our teachers can't do this yet! We're rearranging our training schedule so teachers can learn about project management: Yes, student projects coupled with teacher guidance. As Clay Shirky states we need to move from cooperation to sharing to our final destination--collaboration. - michael.lambert michael.lambert Mar 4, 2013
  • MOOCs are developing fast and disrupting higher education. There is certainly potential for teacher education more closely modelled to needs and ways of learning and models for school age MOOCs are emerging. While elements of MOOCS are in Q1 (eg online learning), this is a bigger trend than a single technology, more a movement. What was once called online learning or e-learning suddenly seems to be getting a new lease of life when renamed a MOOC even if it isn't. The principles behind the different types of MOOCs need to be retained if their value and innovative potential are not to be lost. - roger.blamire roger.blamire Mar 4, 2013- deirdre.butler deirdre.butler Mar 6, 2013 "Massive and Open", page 12 - jmorrison jmorrison Mar 6, 2013 - jmorrison jmorrison Mar 6, 2013- Holly.Lu Holly.Lu Mar 6, 2013
  • The emphasis of funders and government on STEM is growing. - davidwdeeds davidwdeeds Mar 4, 2013 I think the emphasis on STEM education/careers is worthy of a bullet point: Check out this quote: "Additionally, demand for STEM-capable workers has increased even in traditionally non-STEM fields due to the diffusion of technology across industries and occupations." Will be interesting to see how far government and industries are willing to invest in STEM programs. I realize the diehard purists among us despise the idea of education being "vocational," but if appalling K-12 dropout rates can be lowered by guaranteeing students an education/career upon graduation, I'm all for it.- jmorrison jmorrison Mar 5, 2013A version of the SimCity video game launching today is intended to help engage students in classroom lessons and encourage more students to pursue careers in science, technology,engineering and math. cristiana.mattos cristiana.mattos Mar 5, 2013- Tony.Brandenburg Tony.Brandenburg Mar 5, 2013 Agreed! - kari.stubbs kari.stubbs Mar 6, 2013 - mrskeeler mrskeeler Mar 6, 2013- alex.podchaski alex.podchaski Mar 7, 2013
  • Customized learning is increasingly a goal for schools. Don Tapscott's book "Grown up Digital" mentions that one thing youth value is the ability to customize their environment. Given a device students will immediately personalize and customize the background and settings. Allowing students to do the same to how they are approaching their learning is now possible once we bring digital devices into the mix. - mrskeeler mrskeeler Mar 4, 2013- cristiana.mattos cristiana.mattos Mar 5, 2013 - guus guus Mar 6, 2013
  • The focus of assessments are shifting from "what you know (can memorize)" to "what you can do (portfolio)" - michael.lambert michael.lambert Mar 4, 2013 I agree that we'll see shifts in assessment, but I'm not sold that it will come in the form of portfolio. I think that we'll see huge shifts in assessment related to shifts in what we can accomplish with technology. - kari.stubbs kari.stubbs Mar 6, 2013 This is being written into laws all over the United States.- sharyn.gabriel sharyn.gabriel Mar 7, 2013
  • The paperless classroom is coming. The appearance of low-cost tablets with long battery life may mean that schools soon switch the money they spend on textbooks and photocopying to equipping all students with a tablet, because it would be cheaper to do so. But, if that happens, the important point to note is that students would use this technology almost entirely for reading and writing. This is because education is primarily concerned with developing intellectual understanding and intellectual skills – and these reside primarily in the written word. All the other things that can be done with a computer – watching and making videos, researching on the internet, using social media, video-conferencing, gaming, inhabiting virtual worlds - need to be a small part of what students do, just as school trips and drama productions are a small, but important, part of what students do. The implication of all this is that the most important trends in the near future will be word-processing (and the equivalent in mathematics) and the reading of electronic textbooks. Electronic “textbooks” have interactive features and some sound and video, but they are mainly words because that is the nature of intellectual knowledge. In short, it seems to me that the dominant technological future in schools is not at all exotic: it will be word-processing and e-reading.- paul paul Mar 6, 2013 - mrskeeler mrskeeler Mar 6, 2013
