Tech Fair Horizon Reportkey

8/3/2019 Tech Fair Horizon Reportkey

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The Horizon Report acknowledges that there are many factors that impact vision, planning anddecision making at the local level but seeks to identify issues and questions that are on theminds of K-12 educators around the world.

These issues and questions have been drawn from a wide-ranging set of ongoingconversations with experts in business, industry and education; on published resources,current research and practice; and on the expertise of the New Media Consortium communityand members of the Horizon Projects K-12 Advisory Board, an international body of experts ineducation, technology and other fields who bring a broad range of perspectives to thedialogue.

The Report presents critical trends and challenges facing precollege educators that will affectteachin and learnin over the next five ears. These trends and challen es are reflective of

The trends identified as key drivers of technology adoptions over the next 5 years, in theAdvisory Boards ranked order of importance, are:The abundance of resources and relationships made easily accessible via the Internet isincreasingly challenging us to revisit our roles as educators. A trend in recent years, thiscontinues to receive a high ranking. With a mass of readily available information, institutionsmust carefully weigh the value and assess credibility of these resources. Mentoring andpreparing students to be keen evaluators of information is equally critical.As IT support becomes more and more decentralized, the technologies we use areincreasingly based not on school servers but in the cloud. As our storage habits change, so

does our conceptualization of cloud-based applications. Where work is stored is less importantwhat is important is that it is accessible anytime, anywhere. Around the world, we arebecoming used to browser-based software that runs on the device we choose. Privacy andcontrol issues need to be addressed but cost savin s will continue to drive this trend.


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Technology continues to profoundly affect the way we work, collaborate, communicate andsucceed. Whereas the digital divide once was tied to wealth, it is now seen as a factor ofeducation and the opportunity to learn technology-related skillsincreasingly critical for almostany area.People expect to be able to work, learn and study whenever and wherever they want to.People demand easy, timely access to network information and also social networks that helpinterpret and maximize its value. The implications for informal learning, just in time learningand found learning are tremendous.The perceived value of innovation and creativity is increasing. Innovation is highly valued inbusiness and must be embraced similarly in education.

Digital media literacy continues to rise in importance as a key skill in every discipline andprofession. Despite its perceived importance, the challenge is that training in this area is rarein teacher education and institutional professional development programs and therefore farfrom the norm.Economic pressures and new models of education are presenting unprecedented competitionto traditional models of schools. Schools are challenged to do more with less, forcing newmodels to serve studentsthese must use technology-based tools and services to deeplyengage students.The demand for personalized learning is not adequately supported by current technology or

practices. One-size-fits-all methods are clearly not effective; the demand for personalizedlearning is driving the need for technologies with more learner choice, control anddifferentiated instruction.A ke challen e is the fundamental structure of the K-12 education establishmentaka the


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A key challenge is the fundamental structure of the K-12 education establishmentaka thesystem. There are increasing opportunities for students to take education into their ownhands.The use of online education, and home-based learning are attracting students away fromtraditional educational settings. Many activities related to learning and education take placeoutside the walls of the classroom and thus are not part of our learning metrics. Studentsaccess a range of learning games and resources via home systems and social networks thatcontribute to their learning, but it is challenging to tie these experiences back to the classroomand topics being studied.

Using the key trends and critical challenges as a contextual foundation, The NMC HorizonReport: 2011 K-12 Edition introduces six emerging technologies or practices that are likely tobe seen in mainstream use in the K-12 community in the next five years. These technologiesand practices are sequenced and presented according to a predicted timeline or horizon by

when they will become widely visible in our schools and educational institutions.

Each of these technologies has the potential to strongly impact teaching, learning and creativeexpression.

The Horizon Report is not a predictive tool. As the Report acknowledges, priorities aredetermined by local needs and concerns. Therefore, these emerging technologies andpractices form a roadmap for discussion, local reflection, conversation and consideration forhow each mi ht be used to address s ecific needs and roblems facin a school or institution.

