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 time-related categories based on their appearance in previous Horizon Report editions --
fast-moving trends that will realize their impact in the next one to two years, and two categories of slower trends that will realize their impact within three to five or more years. In your responses to the trends below, feel free to explore why or why not the trend should be in its specific time-related category.

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

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Trend Name
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Evolving Expectations of Teachers
2014 EU Fast Trend: Driving ed-tech adoption in schools over the next one to two years
As the abundance of resources and relationships made easily accessible via the Internet grows, we are ever more challenged 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. - deirdre.butler deirdre.butler Feb 8, 2014 - leslie.s.conery leslie.s.conery Feb 8, 2014- lindsay.julie lindsay.julie Feb 10, 2014 Australia has introduced professional standards for teachers, and one standard explicitly requires teachers to demonstrate they use technologies to expand curriculum opportunities for students. Given the formality of this requirement, it leads me to wonder about the role of school leaders (eg school principals and curriculum coordinators) in supporting teachers to meaningfully include technologies into teaching and learning - kathryn.moyle kathryn.moyle Feb 9, 2014 ISTE nets for administrators is the kind of thing we need in an updated form. Either way, leadership as teachers need allow and facilitate developments e.g. be on social media and allow appropriate social media incorporated into school community - judy.oconnell judy.oconnell Feb 9, 2014- shafika.isaacs shafika.isaacs Feb 9, 2014- lindsay.julie lindsay.julie Feb 10, 2014 - davidwdeeds davidwdeeds Jan 28, 2014. Agree. Real focus on educators being able to design effective learning in an evolving, personalised climate; "adaptive experts". Likely to see it enshrined in teacher registration guidelines shortly in NZ. - karen.melhuish.spencer karen.melhuish.spencer Feb 10, 2014 I thought about listing this as a distinct trend, but maybe Are IT Teachers Extinct? belongs underneath this one. Organizations such as the IB are eliminating IT programs, with the excuse that there aren't enough teachers. Bill Gates couldn't get a job as an IT instructor in most schools because he doesn't have a teacher's license! It's the way we determine who's qualified that has to change. BTW, part of the Online Learning Backlash is that even schools offering online programs don't necessarily recognize online degrees when you're applying for a position! As I've mentioned, I deliberately chose a school that doesn't have a separate IT program because otherwise I'd probably wind up teaching the [darn] classes! The overarching idea is that every teacher should be somewhat of an IT instructor. And this could be a good thing. Again, because we have a separate IT program at my current school, other teachers feel it's not their job. What I don't want is what I've seen here in Mexico. Some liberal arts instructor can, 9 times out of 10, distinguish between a personal computer and a toaster oven, so s/he's deemed qualified to be the EdTech Coordinator! If you haven't already, please read John Persico's essay on "educational arrogance": I've asked him to do a piece on teacher licensing/certification next. I agree that it is a mistake to expect that all qualified people who could really enrich the classroom should have teaching licenses. People who have extensive training in technology and the use of digital media should be able to teach in school systems in a way that augments the existing curriculum. Media literacy has got to be seen as intregal part of 21st Century success. - deborah.cooke deborah.cooke Jan 28, 2014 I disagree. Anyone involved in learning and teaching must have certification, and should by now have the capacity to integrate appropriate technologies. If they do not, it is a leadership issue at the school level. - judy.oconnell judy.oconnell Feb 9, 2014- lindsay.julie lindsay.julie Feb 10, 2014 Besides all that has been said, we have seen teachers becoming more mature consumers, as they now have at least a smartphone and many had tablets. Banking is done on the internet, planning trips, booking hotels and so on. They have also been encouraged to use technology in their classrooms for years now, and you can see their expectations are evolving to more in depth uses. I go to several conferences and observe that the quality of the projects being presented is deepening. Now we need to focus on helping all teachers systematically incorporate good teaching practices with technology in their classrooms. Once you overcome the "how does this tech work?" barrier, you can focus on best pedagogical practices to make sure the tech really brings something to the teaching-learning experience.- cristiana.mattos cristiana.mattos Feb 1, 2014. I agree!!- guus guus Feb 2, 2014- jmorrison jmorrison Feb 4, 2014- mike.jamerson mike.jamerson Feb 5, 2014 - deirdre.butler deirdre.butler Feb 8, 2014- GTDeYoung GTDeYoung Feb 9, 2014 The quality and availability of teaching ideas is better than ever and teachers are increasingly finding tools and apps are intuitive, reliable and effective, so they are less afraid to use them. - roger.blamire roger.blamire Some good discussion, and I see a trend in 'technological educationalist' more in the classroom. Pretty much the gadget people, who have students going ooh and aah with trinkets and little basis of 'best pedagogical practices to make sure the tech really brings something to the teaching-learning experience.' So called tech integrators who continually request this new device or software or app. Stay current but don't let this drive your teaching. Sorry to say, I can tell a tech instructor in the classroom without educational training. Tech people may make good instructors but, my B.Ed and ME.d. make me a good technology teacher. I am not always seeing that from those without teaching degrees. You don't let a doctor practice medicine without being qualified in medicine. Don't lessen the value of a trained teacher. Just saying. - mtaylor mtaylor Feb 5, 2014 Agree. We need to be careful of the 'cool effect' and look at the pedagogy. We download many 'cool' apps, and rarely use them. - michael.lambert michael.lambert Feb 5, 2014 In California you can get a CTE credential with job experience and not do the whole credential program... but good luck finding a CTE job. Would be nice if we valued industry experience and paired teaching experts to collaborate with content experts. Rethink what a school looks like! Okay, rant over. - mrskeeler mrskeeler Feb 1, 2014 Evolving expectations of teachers is happening as technologies make new things possible. One expectation shift that has happened is teacher communication with parents through an online gradebook. Parents now expect to have daily access to student progress rather than waiting 6-8 weeks. This causes some shifts in what teachers need to know and how they do their record keeping. This is a minor example, but technology will cause a shift in what is expected of teachers, they are already expected to be users of at least their teacher computer. - mrskeeler mrskeeler Feb 1, 2014 I agree, Alice! My district has made the shift to standards based grading the last few years and has tried many variations of report cards and grading systems (much to teachers' and parents' frustration, unfortunately. Although, mostly regarding the grading system, not SBE). As a result, teachers ARE being asked to report student data much more frequently and in different ways than some are "used to" (grading individual standards vs. assignments, for example). As a teacher, I'm also expecting more of my students and their parents. Many parents of elementary-aged students don't feel the need to check in online. When so much of my "grading" is based on observation and 1:1 student interactions - things that I cannot pass back home with a smiley face sticker - it's really important for me to convey what I'm seeing through the online gradebook for parents through my notes. Similarly, I'm also expecting my students to do more of their homework online, either practicing skills, completing independent research, or creating. This is a huge shift for many parents, too, who are used to the more traditional packet of work sent home on Monday and collected on Friday. I think as teachers are expected to do more, it bleeds into student and family expectations, too. - cbsteighner cbsteighner Feb 7, 2014 Expectations are different today. Our role is no longer defined as 180 days, 8 to 3pm. We continue to update our skills through online courses, webinars, summer courses, etc. Many of us have doing this for years; it was our personal passion. Today it's an expectation. Students contact us through Skype/chat/emails and expect replies ASAP. Our website is to be updated, information about our classes sent to parents through a distribution list, coursework possibly online, new apps explored and shared with students, stay updated on new tech devices, etc. are just a few of the new expectations in our role as an educator. - michael.lambert michael.lambert Feb 9, 2014- lindsay.julie lindsay.julie Feb 10, 2014 - Gavin Gavin Feb 9, 2014 In Denmark, the role of teachers is currently being recast with their focus much more on curating the teaching that goes on, and with more bringing experts into school, and also taking school outside its traditional walls. - anton.inglese anton.inglese Feb 9, 2014I agree that expectations of teachers are changing, but the fundamental shift in instruction itself. This is perhaps the key trend in education. Technology is enabling new and innovative teaching strategies, and instruction is evolving--Christensen's predictions of online learning (Disrupting Class, 2008) are coming true.- ryan.tomaps ryan.tomaps Feb 10, 2014 New Schools and Innovative Learning A National Primer on K-12 Online Learning - alex.podchaski alex.podchaski Feb 9, 2014 we have higher expectations on teachers due to the way technology has infused with our daily life. Increased capacity for communications overall encourages parents and teachers to communicate more often than just the few times a year through official report cards. Students can ask for help at any time, because they no longer have to approach the teacher directly. Teachers want to get access to the latest and greatest in their discipline, so they are driven to get access to them. technology is moving from the "only a few can make this work" to "I can make this work for me" and that is driving adoption of technology, which is increasing what we ask teachers to do. - judy.oconnell judy.oconnell Feb 9, 2014 it is very important to keep a global perspective on this conversation as well. Technology and technology access is very different in third-world countries compared to US, UK, Australia, Canada, Singapore. So we need to couch our comments in terms of the breadth of possibility in any given context - underpinned by the fact that teachers should be expected to know how, when, why, and in what manner to use technology, and technology tools in online environments.- ryan.tomaps ryan.tomaps Feb 10, 2014I share Judy's perspective. In South Africa we need to invest significantly in awareness raising and training (arguably double the technology investment) in encourage uptake and use of technologies for teaching, for building teacher communities and for supporting teacher professional development. Teachers in general, certainly in developing countries, are conservative users of technologies.- shafika.isaacs shafika.isaacs Feb 9, 2014 After reading the above comments, I am reminded that CoSN has developed a wonderful CETL national examination process for CTO types (based solely on standards and the ability to demonstrate these leadership and technological skills. I suggest that this model could be designed to allow 'non-teachers' to demonstrate their IT knowledge and skills along with instructional strategies to teach these concepts allowing for outside the education field individuals to partner with schools and develop strong information technology and computer science learning opportunities. This follows the national certification trends for teaching and learning as well as that of alternative licensing paths. Should be something that our universities and research centers could develop to change the landscape of licensure in this area. Let's find a way to drive this discussion forward. I agree that the use of educational technologies should not be a 'separate' discipline but used just as though it were paper/pencil/talking and demonstrating learning. But, we do need to separate out the use of these resources from the dramatic NEED for IT and CS designers and entrepreneurs. - vlyons vlyons Feb 9, 2014Vicki Lyons. New cohorts of teachers are entering service. These cohorts belong to the digital natives, but have been education in the "old school" teacher training. Question is what prevails - old school teacher socialization or new school teachers with a high degree of digital literacy. - oysteinjohannessen oysteinjohannessen Feb 9, 2014 I have also found that new digital natives are entering the teaching ranks but often have to learn the "old ways" in order to survive the system typically 3-5 years. - ryan.tomaps ryan.tomaps Feb 10, 2014
I think expectations of teachers are changing in three ways. Firstly, there is a shift away from merely teaching how to use applications because the use of applications such as browsers and word-processing are now so much part of everyday life that they no longer need to be taught. Secondly, the attention in teaching is turning instead to considering whether coding, writing computer programs, needs to be taught in schools because computer science is an important part of the economy and an increased flow of entrants into the industry is needed. This is certainly the case in England where, in response to central Government direction, students in most Government-funded schools will now have to learn coding. Thirdly, in a world where everyone has and uses computers from early childhood onwards, there will be an increased need for teachers to help students understand the social and economic impact of the digital revolution; the most obvious current example is the issue of the state's intrusion into private life ignited by Edward Snowden's revelations.- paul paul Feb 10, 2014
Strong evidence from Europe ( that teachers are investing in 'self-directed spontaneous' learning about technology and pedagogical use of ICT in their own time. Many teachers don't wait for formal courses or are disappointed by them, and so find out for themselves. A good indicator of the professionalism of teachers (despite the media attacked in some countries), of recognition of the place of technology in learning and of adoption by the 'average' teacher rather than the enthusiasts and innovators. - roger.blamire roger.blamire
As technology is further integrated within instruction, we must also begin to educate our leaders. Too often, leaders did not integrate technology into the curriculum when they were teaching. This can create an interesting chasm where mediocre teaching might be hailed as wonderful simply because a principal sees the teacher using technology, no matter how basic; likewise the great teacher integrating technology might not receive the support needed as the room is considered loud, chaotic, or too different for an administrator to see the learning. As we look to bolster teacher proficiency, we must also work to educate our leadership. The ISTE Standards are a great place to begin for districts, but we need to show administrators what terrific learning in a digital 1:1 environment is. - digitalroberto digitalroberto Feb 10, 2014

