The Trends and Challenges Shaping Technology Adoption In Schools
What Education Technology Could Look Like Over the Next Five Years
Trends and Predictions for K-12 Classrooms
Six Big Tech Trends in Education to Follow
Higher Ed Trends: MOOCs, Tablets, Gamification, and Wearable Tech
Six Lingering Obstacles to Using Technology in Schools
What's On the Horizon in Higher Education
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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_46371":{"type":"posts","id":"mindshift_46371","meta":{"index":"posts_1591205157","site":"mindshift","id":"46371","score":null,"sort":[1474030438000]},"guestAuthors":[],"slug":"the-trends-and-challenges-shaping-technology-adoption-in-schools","title":"The Trends and Challenges Shaping Technology Adoption In Schools","publishDate":1474030438,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Every year for the past 15 years the \u003ca href=\"http://www.nmc.org/\">New Media Consortium\u003c/a> and the Consortium for School Networking (CoSN) have been taking the pulse of where education technology stands among K-12 educators. A panel of 59 experts from 18 countries discussed major trends in education that are driving the adoption of technology, as well as the big challenges to effective implementation. This collaborative effort helps to \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\" target=\"_blank\">paint a picture of where things stand now and where they might be going\u003c/a>. This year NMC and CoSN have also put together a \u003ca href=\"http://cosn.org/focus-areas/leadership-vision/horizon-report\" target=\"_blank\">digital toolkit\u003c/a> to help educators and policy leaders start conversations about these trends in their community, with the hope that some of the changes they see happening in pockets around the world will become more broadly accepted.\u003c/p>\n\u003cp>“It gives lots of way to facilitate activities at a PTA meeting, at a school board meeting or a local chamber of commerce,” said Keith Kruger, CEO of \u003ca href=\"http://www.cosn.org/\">CoSN\u003c/a>. “We’re hoping you don’t see the report as something you read once and file away, but that you start using it to really start stimulating conversation.”\u003c/p>\n\u003cfigure id=\"attachment_46373\" class=\"wp-caption aligncenter\" style=\"max-width: 988px\">\u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\">\u003cimg class=\"size-full wp-image-46373\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/NMC-trends.png\" alt=\"Trends affecting the adoption of technology in schools.\" width=\"988\" height=\"778\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends.png 988w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-400x315.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-800x630.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-768x605.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-960x756.png 960w\" sizes=\"(max-width: 988px) 100vw, 988px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Trends affecting the adoption of technology in schools. \u003ccite>(NMC/CoSN Horizons Report: K-12 Edition)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Redesigning Learning Spaces:\u003c/strong> Panelists identified \u003ca href=\"https://ww2.kqed.org/mindshift/2013/08/14/to-foster-productivity-and-creativity-in-class-ditch-the-desks/\">changing learning spaces\u003c/a> as a trend that educators and district leaders have embraced for quite some time and which is likely to continue. An increasing number of educators are finding that collaborative, hands-on learning requires a different type of space than most traditional classrooms offer, and that the learning environment greatly impacts both pedagogy and student engagement.\u003c/p>\n\u003cp>\u003cstrong>Rethinking How Schools Work:\u003c/strong> Another trend educators have long talked about is the need to make learning more interdisciplinary, interactive and student-driven. Many schools are moving toward these goals by adopting pedagogies like \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/tag/competency-based-education/\">competency-based learning\u003c/a> that allow students to move more organically between academic tasks and rely less on rigid bell schedules and siloed disciplines. Technology could be a productive part of this shift by changing where and how students engage with learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Collaborative Learning: \u003c/strong>In the next three to five years, experts see \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/06/how-failure-and-solving-real-problems-helps-this-school-thrive/\">collaborative social learning\u003c/a> as an important factor in what educators are trying to do with students. Teachers have long known learning is a social process -- when students create meaning together, often the results are much more effective. The \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\">NMC/CoSN Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers.\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning:\u003c/strong> Last year the expert panel identified \u003ca href=\"https://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a> as a long-term trend, but this year is has moved to the medium term. The report focuses on how deeper learning can once again deepen student engagement with ideas and problem-solving: “Pedagogical approaches that shift the dynamic from passive to active learning allow students to develop ideas themselves from new information and take control of how they engage with a subject.”\u003c/p>\n\u003cp>\u003cstrong>Coding as Literacy and Students as Creators:\u003c/strong> Over the next one to two years, experts on the panel expect that more schools will accept \u003ca href=\"https://ww2.kqed.org/mindshift/tag/coding/\">coding\u003c/a> as a new kind of literacy. While this will drive the adoption of technology, it also requires explicit planning for equity. Similarly, educators are recognizing that the most powerful uses of technology in the classroom position \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/\">students as creators of content, not passive consumers\u003c/a>. However, a problem remains in equity of use, where schools serving socioeconomically disadvantaged kids are given fewer opportunities to create with technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved.\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning Experiences:\u003c/strong> One challenge that persists in mainstream education, although it is one the panelists say is well understood and can be solved, is how to create\u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\"> truly authentic learning opportunities\u003c/a> within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\">apprenticeships\u003c/a>, vocational training and relationships with outside experts that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cstrong>Rethinking the Role of Teachers:\u003c/strong> The other challenge identified as a lower-bar challenge is how the role of the teacher will change. Just as the expectations of students are shifting from memorizing content to what they can do with information, so teachers must shift to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/20/when-schools-help-students-transcend-chronic-stress-to-tap-motivation/\">create environments\u003c/a> conducive to that type of work. This evolving expectation requires teachers to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/02/29/tapping-teachers-intrinsic-motivation-to-develop-school-improvements/\">engage in their own professional development in different ways\u003c/a>, pushing them to be active learners, too.\u003c/p>\n\u003cp>\u003cstrong>Advancing Digital Equity and Scaling Innovation:\u003c/strong> Equal access to high-speed internet at home and at school remains a problem that educators can easily identify, but for which solutions are elusive. As more learning moves into digital spaces, this access gap has the potential to deepen the achievement and opportunity gaps, rather than close them. Scaling promising innovations is another problem that most educators run up against, but don’t know how to get around. The report notes, “Success in teaching is closely tied to test results, and teachers are not frequently rewarded for innovative approaches and improvements in teaching and learning, much less allowed to scale and replicate these breakthroughs.” This environment of stagnation frustrates many teachers and prevents good ideas from spreading.\u003c/p>\n\u003cp>\u003cstrong>Achievement Gap and Personalized Learning:\u003c/strong> These are two issues that the 2016 Horizon Report identifies as thorny challenges -- those that are “complex to define, let alone address.” The achievement gap between students from different socioeconomic backgrounds and experiences has long existed, but it is promising that this report has finally identified it as a major challenge in technology implementation. Similarly, while the term “personalized learning” has been used among educators for a long time, its presence in this report as a “thorny challenge” indicates that merely adapting the pace of a student’s learning with software doesn’t achieve the \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\">full potential of what it means to make learning personal\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Makerspaces/Online Learning:\u003c/strong> In just one or two years, experts predict makerspaces and online learning will be common in schools. \u003ca href=\"https://ww2.kqed.org/mindshift/tag/maker-education/\">Makerspaces\u003c/a> have emerged as one way to pack many of the trends identified above into one experience; students can identify problems, design solutions, problem solve and learn in hands-on ways in these spaces. Online learning, on the other hand, has been around for decades, but the panel notes that \u003ca href=\"https://ww2.kqed.org/mindshift/tag/blended-learning/\">adoption of online learning components in brick-and-mortar classrooms\u003c/a> has increased. Teachers are becoming more comfortable with this idea of “blending learning.”\u003c/p>\n\u003cp>\u003cstrong>Robotics and Virtual Reality:\u003c/strong> While the panel still agrees these technologies are two to three years from widespread adoption in K-12 learning spaces, experts predict more schools will be \u003ca href=\"http://ww2.kqed.org/mindshift/tag/robots/\">teaching with robots \u003c/a>and asking students to design and build them as part of science, technology, engineering and math (STEM) courses. Virtual Reality, on the other hand, is j\u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/17/five-ethical-considerations-for-using-virtual-reality-with-children-and-adolescents/\">ust entering the K-12 space\u003c/a>, but is garnering a lot of excitement. Educators see VR as a way to give students experiences that could promote empathy and expand access to novel locations.\u003c/p>\n\u003cp>\u003cstrong>Artificial Intelligence and Wearables:\u003c/strong> On the four- to five-year horizon, experts see artificial intelligence and wearable technology making more of an impact on K-12 schools. Included in the report as a bit of a “wow factor,” the panel sees huge potential in these technologies to inspire creativity in kids and educators. While it isn’t making a big impact yet, the report notes that as AI improves it could dramatically improve online learning experiences, adaptive technology and digital simulations.\u003c/p>\n\u003cp>While by no means comprehensive, the \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\" target=\"_blank\">NMC/CoSN Horizon Report: K-12 Edition\u003c/a> offers a snapshot of the ed-tech industry as the larger picture into which they fit. Sometimes technologies on earlier versions of this list have gained a lot of attention and then receded from view in subsequent years, like \u003ca href=\"http://ww2.kqed.org/mindshift/tag/moocs/\">Massive Open Online Courses (MOOCs)\u003c/a> or \u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">game-based learning\u003c/a>. Others gradually move from a projection into the 20 percent adoption rate that’s considered mainstream by the report.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Perhaps one of the most important things is to keep in mind is that all the technology operates within an ecosystem of trends and challenges that ultimately determine the impact it makes. And no technology can make a positive impact on learning without strong pedagogy behind it.\u003c/p>\n\n","blocks":[],"excerpt":"The trends and challenges that shape the landscape of education technology are just as important as the technologies themselves.","status":"publish","parent":0,"modified":1474030438,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1465},"headData":{"title":"The Trends and Challenges Shaping Technology Adoption In Schools | KQED","description":"The trends and challenges that shape the landscape of education technology are just as important as the technologies themselves.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46371 http://ww2.kqed.org/mindshift/?p=46371","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/16/the-trends-and-challenges-shaping-technology-adoption-in-schools/","disqusTitle":"The Trends and Challenges Shaping Technology Adoption In Schools","path":"/mindshift/46371/the-trends-and-challenges-shaping-technology-adoption-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every year for the past 15 years the \u003ca href=\"http://www.nmc.org/\">New Media Consortium\u003c/a> and the Consortium for School Networking (CoSN) have been taking the pulse of where education technology stands among K-12 educators. A panel of 59 experts from 18 countries discussed major trends in education that are driving the adoption of technology, as well as the big challenges to effective implementation. This collaborative effort helps to \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\" target=\"_blank\">paint a picture of where things stand now and where they might be going\u003c/a>. This year NMC and CoSN have also put together a \u003ca href=\"http://cosn.org/focus-areas/leadership-vision/horizon-report\" target=\"_blank\">digital toolkit\u003c/a> to help educators and policy leaders start conversations about these trends in their community, with the hope that some of the changes they see happening in pockets around the world will become more broadly accepted.\u003c/p>\n\u003cp>“It gives lots of way to facilitate activities at a PTA meeting, at a school board meeting or a local chamber of commerce,” said Keith Kruger, CEO of \u003ca href=\"http://www.cosn.org/\">CoSN\u003c/a>. “We’re hoping you don’t see the report as something you read once and file away, but that you start using it to really start stimulating conversation.”\u003c/p>\n\u003cfigure id=\"attachment_46373\" class=\"wp-caption aligncenter\" style=\"max-width: 988px\">\u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\">\u003cimg class=\"size-full wp-image-46373\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/NMC-trends.png\" alt=\"Trends affecting the adoption of technology in schools.\" width=\"988\" height=\"778\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends.png 988w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-400x315.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-800x630.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-768x605.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-960x756.png 960w\" sizes=\"(max-width: 988px) 100vw, 988px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Trends affecting the adoption of technology in schools. \u003ccite>(NMC/CoSN Horizons Report: K-12 Edition)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Redesigning Learning Spaces:\u003c/strong> Panelists identified \u003ca href=\"https://ww2.kqed.org/mindshift/2013/08/14/to-foster-productivity-and-creativity-in-class-ditch-the-desks/\">changing learning spaces\u003c/a> as a trend that educators and district leaders have embraced for quite some time and which is likely to continue. An increasing number of educators are finding that collaborative, hands-on learning requires a different type of space than most traditional classrooms offer, and that the learning environment greatly impacts both pedagogy and student engagement.