[Note as an alternative, the CoSN Toolkit videos on Cloud Computing and Mobiles could beused instead of the slides in this section.]

The two technologies predicted to become mainstream practice in the K-12 environment withinthe next twelve months are Cloud Computing and Mobiles. Both of these appeared in the 2010Report and continue to be significant.

Cloud Computing is a term used to describe the vast collections of networked computers,typically housed in regionally distributed and redundant data centers, that comprise the totality

of the Internet. The focus on and interest in cloud computing has shifted from free productivitytools to the next level of cloud computing enterprise platforms and their cost-saving ways toaddress data storage, backups and infrastructure maintenance.


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Cloud Computing = Data Centers that host thousands of serversCloud computing has already transformed the way Internet users think about computing andcommunication, data storage, data access and collaborative work.Cloud computing transforms formerly expensive resources into more readily available, lessexpensive commodities.

Web-based applications layered onto the cloud allow image editing, word processing, socialnetworking and media creation.Three broad areas of development:1. cloud based applications - which are desigend for many different tasks2. development platforms for creating cloud-based applications3. massive computing resources for storage and processing.

-24/7 Access - Applications are always available, cloud is invisible to the user

-Free/ low cost - email and other applications move to the cloud they no longer require muchdevelopment intervention or additional expense. Cloud based data storage is extremely

cheap! Kentucky Dep. of Ed suggested a cloud solution and it saving more than $6 million overthe next 4 yrs.

-Web 2.0 Tools - youtube, blogger, google docs are applications housed in the cloud that allowstudents to collaborate, create and distribute their work.

1:1 - use cloud computing as a virtual computer, dont have to have the latest computer,

ESRI developed ArcGIS Online allows teachers to create custom maps. History teachers canuse this to create maps of battles, journey and other events.


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Mobile choices currently include smartphones, tablets, laptops and the newest class of deviceslike the iPad that blend functions from all the others.Give access to information, social networks, learning and productivity tools and hundreds ofthousands of applications.Web content developers now develop to seamlessly adjust for optimal display on a range ofdevices, increasing the proportion of Internet applications and information accessible to mobileusers.

Mobiles have proven more interesting and more capable each year and continue to holdsurprises for researchers and consumers.by 2015, 80% of people accessing the Internet will do so via mobile devices. And withimplications for education,Internet-ca able mobile devices will outnumber com uters within the next ear.

Web Browsing -

Applications - flashcards, games, quizes, etc. apply to all content areas. store and displaydozens of full-length books. students can highlight, take notes, bookmark e-books.

Storage - can store data via text, voice or multimedia. share data and findings with others.

Content Delivery - students have these devices - enhanced since schools dont have to buy ormaintain. Use as a reference & data storage.

Affordable - less expensive, mobiles are becoming very popular for the 1:1 solution.

MLC school in sydney australia are using mobile devices to explore different areas of the city.they produced content documenting their experiences


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[Note as an alternative, the CoSN Toolkit videos on Game-Based Learning and OpenContent could be used instead of the slides in this section.]

The Report identifies two technologies, Game-Based Learning and Open Content, expected togain entry into the mainstream of K-12 schools within the next two to three years, with each tooffer significant potential for teaching, learning and creative expression.

Children born in the early 1980s, 1990s and 2000s have grown up in a world where digitalgames have been an important part of their lives. Games are part of mainstream popularculture, with research demonstrating their use as effective tools for learning. While developingin interesting ways, the growth of game-based learning has been constrained by the lack ofquality educational games and game platforms, resulting in the predicted time-to-adoptionbein a little further out.