Growing Ubiquity of Social Media
2014 Higher Ed Fast Trend: Driving ed-tech adoption in schools over the next one to two years
Social media is changing the way people interact, present ideas and information, and judge the quality of content and contributions. More than 1.2 billion people use Facebook regularly according to numbers released in October 2013; a recent report by Business Insider reported 2.7 billion people — almost 40% of the world population — regularly use social media. The top 25 social media platforms worldwide share 6.3 billion accounts among them. Educators, students, alumni, and the general public routinely use social media to share news about scientific and other developments. 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. I agree with the premise of this article. Using social media for educational collaboration, information sharing and building a learning community makes a lot of sense as many learners are already on these platforms and have a good deal of comfort navigating back and forth. - deborah.cooke deborah.cooke Jan 28, 2014 Social media is going to be one of the pillars of our work in planning collaborative activities. This is an important trend.- cristiana.mattos cristiana.mattos Feb 1, 2014 Social media platforms (such as Edmodo) are regularly used in Australian schools, as a Twitter chats etc - judy.oconnell judy.oconnell Feb 9, 2014 The social media concepts and mechinisms are here to stay they have become a mainstay in web interface and application design. The companies will change over time, and the interfaces and usage will continue to evolve. - GTDeYoung GTDeYoung Feb 9, 2014 I agree, but I would say more 3-5, there is still a lot of concern over safety for at least younger students. Getting technology in the hands of all students is still coming about, the focus is first going to be on using the technology before it shifts to using it with social media. Many bleeding edge innovative educators are using it. Where I see it being really hot is in schools using it for publicizing and communicating with outside the schools. - mrskeeler mrskeeler Feb 1, 2014 I agree that social media is taking off because it can replace the parent newsletter and generic report from the board of education. Schools are capturing the idea for that area, but are cautiously moving towards implementing in the classroom. This is a great first step, and will hopefully lead to more technology integration in the classroom.- alex.podchaski alex.podchaski Feb 9, 2014 - judy.oconnell judy.oconnell Feb 9, 2014Many schools in Australia use social media such as Edmodo and Twitter to learning and teaching, as well as Twitter and Facebook (as other examples) for school engagement.
Many teachers are using social media to connect with each other, especially through Twitter. Skype in the Classroom's website is also one to watch as far as helping teachers developing cross-country/international collaborations. I think the question that remains, however, is how are students developing their PLNs using social media? Digital communication is becoming second nature to our youngest learners who regularly Skype of FaceTime with grandparents, etc., but schools haven't quite made this shift. I think student blogging is a great way for students to develop their PLNs and make connections with other kids in meaningful ways, but requires their teachers to be a connected educator, themselves.- cbsteighner cbsteighner Feb 7, 2014 - deirdre.butler deirdre.butler Feb 8, 2014 Again, it's dangerous to generalize by school or country. Better to discuss the leading examples as directions for the future? But great examples abound. This primary school teacher in Australia has been using Tech for over 6 years, and shares here experiences, including socila media - judy.oconnell judy.oconnell Feb 9, 2014- lindsay.julie lindsay.julie Feb 10, 2014 Yes, social media are everywhere. One of our foremost challenges it to disseminate good practices on how social media support the curriculum - oysteinjohannessen oysteinjohannessen Feb 9, 2014 Yes - a strong trend but still largely in the hands of early adopter teachers and far less in the context of authentic teaching/learning. Issues related to dital citizenship/cybersafety abound. - karen.melhuish.spencer karen.melhuish.spencer Feb 10, 2014