\u003c/p>\n\u003cp>\u003cstrong>Rethinking How Schools Work:\u003c/strong> Another trend educators have long talked about is the need to make learning more interdisciplinary, interactive and student-driven. Many schools are moving toward these goals by adopting pedagogies like \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/tag/competency-based-education/\">competency-based learning\u003c/a> that allow students to move more organically between academic tasks and rely less on rigid bell schedules and siloed disciplines. Technology could be a productive part of this shift by changing where and how students engage with learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Collaborative Learning: \u003c/strong>In the next three to five years, experts see \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/06/how-failure-and-solving-real-problems-helps-this-school-thrive/\">collaborative social learning\u003c/a> as an important factor in what educators are trying to do with students. Teachers have long known learning is a social process -- when students create meaning together, often the results are much more effective. The \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\">NMC/CoSN Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers.\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning:\u003c/strong> Last year the expert panel identified \u003ca href=\"https://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a> as a long-term trend, but this year is has moved to the medium term. The report focuses on how deeper learning can once again deepen student engagement with ideas and problem-solving: “Pedagogical approaches that shift the dynamic from passive to active learning allow students to develop ideas themselves from new information and take control of how they engage with a subject.”\u003c/p>\n\u003cp>\u003cstrong>Coding as Literacy and Students as Creators:\u003c/strong> Over the next one to two years, experts on the panel expect that more schools will accept \u003ca href=\"https://ww2.kqed.org/mindshift/tag/coding/\">coding\u003c/a> as a new kind of literacy. While this will drive the adoption of technology, it also requires explicit planning for equity. Similarly, educators are recognizing that the most powerful uses of technology in the classroom position \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/\">students as creators of content, not passive consumers\u003c/a>. However, a problem remains in equity of use, where schools serving socioeconomically disadvantaged kids are given fewer opportunities to create with technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved.\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning Experiences:\u003c/strong> One challenge that persists in mainstream education, although it is one the panelists say is well understood and can be solved, is how to create\u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\"> truly authentic learning opportunities\u003c/a> within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\">apprenticeships\u003c/a>, vocational training and relationships with outside experts that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cstrong>Rethinking the Role of Teachers:\u003c/strong> The other challenge identified as a lower-bar challenge is how the role of the teacher will change. Just as the expectations of students are shifting from memorizing content to what they can do with information, so teachers must shift to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/20/when-schools-help-students-transcend-chronic-stress-to-tap-motivation/\">create environments\u003c/a> conducive to that type of work. This evolving expectation requires teachers to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/02/29/tapping-teachers-intrinsic-motivation-to-develop-school-improvements/\">engage in their own professional development in different ways\u003c/a>, pushing them to be active learners, too.\u003c/p>\n\u003cp>\u003cstrong>Advancing Digital Equity and Scaling Innovation:\u003c/strong> Equal access to high-speed internet at home and at school remains a problem that educators can easily identify, but for which solutions are elusive. As more learning moves into digital spaces, this access gap has the potential to deepen the achievement and opportunity gaps, rather than close them. Scaling promising innovations is another problem that most educators run up against, but don’t know how to get around. The report notes, “Success in teaching is closely tied to test results, and teachers are not frequently rewarded for innovative approaches and improvements in teaching and learning, much less allowed to scale and replicate these breakthroughs.” This environment of stagnation frustrates many teachers and prevents good ideas from spreading.\u003c/p>\n\u003cp>\u003cstrong>Achievement Gap and Personalized Learning:\u003c/strong> These are two issues that the 2016 Horizon Report identifies as thorny challenges -- those that are “complex to define, let alone address.” The achievement gap between students from different socioeconomic backgrounds and experiences has long existed, but it is promising that this report has finally identified it as a major challenge in technology implementation. Similarly, while the term “personalized learning” has been used among educators for a long time, its presence in this report as a “thorny challenge” indicates that merely adapting the pace of a student’s learning with software doesn’t achieve the \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\">full potential of what it means to make learning personal\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Makerspaces/Online Learning:\u003c/strong> In just one or two years, experts predict makerspaces and online learning will be common in schools. \u003ca href=\"https://ww2.kqed.org/mindshift/tag/maker-education/\">Makerspaces\u003c/a> have emerged as one way to pack many of the trends identified above into one experience; students can identify problems, design solutions, problem solve and learn in hands-on ways in these spaces. Online learning, on the other hand, has been around for decades, but the panel notes that \u003ca href=\"https://ww2.kqed.org/mindshift/tag/blended-learning/\">adoption of online learning components in brick-and-mortar classrooms\u003c/a> has increased. Teachers are becoming more comfortable with this idea of “blending learning.”\u003c/p>\n\u003cp>\u003cstrong>Robotics and Virtual Reality:\u003c/strong> While the panel still agrees these technologies are two to three years from widespread adoption in K-12 learning spaces, experts predict more schools will be \u003ca href=\"http://ww2.kqed.org/mindshift/tag/robots/\">teaching with robots \u003c/a>and asking students to design and build them as part of science, technology, engineering and math (STEM) courses. Virtual Reality, on the other hand, is j\u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/17/five-ethical-considerations-for-using-virtual-reality-with-children-and-adolescents/\">ust entering the K-12 space\u003c/a>, but is garnering a lot of excitement. Educators see VR as a way to give students experiences that could promote empathy and expand access to novel locations.\u003c/p>\n\u003cp>\u003cstrong>Artificial Intelligence and Wearables:\u003c/strong> On the four- to five-year horizon, experts see artificial intelligence and wearable technology making more of an impact on K-12 schools. Included in the report as a bit of a “wow factor,” the panel sees huge potential in these technologies to inspire creativity in kids and educators. While it isn’t making a big impact yet, the report notes that as AI improves it could dramatically improve online learning experiences, adaptive technology and digital simulations.\u003c/p>\n\u003cp>While by no means comprehensive, the \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\" target=\"_blank\">NMC/CoSN Horizon Report: K-12 Edition\u003c/a> offers a snapshot of the ed-tech industry as the larger picture into which they fit. Sometimes technologies on earlier versions of this list have gained a lot of attention and then receded from view in subsequent years, like \u003ca href=\"http://ww2.kqed.org/mindshift/tag/moocs/\">Massive Open Online Courses (MOOCs)\u003c/a> or \u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">game-based learning\u003c/a>. Others gradually move from a projection into the 20 percent adoption rate that’s considered mainstream by the report.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Perhaps one of the most important things is to keep in mind is that all the technology operates within an ecosystem of trends and challenges that ultimately determine the impact it makes. And no technology can make a positive impact on learning without strong pedagogy behind it.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46371/the-trends-and-challenges-shaping-technology-adoption-in-schools","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20678","mindshift_20784","mindshift_1040","mindshift_820"],"featImg":"mindshift_46385","label":"mindshift"},"mindshift_40956":{"type":"posts","id":"mindshift_40956","meta":{"index":"posts_1591205157","site":"mindshift","id":"40956","score":null,"sort":[1435585926000]},"guestAuthors":[],"slug":"what-education-technology-could-look-like-over-the-next-five-years","title":"What Education Technology Could Look Like Over the Next Five Years","publishDate":1435585926,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In a fast-moving field like education technology, it’s worth taking a moment to take stock of new developments, persistent trends and the challenges to effective tech implementation in real classrooms. The \u003ca href=\"http://go.nmc.org/2015-k12\" target=\"_blank\">NMC Horizon 2015 K-12\u003c/a> report offers a snapshot of where ed tech stands now and where it is likely to go in the next five years, according to 56 education and technology experts from 22 countries.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning: \u003c/strong>The expert panel identified several long-term trends that will greatly influence the adoption of technology in classrooms over the next five years and beyond. They see worldwide educators focusing on “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/03/report-finds-deeper-learning-model-improves-outcomes-for-all-students/\">deeper learning\u003c/a>” outcomes that try to connect what happens in the classroom to experts and experiences beyond school as an important trend.\u003c/p>\n\u003cp>Teachers at the cutting edge of this work are asking students to use technology to access and synthesize information in the service of finding solutions to multifaceted, complex problems they might encounter in the real world. The popularity of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/\">project-based learning\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/\">global collaboration\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\">integrated learning experiences\u003c/a> is driving this trend and powerful tech use as an extension of it.\u003c/p>\n\u003cp>\u003cstrong>Rethinking Traditions:\u003c/strong> Educators are also rethinking how school has traditionally worked, questioning everything from school schedules, to how individual disciplines are taught and how success and creativity are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/06/beyond-standardized-tests-existing-tools-for-measuring-student-progress/\">measured\u003c/a>. This macro trend to shake up typical ways of schooling is opening new opportunities for technology to play an even bigger role in education. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\">Finland\u003c/a> took a big step toward reimagining school when it did away with many traditional subjects in favor of interdisciplinary classes that more accurately reflect a world in which disciplines influence one another. Some U.S districts have also tried to reimagine how school would look with movements toward \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/16/going-all-in-how-to-make-competency-based-learning-work/\">competency-based models\u003c/a> that don’t rely on time in class as the constant variable.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"PmeaaeceW76uOnXIu8Fa2cHS6W5FB6bI\"]\u003c/p>\n\u003cp>\u003cstrong>Collaborations:\u003c/strong> In the next three to four years, experts see collaborative social learning and a move to transition students from consumers to creators as big trends in education technology. Educators have long known learning is a social process -- when teachers and students create meaning together, often the results are much more effective. The \u003ca href=\"http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/\">NMC Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction and doing, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers. Access to mobile technology especially has helped students feel comfortable in the role of digital creator.\u003c/p>\n\u003cp>\u003cstrong>Blended Learning:\u003c/strong> Blended learning, or the use of technology alongside in-person instruction from a teacher, has been included in the NMC Horizons report before. Now, experts see it as a short-term trend that is quickly becoming common in many classrooms and is driving many efforts to integrate technology. STEAM programs, in which teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\">integrate the arts and humanities into teaching about science, technology, engineering and math\u003c/a>, is also a short-term trend driving technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning:\u003c/strong> As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved. One challenge that persists in mainstream education is how to create truly \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/03/what-meaningful-reflection-on-student-work-can-do-for-learning/\">authentic learning\u003c/a> opportunities within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the apprenticeships, vocational training and portfolio-based assessments that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cimg class=\" size-medium wp-image-40973 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png\" alt=\"2015 K-12 Report Topics Graphic\" width=\"800\" height=\"620\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-400x310.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-1180x915.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-960x745.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic.png 1390w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cstrong>Professional Development:\u003c/strong> Another challenge being met in some places is how to incorporate technology into teacher-training programs. When teachers don’t use technology in their classrooms, it’s often because they don’t feel comfortable with it or don’t see how it enhances their teaching. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/13/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/\" target=\"_blank\">Exposure during teacher training would help seed good practices\u003c/a> early and ingrain digital literacy as an important skill for students to learn. As things stand now, many teachers receive professional development around technology platforms that often turn over or are replaced by something else. The report notes, “This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.”\u003c/p>\n\u003cp>\u003cstrong>Personalized Learning & Teacher's Role:\u003c/strong> Two of the much more difficult challenges facing tech integration are effective strategies for personalizing learning and reevaluating the role of teachers in education. These two challenges go hand-in-hand, as they require a complete re-engineering of the school experience, rather than tinkering around the edges of traditional school. Many school leaders believe that by using technology and adaptive software to allow students to move at different paces, they are offering “personalized learning.” But the experts behind this report caution that, “this approach may be indicative of personalized learning solutions being sold to schools as a mass commodity that helps them raise standardized test scores, ultimately missing the goal of making learning a more meaningful experience.”