  • In some middle income countries, mass introduction of ICTs (at the adminstrative level, as well as at the point of instruction and learning) is making the lack of governing regulations and guidelines related to data privacy issues more acute, especially related to children/students and teachers/public servants. While health care issues may predominate, there is a potential for practices and laws related to the privacy of child-related data across larger society to emerge as a result of what's happening in many education systems that being 'digitized' in many different ways. One key trend I see is increased external pressures on schools and school systems as a result of emerging thinking, and in some cases actual action (for better and for worse), related to the use of data. - mtrucano mtrucano Mar 6, 2013- deirdre.butler deirdre.butler Mar 6, 2013
  • The integration of internship experiences for high school students is increasing. One great example of this type of program (on steroids) can be found in Blue Valley Kansas - kari.stubbs kari.stubbs Mar 6, 2013
  • EDTech "Entrepreneurism" is growing. I mention this one because most of the trends on the list are internal to education, this is one trend I see comming from the outside. It seems as if in the last 18 months the venture capital/entreprenuer community suddently discovered the Education market. Like most things, this is neither good nor bad but it does require thinking about tradeoffs as well as oppurtunities. The most obvious one is in the business model. many of these start ups offer "free" services, sometimes at the cost of trading personal data. Another tradeoff may be in the viability of a service. A teacher may spend hours inputing content only to have the service go away without a means of getting their content out. Another challenge is that it attempts to shift the conversation from teaching and learning to the "business" of education (e.g. some (granted not all) of the narative around Khan Academy) - jim.siegl jim.siegl Mar 6, 2013- Holly.Lu Holly.Lu Mar 6, 2013 - mrskeeler mrskeeler Mar 6, 2013
  • The way we define concepts is increasingly granular. NGSS and GIM-CCSS suggest that we look at learning concepts in a more finely grained way which means that we will be describing learning objects in a more granular way which means that we will be thinking about the various meanings of a single video, image, passage of text, etc. To me, this movement toward granularity may force interdisciplinarity since the notion of context is really going to be considered. Paratext/paradata will also become ever more important to determine contextual possibilities. - marcia.mardis marcia.mardis Mar 6, 2013
  • Educational technologies seem to be converging and becoming more interconnected. The conversation under research question 1 suggests an increasing connectedness of the technologies.- jmorrison jmorrison Mar 4, 2013
  • There is an increase in education entrepreneurship courses. The working environment today requires people to be able to market themselves (LinkedIn), search for short contract jobs and develop their skillset outside of work. - michael.lambert michael.lambert Mar 4, 2013- deirdre.butler deirdre.butler Mar 6, 2013 [Editor -- moved from Research Question 2]
  • Informal Learning is on the rise. This topic was on the list in previous discussions. It appears more and more summer programs, blended learning courses, and online courses are taken by students. Many parents and schools are increasingly creating marketable courses as well as skills, where parents enroll their children. Cost is a factor.- michael.lambert michael.lambert Mar 4, 2013 jmorrison jmorrison Mar 5, 2013- deirdre.butler deirdre.butler Mar 6, 2013What about MOOC's too ? A lot of learners are taking courses out of personal interest and dipping in and out of courses to get a flavour. Social media and the ease of putting information online really makes this a plausible reality. - mrskeeler mrskeeler Mar 6, 2013 [Editor -- moved from Research Question 2]