Game-based learning provides a range of benefits:It offers opportunities for discovery-based and goal-oriented learning. Characteristicsidentified by users as those contributing to the appeal of games include the feeling of workingtoward a goal; the possibility of attaining success; the ability to problem solve, collaborate with

others and socialize; and the presence of an interesting story line. These would also becharacteristics of appealing education content but more challenging to design.It can help develop team building skills. As discussed, increased collaboration, problemsolving and communication are primary benefits of game-based learning.Simulation and role-playing allow students to re-enact difficult situations to try new responsesor pose creative solutions. Game design insights from years of research in simulation-basedgames in the militaries worldwide are beginning to inform simulation design for schools.Experimentation and exploration are encouraged, resulting in lessons learned. Failure tooroduces new learnin s.


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Open content is considered to have a number of benefits:

Sharable materials reduce individual teacher workload. Individual teachers are not burdened tocreate materials from scratch.

These same materials, whether online or legally shared, can inform a wide variety of learning

modalities, not the least of which is the sheer joy of discovery. And they are easier to update than printmaterials. Because they are digital in nature, they can incorporate activities to support multiple modesof studyreading, listening, viewing, interacting.

Open content promotes a set of skills that is critical in maintaining currency in any area of studyfinding, evaluating and putting new information to use. Learning to find useful resources on a topic, toassess the quality of what is found and to repurpose resources in support of a learning or researchobjective is a valuable set of skills.


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Learning analytics refers to interpretation of a wide range of data produced by and gathered on behalfof students in order to study student engagement, performance and progress in practice, with the goalof using what is learned for real time revisions to curricula, teaching and assessment. Data arecollected from explicit student actions (completing assignments; taking exams) and tacit actions(online social interactions; extracurricular activities; discussion forum posts). Analysis models thatprocess and display the resulting data support teachers and other institutional leaders by interpretingdata to support student learning.

As the cry for accountability in schools increases, institutions are seeking ways to leverage the vastamount of data produced by students each day as they work through academic activities. Learninganalytics differs from high stakes testing but can be misrepresented as such. Growing out ofadvances in data mining, interpretation and modeling, learning analytics promises to help improveteaching and learning and more effectively tailor education for each student. It takes into accounteach students learning goals, paces and needs, extracting information from the flow of learning


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Framework for understanding: we areexposed to analytics everyday in the form ofonline marketing!

Advertisers use analytic products and servicesto collect informations from our browser

history and online purchases and runalgorithms on that data to determine ourinterests and buying habits, and even predictthem (like the Amazon or iTunesrecommended lists)

Example: Business and Industry use analyticsto formulate marketing strategies, recruit andretain customers, and to make informeddecisions that drive their business.


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Personal learning environments, or PLEs, as they are often called, are systems for enabling self-directed and group-based learning. PLEs are student-designed learning approaches that encompassvarious types of contentvideos, apps, games, social media tools and moreto match the studentspersonal learning style and pace. Though the word environment is used, the idea of a collection or aphysical or online space is fairly irrelevant.

PLEs are sometimes discussed in conjunction with conversations about learning managementsystems, but they are different. Learning management systems are more about the collectibles oflearninggathering of course calendar, assignments and relevant content into one place for teacherand student accessthan the actual learning itself. PLEs are more about personalizing the

environment and the experiences at an individual learner level.

While the PLE concept is new and taking shape, it is clear PLEs are not simply about technology but


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Think of it as a personalized dashboard

Wikis

Social networking

Social bookmarking

BlogsPodcasts

Music

Videos


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Diigo

Mindtap

Symballo

Elgg

WordPress

Pageflakes

Widgetbox

PebblePad- uk company

Consider the benefits of personal learning environments:

They may cater to students with different learning styles. Visual learners would obtain material froma different source than auditory or tactile-kinesthetic learners. Students would better understand andadvocate for how they best learn.

Students may benefit from the practice of keeping track of and curating their own resourcecollections. PLEs are intended to shift the control of learningparticularly its pace, style and directionto the learner.

Personal learning environments may empower students to take greater control of their learningnetworks and connections with peers, experts and others. Many educators see PLEs as having thepotential to engage students in powerful ways that best serve their individual learning needs.

Documents

Tech Fair Horizon Reportkey