\u003c/p>\n\u003cp>The value in “personalized learning” lies in \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">student autonomy and individualized instruction and support\u003c/a>, not in the control and compliance model required to achieve high test scores. If this more radical and child-centered definition of “personalized” is to be achieved, the role teachers play also need reimagining. With online interactions facilitating collaboration for both students and teachers, and learning taking place at all times of the day online and off, a lot is being asked of teachers. Their guidance is no longer confined to school hours.\u003c/p>\n\u003cp>The report points out that teachers are no longer information distributors, but their new role has not always been well defined or supported by education leaders and policymakers:\u003c/p>\n\u003cblockquote>\u003cp>“In ideal situations, the teacher’s role is becoming that of a mentor, visiting with groups and individual learners during class to help guide them, while allowing them to have more of a say in their own learning. However, these types of interactions and the enabling use of technology are not always inherent or sufficiently integrated in pre-service training.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Scalability:\u003c/strong> The really thorny challenges -- those that are “complex to define, let alone address\" -- provide food for thought. Experts identified \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/08/steve-hargadon-escaping-the-education-matrix/\" target=\"_blank\">scaling innovative technologies and approaches\u003c/a> as one intractable dilemma. Educators are familiar with the frustration of trying to break through rules and bureaucracy to experiment with innovative ideas. While inspiring teaching is happening all over the world, in many cases it does so in pockets, due to the tireless work of a dedicated educator, and not as part of mainstream education.\u003c/p>\n\u003cp>A similarly tricky problem lies in how to teach students the complex thinking skills that will be required to nimbly move through future challenges. One way educators are trying to cultivate these skills is through \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/25/what-schools-hope-to-achieve-by-making-computer-science-widespread/\" target=\"_blank\">computer science and coding\u003c/a>. However, coding alone won’t solve all the problems of the world, and as long as traditional school remains siloed into discrete subject areas, it will be difficult to allow students opportunities to tackle truly complex problems.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>BYOD/Maker Movement:\u003c/strong> In just one or two years, experts predict \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policies and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">makerspaces will be commonplace in schools\u003c/a>. A \u003ca href=\"http://www.cosn.org/focus-areas/it-management/it-leadership-survey\" target=\"_blank\">2014 Consortium for School Networking (CoSN) survey\u003c/a> found that 81 percent of surveyed schools either had a BYOD policy or planned to implement one. These policies reflect the reality of students’ lives and can also cut down on school technology costs. Similarly, the popular Maker Movement and increasing emphasis on hands-on learning has propelled school makerspaces into the limelight. School leaders see these spaces as a way for students to take initiative: designing, prototyping and building their ideas from start to finish.\u003c/p>\n\u003cp>\u003cstrong>3-D Printing:\u003c/strong> The report notes that in the next two to three years, 3-D printing and adaptive learning technologies will have become mainstream school technologies. Experts believe \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/23/time-to-start-making-free-design-programs-for-3d-printers/\" target=\"_blank\">3-D printing offers tremendous opportunities\u003c/a> for students to explore objects and concepts that might be difficult to experience in school. The printer can help students visualize mathematical graphs and models or touch replicas of historic artifacts. Low-cost online design tools and cheaper machines are helping to make 3-D printing accessible to schools, while project-based pedagogy is making it popular.\u003c/p>\n\u003cp>\u003cstrong>Adaptive Learning:\u003c/strong> Adaptive learning refers to software that adjusts to students’ learning needs as they use the product. Increasingly, this kind of software is being used to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/12/some-benefits-and-drawbacks-of-blended-learning/\" target=\"_blank\">allow each student to move at his or her own pace\u003c/a>. The idea is tremendously appealing to some education leaders, while others worry that relying on software to recognize student needs will actually diminish the personalized attention from an educator that each student deserves.\u003c/p>\n\u003cp>While the authors of the NMC Horizon report feel adaptive learning could soon be a game changer, they caution that the software may not be sophisticated enough yet to meet educators' dreams. Instead, the authors posit its best use may be to analyze macro-level data on the effectiveness of curriculum and instruction.\u003c/p>\n\u003cp>\u003cstrong>Badges and Wearables:\u003c/strong> On the long-term horizon, experts see digital badges and wearable technology as important technology developments in four to five years. Badges are already being used to recognize competence in a skill in digital spaces like Khan Academy. Increasingly, schools are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/25/how-mozillas-open-badges-may-work-in-the-real-world/\" target=\"_blank\">badges as a way to validate informal learning\u003c/a> for both students and teachers. While not yet pervasive, badges could offer a more comprehensive way to certify learning opportunities, inside and outside of school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>NMC Horizon reports have highlighted wearable technology in the past, pointing to learning opportunities in virtual reality experiences and the potential for biometric devices to teach about nutrition and exercise. Now, educators around the world are beginning to use wearable technology to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/17/how-virtual-reality-meets-real-life-learning-with-mobile-games/\" target=\"_blank\">push limits and offer creative outlets\u003c/a>, but use is not widespread. Experts note one place that wearable technology could have a particularly large impact is on disabled students.\u003c/p>\n\n","blocks":[],"excerpt":"A survey of schools around the world reveals what schools could look like, trends in personalized learning, the role of teachers and challenges to exciting techniques. ","status":"publish","parent":0,"modified":1435585926,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1703},"headData":{"title":"What Education Technology Could Look Like Over the Next Five Years | KQED","description":"A survey of schools around the world reveals what schools could look like, trends in personalized learning, the role of teachers and challenges to exciting techniques. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"40956 http://ww2.kqed.org/mindshift/?p=40956","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/29/what-education-technology-could-look-like-over-the-next-five-years/","disqusTitle":"What Education Technology Could Look Like Over the Next Five Years","path":"/mindshift/40956/what-education-technology-could-look-like-over-the-next-five-years","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a fast-moving field like education technology, it’s worth taking a moment to take stock of new developments, persistent trends and the challenges to effective tech implementation in real classrooms. The \u003ca href=\"http://go.nmc.org/2015-k12\" target=\"_blank\">NMC Horizon 2015 K-12\u003c/a> report offers a snapshot of where ed tech stands now and where it is likely to go in the next five years, according to 56 education and technology experts from 22 countries.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning: \u003c/strong>The expert panel identified several long-term trends that will greatly influence the adoption of technology in classrooms over the next five years and beyond. They see worldwide educators focusing on “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/03/report-finds-deeper-learning-model-improves-outcomes-for-all-students/\">deeper learning\u003c/a>” outcomes that try to connect what happens in the classroom to experts and experiences beyond school as an important trend.\u003c/p>\n\u003cp>Teachers at the cutting edge of this work are asking students to use technology to access and synthesize information in the service of finding solutions to multifaceted, complex problems they might encounter in the real world. The popularity of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/\">project-based learning\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/\">global collaboration\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\">integrated learning experiences\u003c/a> is driving this trend and powerful tech use as an extension of it.\u003c/p>\n\u003cp>\u003cstrong>Rethinking Traditions:\u003c/strong> Educators are also rethinking how school has traditionally worked, questioning everything from school schedules, to how individual disciplines are taught and how success and creativity are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/06/beyond-standardized-tests-existing-tools-for-measuring-student-progress/\">measured\u003c/a>. This macro trend to shake up typical ways of schooling is opening new opportunities for technology to play an even bigger role in education. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\">Finland\u003c/a> took a big step toward reimagining school when it did away with many traditional subjects in favor of interdisciplinary classes that more accurately reflect a world in which disciplines influence one another. Some U.S districts have also tried to reimagine how school would look with movements toward \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/16/going-all-in-how-to-make-competency-based-learning-work/\">competency-based models\u003c/a> that don’t rely on time in class as the constant variable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Collaborations:\u003c/strong> In the next three to four years, experts see collaborative social learning and a move to transition students from consumers to creators as big trends in education technology. Educators have long known learning is a social process -- when teachers and students create meaning together, often the results are much more effective. The \u003ca href=\"http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/\">NMC Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction and doing, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers. Access to mobile technology especially has helped students feel comfortable in the role of digital creator.\u003c/p>\n\u003cp>\u003cstrong>Blended Learning:\u003c/strong> Blended learning, or the use of technology alongside in-person instruction from a teacher, has been included in the NMC Horizons report before. Now, experts see it as a short-term trend that is quickly becoming common in many classrooms and is driving many efforts to integrate technology. STEAM programs, in which teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\">integrate the arts and humanities into teaching about science, technology, engineering and math\u003c/a>, is also a short-term trend driving technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning:\u003c/strong> As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved. One challenge that persists in mainstream education is how to create truly \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/03/what-meaningful-reflection-on-student-work-can-do-for-learning/\">authentic learning\u003c/a> opportunities within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the apprenticeships, vocational training and portfolio-based assessments that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cimg class=\" size-medium wp-image-40973 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png\" alt=\"2015 K-12 Report Topics Graphic\" width=\"800\" height=\"620\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-400x310.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-1180x915.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-960x745.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic.png 1390w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cstrong>Professional Development:\u003c/strong> Another challenge being met in some places is how to incorporate technology into teacher-training programs. When teachers don’t use technology in their classrooms, it’s often because they don’t feel comfortable with it or don’t see how it enhances their teaching. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/13/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/\" target=\"_blank\">Exposure during teacher training would help seed good practices\u003c/a> early and ingrain digital literacy as an important skill for students to learn. As things stand now, many teachers receive professional development around technology platforms that often turn over or are replaced by something else. The report notes, “This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.”\u003c/p>\n\u003cp>\u003cstrong>Personalized Learning & Teacher's Role:\u003c/strong> Two of the much more difficult challenges facing tech integration are effective strategies for personalizing learning and reevaluating the role of teachers in education. These two challenges go hand-in-hand, as they require a complete re-engineering of the school experience, rather than tinkering around the edges of traditional school. Many school leaders believe that by using technology and adaptive software to allow students to move at different paces, they are offering “personalized learning.” But the experts behind this report caution that, “this approach may be indicative of personalized learning solutions being sold to schools as a mass commodity that helps them raise standardized test scores, ultimately missing the goal of making learning a more meaningful experience.”\u003c/p>\n\u003cp>The value in “personalized learning” lies in \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">student autonomy and individualized instruction and support\u003c/a>, not in the control and compliance model required to achieve high test scores. If this more radical and child-centered definition of “personalized” is to be achieved, the role teachers play also need reimagining. With online interactions facilitating collaboration for both students and teachers, and learning taking place at all times of the day online and off, a lot is being asked of teachers. Their guidance is no longer confined to school hours.\u003c/p>\n\u003cp>The report points out that teachers are no longer information distributors, but their new role has not always been well defined or supported by education leaders and policymakers:\u003c/p>\n\u003cblockquote>\u003cp>“In ideal situations, the teacher’s role is becoming that of a mentor, visiting with groups and individual learners during class to help guide them, while allowing them to have more of a say in their own learning. However, these types of interactions and the enabling use of technology are not always inherent or sufficiently integrated in pre-service training.