  • Computational thinking is increasingly discussed as key skill for today's students: Computational thinking combines critical thinking skills with the power of computing to make decisions and find innovative solutions. As a problem-solving method that uses computer science techniques, this is not a technology in itself. However I have heard many discussions in the past year or so as to its importance across the curriculum as thinking process that is a natural fit for students.- kathyschrock kathyschrock Mar 6, 2013 I've also seen the many discussions about computational thinking, but I think that falls in the same category as the belief that math teaches logic. If we want students to learn logic, we should teach them logic. Computational thinking in and of itself won't solve problems. But it could be a trend - I don't think we are restricted to effective trends.- deirdre.butler deirdre.butler Mar 6, 2013 - helen.padgett helen.padgett Mar 6, 2013 Computational thinking can easily be integrated in K-12 classrooms to engage students in activities that stimulate critical thinking and problem solving. Check out ISTE’s research and free resources for K-12.'s a free course on MIT’s EdX - 6.00x is an introduction to using computation to solve real problems. The course is aimed at students with little or no prior programming experience who have a desire (or at least a need) to understand computational approaches to problem solving - alex.podchaski alex.podchaski Mar 7, 2013 I would like to add in to the computational thinking the concept of project management for students. We teach study skills to help absorb information to pass tests. Why don't we teach them the basics of how to organize their thoughts and actions around a profession that is growing. It goes along with teaching logic and programming, but sets up the integration of other subjects as well, and might tbe the best tie to for why communications (writing, reading, language) and history (review of past successes/failures) are important. Agreed. - sharyn.gabriel sharyn.gabriel Mar 7, 2013 [Editor -- moved from Research Question 2]
  • The intersection of public spaces (museums, libraries, etc) with schools is dispelling the myth that learning only happens in school., thus increasing the move toward learning 24/7 and dispelling that myth that learning only happens within the walls of brick and mortar schools. - kari.stubbs kari.stubbs Mar 6, 2013 This is a great point. - digitalroberto digitalroberto Mar 6, 2013- alex.podchaski alex.podchaski Mar 7, 2013 [Editor -- moved from Research Question 2]
  • Maker Spaces and Hacker Spaces are a growing partnership opportunity for schools. I know these were mentioned in RQ1 by some, but the emergence of maker spaces is certainly exciting many children outside of school. I think as Kari mentions above, the intersection of public spaces, including maker spaces, with education is going to be on the rise in the next few years. Given the costs associated with some of the equipment in maker spaces, it seems logical that trying to incorporate them with a K12 school is an ideal partnership. If items such as 3D printers really are going to become common in school, this is a tremendous method for leveraging the technology and extending learning beyond the 8 am- 3pm window. - digitalroberto digitalroberto Mar 6, 2013 Thanks for your response! :-) - kari.stubbs kari.stubbs Mar 6, 2013 - judy.oconnell judy.oconnell Mar 6, 2013 Maker spaces are all over the place, hopefully the pendulum is swinging and the robot standardized testing is going to see it's demise with the common core coming in. Many educators are getting into it and that will translate to that going to the classroom. - mrskeeler mrskeeler Mar 6, 2013 I think this will be a very big trend in the future, as we try to help student apply what they are learning to the world around them.- alex.podchaski alex.podchaski Mar 7, 2013 I wonder also how concepts fit into technologies since they are becoming increasingly intertwined. Many of the technologies mentioned are enabling and forcing ideas like curation and conceptual granularization. Treating them as separate technologies doesn't seem quite right, but neither doesn't treating technology as a disembodied force. - marcia.mardis marcia.mardis Mar 6, 2013 [Editor -- moved from Research Question 2]
  • Schools are beginning to move away from interactive white boards to other screen technologies. I don't use interactive whiteboards myself, but the research I've seen indicates that nearly a third of K-12 teachers still swear by them. I know our teachers, especially at the elementary school level, feel they can't live without the gizmos. Our problem is that we can't afford to put one in every classroom...these suckers are expensive. As of this year, we've decided to switch to eBeams ( Now every teacher can have an interactive whiteboard, and they're used on a just-in-time basis, meaning that a costly piece of gear doesn't wind up being wasted as a mere projector screen. ;) - davidwdeeds davidwdeeds Mar 3, 2013 I think IWB's are going to go OUT of vogue. With 1:1 and more student focused learning it does not make sense to go this route. iPads are really popular, things such as apple TV or reflectorapp makes it hard to justify the cost. - mrskeeler mrskeeler Mar 6, 2013 I think the interactive board wave is long over. Certainly the idea of projector/iPad/Apple TV is catching on as a less expensive, easier to use solution for teachers, but by no means is it ground breaking enough to make a list of top ideas for the coming years. I think the sudden rush of IWB companies to partner with projector companies to sell software, as well as with publishers to coproduce content indicates the jig is up on IWB. - digitalroberto digitalroberto Mar 5, 2013- ryan.tomaps ryan.tomaps Mar 6, 2013I agree its time to move on. [Editor- moved from Research Question 2]