Importance of Content Curation
2014 EU Fast Trend: Driving ed-tech adoption in schools over the next one to two years
Digital literacy goes beyond teaching students how to assess the quality of data and content; it entails understanding how to assess media-based and other content (such as video, audio, slides, articles, and reports) from disparate sources and select those which are the most germane or useful to the task at hand. When resources are curated effectively, they add more value to each other. For example, a news article detailing a new scientific discovery is enhanced by a video of a physicist showcasing the findings. The video may explore a different facet of the discovery than the article, but the goal is that the content in both will help learners gain new knowledge about a subject. Content curation (digital literacy) again could fall in the hands of technology digital media specialists (who may not be licensed teachers, but experts in the field). Content curation is an essential skill to gain in terms of vetting correct information and being savvy consumers of internet based information. This is a very valuable life skill to acquire. - deborah.cooke deborah.cooke Jan 28, 2014 - deirdre.butler deirdre.butler Feb 8, 2014 - judy.oconnell judy.oconnell Feb 9, 2014Actually, content curation is more than just digital literacy - it is also knowledge networking and information literacy that underpins the use of an online tool to aggregate information in one place. There is a confusion in education circles vs news media circles as to what 'content curation' actually is. Organisations have been doing this for a long time, and there is a lot of research in the Galleries, Libraries and Museums sector that adds robust value to the simplistic content curation that is usually done in teaching settings. I've explained this difference here.- ryan.tomaps ryan.tomaps Feb 10, 2014
Examples for educators are here: There are many tools for pulling resources together, but ones based on such tools as Libguides provide the most robust structured support for students - Excellent resources and statement about the depth and breadth of content curation Judy, thanks - lindsay.julie lindsay.julie Feb 10, 2014 This skill is important to learn and to teach! We will have specialists dealing with this, but all of us have to be curators at a personal level. Teaching this skill to students is essential for them to navigate in all this information!- cristiana.mattos cristiana.mattos Feb 1, 2014 - deirdre.butler deirdre.butler Feb 8, 2014 I think content curation is a very interesting concept both among teachers in order to take the current mindsets of sharing content to the next level as well as use the concept of content curation as a pedagogical approach to boost student information literacy and critical thinking. - oysteinjohannessen oysteinjohannessen Feb 6, 2014 The importance of content curation is huge. Without an emphasis on this all of the monies being spent on devices makes them expensive substitutes for worksheets. It is estimated that in 30 years 70% of the current jobs today will be replaced by robots (automation). If students can not create then all of the skills they learn will be replaceable by a robot. - mrskeeler mrskeeler Feb 1, 2014 - judy.oconnell judy.oconnell Feb 9, 2014A whole area of discussion that underpins this is linked data, metadata and RDA. It's all about connections between things, and accessibility I think that this topic connects to the work by SETDA to develop a universal tagging system so that it is easier to identify and share resources nationwide. - kstubbs kstubbs Feb 9, 2014- anton.inglese anton.inglese Feb 9, 2014Content curation and the creation of a individualized curriculum for each student is the realization of the personalized learning. Digital textbooks are simply electronic books that are easier to update. The true promise of edtech will be realized through content curation (especially open content) tailored an individual student's learning needs and preferences--and some primitive resources are already available:- ryan.tomaps ryan.tomaps Feb 10, 2014 Learning Registry Illinois Shared Learning Environment Content curation is important for individual teachers as they modify curriculum to meet the learning needs of each student and is challenging sorting through all that is available - the good the bad and the ugly!. it is also important from a system perspective (school, school district, state) that content be vetted by the system. Developing tools and processes to easily review content, categorize it, and allow for easy distribution to teachers and students. - ryan.tomaps ryan.tomaps Feb 10, 2014 - alex.podchaski alex.podchaski Feb 9, 2014 Many question the role of the library as information becomes easier to access, and I believe this is where we all need to take a step back and learn from our librarians and even museum curators. They have been in the business of gathering, sorting, evaluating, and presenting information for years, yet we tend to dismiss them by saying the library is all about books. There is a wealth of information our libraries and librarians can teach us with regard to curation. >> Agree - karen.melhuish.spencer karen.melhuish.spencer Feb 10, 2014 Content curation has always been part of a teacher's work in the sense that the teacher has to decide what students should read, watch and listen to. In the past teachers relied primarily on textbooks, supplemented with newspaper cuttings and the occasional television programme, film or video, and some school trips. The online world presents teachers with a much greater array of potential resources, and therefore a greater challenge than they faced in the past. Teachers will, I think, continue to rely on textbooks in one form or another. In other words they will continue to rely on educational publishers to curate suitable material. However, I wonder if commercial organisations will see an opportunity to sell teachers and schools a service to help them find the best resources online. Something like a subscription service providing daily updates in each school subject area would be a natural development for educational publishers, I would have thought. Perhaps it already exists? - paul paul Feb 10, 2014

Increasing Preference for Personal Technology
2014 EU Fast Trend: Driving ed-tech adoption in schools over the next one to two years - Totally agree, and want to note my support for this content! - kstubbs kstubbs Feb 9, 2014
Both teachers and students want to use their own technology for learning more and more, mirroring a trend that has been in the workplace for some time. There is an opportunity cost associated with being given access to a computer that cannot be personalized with new applications, tools, or other resources. Utilizing one’s own device has become something deeply deeply personal, and very much an extension of someone’s personality and learning style. The choice one makes between the iOS or the Android platforms, for example, is an expression of one’s personality, as is the choices of apps, games, and other content one chooses to put on the device. Students and teachers appreciate being able to do their work with tools they have configured to their own preferences, which are familiar and productive for them personally. As devices continue to be ever more capable, affordable, and mobile, students often have access to more advanced equipment in their personal lives than they do at school.
I hope this comes to fruition within the next couple of years for the sake of student learning. However it is the one road block that we have not been able to pass. Students are allowed to take their mobiles to school but they cannot use them in school. New technologies offer a wealth of opportunities to support student learning. It is like Zaid Hassan writes, "when faced with a real need to adapt our behaviors to a new reality, we as a society are unable to do so." As I noted under the desktop research section, personalized learning means personal tools also.- jmorrison jmorrison Jan 27, 2014 - davidwdeeds davidwdeeds Jan 28, 2014 BYOD is a great theory. Not convinced it's right for schools. Tried it at my last one. From a support perspective, it was a nightmare: laptops, tablets...Android, iOS, Windows, get the idea. From a teaching perspective, imagine trying to do a simple project when every kid is using different hardware/software! I do like the idea of BYOD if the school chooses and manages the devices...which is essentially what we're about to do with iPads, since parents are paying for them. Some people call it BTSD, or Bring The School's Device, but parents, teachers and administrators agree it's a reasonable compromise. Kids don't like it because they can't download/install anything they want. But with BYOD, wait until the day Little Johnny shows Little Susie his porno collection and you'll understand the concerns! ;) We are in our second year of supporting BYOD at our high schools, and are beginning to roll it out at our elementary and middle schools. We do have a strict hands-off policy towards loading software on the devices or working on problems with student-owned devices, though. We provide documentation on how to connect the most popular devices. As for Johnny and his porno collection, that really isn't any different than Johny and the magazine in his backpack. - deirdre.butler deirdre.butler Feb 8, 2014 - leslie.s.conery leslie.s.conery Feb 8, 2014I agree, there have to agreed protocols / acceptable behaviour. The challenge of dealing with a variety of devices with ranges of capabilities may have to be addressed through Virtual Desktops and the definitions of what devices are needed to do different tasks.- mike.jamerson mike.jamerson Feb 5, 2014 This makes complete sense to me on a lot of levels: economic stress to provide technology is lessened, students are more likely to extend the use of their devices for educational activities if they are allowed to bring them to school; students already have skill/comfort in using their devices and don't need to be trained much to do different learning activities that involve technology and finally, adding more devices brought from home can free up school resources for those students who don't have access outside the classroom. - deborah.cooke deborah.cooke Jan 28, 2014 I think this trend reflects an important aspect of building a personalized experience and helping each student value their strengths and build up their weaknesses. It is a fantastic opportunity. David's concerns are valid. that's why it's so important to do this parallel to a Digital Citizenship initiative. With liberty comes responsibility.- cristiana.mattos cristiana.mattos Feb 1, 2014Yes, Digital Citizenship is critical.- mike.jamerson mike.jamerson Feb 5, 2014 Totally agree. - deirdre.butler deirdre.butler Feb 8, 2014Agreed as to the importance of Digital Citizenship. It's why ISTE has it as one of the NETS Standards. I also think the US has something to learn from other countries (thinking of the Nordic countries - would love to hear what Øystein might say) about setting expectations and teaching about online safety and protocols but not giving students stripped down devices to protect them from the online world they need to learn to navigate. - leslie.s.conery leslie.s.conery Feb 8, 2014 The more web based things become and less platform independent, the more people would prefer to use their own devices. In industry the cost of technology for employees has made it more attractive to allow employees to BYOD. This will trickle to education more as well. - mrskeeler mrskeeler Feb 1, 2014 Being able to work with the technology that you are familiar with is important to the overall learning process. Being forced to use a device that you are not comfortable with can impact learning. BYOD missed the opportunity by focusing on the device, not the way the devices connect. Schools need to focus on using applications and software that is web based or is platform agnostic and it will be easier to allow personalized technology.- alex.podchaski alex.podchaski Feb 9, 2014- ryan.tomaps ryan.tomaps Feb 10, 2014 I agree it should be all about Bring Your Own Learning (not Technology which is simply the device). The "consumerization" of technology is a key trend for schools. Thinking that one device will meet the needs of all learners for all instances, seems to me to not be the future...therefore, I do agree with this trend. - keith.krueger keith.krueger Feb 9, 2014kkrueger 2028612676 agree - digitalroberto digitalroberto Feb 10, 2014 I also agree. I believe that it will be the convergence of three areas that will ultimately bring about the acceleration of student learning. That is BYOD, digital content, and teacher digital fluency. All three of these are needed to bring about the revolutionary change that we discuss on this wiki. - GTDeYoung GTDeYoung Feb 9, 2014 Agree with the above points - and esp when there is a hard push towards personalisation that is inclusive of all. Really loving the word of CAST in this respect - influencing our thinking here in NZ in a growing number of spaces.- karen.melhuish.spencer karen.melhuish.spencer Feb 10, 2014 Agree largely with above points - BYOD with certain guidelines, and with a network that allows flexibility and adaptation within a school is a winner. - lindsay.julie lindsay.julie Feb 10, 2014 I am sure BYOD is an important trend for the future, when many students can bring their own laptop to school. But, for the present, BYOD tends to mean smartphones. And a smartphone is not a lot of use in education. It's good as quick source of reference information, but it is not much good for reading or writing because the screen and keyboard are tiny. It's really important to remember that academic education - literacy, maths, science, history, literature, geography and the like - is about getting to grips with text (words, numbers and symbols) and about creating text. A proper computer with a big screen and keyboard is hugely valuable in this. A little smartphone is not a lot of help. - paul paul Feb 10, 2014- giselle.santos giselle.santos Feb 10, 2014I think Phablets can be a good trades if the issue is the size of screen, Apple has already said yest to phablets so we may see an increase of phablets in the Market. Students are using the devices just like adults do. It is easier, more convenient and personal to use your own device. But as mentioned earlier it the focus shouldn't be the device. Accessing instruction, communication, digital assets, socialization, assignments ... all required different tools. Fact checking, communicating, watching videos can easily be done on a smart phone at anytime since it is always with you. Creating content, using high end computing tools, and need lots of screen space may require a desktop or laptop. It really isn't about the device but teaching and learning. The successful BYOD programs I have seen have developed frameworks or standards that both teachers and students can work in and be supported - ort of a version of BTSD mentioned above. Technology will evolve and start to standardize around the tools most needed. Look how many tablet manufacturers don't exist anymore from 4 years ago.- ryan.tomaps ryan.tomaps Feb 10, 2014 BYOD should be in the student learning plans for any district, but it should go hand in hand with a school issued device. To mitigate the equity issues, all students should be issued a device, but encouraged to bring the other technology they need to be successful in the classroom. With a set standard device, teachers can be prepared to teach knowing at minimum the possibilities embedded within the district device. The BYOD devices then provide students the ability to accentuate their own discovery from that point. Preparing teachers is the biggest hurdle to successful BYOD; having 10 different types of devices in a classroom is difficult for teachers to manage or prepare to integrate properly within planning.- digitalroberto digitalroberto Feb 10, 2014