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Scalability:\u003c/strong> The really thorny challenges -- those that are “complex to define, let alone address\" -- provide food for thought. Experts identified \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/08/steve-hargadon-escaping-the-education-matrix/\" target=\"_blank\">scaling innovative technologies and approaches\u003c/a> as one intractable dilemma. Educators are familiar with the frustration of trying to break through rules and bureaucracy to experiment with innovative ideas. While inspiring teaching is happening all over the world, in many cases it does so in pockets, due to the tireless work of a dedicated educator, and not as part of mainstream education.\u003c/p>\n\u003cp>A similarly tricky problem lies in how to teach students the complex thinking skills that will be required to nimbly move through future challenges. One way educators are trying to cultivate these skills is through \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/25/what-schools-hope-to-achieve-by-making-computer-science-widespread/\" target=\"_blank\">computer science and coding\u003c/a>. However, coding alone won’t solve all the problems of the world, and as long as traditional school remains siloed into discrete subject areas, it will be difficult to allow students opportunities to tackle truly complex problems.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>BYOD/Maker Movement:\u003c/strong> In just one or two years, experts predict \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policies and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">makerspaces will be commonplace in schools\u003c/a>. A \u003ca href=\"http://www.cosn.org/focus-areas/it-management/it-leadership-survey\" target=\"_blank\">2014 Consortium for School Networking (CoSN) survey\u003c/a> found that 81 percent of surveyed schools either had a BYOD policy or planned to implement one. These policies reflect the reality of students’ lives and can also cut down on school technology costs. Similarly, the popular Maker Movement and increasing emphasis on hands-on learning has propelled school makerspaces into the limelight. School leaders see these spaces as a way for students to take initiative: designing, prototyping and building their ideas from start to finish.\u003c/p>\n\u003cp>\u003cstrong>3-D Printing:\u003c/strong> The report notes that in the next two to three years, 3-D printing and adaptive learning technologies will have become mainstream school technologies. Experts believe \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/23/time-to-start-making-free-design-programs-for-3d-printers/\" target=\"_blank\">3-D printing offers tremendous opportunities\u003c/a> for students to explore objects and concepts that might be difficult to experience in school. The printer can help students visualize mathematical graphs and models or touch replicas of historic artifacts. Low-cost online design tools and cheaper machines are helping to make 3-D printing accessible to schools, while project-based pedagogy is making it popular.\u003c/p>\n\u003cp>\u003cstrong>Adaptive Learning:\u003c/strong> Adaptive learning refers to software that adjusts to students’ learning needs as they use the product. Increasingly, this kind of software is being used to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/12/some-benefits-and-drawbacks-of-blended-learning/\" target=\"_blank\">allow each student to move at his or her own pace\u003c/a>. The idea is tremendously appealing to some education leaders, while others worry that relying on software to recognize student needs will actually diminish the personalized attention from an educator that each student deserves.\u003c/p>\n\u003cp>While the authors of the NMC Horizon report feel adaptive learning could soon be a game changer, they caution that the software may not be sophisticated enough yet to meet educators' dreams. Instead, the authors posit its best use may be to analyze macro-level data on the effectiveness of curriculum and instruction.\u003c/p>\n\u003cp>\u003cstrong>Badges and Wearables:\u003c/strong> On the long-term horizon, experts see digital badges and wearable technology as important technology developments in four to five years. Badges are already being used to recognize competence in a skill in digital spaces like Khan Academy. Increasingly, schools are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/25/how-mozillas-open-badges-may-work-in-the-real-world/\" target=\"_blank\">badges as a way to validate informal learning\u003c/a> for both students and teachers. While not yet pervasive, badges could offer a more comprehensive way to certify learning opportunities, inside and outside of school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>NMC Horizon reports have highlighted wearable technology in the past, pointing to learning opportunities in virtual reality experiences and the potential for biometric devices to teach about nutrition and exercise. Now, educators around the world are beginning to use wearable technology to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/17/how-virtual-reality-meets-real-life-learning-with-mobile-games/\" target=\"_blank\">push limits and offer creative outlets\u003c/a>, but use is not widespread. Experts note one place that wearable technology could have a particularly large impact is on disabled students.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40956/what-education-technology-could-look-like-over-the-next-five-years","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20509","mindshift_561","mindshift_775","mindshift_20906","mindshift_544","mindshift_20784","mindshift_1040","mindshift_980","mindshift_820","mindshift_421"],"featImg":"mindshift_40988","label":"mindshift"},"mindshift_36389":{"type":"posts","id":"mindshift_36389","meta":{"index":"posts_1591205157","site":"mindshift","id":"36389","score":null,"sort":[1403182816000]},"guestAuthors":[],"slug":"trends-and-predictions-for-k-12-classrooms","title":"Trends and Predictions for K-12 Classrooms","publishDate":1403182816,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The evolving role of the teacher as facilitator, and hands-on learning experiences that give students agency over their own education are two major trends already taking root in many schools and classrooms, according to the \u003ca href=\"http://www.nmc.org/publications/2014-horizon-report-k12\" target=\"_blank\">2014 NMC Horizon K-12 Horizon report.\u003c/a>\u003c/p>\n\u003cp>Within three to five years, the authors expect to see increasing focus on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\" target=\"_blank\">open education resources\u003c/a>, as well as more experimentation with \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\" target=\"_blank\">blended learning models\u003c/a> that combine time on the computer with face-to-face instruction. In the longer term, the authors see intuitive technologies that interpret human gestures and motions as increasingly important. And, as educators rethink how to meet students' needs the way school currently works might have to change -- everything from the schedule to the space, as well as models of teaching and learning.\u003c/p>\n\u003cp>This report also highlights the challenges educators face moving forward, and the technology developments that will continue to accelerate these trends.\u003c/p>\n\u003cp>There are plenty of challenges to effectively implement the tech trends in this report. Educators are already finding creative ways to create authentic learning opportunities by bringing real life into school, and personalized learning, while not the norm, is often seen as the ultimate goal by educators. Longer term challenges include concerns about the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/data/\" target=\"_blank\">privacy of student data \u003c/a>and teaching students complex thinking and communication skills that they can use beyond school walls. As the internet changes how people interact with and find information, the biggest challenges will be from new schooling models competing for the same students. Students themselves may no longer see formal school as relevant since the internet has answers to so many of their questions. Those long-term challenges will need to be addressed for these trends to move forward.\u003c/p>\n\u003cp>Like last year, the NMC Horizon report authors make predictions about various technology developments and how they will affect educators. This year, the authors expect educators to quickly adopt \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device \u003c/a>(BYOD) policies and cloud computing technologies. It will take a little longer for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/games/\" target=\"_blank\">games and gamification \u003c/a>to become mainstream, but in three to five years the authors expect more teachers to be using games as teaching tools. Similarly, learning analytics, the data behind each students' learning is increasingly being used in classrooms. On a longer timeline, the authors find ideas like connecting information from physical objects to online networks through sensors and monitoring devices and wearable technology as potentially important for education.\u003cbr>\nhttp://go.nmc.org/2014-k12\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"The NMC Horizon report predicts the trends, challenges and tech developments to look for in one, five and ten years.","status":"publish","parent":0,"modified":1456258112,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":421},"headData":{"title":"Trends and Predictions for K-12 Classrooms | KQED","description":"The NMC Horizon report predicts the trends, challenges and tech developments to look for in one, five and ten years.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"36389 http://blogs.kqed.org/mindshift/?p=36389","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/19/trends-and-predictions-for-k-12-classrooms/","disqusTitle":"Trends and Predictions for K-12 Classrooms","path":"/mindshift/36389/trends-and-predictions-for-k-12-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The evolving role of the teacher as facilitator, and hands-on learning experiences that give students agency over their own education are two major trends already taking root in many schools and classrooms, according to the \u003ca href=\"http://www.nmc.org/publications/2014-horizon-report-k12\" target=\"_blank\">2014 NMC Horizon K-12 Horizon report.\u003c/a>\u003c/p>\n\u003cp>Within three to five years, the authors expect to see increasing focus on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\" target=\"_blank\">open education resources\u003c/a>, as well as more experimentation with \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\" target=\"_blank\">blended learning models\u003c/a> that combine time on the computer with face-to-face instruction. In the longer term, the authors see intuitive technologies that interpret human gestures and motions as increasingly important. And, as educators rethink how to meet students' needs the way school currently works might have to change -- everything from the schedule to the space, as well as models of teaching and learning.\u003c/p>\n\u003cp>This report also highlights the challenges educators face moving forward, and the technology developments that will continue to accelerate these trends.\u003c/p>\n\u003cp>There are plenty of challenges to effectively implement the tech trends in this report. Educators are already finding creative ways to create authentic learning opportunities by bringing real life into school, and personalized learning, while not the norm, is often seen as the ultimate goal by educators. Longer term challenges include concerns about the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/data/\" target=\"_blank\">privacy of student data \u003c/a>and teaching students complex thinking and communication skills that they can use beyond school walls. As the internet changes how people interact with and find information, the biggest challenges will be from new schooling models competing for the same students. Students themselves may no longer see formal school as relevant since the internet has answers to so many of their questions. Those long-term challenges will need to be addressed for these trends to move forward.\u003c/p>\n\u003cp>Like last year, the NMC Horizon report authors make predictions about various technology developments and how they will affect educators. This year, the authors expect educators to quickly adopt \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device \u003c/a>(BYOD) policies and cloud computing technologies. It will take a little longer for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/games/\" target=\"_blank\">games and gamification \u003c/a>to become mainstream, but in three to five years the authors expect more teachers to be using games as teaching tools. Similarly, learning analytics, the data behind each students' learning is increasingly being used in classrooms. On a longer timeline, the authors find ideas like connecting information from physical objects to online networks through sensors and monitoring devices and wearable technology as potentially important for education.\u003cbr>\nhttp://go.nmc.org/2014-k12\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36389/trends-and-predictions-for-k-12-classrooms","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_820"],"featImg":"mindshift_36392","label":"mindshift"},"mindshift_29173":{"type":"posts","id":"mindshift_29173","meta":{"index":"posts_1591205157","site":"mindshift","id":"29173","score":null,"sort":[1370440856000]},"guestAuthors":[],"slug":"six-big-trends-in-education-to-follow","title":"Six Big Tech Trends in Education to Follow","publishDate":1370440856,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_29185\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/creative_tools/8121270672/sizes/z/in/photolist-dnDCQ9-dnDCWS-eatAQB-eaziML-eayNSG-eatCK2-eatBjc-eazhzq-eazgNs-eat9FF-eazhmm-eayN8d-eatCsK-bySB1L-cDUj1u-cfo2jj-cfo2eb-9qpi4a-dzG5qe-hCTKm-9jrZuo-bL7DwD-7BmhmV-ejeeCw-ejeaNY-ej8uiD-ej8u4a-ejeccb-ej8tAt-ej8uZe-8oSz1T-efqXz7-efkb4r-efkczp-efqUj3-efkdgB-efkcep-efkazz-efkcM4-efqUyo-efkbQZ-efkd2k-efkaQe-efkthF-efqVwY-efrdfb-efqVjm-efqWrh-a2Bsjm-6U6fw4-dfLX5n/\">\u003cimg class=\"size-full wp-image-29185\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/8121270672_ef6e775342_z1.jpg\" alt=\"3D printers in schools will be common.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">3D printers in schools will be common.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Big data, open content, mobile learning, and digital printing are the big themes represented in this year's \u003ca href=\"http://go.nmc.org/2013-k12\">NMC Horizon Report: 2013 K-12 Edition\u003c/a>. The report is a collaboration between the \u003ca href=\"http://www.nmc.org/about\">New Media Consortium\u003c/a>, the \u003ca href=\"http://www.cosn.org/\">Consortium for School Networking\u003c/a>, and the \u003ca href=\"https://www.iste.org/\">International Society for Technology in Education\u003c/a>, pulling together an international group of experts to discuss trends and measure how mainstream emerging ed-tech approaches have become.\u003c/p>\n\u003cp>As with all of its reports, the group makes near, middle, and long-term projections for technology trends, as well as broader observations about the direction of the field and its challenges. What’s striking in this year’s report is that many of the projections for the K-12 space match those made in February in the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/\">NMC Horizons Report on Higher Education.\u003c/a>\u003c/p>\n\u003cp>Here are the big takeaways.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>The presence of the Internet in students’ lives outside of school, and especially on mobile devices, is allowing for more online and blended learning models in classrooms. That trend is supported by an increasing tolerance and even excitement among teachers for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile devices as learning tools\u003c/a>. As the cost of devices continues to come down, they proliferate in classrooms and can be powerful learning tools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Print and digital textbooks are getting some serious competition from \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-source/\">open-source content\u003c/a>, which has captured the imagination of educators who are finding valuable content outside the prescribed realm of textbooks.