  • There is a renewed emphasis on Programming as a STEM skill. Don't know what else to call it...the Coding Renaissance??: Suddenly, there's been this...epiphany...that teaching programming is important. I think it's fantastic...still can't help but wonder why it took so long for educators to reach this conclusion!- davidwdeeds davidwdeeds Mar 3, 2013 Agree strongly, but it's important not to drop wider digital competence development - jmorrison jmorrison Mar 4, 2013 - kari.stubbs kari.stubbs Mar 6, 2013 - roger.blamire roger.blamire Mar 4, 2013 I 100% agree. - Tony.Brandenburg Tony.Brandenburg Mar 5, 2013 In many places, widespread 'ICT literacy' instruction in schools has been found wanting (the UK is one prominent example), and there are movements to get back to teaching programming (like occurred in the 70s and 80s in many advanced industrialized countries). A recent related announcement from New York City: There is support in some quarters from the promotion of coding as a 'new literacy'. However one feels about that position, it is hard to argue that (1) coding is a skill that will become less relevant over time (2) lots more people will be writing code (of various sorts -- including people who are not 'programmers') in the future. Raspberry Pi is perhaps the poster child (?) for the 'educational coding' movement in many places (in ways that the OLPC was a half decade ago, at least in many low and middle income countries). - mtrucano mtrucano Mar 4, 2013 Yes, let's replace many of the new math skills with programming skills. michael.lambert michael.lambert Mar 4, 2013 - deirdre.butler deirdre.butler Mar 6, 2013I think what's important is why are the students engaged in programming - what is the underlying rationale, are they designing games/ apps? Who is setting the agenda? - jackwest jackwest Mar 6, 2013 Coding is getting a lot of attention in my circles, but still not seeing it happen in schools. Totally agree, more and more I see schools requiring programming. - mrskeeler mrskeeler Mar 6, 2013 Code - I see as an important skill for the new century - maybe could be related with others - Bruno Gomes Case [Editor -- moved from Research Question 2]
  • The Standards and Accountability Theory is Evolving: Consensus is that NCLB failed in the US. However, the assets it delivered -- core standards and measurements of achievement are being salvaged with hopes of impact. Step one is to apply data to evaluate or inform teachers instead of schools. This is problematic when exams that were intended to measure achievement of a specific level of competence are used instead to measure growth (value add). The Personalized Learning movement moves the granularity of data application to the student level. It also requires more frequent and earlier measurement than the traditional year-end examinations. - brandt.redd brandt.redd Mar 7, 2013

Moved to Research Question 4 - Challenges

  • The pursuit of authenticity is a challenge: What do you Choose to believe in?
  • The lack of funding for education in general, and technolgies specifically, is a growing and disturbing challenge. (I agree - ERate, Title funds and RTT can't be the only source of funding technology with dwindling budgets and increasing need for instructional technologies) - kecia.ray kecia.ray Mar 6, 2013 The current financial strain on education is creating disequilibrium, this is disruptive. Education is a system that usually stays on track, it may be that financial disequilibrium will push in the improvement of processes, outcomes, and sustainability.- jmorrison jmorrison Mar 4, 2013 - deirdre.butler deirdre.butler Mar 6, 2013 Here is the link to a session with Marguerite Roza, Director of Fiscal Analytics Unit at Georgetown University, Assoc. Professor at the UW College of Education and Senior Scholar at the Center on Reinventing Pulic Education. The talk is titled "Staring at a decade of budget gaps: How education policy can drive better use of resources and improved outcomes in a time of scarce resources." - jmorrison jmorrison Mar 5, 2013