Increasing Focus on Open Content
2014 EU Mid-Range Trend: Driving ed-tech adoption in schools within three to five years
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 across education. As traditional sources of authority are augmented by downloadable content, however, there is need for more curation and other forms of validation to that can communicate the credibility of a resource. Complicating the landscape in some ways, “open” has become a term often applied in very different contexts. Often mistaken to simply mean “free,” open education advocates are working towards a common vision that defines “open” more broadly — not just free in economic terms, but educational materials that are freely copiable, freely remixable, and free of barriers to access, sharing, and educational use. - davidwdeeds davidwdeeds Jan 28, 2014 The good news is that anyone can publish on the Internet...the bad news is that anyone can publish on the Internet. ;) I've ranted and raved elsewhere about the importance of open content. The traditional textbooks, even the electronic versions, aren't cutting it. I'd like to have our teachers producing their own content, ideally collaborating with each other in the process. Re: truly open content, i.e., what's available to everybody, there is going to be a "vetting" problem. Who's qualified, what are the criteria, and, most importantly, who gets to decide? - lindsay.julie lindsay.julie Feb 10, 2014 Having content open levels the playing field of education not only within this country, but across the world. I think there may be a bias that 'open content' or 'open resources' may not be as valuable as resources gained another way. Not completely sure about this, but it's a hunch. With open content, again, learning to curate and vet sources is critical in leveraging this content for effective use. - deborah.cooke deborah.cooke Jan 28, 2014 This is a very relevant trend for Brazil. You see a lot of movement in this direction, both in academic research and in startups.- cristiana.mattos cristiana.mattos Feb 1, 2014 Open content is extremely relevant. The shift is going to be towards USING information and VETTING it. This is a 21st century skill, how do you know the information you have is good? - mrskeeler mrskeeler Feb 1, 2014 I agree, but I don't think we will properly put in all in perspective for 3-5 years due to how we look at publishing models for inforamtion.- alex.podchaski alex.podchaski Feb 9, 2014 - judy.oconnell judy.oconnell Feb 9, 2014Open content AND open access are also critical - so there is a lot of material that has passed academic scrutiny for it's value for students - and teachers need to know and understand this. e.g. Directory of Open Access Journals or how to use Google Scholar linked to local library research databases. So how many teachers are up-to-date with the wide range of options, and the services available in their own country or region? That is where content curation can help by collecting together the ways in which to work and research. Every teacher should know how to find out about 'predatory publishers' - here's how - anton.inglese anton.inglese Feb 9, 2014Open content is hard to wrangle and package for use in schools--there is simply too much content, too many sources, and too many credibility concerns. Emerging systems will address these concerns--they will soon curate and make recommendations to teachers and students will accelerate this trend (similar to Netflix and Amazon algorithms). As this becomes mainstream, teachers may--finally--be able to conceptually separate their curriculum from their textbooks, and personalize learning for all. - ryan.tomaps ryan.tomaps Feb 10, 2014The Learning Registry: Sharing Federal Resources I agree with Tony we have evaluated many of the open content packages, and have really struggled with finding the rigor and fidelity of the content that we need to meet our needs for our students. The quality of open content needs to dramatically improve to play a major role in accelerating student learning. - GTDeYoung GTDeYoung Feb 9, 2014 An important challenge with regard to open content is how open content can be a way forward for smaller subjects, e.g. in minority languages or in VET, to secure access to high quality resources with a small number of students in the paradigm "small is beautiful" :) - oysteinjohannessen oysteinjohannessen Feb 9, 2014 I suspect too much is expected of open content. What is taught in schools, and to a significant extent how it is taught, is decided by the government. And rightly so: the government is able to consult with universities and learned bodies in a way which individual teachers are not able to, and this ensures that what is taught is, for example, science rather than creationism. But this government control means teachers have to rely on official or semi-official sources of content - the industry which sets tests and exams and produces commercial learning materials. These official sources have the "correct" content (no creationism, no Marxist analyses) to match the exam questions and the government curricula, and commercially produced materials are nearly always much better than what is produced for free (open content). So open content materials will perhaps always have only a limited role. - paul paul Feb 10, 2014 The ability to customize teaching and learning should increase the use of open content. No one publisher or content developer has mastered all the variations teachers need to present content in a meaningful way to all students. Perhaps having resources that are reviewed by teachers, organizations, higher education, and other groups each placing their stamp of approval would help - ryan.tomaps ryan.tomaps Feb 10, 2014