\u003c/p>\n\u003cp>At the same time, educators feel less isolated and more inspired by relationships with colleagues fostered through social media. Some are even discovering new joy in their profession with increased access to lesson ideas and new teaching practices.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>The big challenges for better using education technology are similar to ones that have long existed. There isn’t enough professional development to help educators feel comfortable using new strategies and it often isn’t part of a school’s culture. Resistance to trying new approaches remains prevalent and the status quo continues to exert a powerful inertia on the system, preventing a broader use of good ideas.\u003c/p>\n\u003cp>Traditional models of schooling are experiencing more competition than ever before with charter schools, for-profit operators, online learning and MOOCs pushing for change. Similarly, traditional teaching that relies on lectures and tests is being challenged by blended models of instruction.\u003c/p>\n\u003cp>There’s a large demand for personalized learning, but the technology tools don’t yet support the goals of those who want to use it -- a big gap still exists between overall vision and available tools. Meanwhile, even as teachers are shifting to more formative assessments taken continually throughout the school year, assessment policies have not always shifted to match this change. But educators think there's potential for digital tools to help collect formative assessment data unobtrusively.\u003c/p>\n\u003cp>\u003cstrong>NEAR-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>In the next year, the NMC Horizon Report for K-12 predicts that the expectation for constant connectivity will push schools towards cloud-based computing. This trend can already be seen as schools farm out parts of their infrastructure to the cloud, but new devices like Google’s Chromebook designed to sync with the cloud are further pushing adoption.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">Mobile learning\u003c/a> has been a hot topic for several years, but it has not reached the 20 percent penetration level that NMC uses to designate a tactic mainstream. This could be its year. Some educators surveyed said they jumped on the idea of using smartphones in class right away, while others said they were more wary of the potential distractions and disruption the devices could cause. Still, the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">educational app\u003c/a> market for mobile devices has exploded and shows no signs of slowing down, indicating that as the tools get better and better mobile learning will become common place.\u003c/p>\n\u003cp>\u003cstrong>MID-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>The mid-level predictions, set for two to three years from now, line up most closely with trends in higher education. Both reports -- K12 and Higher Education -- noted the power and increasing prevalence of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/learning-analytics/\">learning analytics\u003c/a>, the practice of analyzing real time data from digital learning platforms and using that information to shape teaching strategies for individual students.\u003c/p>\n\u003cp>Student-data can now be used to tailor curricula and to suggest resources for students akin to the algorithms businesses use to market products to consumers. Similarly, in higher education learning analytics are being used to tailor the advising process. Perhaps even more significantly, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\">MOOCs\u003c/a> that challenge the higher education paradigm rely heavily on learning analytics to direct, grade, and guide learners.\u003c/p>\n\u003cp>The second projection notes the rise in high-quality open content available to students around the world. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">Started by MIT more than ten years ago\u003c/a>, this movement has grown rapidly and garnered excitement, especially as a way to equalize access to education. It also gives students much more choice in the learning they consume. Open-content in the form of MOOCs are already disrupting the higher education space, but this report indicates K-12 is not far behind.\u003c/p>\n\u003cp>\u003cstrong>LONG-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>3D printing has captured the imagination of people at all ages, especially as movements towards design learning take off in K-12 schools. The report notes that digital printing machines cost much less now, and that within five years it would be possible for schools to own one. Teachers can use these them to explain design concepts and to prototype building projects.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The only really new prediction in the report is for virtual and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">remote labs\u003c/a> to provide students access to scientific experiences even as school districts cut back on physical lab spaces in schools. The report notes that virtual labs would allow students more time and space to practice techniques and make mistakes. Also, “in virtual and remote environments, an experiment can be conducted numerous times with greater efficiency and precision.” Some schools are already using these remote labs to save money. Still, this prediction begs the question, what could be lost if students no longer practice the physical act of science?\u003c/p>\n\n","blocks":[],"excerpt":"Many of the predictions in this year's report match those made for higher education too: mobile learning, open content, cloud computing, and yes -- 3D printers.","status":"publish","parent":0,"modified":1370968748,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1008},"headData":{"title":"Six Big Tech Trends in Education to Follow | KQED","description":"Many of the predictions in this year's report match those made for higher education too: mobile learning, open content, cloud computing, and yes -- 3D printers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"29173 http://blogs.kqed.org/mindshift/?p=29173","disqusUrl":"https://ww2.kqed.org/mindshift/2013/06/05/six-big-trends-in-education-to-follow/","disqusTitle":"Six Big Tech Trends in Education to Follow","path":"/mindshift/29173/six-big-trends-in-education-to-follow","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29185\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/creative_tools/8121270672/sizes/z/in/photolist-dnDCQ9-dnDCWS-eatAQB-eaziML-eayNSG-eatCK2-eatBjc-eazhzq-eazgNs-eat9FF-eazhmm-eayN8d-eatCsK-bySB1L-cDUj1u-cfo2jj-cfo2eb-9qpi4a-dzG5qe-hCTKm-9jrZuo-bL7DwD-7BmhmV-ejeeCw-ejeaNY-ej8uiD-ej8u4a-ejeccb-ej8tAt-ej8uZe-8oSz1T-efqXz7-efkb4r-efkczp-efqUj3-efkdgB-efkcep-efkazz-efkcM4-efqUyo-efkbQZ-efkd2k-efkaQe-efkthF-efqVwY-efrdfb-efqVjm-efqWrh-a2Bsjm-6U6fw4-dfLX5n/\">\u003cimg class=\"size-full wp-image-29185\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/8121270672_ef6e775342_z1.jpg\" alt=\"3D printers in schools will be common.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">3D printers in schools will be common.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Big data, open content, mobile learning, and digital printing are the big themes represented in this year's \u003ca href=\"http://go.nmc.org/2013-k12\">NMC Horizon Report: 2013 K-12 Edition\u003c/a>. The report is a collaboration between the \u003ca href=\"http://www.nmc.org/about\">New Media Consortium\u003c/a>, the \u003ca href=\"http://www.cosn.org/\">Consortium for School Networking\u003c/a>, and the \u003ca href=\"https://www.iste.org/\">International Society for Technology in Education\u003c/a>, pulling together an international group of experts to discuss trends and measure how mainstream emerging ed-tech approaches have become.\u003c/p>\n\u003cp>As with all of its reports, the group makes near, middle, and long-term projections for technology trends, as well as broader observations about the direction of the field and its challenges. What’s striking in this year’s report is that many of the projections for the K-12 space match those made in February in the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/\">NMC Horizons Report on Higher Education.\u003c/a>\u003c/p>\n\u003cp>Here are the big takeaways.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>The presence of the Internet in students’ lives outside of school, and especially on mobile devices, is allowing for more online and blended learning models in classrooms. That trend is supported by an increasing tolerance and even excitement among teachers for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile devices as learning tools\u003c/a>. As the cost of devices continues to come down, they proliferate in classrooms and can be powerful learning tools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Print and digital textbooks are getting some serious competition from \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-source/\">open-source content\u003c/a>, which has captured the imagination of educators who are finding valuable content outside the prescribed realm of textbooks.\u003c/p>\n\u003cp>At the same time, educators feel less isolated and more inspired by relationships with colleagues fostered through social media. Some are even discovering new joy in their profession with increased access to lesson ideas and new teaching practices.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>The big challenges for better using education technology are similar to ones that have long existed. There isn’t enough professional development to help educators feel comfortable using new strategies and it often isn’t part of a school’s culture. Resistance to trying new approaches remains prevalent and the status quo continues to exert a powerful inertia on the system, preventing a broader use of good ideas.\u003c/p>\n\u003cp>Traditional models of schooling are experiencing more competition than ever before with charter schools, for-profit operators, online learning and MOOCs pushing for change. Similarly, traditional teaching that relies on lectures and tests is being challenged by blended models of instruction.\u003c/p>\n\u003cp>There’s a large demand for personalized learning, but the technology tools don’t yet support the goals of those who want to use it -- a big gap still exists between overall vision and available tools. Meanwhile, even as teachers are shifting to more formative assessments taken continually throughout the school year, assessment policies have not always shifted to match this change. But educators think there's potential for digital tools to help collect formative assessment data unobtrusively.\u003c/p>\n\u003cp>\u003cstrong>NEAR-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>In the next year, the NMC Horizon Report for K-12 predicts that the expectation for constant connectivity will push schools towards cloud-based computing. This trend can already be seen as schools farm out parts of their infrastructure to the cloud, but new devices like Google’s Chromebook designed to sync with the cloud are further pushing adoption.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">Mobile learning\u003c/a> has been a hot topic for several years, but it has not reached the 20 percent penetration level that NMC uses to designate a tactic mainstream. This could be its year. Some educators surveyed said they jumped on the idea of using smartphones in class right away, while others said they were more wary of the potential distractions and disruption the devices could cause. Still, the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">educational app\u003c/a> market for mobile devices has exploded and shows no signs of slowing down, indicating that as the tools get better and better mobile learning will become common place.\u003c/p>\n\u003cp>\u003cstrong>MID-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>The mid-level predictions, set for two to three years from now, line up most closely with trends in higher education. Both reports -- K12 and Higher Education -- noted the power and increasing prevalence of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/learning-analytics/\">learning analytics\u003c/a>, the practice of analyzing real time data from digital learning platforms and using that information to shape teaching strategies for individual students.\u003c/p>\n\u003cp>Student-data can now be used to tailor curricula and to suggest resources for students akin to the algorithms businesses use to market products to consumers. Similarly, in higher education learning analytics are being used to tailor the advising process. Perhaps even more significantly, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\">MOOCs\u003c/a> that challenge the higher education paradigm rely heavily on learning analytics to direct, grade, and guide learners.\u003c/p>\n\u003cp>The second projection notes the rise in high-quality open content available to students around the world. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">Started by MIT more than ten years ago\u003c/a>, this movement has grown rapidly and garnered excitement, especially as a way to equalize access to education. It also gives students much more choice in the learning they consume. Open-content in the form of MOOCs are already disrupting the higher education space, but this report indicates K-12 is not far behind.\u003c/p>\n\u003cp>\u003cstrong>LONG-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>3D printing has captured the imagination of people at all ages, especially as movements towards design learning take off in K-12 schools. The report notes that digital printing machines cost much less now, and that within five years it would be possible for schools to own one. Teachers can use these them to explain design concepts and to prototype building projects.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The only really new prediction in the report is for virtual and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">remote labs\u003c/a> to provide students access to scientific experiences even as school districts cut back on physical lab spaces in schools. The report notes that virtual labs would allow students more time and space to practice techniques and make mistakes. Also, “in virtual and remote environments, an experiment can be conducted numerous times with greater efficiency and precision.” Some schools are already using these remote labs to save money. Still, this prediction begs the question, what could be lost if students no longer practice the physical act of science?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29173/six-big-trends-in-education-to-follow","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20509","mindshift_547","mindshift_927","mindshift_187","mindshift_820","mindshift_755","mindshift_431"],"featImg":"mindshift_29185","label":"mindshift"},"mindshift_26962":{"type":"posts","id":"mindshift_26962","meta":{"index":"posts_1591205157","site":"mindshift","id":"26962","score":null,"sort":[1360265164000]},"guestAuthors":[],"slug":"higher-ed-trends-moocs-tablets-gamification-and-wearable-tech","title":"Higher Ed Trends: MOOCs, Tablets, Gamification, and Wearable Tech","publishDate":1360265164,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_26965\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/cal/\" rel=\"attachment wp-att-26965\">\u003cimg class=\"size-large wp-image-26965\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/CAL-620x393.gif\" alt=\"CAL\" width=\"620\" height=\"393\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Justin Sullivan/Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As tech tools continue to proliferate with new launches and new products, it's difficult to predict what will stick and what won't. A recently released report by the\u003ca href=\"http://www.nmc.org/about\"> New Media Consortium\u003c/a> and\u003ca href=\"http://www.educause.edu/eli\"> EDUCAUSE Learning Initiative\u003c/a> (ELI) tries to sift through the fads and find the few that will have a real impact on education in the next few years.