Increasing Use of Hybrid Learning Designs
2014 EU Mid-Range Trend: Driving ed-tech adoption in schools within three to five years
Education paradigms are shifting to include more online learning, blended and hybrid learning, and collaborative models. Students already spend much of their free time on the Internet, learning and exchanging new information. Institutions that embrace face-to-face, online, and 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. Agreed! I think hybrid environments can be greatly enriched with outside content, or literally going outside the classroom for more place-based learning that could also involve technology. - deborah.cooke deborah.cooke Jan 28, 2014 agree - digitalroberto digitalroberto Feb 10, 2014 This format fits in well with K12! You use the best of both worlds! - cristiana.mattos cristiana.mattos Feb 1, 2014- GTDeYoung GTDeYoung Feb 9, 2014 Hybrid learning is happening and will continue to happen. This frees up the teacher to focus on student learning rather than focusing on content. - mrskeeler mrskeeler Feb 1, 2014 I agree that we are moving this direction - especially for the high school level. I don't think that we are "there" for elementary/middle. Nashville is doing interesting things with their online course program. - kstubbs kstubbs Feb 9, 2014 I think high school is almost there, but elementary middle is only at the "skype someone into the classroom" phase. They don't have the infrastructure or the digital citizenship skils to go much farther yet.- alex.podchaski alex.podchaski Feb 9, 2014. Agree - karen.melhuish.spencer karen.melhuish.spencer Feb 10, 2014 This allows for the combination of formal, informal and non formal education interacting together.- jmorrison jmorrison Feb 4, 2014 Agree. - michael.lambert michael.lambert Feb 8, 2014 - deirdre.butler deirdre.butler Feb 8, 2014- GTDeYoung GTDeYoung Feb 9, 2014 I think this is an interesting avenue for the future. Norway is now piloting the first virtual math school, and this may prove to be a model for other subject areas as well, opening up for new combinations of online and blended learning. - oysteinjohannessen oysteinjohannessen Feb 6, 2014 Hybrid learning designs allow for an easier transition into new ways of teaching and learning, especially for large schools and systems. It is important that the school adopt a "roadmap" for where they are going, how long it will take, and what resources will support it. Parents, administrators, teachers, and students need a plan that helps define the future. - ryan.tomaps ryan.tomaps Feb 10, 2014

Massive Reinvention of the Personal Computer
Mid-Range Trend: Driving ed-tech adoption in schools within three to five years
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, smartphones 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. - davidwdeeds davidwdeeds Jan 28, 2014 Yes! The PC's comeback did get a mention on this site! See Frog Design's Tech Trends for 2014: OK, I lost the Chromebooks-versus-iPads battle at my school. I'm not bitter. But if cost was really the primary consideration, how do you justify paying twice as much for iPads? I personally think it was "the coolness factor," and I can relate to that. I have an iPad, but I don't do my day-to-day work, such as composing lengthy documents, on it. Even with my keyboard, it's simply not practical. I was all for elementary school kids getting iPads, but the decision was made to start with middle school, and I predict that it won't be long before people start having second thoughts, especially as the costs for buying and support iPads keep going up. David, considering cost of ownership it is 6:1 for chromebooks vs. iPads. I predict a lot of buyer remorse also David! BUT, I do agree what we consider to be a personal computer is changing. The idea of sitting down at a large desktop is dead. People want to be more flexible. - mrskeeler mrskeeler Feb 1, 2014 Especially students, and especially if we expect them to be collaborators. (The same can be said for teachers and administrators) - cbsteighner cbsteighner Feb 7, 2014 - leslie.s.conery leslie.s.conery Feb 8, 2014Just look at student small screen device usage (ie smartphones) for many that is their primary personal computing environment- GTDeYoung GTDeYoung Feb 9, 2014 This goes hand in hand with the BYOD the future, it may not really be necessary to have PCs in the classroom but a networked group of devices of different kinds that can be utilized by studnets for slightly different needs. - deborah.cooke deborah.cooke Jan 28, 2014Agreed!- cristiana.mattos cristiana.mattos Feb 1, 2014 Agree - digitalroberto digitalroberto Feb 10, 2014 For instance, smart-phone like devices that are phones that people simply carry around with them and use on a regular basis. They aren't the answer for everything but this is a trend to watch. The blending/merger/mash-up of what we now think of as SMART phones and mini-tablets. - leslie.s.conery leslie.s.conery Feb 8, 2014. - karen.melhuish.spencer karen.melhuish.spencer Feb 10, 2014- ryan.tomaps ryan.tomaps Feb 10, 2014 - judy.oconnell judy.oconnell Feb 9, 2014The biggest shift is pervasive availability of 3G and 4G on handheld devices - every student (in appropriate countries) has the internet in their pocket.- lindsay.julie lindsay.julie Feb 10, 2014

Shift from Students as Consumers to Students as Creators
2014 Higher Ed Mid-Range Trend: Driving ed-tech adoption in schools within three to five years
A shift is taking place in the focus of pedagogical practice on university campuses 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. I think this is one of the *most* exciting new trends to watch. I think it could happen in a broader way sooner than 3-5 years. Many students here at UO are creating videos, digital magazines etc. already. Here's more information: - deborah.cooke deborah.cooke Jan 28, 2014 Agreed again!!!- cristiana.mattos cristiana.mattos Feb 1, 2014- guus guus Feb 2, 2014- GTDeYoung GTDeYoung Feb 9, 2014- leslie.s.conery leslie.s.conery Feb 8, 2014 AND - This isn't only for students at research universities, the move to students as content creators is equally important (maybe more?) for students in the developing world with very limited access to formal schooling. - leslie.s.conery leslie.s.conery Feb 8, 2014. Yes - strong push in many schools and done well when there is a clear, authentic purpose - karen.melhuish.spencer karen.melhuish.spencer Feb 10, 2014 Strongly agree with this - lindsay.julie lindsay.julie Feb 10, 2014 The shift is taking place. I hope more teachers get the memo. YouTube is hard to ignore, that alone is helping to create shifts in teacher perspectives about students creating. - mrskeeler mrskeeler Feb 1, 2014 We are hearing more about entreprueners now, and the good work they do. In education, as how it relates to career and college ready. And also through students participating in Makers Space.- jmorrison jmorrison Feb 4, 2014 Students have adopted the roles of prosumers and their involvement in content creation has reached levels that cannot be ignored.- giselle.santos giselle.santos Feb 9, 2014 I think this point is central to the role of school education. Learning with technologies has to be more than using a glorified pen. If we take this position, then we have to ask what is the difference between a pen and a computer - and to draw on Papert and Ressnick, the answer has to be that a computer is programmable and a pen is not. It has been my long-held view, that if students do not learn the language of computers (ie how to make it work), then they are always going to be positioned as 'users' or 'consumers' rather than 'creators' - and there is much more power in being a creator than a user.- kathryn.moyle kathryn.moyle Feb 4, 2014 Agree. - michael.lambert michael.lambert Feb 8, 2014 Totally agree - deirdre.butler deirdre.butler Feb 8, 2014 Agree - leslie.s.conery leslie.s.conery Feb 8, 2014 Agree - FionaBanjer FionaBanjer Feb 9, 2014- GTDeYoung GTDeYoung Feb 9, 2014 From my own schooling experiences growing up in Northern CA and my higher ed experience in WA and TX, I feel like this shift has been in the making for a long time. The difference between 10-20 years ago and now is who is seeing student creations. In high school, a video project of mine might have been shown to a class period of 30 students. Today it could be posted on YouTube and seen by millions. Yes there is power in being a creator, but that power comes when others experience the creations. - cbsteighner cbsteighner Feb 7, 2014 Students have always been creators. The difference is the audience can now be international if they complete outstanding work. Work is no longer hung just on the fridge, but is posted online for anyone to see. - alex.podchaski alex.podchaski Feb 9, 2014