\u003c/p>\n\u003cp>What's worth noting? Sometimes what seemed impossible only a few years ago has already become a new trend. The \u003ca href=\"http://www.nmc.org/publications/2013-horizon-report-higher-ed\">2013 NMC Horizon’s Report on Higher Education,\u003c/a> which brings together international experts in education and technology, attempts to take the pulse of emerging technologies in higher education and predict where the field will move in the near, middle and far term.\u003c/p>\n\u003cp>The report points to MOOCs,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\"> Massive Open Online Courses,\u003c/a> as the big change agent in the higher ed landscape, but it also reaches a little further, bringing 3D printing and wearable technology into the mix.\u003c/p>\n\u003cp>\u003cstrong>KEY FACTORS\u003c/strong>\u003c/p>\n\u003cp>The panel considered some key factors influencing whether technologies take hold, identifying a move towards “open” content and the ability to share, manipulate, and mold. Even more critical for institutions of higher education is the rise of MOOCs. As more elite institutions align themselves \u003c!--more-->with one MOOC organization or another, university leaders are considering the idea of “micro-credit” as an alternative to the traditional credits given at brick and mortar universities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING:\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\"> For the Future Student, Higher Education Will Be Redefined\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Equally important to information access are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/\">skills that employers expect recent graduates to bring with them\u003c/a> -- like communication and critical thinking. These skills are often augmented by real-world or informal learning experiences that move beyond the college lecture hall. Acknowledging that the trend of personalization and taking it a step further, the report also notes the increasing importance of\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/understanding-learning-analytics-and-student-data/\"> learning analytics\u003c/a>. Colleges will need to follow a student’s digital footprint to better tailor their educational experience. And all of this means a different role for university instructors. Students have much better access to knowledge through technology which necessitates that professors become mentors, collaborators, facilitators and ultimately not the center of the learning experience.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>By and large the biggest barriers to implementing technology in higher education are the institutions and people who run them. Employers increasingly recognize that digital media literacy is an important skill set in the coming decades, but university faculty are neither equipped to teach those skills nor especially proficient themselves in many cases.\u003c/p>\n\u003cp>Lack of digital fluency is affecting scholarly collaboration, as well. Social media, blogging, link backs and other tech-based publication methods are not well understood or recognized by older, traditional faculty and administration. It’s far easier to continue with the status quo and too often professors trying new things are seen as teaching outside their role. This stodgy mentality stifles innovation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level.”\u003c/strong>\u003c/aside>\n\u003cp>The panel also found that while there is a hunger for more personalized learning, the demand is not well supported by the technology. The mechanics of earning analytics are still in the nascent stages. Collecting, collating, and understanding the sheer volume of data is overwhelming to most at traditional universities. Many college instructors are not using technology in their research or in their teaching. It would take a larger cultural shift before many technologies could be considered widespread.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">Can Free, High-Quality Education Get You a Job?\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Lastly, the competition that MOOCs are bringing to the long-held university system is challenging the value of higher education. Many argue the competition is exactly what slow-moving universities need to change, but others wonder if the instruction offered by MOOCs reaches the same caliber. “As these new platforms emerge, however, there is a need to frankly evaluate the models and determine how to best support collaboration, interaction, and assessment at scale. Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level,” the report notes.\u003c/p>\n\u003cp>\u003cstrong>NEAR-TERM PREDICTIONS (WITHIN THE YEAR)\u003c/strong>\u003c/p>\n\u003cp>Both MOOCs and tablets will be widely adopted in university settings within the year. The popularity of MOOCs like Coursera, Udacity and edX are undeniable with enrollment in some classes exceeding 100,000 students. Unparalleled access excites many people, but raises questions. “One of the most appealing promises of MOOCs is that they offer the possibility for continued, advanced learning at zero cost, allowing students, life-long learners, and professionals to acquire new skills and improve their knowledge and employability,” notes the report.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers.”\u003c/strong>\u003c/aside>\n\u003cp>As for tech hardware, tablets fit well with the university lifestyle. They’re light, portable, and allow students to interact with the lesson and their networks at the same time. Competition in the tablet space has increased, driving down the price and pushing the limits of capability. The report predicts tablet manufacturers will continue to offer more robust options for less money.\u003c/p>\n\u003cp>\u003cstrong>MID-TERM (TWO TO THREE YEARS)\u003c/strong>\u003c/p>\n\u003cp>A big prediction here is the rise of games and gamification to encourage students to participate with material in deeper ways. Educational gaming might seem like old news to some, but most often \u003ca href=\"http://ww2.kqed.org/mindshift/?s=gaming&x=0&y=0\">gaming comes up in a K-12 context\u003c/a>. Now the same benefits are being applied to older students and more complicated subjects. Most of the excitement centers on gamification – integrating mechanics of games into non-game situations to inspire creativity and productivity. The strategy works well for many businesses and is gradually making its way onto college campuses.\u003c/p>\n\u003cp>Similarly, the report predicts that learning analytics will find a foothold in higher education in the next few years. “Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers,” the report said. Universities are already using big data to improve advising and help offer advice and strategies to struggling learners to improve retention. The data can also help universities to better allocate resources, fill holes and accurately understand how well they are serving students.\u003c/p>\n\u003cp>\u003cstrong>LONG TERM (FOUR TO FIVE YEARS)\u003c/strong>\u003c/p>\n\u003cp>The rise of the\u003ca href=\"http://ww2.kqed.org/mindshift/?s=Maker+Faire&x=0&y=0\"> Maker movement\u003c/a> has helped launch 3D printing back into the NMC Horizons predictions where it first appeared in 2004. The emphasis on design learning and DIY culture make 3D printers appealing.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Wearable technology will take off on college campuses as thin film technology makes it possible for screens to mold around body curves. And these devices aren’t just cool. “Wearable devices are also proving to be effective tools for research because they use sensors to track data, such as vital signs, in real-time. Although wearable technology is not yet pervasive in higher education, the current highly functional clothing and accessories in the consumer space show great promise,” the report says.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1366049850,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1208},"headData":{"title":"Higher Ed Trends: MOOCs, Tablets, Gamification, and Wearable Tech | KQED","description":"Justin Sullivan/Getty Images As tech tools continue to proliferate with new launches and new products, it's difficult to predict what will stick and what won't. A recently released report by the New Media Consortium and EDUCAUSE Learning Initiative (ELI) tries to sift through the fads and find the few that will have a real impact","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"26962 http://blogs.kqed.org/mindshift/?p=26962","disqusUrl":"https://ww2.kqed.org/mindshift/2013/02/07/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/","disqusTitle":"Higher Ed Trends: MOOCs, Tablets, Gamification, and Wearable Tech","path":"/mindshift/26962/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26965\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/cal/\" rel=\"attachment wp-att-26965\">\u003cimg class=\"size-large wp-image-26965\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/CAL-620x393.gif\" alt=\"CAL\" width=\"620\" height=\"393\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Justin Sullivan/Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As tech tools continue to proliferate with new launches and new products, it's difficult to predict what will stick and what won't. A recently released report by the\u003ca href=\"http://www.nmc.org/about\"> New Media Consortium\u003c/a> and\u003ca href=\"http://www.educause.edu/eli\"> EDUCAUSE Learning Initiative\u003c/a> (ELI) tries to sift through the fads and find the few that will have a real impact on education in the next few years.\u003c/p>\n\u003cp>What's worth noting? Sometimes what seemed impossible only a few years ago has already become a new trend. The \u003ca href=\"http://www.nmc.org/publications/2013-horizon-report-higher-ed\">2013 NMC Horizon’s Report on Higher Education,\u003c/a> which brings together international experts in education and technology, attempts to take the pulse of emerging technologies in higher education and predict where the field will move in the near, middle and far term.\u003c/p>\n\u003cp>The report points to MOOCs,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\"> Massive Open Online Courses,\u003c/a> as the big change agent in the higher ed landscape, but it also reaches a little further, bringing 3D printing and wearable technology into the mix.\u003c/p>\n\u003cp>\u003cstrong>KEY FACTORS\u003c/strong>\u003c/p>\n\u003cp>The panel considered some key factors influencing whether technologies take hold, identifying a move towards “open” content and the ability to share, manipulate, and mold. Even more critical for institutions of higher education is the rise of MOOCs. As more elite institutions align themselves \u003c!--more-->with one MOOC organization or another, university leaders are considering the idea of “micro-credit” as an alternative to the traditional credits given at brick and mortar universities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING:\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\"> For the Future Student, Higher Education Will Be Redefined\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Equally important to information access are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/\">skills that employers expect recent graduates to bring with them\u003c/a> -- like communication and critical thinking. These skills are often augmented by real-world or informal learning experiences that move beyond the college lecture hall. Acknowledging that the trend of personalization and taking it a step further, the report also notes the increasing importance of\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/understanding-learning-analytics-and-student-data/\"> learning analytics\u003c/a>. Colleges will need to follow a student’s digital footprint to better tailor their educational experience. And all of this means a different role for university instructors. Students have much better access to knowledge through technology which necessitates that professors become mentors, collaborators, facilitators and ultimately not the center of the learning experience.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>By and large the biggest barriers to implementing technology in higher education are the institutions and people who run them. Employers increasingly recognize that digital media literacy is an important skill set in the coming decades, but university faculty are neither equipped to teach those skills nor especially proficient themselves in many cases.\u003c/p>\n\u003cp>Lack of digital fluency is affecting scholarly collaboration, as well. Social media, blogging, link backs and other tech-based publication methods are not well understood or recognized by older, traditional faculty and administration. It’s far easier to continue with the status quo and too often professors trying new things are seen as teaching outside their role. This stodgy mentality stifles innovation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level.”\u003c/strong>\u003c/aside>\n\u003cp>The panel also found that while there is a hunger for more personalized learning, the demand is not well supported by the technology. The mechanics of earning analytics are still in the nascent stages. Collecting, collating, and understanding the sheer volume of data is overwhelming to most at traditional universities. Many college instructors are not using technology in their research or in their teaching. It would take a larger cultural shift before many technologies could be considered widespread.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">Can Free, High-Quality Education Get You a Job?\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Lastly, the competition that MOOCs are bringing to the long-held university system is challenging the value of higher education. Many argue the competition is exactly what slow-moving universities need to change, but others wonder if the instruction offered by MOOCs reaches the same caliber. “As these new platforms emerge, however, there is a need to frankly evaluate the models and determine how to best support collaboration, interaction, and assessment at scale. Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level,” the report notes.\u003c/p>\n\u003cp>\u003cstrong>NEAR-TERM PREDICTIONS (WITHIN THE YEAR)\u003c/strong>\u003c/p>\n\u003cp>Both MOOCs and tablets will be widely adopted in university settings within the year. The popularity of MOOCs like Coursera, Udacity and edX are undeniable with enrollment in some classes exceeding 100,000 students. Unparalleled access excites many people, but raises questions. “One of the most appealing promises of MOOCs is that they offer the possibility for continued, advanced learning at zero cost, allowing students, life-long learners, and professionals to acquire new skills and improve their knowledge and employability,” notes the report.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers.”\u003c/strong>\u003c/aside>\n\u003cp>As for tech hardware, tablets fit well with the university lifestyle. They’re light, portable, and allow students to interact with the lesson and their networks at the same time. Competition in the tablet space has increased, driving down the price and pushing the limits of capability. The report predicts tablet manufacturers will continue to offer more robust options for less money.\u003c/p>\n\u003cp>\u003cstrong>MID-TERM (TWO TO THREE YEARS)\u003c/strong>\u003c/p>\n\u003cp>A big prediction here is the rise of games and gamification to encourage students to participate with material in deeper ways. Educational gaming might seem like old news to some, but most often \u003ca href=\"http://ww2.kqed.org/mindshift/?s=gaming&x=0&y=0\">gaming comes up in a K-12 context\u003c/a>. Now the same benefits are being applied to older students and more complicated subjects. Most of the excitement centers on gamification – integrating mechanics of games into non-game situations to inspire creativity and productivity. The strategy works well for many businesses and is gradually making its way onto college campuses.\u003c/p>\n\u003cp>Similarly, the report predicts that learning analytics will find a foothold in higher education in the next few years. “Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers,” the report said. Universities are already using big data to improve advising and help offer advice and strategies to struggling learners to improve retention. The data can also help universities to better allocate resources, fill holes and accurately understand how well they are serving students.\u003c/p>\n\u003cp>\u003cstrong>LONG TERM (FOUR TO FIVE YEARS)\u003c/strong>\u003c/p>\n\u003cp>The rise of the\u003ca href=\"http://ww2.kqed.org/mindshift/?s=Maker+Faire&x=0&y=0\"> Maker movement\u003c/a> has helped launch 3D printing back into the NMC Horizons predictions where it first appeared in 2004. The emphasis on design learning and DIY culture make 3D printers appealing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Wearable technology will take off on college campuses as thin film technology makes it possible for screens to mold around body curves. And these devices aren’t just cool. “Wearable devices are also proving to be effective tools for research because they use sensors to track data, such as vital signs, in real-time. Although wearable technology is not yet pervasive in higher education, the current highly functional clothing and accessories in the consumer space show great promise,” the report says.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/26962/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech","authors":["234"],"categories":["mindshift_192","mindshift_195","mindshift_193"],"tags":["mindshift_998","mindshift_478","mindshift_68","mindshift_927","mindshift_654","mindshift_820"],"featImg":"mindshift_26965","label":"mindshift"},"mindshift_22218":{"type":"posts","id":"mindshift_22218","meta":{"index":"posts_1591205157","site":"mindshift","id":"22218","score":null,"sort":[1340216398000]},"guestAuthors":[],"slug":"six-lingering-obstacles-to-using-technology-in-schools","title":"Six Lingering Obstacles to Using Technology in Schools","publishDate":1340216398,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv>\n\u003cdiv id=\"attachment_22226\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/marygrovelib/6869115600/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22226\" title=\"6869115600_8a147da18d\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Marygrove College Library\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Though educators are finding smart ways to integrate technology and learning, the road has been and continues to be challenging on multiple fronts. The \u003ca href=\"http://www.nmc.org/publications/2012-horizon-report-k12\">NMC Horizon Report: 2012 K-12 Edition,\u003c/a> a collaboration between the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education, takes the birds-eye view and encapsulates some of the significant challenges that must still be addressed and offers the following assessment.\u003c/p>\n\u003cp>Behind the challenges listed here is also a pervasive sense that local and organizational constraints are likely the most important factors in any decision to adopt — or not to adopt — a given technology. Even K-12 institutions that are eager to adopt new technologies may be constrained by school policies, the lack of necessary human resources, and the financial wherewithal to realize their ideas. Still others are located within buildings that simply were not designed to provide the radio frequency transparency that wireless technologies require, and thus find themselves shut out of many potential technology options. While acknowledging that local barriers to technology adoptions are many and significant, the advisory board focused its discussions on challenges that are common to the K-12 community as a whole. The highest ranked challenges they identified are listed here, in the order in which the advisory board ranked them.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Digital media literacy continues its rise in importance as a key skill in every discipline and profession, especially teaching.\u003c/strong> This challenge appears at the top of the list because despite the widespread agreement on the importance of digital media literacy, training in the supporting skills and techniques is still very rare in teacher education. As classroom professionals begin to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the curriculum, the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as a norm. This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. K-12 must address the increased blending of formal and informal learning.\u003c/strong> Traditional lectures and subsequent testing are still dominant learning vehicles in schools. In order for students to get a well- rounded education with real world experience, they must also engage in more informal in-class activities as well as learning to learn outside the classroom. Most schools are not encouraging students to do any of this, nor to experiment and take risks with \u003c!--more-->their learning — but a new model, called the “flipped classroom,” is opening the door to new approaches. The flipped classroom uses the abundance of videos on the Internet to allow students to learn new concepts and material outside of school, thus preserving class time for discussions, collaborations with classmates, problem solving, and experimentation. The approach is not a panacea, and designing an effective blended learning model is key, but the growing success of the many non- traditional alternatives to schools that are using more informal approaches indicates that this trend is here to stay for some time.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. The demand for personalized learning is not adequately supported by current technology or practices.\u003c/strong> The increasing demand for education that is customized to each student’s unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction, but there remains a gap between the vision and the tools needed to achieve it. It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today’s diverse students. Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>4. Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies.\u003c/strong> A key challenge is the fundamental structure of the K-12 education establishment — aka “the system.” As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice. Learners have increasing opportunities to take their education into their own hands, and options like informal education, online education, and home-based learning are attracting students away from traditional educational settings. If the system is to remain relevant it must adapt, but major change comes hard in education. Too often it is education’s own processes and practices that limit broader uptake of new technologies.\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>5. Learning that incorporates real life experiences is not occurring enough and is undervalued when it does take place.\u003c/strong> This challenge is an important one in K-12 schools, because it can greatly impact the engagement of students who are seeking some connection between the world as they know it exists outside of school, and their experiences in school that are meant to prepare them for that world. Use of project-based learning practices that incorporate real- life experiences, technology and tools that are already familiar to students, and mentoring from community members are examples of practices that can bring the real world into the classroom. Practices like these may help retain students in school and prepare them for further education, careers, and citizenship in a way that traditional practices are failing to do.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>6. Many activities related to learning and education take place outside the walls of the classroom and thus are not part of traditional learning metrics\u003c/strong>. Students can take advantage of learning material online, through games and programs they may have on systems at home, and through their extensive — and constantly available — social networks. The experiences that happen in and around these venues are difficult to tie back to the classroom, as they tend to happen serendipitously and in response to an immediate need for knowledge, rather than being related to topics currently being studied in school.These trends and challenges are a reflection of the impact of technology that is occurring in almost every aspect of our lives. They are indicative of the changing nature of the way we communicate, access information, connect with peers and colleagues, learn, and even socialize.\u003c/p>\n\u003cdiv style=\"padding-left: 30px\">\n\u003cp>Taken together, they provided the advisory board a frame through which to consider the potential impacts of nearly 50 emerging technologies and related practices that were analyzed and discussed for possible inclusion in this edition of the NMC Horizon Report series. Six of those were chosen through successive rounds of ranking and have been identified as “Technologies to Watch.” They each have been placed on one of three possible adoption horizon that span the coming five years, and are detailed in the main body of the report, which follows.\u003c/p>\n\u003cp>Gathering data from research, as well as the expertise of an advisory board, the report also includes noted trends in emerging technologies and challenges and examines each criteria in detail.\u003c/p>\n\u003cp>The report can be read in full by registering \u003ca href=\"http://www.nmc.org/welcome-website?destination=node%2F37071\">here\u003c/a>, and can be accessed on mobile devices \u003ca href=\"http://go.nmc.org/app\">here\u003c/a>.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1340225320,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":1202},"headData":{"title":"Six Lingering Obstacles to Using Technology in Schools | KQED","description":"Flickr:Marygrove College Library Though educators are finding smart ways to integrate technology and learning, the road has been and continues to be challenging on multiple fronts. The NMC Horizon Report: 2012 K-12 Edition, a collaboration between the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education, takes the","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"22218 http://blogs.kqed.org/mindshift/?p=22218","disqusUrl":"https://ww2.kqed.org/mindshift/2012/06/20/six-lingering-obstacles-to-using-technology-in-schools/","disqusTitle":"Six Lingering Obstacles to Using Technology in Schools","path":"/mindshift/22218/six-lingering-obstacles-to-using-technology-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cdiv id=\"attachment_22226\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/marygrovelib/6869115600/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22226\" title=\"6869115600_8a147da18d\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Marygrove College Library\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Though educators are finding smart ways to integrate technology and learning, the road has been and continues to be challenging on multiple fronts. The \u003ca href=\"http://www.nmc.org/publications/2012-horizon-report-k12\">NMC Horizon Report: 2012 K-12 Edition,\u003c/a> a collaboration between the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education, takes the birds-eye view and encapsulates some of the significant challenges that must still be addressed and offers the following assessment.\u003c/p>\n\u003cp>Behind the challenges listed here is also a pervasive sense that local and organizational constraints are likely the most important factors in any decision to adopt — or not to adopt — a given technology. Even K-12 institutions that are eager to adopt new technologies may be constrained by school policies, the lack of necessary human resources, and the financial wherewithal to realize their ideas. Still others are located within buildings that simply were not designed to provide the radio frequency transparency that wireless technologies require, and thus find themselves shut out of many potential technology options. While acknowledging that local barriers to technology adoptions are many and significant, the advisory board focused its discussions on challenges that are common to the K-12 community as a whole. The highest ranked challenges they identified are listed here, in the order in which the advisory board ranked them.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Digital media literacy continues its rise in importance as a key skill in every discipline and profession, especially teaching.\u003c/strong> This challenge appears at the top of the list because despite the widespread agreement on the importance of digital media literacy, training in the supporting skills and techniques is still very rare in teacher education. As classroom professionals begin to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the curriculum, the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as a norm. This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. K-12 must address the increased blending of formal and informal learning.\u003c/strong> Traditional lectures and subsequent testing are still dominant learning vehicles in schools. In order for students to get a well- rounded education with real world experience, they must also engage in more informal in-class activities as well as learning to learn outside the classroom. Most schools are not encouraging students to do any of this, nor to experiment and take risks with \u003c!--more-->their learning — but a new model, called the “flipped classroom,” is opening the door to new approaches. The flipped classroom uses the abundance of videos on the Internet to allow students to learn new concepts and material outside of school, thus preserving class time for discussions, collaborations with classmates, problem solving, and experimentation. The approach is not a panacea, and designing an effective blended learning model is key, but the growing success of the many non- traditional alternatives to schools that are using more informal approaches indicates that this trend is here to stay for some time.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. The demand for personalized learning is not adequately supported by current technology or practices.\u003c/strong> The increasing demand for education that is customized to each student’s unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction, but there remains a gap between the vision and the tools needed to achieve it. It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today’s diverse students. Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>4. Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies.\u003c/strong> A key challenge is the fundamental structure of the K-12 education establishment — aka “the system.” As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice. Learners have increasing opportunities to take their education into their own hands, and options like informal education, online education, and home-based learning are attracting students away from traditional educational settings. If the system is to remain relevant it must adapt, but major change comes hard in education. Too often it is education’s own processes and practices that limit broader uptake of new technologies.\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>5. Learning that incorporates real life experiences is not occurring enough and is undervalued when it does take place.\u003c/strong> This challenge is an important one in K-12 schools, because it can greatly impact the engagement of students who are seeking some connection between the world as they know it exists outside of school, and their experiences in school that are meant to prepare them for that world. Use of project-based learning practices that incorporate real- life experiences, technology and tools that are already familiar to students, and mentoring from community members are examples of practices that can bring the real world into the classroom. Practices like these may help retain students in school and prepare them for further education, careers, and citizenship in a way that traditional practices are failing to do.