Evolution of Online Learning
2014 EU Long-Range Trend: Driving ed-tech adoption in schools in five or more years
Over the past several years, there has been a shift in the perception of online learning to the point where it is seen as a viable alternative to some forms of face-to-face learning. The value that online learning offers is now well understood, with flexibility, ease of access, and the integration of sophisticated multimedia and technologies chief among the list of appeals. Recent developments in business models 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, this trend is still a number of years away from its maximum impact. 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 are still the subjects of experiments and research by online learning providers and education institutions. - davidwdeeds davidwdeeds Jan 28, 2014 Sorry, online learning is going backward, not forward. See my "EdTech Backlash" comments below. Online learning is certainly already occurring at the K-12 level. See: and While most of the design is what I would call "flat" (i.e. little to no real student engagement), it's a beginning. I understand Pearson is gearing up to create more online options. Online represents more affordances in terms of cost, but because success in an online program requires a certain level of developmental maturation, it might be offered in a hybrid environment where there is hands on access to a real live teacher in the classroom or lab. - deborah.cooke deborah.cooke Jan 28, 2014- jmorrison jmorrison Feb 4, 2014 - deirdre.butler deirdre.butler Feb 8, 2014- GTDeYoung GTDeYoung Feb 9, 2014 - judy.oconnell judy.oconnell Feb 9, 2014 Online learning is an natural extension of distance education (just depends on what you use to get online!) In a country like Australia we have had the lead in innovation in these areas long before computers came into being, starting with School of the Air (running now for 50 years) So the whole notion of online learning is about meeting the needs of students who are located 'elsewhere', not in your classroom in the same physical space. The evolution of online learning takes many forms, and it's narrow to think of it just in the form that most folks discuss it. When you live 500 miles from the nearest classroom, online and distance take on new importance. Australia has many units around the country to work in these environments. It's the philosophy of education, the pedagogy related to available tools, and the communication and shaping of the learning experience that makes the difference. So thinking carefully about the circumstances in which online learning takes place is important alongside developing new pedagogies. What's critical is the type of tools used, to connect, to communicate as as well as to learn. I wish that educators would get past evolution of online learning as being something new.
- lindsay.julie lindsay.julie Feb 10, 2014 Yes, and online learning is more than what tools, it is about the sociability of learning, building communities of practice and understanding how to effectively contribute and collaborate. It is far more today than reading and responding to a set of material.- ryan.tomaps ryan.tomaps Feb 10, 2014 There is a lot of bad online learning. I am looking forward to what I see coming, which is an explosion of best practices, new pedagogies, new technologies to support the demand for better learning environments. And most importantly that online will become an environment that is for EVERYONE, not just for those who have a high tolerance for bad instruction. "Their personality is not suited for online instruction" will stop being reiterated! - mrskeeler mrskeeler Feb 1, 2014 - Gavin Gavin Feb 9, 2014While there is plenty of sub-optimal use of online learning, there have been examples of technology supported learning being used where students fall behind, where students need or wish to have extension activities, and in the past where students have time study leave exams, which can benefit those who live in supportive environments, but can harm the chances of students who do not. There are still diverse views on online learning over here (Norway/Scandinavia). We see interesting developments in professional education such as nursing and teacher training, but still there are resilience among e.g. some policymakers to allow for online learning elements in "old schooling". This has been a huge issue in Sweden recently. - oysteinjohannessen oysteinjohannessen Feb 6, 2014 Project 600 is an online Education Queensland program, aimed at average students who will benefit from extension of their numeracy skills and develop their critical thinking and technology skills. I was seconded to the P600 team last year. We followed an 'IMPACT' pedagogical model. More than 11000 students from Year 4-9 have been involved so far. Professional development is provided for the teachers, parents and school leaders are engaged in communication throughout the program using different platforms, such as Facebook, email, web site. Data suggests that it is 'having a substantial impact on literacy and numeracy achievement'. - FionaBanjer FionaBanjer Feb 9, 2014 - anton.inglese anton.inglese Feb 9, 2014Online learning will continue to evolve and be adopted widely, but will be primarily for supplemental instruction. The underlying trend is using a blend of online instructional strategies in traditional settings--or blended/hybrid learning. Even the terminology is evolving:Blended Learning Model Definitions

Digital Delivery is Increasingly the Norm
2014 Higher Ed Long-Range Trend: Driving ed-tech adoption in schools in five or more years
Digital delivery will one day be the norm, resulting in less face-to-face interaction. The open source movement has yielded thousands of online educational resources and a growing number of educational entrepreneurs and startups whose primary role is to create and deliver digital content. With the rise of free services including TED talks, Wikipedia, the Khan Academy, and many others, higher education continues to experience a paradigm shift in which online learning represents the intersection of formal and informal learning. Massive open online courses, for example, can be taken for credit or purely for new skill acquisition or curiosity sake. More and more, teachers are interacting with students through online discussion forums and by sharing video and audio recordings. Furthermore, students are increasingly at the helm of digital content creation, producing videos and other rich media.- giselle.santos giselle.santos Feb 9, 2014 I see this trend definitely increasing and I think it's sooner than 5 or more years. - deborah.cooke deborah.cooke Jan 28, 2014 My hope is that the business of technology will move digital delivery to its tipping point sooner than five years.- jmorrison jmorrison Jan 30, 2014 Information getting is a ridiculous thing to do in classroom environment. I agree this is increasingly becoming the norm, but I also hope it comes with a shift as to the idea that you need to go to math class to learn math. Digital delivery assists in just in time learning. - mrskeeler mrskeeler Feb 1, 2014 Due to local control and home rule in the US, I cannot see this happening in less than 5-10 years. While everyone likes the resources, someone still has to approve and oversee the learning. We want the big programs but don't like being told this is how we should do things. It will come, but I think differently than how it appears now. - alex.podchaski alex.podchaski Feb 9, 2014 "Digital delivery" and online learning will perhaps NOT increase significantly as an alternative to a teacher. It has been possible for people to learn on their own without a teacher ever since the invention of printing, and certainly since the invention of public libraries. People need, or want, teachers to help them learn and to manage their learning. Technology does not change human nature. So I think we should be cautious about the claims we make for online learning. We, in the educational technology field, are often criticised for making unrealistic predictions. More caution might produce more credibility. - paul paul Feb 10, 2014 Too often people think of automation as reducing the amount of time people are needed. I think we should be using these tools to increase meaningful interactions between students and teachers. Teachers are still the most proven path to student success. - ryan.tomaps ryan.tomaps Feb 10, 2014

Rise of Data-Driven Learning and Assessment
2014 EU Long-Range Trend: Driving ed-tech adoption in schools in five or more years
There is a growing interest in using new sources of data for personalizing the learning experience and for performance measurement. As learners participate in online activities, they leave an increasingly clear trail of analytics data that can be mined for insights. Learning analytics experiments and demonstration projects are currently examining ways to use that data to modify learning strategies and processes. 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. I think the stall in K-12 is the data mining/learning analytics. The data warehouse has been built, staff have been trained to use it to access student data. Access to this data is still securly gaurded and limited to teachers, principals, counselors, parents, and students. There are no experiments or projects that automatically pull analytics data to support student leraning.- jmorrison jmorrison Jan 30, 2014
This is another very important pillar for us, but in Brazil there are still very few initiatives to offer us tools that use learning analytics. They are still at the embryonic stage. But we definitely want to see this grow!- cristiana.mattos cristiana.mattos Feb 1, 2014- giselle.santos giselle.santos Feb 4, 2014More than the tools that offer us the data, what I think we need the most is qualified data analysts. Gathering data is quite simple but making the most of it can be tricky as it involves undestanding patterns and drawing conclusions that are relevant to the school environment and community. YES YES YES. Data driven learning is finally possible, the logistics of gathering and organizing data in the past made it prohibitive, but the technology is finally there to make it feasible and easy to adapt to student learning needs based on data. Currently we are collecting a lot of data and more data will be collected, teachers will be expected to use this to justify instructional decisions. - mrskeeler mrskeeler Feb 1, 2014 Agree - digitalroberto digitalroberto Feb 10, 2014
I always worry when there is lots of data collected....!! Who has access to this data ? Where is it stored? etc Privacy is paramount. - deirdre.butler deirdre.butler Feb 8, 2014 Agree, huge concern over the data in non-district authorized applications or services. - digitalroberto digitalroberto Feb 10, 2014 Learning Analytics, yes! As we move to differentiated learning, this is a must in order to support students with different needs. A very cool example of learning analytics ( not the traditonal example but it is data driven) is happening at my school right now. Who would have thought that the PE teacher, specifically the tennis coach would be the one to demonstrate the most innovative example of this? I teach in Florida, the center of tennis instruction and my school has the top coaches in the state. We have students who come to train from all over the world. The coach has developed an app that analyzes individual players progress based on stance, positioning, trajectory of balls et al. The system is working as players are able to use the stats to improve their game. lisagustinelli- lisagustinelli lisagustinelli Feb 9, 2014 This is key in what I'm seeing in classrooms. Teachers/districts are raising the bar of expectation for publishers of content that they need to track student learning experiences and assessments to justify including them in their offerings. - kstubbs kstubbs Feb 9, 2014 Perhaps the push toward Common Core online assessments in the U.S. will help push data driven learning forward. Its more than having current data on students. We are at a very early stage of understanding what performance looks like, how to provide evidence of it and what to do to improve performance in schools. - ryan.tomaps ryan.tomaps Feb 10, 2014

Shift to More Authentic Learning
2014 EU Long-Range Trend: Driving ed-tech adoption in schools in five or more years
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. This trend is essential and should be pushed up for implementation within the next 3 years. The reason I say this, is that this style of learning will foster critical thinking skills and this has been identified as a critical gap in U.S. education. Current models of curriculum design don't foster critical thinking that edifies the independent learner. Studnets arrive at the front door of college as freshman completely unprepared to think, engage, reflect and map out a personal learning path. It's quite pathetic. Ironically, I think students were better prepared for college in some respects 40 years ago than they are today. - deborah.cooke deborah.cooke Jan 28, 2014Not only for the US, this is definitely an essential need for us as well! - cristiana.mattos cristiana.mattos Feb 1, 2014- giselle.santos giselle.santos Feb 9, 2014As access to information and interaction becomes easier, we start t o see a shift in educational practices towards "real life" reach for content. Transmedia developments have paved the way to promote the amalgamation of what happens inside and outside the classroom. As we look at the different roles that content and information play in the classroom, we are pushed to welcoming a more independent/autonomous learning style and that means making schooling more experiential and authentic. Through inquiry based strategies and other initiatives such a STEM oriented plans of action, maker fairs, makerspaces, creative think processes and design thinking strategies, content can be delivered across multiple channels for the purpose of making the learning/teaching experience more meaningful and relevant. I agree, shift to the next 3 years. - mrskeeler mrskeeler Feb 1, 2014- jmorrison jmorrison Feb 3, 2014 - michael.lambert michael.lambert Feb 8, 2014 totally agree - otherwise we can have all the shiny new toys we like and nothing will change fundamentally. It is a design for deep learning that should underpin how technologies are used. - deirdre.butler deirdre.butler Feb 8, 2014 Agree - GTDeYoung GTDeYoung Feb 9, 2014. - karen.melhuish.spencer karen.melhuish.spencer Feb 10, 2014 Agree. Our classrooms need a stronger curriculum design built around simulation and experience (doing). We've got to create and add to the Internet, not just consume; our classes must be a place to gain an experience that justifies students' attendance. Partnering with businesses, designing internships and creating in-class/external simulations should be a part of school day. We've moved beyond the gathering of information; yet, most classes are designed within a framework of 4-walls, a 45-minute lesson, a specific place, one instructor, etc. - michael.lambert michael.lambert Feb 3, 2014 This is definitely becoming more relevant with CCSS. Also, as the traditional classroom begins to change, the ability to problem-solve and think critically is crucial. - cbsteighner cbsteighner Feb 7, 2014 More generally, in some countries, a shift to 'deep learning' approaches and (21C) competence based curricula tends to favour more widespread, innovative and effective use of technology. - roger.blamire roger.blamire

Connecting these Items
Seems like this report could combine the comments in this section on curation, personalized learning, authenticity, etc. and truly ask the question what should our school supports be no matter their teaching role (Question -- what are the underlying knowledges and skills that our students need to have to be successful personalized learners, curators of information to support their learning, and understanding the changing society using their personal data and finding ways to whittle away at an individual's right to privacy. A 34 year old business person in our community commented to me that he notices that students today are reluctant to share 'personal' information about themselves in person, but the type of anonymity they feel in their online social circles gives them the permission to share anything and everything without having the developmental status and experience to really know the short and long-term impacts of this sharing; it is really so new, who really does know the impact? Or do we continue to be enamored by the field we are in and hesitate to ask the really hard questions. How do we pay attention to this shift and still develop cultures of learning? - vlyons vlyons Feb 9, 2014Vicki Lyons (Editor's note: This is a great point, Vicki, and we'll be sure to bring up these points as the curation, authenticity, and other trends you mentioned get voted into the report.)

New Trends Added by the Expert Panel:

Games and Gamification. I know it's late...too late, really. But while looking over the list of trends for the Horizon Project Wiki-Thon, I realized that I should have added Games and Gamification as a TREND in itself, not just as an item on the Technologies list. I'm kicking myself...but maybe I can get some redemption by mentioning this for the Wiki-Thon. ;)

Increasing Importance of Teaching Kids to Code
I know that there is an increased collective voice around the importance of teaching kids to code. Some are suggesting that it's as important as Reading, Writing, and Arithmetic. We saw a surge around the national conversation in December via the Hour of Code. I strongly believe that we are on the forefront of a rise around this conversation. It takes digital literacy and spins it on its head. - kstubbs kstubbs Feb 9, 2014 It is the new digital fluency - GTDeYoung GTDeYoung Feb 9, 2014 - Sam Sam Feb 10, 2014 Teach Coding and replace the traditional math course. We're moving away from teaching cursive, teaching guide words/dictionary skills and learning how to write a citation ( Technology has replaced this once needed skill set. Today, we have many calculation apps/devices, yet, students continue to spend an enormous of amount of their class time learning skills that technology can/has replaced. Wolframalpha/Mathematica are just a few of the tools that we should be teaching students…even coding. Though this TED video was given in 2010, it's still relevant. - michael.lambert michael.lambert Feb 8, 2014 The new Technology curriculum in Australia includes computational thinking,problem solving decomposition, pattern recognition etc. In the early phase of learning we do continue to teach the basics of Literacy and Numeracy. - FionaBanjer FionaBanjer Feb 9, 2014 Code Week proved very popular in my school, as it was the spring board into our programming assignment. Its another area that is growing in schools because gratification levels, are high. Learn some programming, apply, see your results on screen. It is playing into the psyche of the supposed current generation (Z) who according to some sources have fleeting attention due to the large volume of data they can/are accessing regularly. The rise in SDK and programming is being seen as quite 'cool' in many international schools (Chris Bosh lifts the cool meter dramatically- see code week promo video). It does though have a significant trans disciplinary skills in maths, english, technology and visual arts to name a few. - mtaylor mtaylor Feb 9, 2014 Not only studies show a great divide in the types of people being trained in technology related fields - especially computer science, but there is an even greater divide in the number of women going into the field -- so many ways to deal with this situation. - vlyons vlyons Feb 9, 2014Vicki Lyons National movement to 'recreate' how we teach computer science in K-12 to include a wonderfully research-based curriculum that is being piloted in our school district and many others to move from just 'programming' to a comprehensive study of all the facets of being successful in a computer science field. - vlyons vlyons Feb 9, 2014Vicki Lyons

The Physical Layout and Furniture in Classrooms are Changing
- lisagustinelli lisagustinelli Feb 9, 2014 We cannot discuss all these new learning trends without thinking about what the classroom should look like! Collaborative learning spaces must be created in order to facitlitate this type of learning. Last month I did a very collaborative learning project with my students. They were so excited to design a 3D and or Minecraft Parthenon model together yet when they sat down at the traditional classroom tables they could barely fit all their MacBook Airs on one table. They were hitting into each other. Every school in America and throughout the world needs to go through a major renovation! While on this topic, media centers in schools will need to become "innovation centers". The book shelves have to go!!! - judy.oconnell judy.oconnell Feb 9, 2014 that's ridiculous..of course the shelves don't have to go -they have to be used differently. The assumption that digital is the only good and wonderful way to give access to knowledge, literature, and the development of literacy is naiive. Innovation centres - yes. Kristallnacht of school libraries - no. This topic is big in Australia. I toured a wonderful school - Northern Beaches Christian School - super interesting work in this area. - kstubbs kstubbs Feb 9, 2014 This kind of work is related to design thinking, and while there are many schools in australia with innovative physica layouts, it's not the layout at the end of the day - but how it relates to the overall packaging of the learning experience. A lot of work is being done by No Tosh leaders into educational thinking paired with design layouts etc. Huge push in this space in NZ, unfortunately fuelled for many by the Christchurch earthquake - huge rebuild in the plans. But out of diaster is coming opportunity to re-imagine what learning might look like when unconstrained by old models - this is being taken well beyond the buildings/design to consider what modern learning environments might look like that value personal learning, learner agency, fluidity across ages and stages > I suspect, though, that this is a trend that is slower to grow in spaces and places where both the thinking is traditional and the building unlikely to attract new investment...
- karen.melhuish.spencer karen.melhuish.spencer Feb 10, 2014

The Rapid Acceleration of Non-Technical Technology
One of the evolutions that I think doesn't get enough attention is how technology is often no-longer technical. For example, the move toward WYSIWYG over a decade ago now looks incredibly complex, when compared to the ways an average user can now publish online, with the addition of complex plugins performed with the click of a mount. This is true for personalizing technology, manipulating data, creating collaborative environments and more. There are examples in the past of new technologies that originally required specialists as intermediaries to use them, such as electricity, which today no one thinks of as "technical in any way." I believe this decade contains the inflection point when words like computers and online, will be replaced by users simply doing what they want to do without technical intermediaries needing to help them. - rob rob Feb 9, 2014

Redesign of the Traditional School Day
- lisagustinelli lisagustinelli Feb 9, 2014 Students should no longer be learning will the traditonal classroom schedule. Innovative learning will be real time and project based. Collaboration is key and the traditional 45 minute class meeting time in middle and upper schools will no longer work. Flexible scheduling will allow for more authentic learning to take place. - anton.inglese anton.inglese Feb 9, 2014Blended learning will quickly change our notions of seat-time and the traditional bell schedule. The use of time will be affected by blended and online learning integration. The expectation of "day care" parents have of school will slow adoption of flexible scheduling- ryan.tomaps ryan.tomaps Feb 10, 2014

The Role of the School Library is Being Rethought
Public cultural institutions such as museums and libraries have been morphing their work to take account of digital technologies. Schools have been rethinking and reconfiguring the role of the school library. Some schools are getting rid of libraries all together while others are changing with a increased '24x7' presence for the students. Others are linking into the community more strongly and accessing the city and state libraries and museum services. The role of a school librarian is also changing. For some librarians, they are becoming the support hub for IT in the school, while for others their roles have broaden their traditional roles to include technologies. These changes link into moves towards blended learning and how to support students both in their formal and informal learning. - kathryn.moyle kathryn.moyle Feb 9, 2014 - judy.oconnell judy.oconnell Feb 9, 2014 I agree. In actual fact the role of the school library has changed long ago, particularly with visionary leadership and appropriate leading library staff. The problem is where leadership do not have the knowledge to capture the true value of appropriately qualified staff, or understand the need for appropriately designed facilities for physical and virtual services. An indepth explanation Change has arrived at an iSchool library near you,. What school libraries are really about. School libraries

Technology Increasingly Boosts Productivity for Students and Teachers (Editor's Note: Moved here from RQ 2)
Has Productivity moved into its own realm in educational technology? Two years ago I included productivity as one of the pillars that the school technology plan was built upon. Today I teach students about having sites like 'cite this for me' open when they are investigating a project, and then add a URL straight into a bibliography; or using style sheets to create a Table of Contents in a Word doc rather than manually create; science teachers filming experiments for students (both absent and present) to observe post lesson via a website, QR code etc Collaborative work spaces are more prevalent than ever. Do we now need to help people understand the power of being more productive with technology?- mtaylor mtaylor Feb 5, 2014

Proposed Trends that Read More Like Challenges and Have Been Moved to RQ4:

The EdTech Backlash
- davidwdeeds davidwdeeds Jan 28, 2014
(Editor's note: Great stuff! This reads more like a Challenge, however, so I will be moving it to RQ4 for the purposes of voting.)
I've been calling it The EdTech Backlash, but maybe this is just because it's been a frustrating year for me in general. There's certainly a MOOC backlash in progress: The issue supposedly is quality, but the more generic backlash against online learning is, weirdly enough, back to teachers worrying they're going to lose their jobs: I've written elsewhere about the problems I've had getting my current school's online programs going. I'll never forget the first day I was to introduce it at a PD session and my director told me to lead with reassurance that teachers are not going to be replaced. *Sigh* Re: edtech in general, it's not just my paranoia: All this time and effort, and educators are still thinking that technology is being introduced as an end in itself? As we used to say in the Navy, "It's a big [feces] sandwich, and we're all going to have to take a bite." What are we edtech evangelists supposed to do? A public relations campaign? I've already announced my intentions for the next school: I'm going to start with methodologies, new ways of teaching, and then introduce the mechanics, aka the tools. That is good David, I agree there is going to be a backlash because people have been promised that TOOLS and devices will save education and they do not. It always comes back to a caring competent teacher. Hopefully the backlash doesn't lash too harshly to getting rid of tech all together (there are some places that have done that), but to shift to a demand for innovating teaching styles with the tech. - mrskeeler mrskeeler Feb 1, 2014 - deirdre.butler deirdre.butler Feb 8, 2014 - judy.oconnell judy.oconnell Feb 9, 2014 I like this and agree, but it reads more like a challenge to me. - Sam Sam Feb 7, 2014 I wonder if the current enthusiasm for teaching coding to school kids might be a passing fad, at least here in Britain. The government case for it is that we need more computer engineers, and that it develops intellectual rigour. I'm not sure it's any better for developing intellectual rigour than, say, maths or science which are already taught, and I wonder if it is as valuable for all students as maths and science are, although it might more motivating for technology-fascinated children and very useful as an optional or additional school subject. It also looks like an over-simplified view of the connection between the workforce and the school curriculum. You don't solve a shortage of architects or brain surgeons by making architecture or brain surgery a school subject; you make sure everyone learns maths and science. Expecting all children to learn to code, from an early age, which is what the British government now requires, could easily make it a very unpopular subject, often taught by people who don't want to teach it and to children who aren't interested. Perhaps, before long, we'll decide that coding is not a life skill, but only a subject or as a career choice for a small minority of school kids, rather like practical electronics. I think it might be a distraction from the, surely much more important, task of helping kids to use computer technology and understand its social, political and economic implications. - paul paul Feb 10, 2014 As someone tweeted recently along these lines: "Empty promises - 1990s: learn to use Word and get a job; 2014: learn to code and get a job." - roger.blamire roger.blamire

Increased Public and Policy Concern about Privacy (Editor's note: Great stuff! This reads more like a Challenge, however, so I will be moving it to RQ4 for the purposes of voting.)
Theoretically, privacy has always been a concern in K-12 and there have been federal laws on the books since early 1970s. However, privacy concerns exploded to the forefront of the news this year, primarily due to national security breaches. However, K-12 has had it's own "perfect storm" as the parents, the media and policymakers have expressed concern about InBloom's proposed use of data. All of this is having an enormous new focus on cloud computing solutions and how student information is stored and accessed. Privacy is now a key issue and will be a driver for K-12 in the foreseeable future. - keith.krueger keith.krueger Jan 27, 2014Keith Krueger, CoSN 1202470-2782- keith.krueger keith.krueger Jan 27, 2014 - deirdre.butler deirdre.butler Feb 8, 2014. Yes - and as we in NZ move into a single managed network for all our schools, this remains an issue for many - karen.melhuish.spencer karen.melhuish.spencer Feb 10, 2014 - davidwdeeds davidwdeeds Jan 28, 2014 Yes, ever since Snowden, I can't mention concepts like Learning Analytics without people rolling their eyes and muttering "Big Brother." Add to this general uneasiness the realities of life in a country like Mexico (violence, kidnappings, etc.) and you have a real problem not just with data usage in particular, but with anything related to sharing information in general. To cite just one example, we can publish photos of kids, but we can't identify anyone by name. What's the point if you can't share with the outside world?- cristiana.mattos cristiana.mattos Feb 1, 2014I second this! I think you really have to consider when and why you want to post student details on the web. After all it is their digital footprint not the teacher's . - deirdre.butler deirdre.butler Feb 8, 2014 - GTDeYoung GTDeYoung Feb 9, 2014 There will unlikely be a fail-safe way to protect data and young student data breaches could have truly dangerous implications to this young population. This is something that really needs to be thought through. This makes me think of why those who designed nuclear power plants didn't fully think through with what to do with the waste. - deborah.cooke deborah.cooke Jan 28, 2014 - deirdre.butler deirdre.butler Feb 8, 2014 Privacy will be a big deal as we put devices in the hands of millions of students this next year. Someone will come up with a system to focus on underage users, there will be a lot of attention directed towards this end. - mrskeeler mrskeeler Feb 1, 2014 - giselle.santos giselle.santos Feb 9, 2014With the adoption of wearable technology, biometric screening, big data and adaptive learning in education, we have accepted the implications of managing, reading and analysyng third party data and for this reason we must conceive policies and intentions to safeguard these findings. The rising interest in personal data has made schools and educational institutions potential victims of cyber attacks and data trafficking. It is high time that schools considered data security and protection just as important as connectivity. - anton.inglese anton.inglese Feb 9, 2014Parents and students will soon demand to see and manage their private data in school systems--as FERPA intended, in the traditional sense. It isn't unreasonable for parents and students to be able to download their data. MyData Button Initiative People already allow a great deal of information every time they hit "agree" on the update of an app. There are companies that provide data from social networking apps to schools to help with bullying, suicide and security ( There is a need for better legislation, digital literacy, and perhaps software that protects personal information- ryan.tomaps ryan.tomaps Feb 10, 2014 Agree - digitalroberto digitalroberto Feb 10, 2014 Throughout section 1 I placed comments about data privacy concerns. This is going to be one area of great interest in the next few years fro the education community. The collection of data is incredibly powerful if we can control who has the data and how it's used. Integrating data collection within services we can offer educators within our districts could dramatically impact and improve education; however the current method of an individual teacher agreeing for students to use an app and that app collecting data for the company which is not integrated into district services is of greater concern than ever. - digitalroberto digitalroberto Feb 10, 2014