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>6. Many activities related to learning and education take place outside the walls of the classroom and thus are not part of traditional learning metrics\u003c/strong>. Students can take advantage of learning material online, through games and programs they may have on systems at home, and through their extensive — and constantly available — social networks. The experiences that happen in and around these venues are difficult to tie back to the classroom, as they tend to happen serendipitously and in response to an immediate need for knowledge, rather than being related to topics currently being studied in school.These trends and challenges are a reflection of the impact of technology that is occurring in almost every aspect of our lives. They are indicative of the changing nature of the way we communicate, access information, connect with peers and colleagues, learn, and even socialize.\u003c/p>\n\u003cdiv style=\"padding-left: 30px\">\n\u003cp>Taken together, they provided the advisory board a frame through which to consider the potential impacts of nearly 50 emerging technologies and related practices that were analyzed and discussed for possible inclusion in this edition of the NMC Horizon Report series. Six of those were chosen through successive rounds of ranking and have been identified as “Technologies to Watch.” They each have been placed on one of three possible adoption horizon that span the coming five years, and are detailed in the main body of the report, which follows.\u003c/p>\n\u003cp>Gathering data from research, as well as the expertise of an advisory board, the report also includes noted trends in emerging technologies and challenges and examines each criteria in detail.\u003c/p>\n\u003cp>The report can be read in full by registering \u003ca href=\"http://www.nmc.org/welcome-website?destination=node%2F37071\">here\u003c/a>, and can be accessed on mobile devices \u003ca href=\"http://go.nmc.org/app\">here\u003c/a>.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22218/six-lingering-obstacles-to-using-technology-in-schools","authors":["4354"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_544","mindshift_546","mindshift_820"],"featImg":"mindshift_22226","label":"mindshift"},"mindshift_19184":{"type":"posts","id":"mindshift_19184","meta":{"index":"posts_1591205157","site":"mindshift","id":"19184","score":null,"sort":[1329943588000]},"guestAuthors":[],"slug":"whats-on-the-horizon-in-higher-education","title":"What's On the Horizon in Higher Education","publishDate":1329943588,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/dexterwas/6662287673/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-19204\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/6662287673_f02dee3d07-300x240.jpg\" alt=\"\" width=\"300\" height=\"240\">\u003c/a>Flickr: Dexterwas\u003c/p>\n\u003c/div>\n\u003cp>How will college life be different in five years than it is today? In its recently released \u003ca href=\"http://go.nmc.org/2012-hi-ed\">2012 NMC Horizon Report on Higher Education\u003c/a>, New Media Consortium predicts there may be more gesture-based computing, and lots of inter-connected (and Internet-connected) objects packed with useful information.\u003c/p>\n\u003cp>Video games will become more commonplace in classrooms, and Big Data will drive big decisions on the part of students, faculty, and the foundations and companies in the education sphere.\u003c/p>\n\u003cp>The Horizon Report crystallizes a lot of what we're witnessing in education. But one notable category isn't addressed in this otherwise comprehensive report: \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">how open education resources\u003c/a> -- mostly free, customizable, content -- is \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">disrupting higher ed\u003c/a>, allowing teachers to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-create-your-own-textbook-with-or-without-apple/\">create their own textbooks\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">changing state policy\u003c/a> on using print books (more on this later.) And in that vein, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">the legacy of Stanford's\u003c/a> free online classes, which attracted tens of thousands of learner, and the \u003ca href=\"http://ww2.kqed.org/mindshift/jp/quick-look-envisioning-a-post-campus-america/\">evolution of MIT's certification\u003c/a> of its free online classes, which leads us to question how \"informal learning\" will \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/will-digital-badges-carry-the-same-weight-as-college-degrees/\">affect the value of the traditional college degree.\u003c/a>\u003c/p>\n\u003cp>What the report does focus on are six technologies to watch, categorized in the near, middle, and foreseeable future. The report's Key Trends enumerates this in its summary:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. People expect to be able to work, learn, and study whenever and wherever they want to.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. The world of work is increasingly collaborative, driving changes in the way student projects \u003c!--more-->are structured.\u003c/p>\n\u003cp style=\"padding-left: 30px\">4. The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators.\u003c/p>\n\u003cp style=\"padding-left: 30px\">5. Education paradigms are shifting to include online learning, hybrid learning and collaborative models.\u003c/p>\n\u003cp style=\"padding-left: 30px\">6. There is a new emphasis in the classroom on more challenge-based learning and similar methods foster, which more active learning experiences, both inside and outside the classroom.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>NEAR TERM: ONE YEAR OR LESS (IN OTHER WORDS, NOW)\u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>MOBILE APPS.\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">Mobile apps\u003c/a> are obviously no longer cutting-edge technology. As of October 2011, 18 billion apps had been downloaded in the Apple marketplace, and more than 10 billion in the Android marketplace (and counting). Students are using apps for everything from \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">note-taking and sharing\u003c/a>, to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/animal-dissection-theres-an-app-for-that/\">virtual dissection\u003c/a>, and creating video and audio. And according to the report, colleges are creating apps to help students navigate school services and resources.\u003c/p>\n\u003cp>Some institutions are creating programs to teach student entrepreneurs how to create apps from scratch and to market them. One piece to add to the Horizon report: \u003ca href=\"http://startupweekend.org/\">Startup Weekends Edu\u003c/a> provide the same service -- organized by peers -- for free. What's more, lectures and slides from Stanford University's iPhone and iPad Apps Course is available online for free through iTunes U.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/neuralchaos/4566931407/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-19222\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/4566931407_bf83e75f27-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Chirantan Patnaik\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>TABLET COMPUTING. \u003c/strong>The iPad is scorching the competition in the tablet field -- the report states that 97% of all tablet-based and 46.8% of all mobile Web traffic comes from the Apple's tablet. Motorola, Samsung, and Amazon all offer their own versions, but despite their lower prices, the iPad has dominated the market at large, and specifically at higher-ed institutions. Tablets are useful tools for learning because they're portable and light, can replace heavy textbooks, and can be used for fieldwork, and more universities are offering tablets to students as part of their tuition costs.\u003c/p>\n\u003cp>At the University of California, Irvine, students use the iPad to explore images of body structures and radiographic films. At Drew University's Wall Street Semester program, students create spreadsheets and presentations and interpret financial information on their iPads. At the University of Adelaide, all first-year science students' textbooks will be replaced by iPads.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>MID-TERM: WITHIN TWO TO THREE YEARS \u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>GAME-BASED LEARNING. \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">Gaming in education\u003c/a> is not exactly cutting-edge territory for MindShift readers, but from the perspective of traditional institutions, it's still a few years from becoming a regular practice in classrooms. The appeal of games with learning comes from the ability to capture student interest, motivate them to progress to higher, more difficult levels of learning, and learn from and interact with other students.\u003c/p>\n\u003cp>Other examples from the report: Purdue University's Serious Games Center focuses on researching new means of collaboration with Serious Games in virtual environments; massively multiplayer online (MMO) games like Minecraft and World of Warcraft are being used in course curriculum, and leverage the best of game theory in education: \"teamwork, leadership, and discovery.\"\u003c/p>\n\u003cp>One more piece to add to the Horizon report: University scientists are using \u003ca href=\"http://www.bostonglobe.com/ideas/2011/11/11/how-crowdsourcing-changing-science/dWL4DGWMq2YonHKC8uOXZN/story.html\">crowd-source games\u003c/a> to carry out research; in September, scientists from the University of Washington, who created the online game FoldIt, announced that players had \"deciphered the folding of a protein important in AIDS research,\" according to \u003ca href=\"http://www.bostonglobe.com/ideas/2011/11/11/how-crowdsourcing-changing-science/dWL4DGWMq2YonHKC8uOXZN/story.html\">a Boston Globe article\u003c/a>.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Alternate-relate games are also used to learn, such as Jane McGonigal's Evoke, a social networking game that compels students to create solutions for real-world problems. Stanford's \"Septris\" is an HTML5 mobile simulation game used by doctors and nurses about how to identify, triage, and manage sepsis. The online game Ikariam allows students to create ancient civilizations, including infrastructure and economies.\u003c/p>\n\u003cp>The challenge, the writers say, is figuring out how to use \"traditional educational content\" in a game setting. But knowing that, for example, the average MMO gamer spends 10-15 hours per week researching information that will help them move along in the game, keeps educators interested in game-based learning practices.\u003c/p>\n\u003cp>\u003cstrong>LEARNING ANALYTICS. \u003c/strong>The rise of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/what-does-your-school-know-about-you/\">Big Data in education\u003c/a> is perhaps one of the biggest game-changers and has drawn the attention and financial support of the big guns. The goal of using analytics is to help educators pinpoint students' struggles and needs and customize what they teach based on hard data. That said, most captured data can't identify intangible, unquantifiable qualities like creativity, leadership, and innovation, which are as equally important to student achievement.\u003c/p>\n\u003cp>Some examples: The Signals Project at Purdue University generates reports on students, identifying risk level and solutions for struggling students. CoreDogs allows students to get feedback and assessments from educators while they complete exercises. The University of Minnesota uses data from its course management systems to help lower achieving students estimate their final grades more accurately so they can better prepare for term exams and projects. Harvard's Mazur Group developed Learning Catalytics, which gives real-time feedback during class to support its peer-to-peer instruction. \"Faculty can engage students with questions about course material with numerical, algebraic, textual, or graphical responses, and the platform helps group students for follow-up discussions,\" report states. (\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/\">Read more\u003c/a> about professor Eric Mazur's practice.)\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>FORESEEABLE FUTURE: FOUR TO FIVE YEARS\u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>GESTURE-BASED COMPUTING\u003c/strong>. If you're not sure what this means, refer to the Microsoft Kinect system, which eliminates the hand-held controllers of video games and uses the player's gestures to control the game. But what is its role in learning? For those with special and needs, gesture-control devices offer the prospect of independence, to some degree.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/screen-shot-2012-02-22-at-12-31-37-pm/\" rel=\"attachment wp-att-19216\">\u003cimg class=\"size-medium wp-image-19216\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-22-at-12.31.37-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Daniel Choo\u003c/p>\n\u003c/div>\n\u003cp>In schools, a few examples: Morp Holuminescnece at Ball State University uses body gestures to change the amount of light in a room. At the \u003ca href=\"http://go.nmc.org/edaic\">Norrkoping Visualization Centre\u003c/a> and the Center for Medical Image Science and Visualization in Sweden, users can conduct a virtual autopsy using a multi-touch table, making virtual cross-sections and examining layers of skin, muscle, and bone.\u003c/p>\n\u003cp>Some exciting prospects: MIT graduate students are working on \u003ca href=\"http://go.nmc.tahtr\">3Gear System\u003c/a>, which will allow human interaction with computers and digital devices more natural; \u003ca href=\"http://go.nmc.org/ophom\">Extreme Reality\u003c/a> is working on creating software that allows computer control with hand gestures.\u003c/p>\n\u003cp>\u003cstrong>THE INTERNET OF THINGS. \u003c/strong>Those who have seen the Cisco video ad called \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-day-of-learning-made-of-glass/\">Day of Made of Glass\u003c/a> have a sense of what this term means: Everything is connected. Smart objects connect us to information and information back to us.\u003c/p>\n\u003cp>How's this playing out in higher ed? Because it's still evolving and fairly new, examples are sparse, and used mostly for tracking people, objects, and spaces. At Northern Arizona University, student ID cards track their class attendance, and El Paso Health Sciences Center at Texas Tech University tracks science lab equipment and resources.\u003c/p>\n\u003cp>But here's an intriguing application from the report:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"Anthropology and history departments will have an instant window into the condition of the objects, with the Internet being the mechanism for real-time monitoring of current location, environment, and movement of an object in their care or collections. Once such information is accessible, it is easy to imagine it being attached to other sorts of information in ways that will blur the line between the object itself and content related to it. For example, every bone in an Allosaurus skeleton has a story — when it was discovered, its position in the body, the temperature at which it is being stored, its provenance info, and more. An Internet of Things would make it simple to attach all that information directly to the bones themselves via an IP-enabled smart object that adds a constant stream of monitoring information about the physical object.\"\u003c/p>\n\u003cp>There's lots of insightful information here. We would love to hear back from readers about how these trends might be playing out in your world.\u003c/p>\n\u003cp>\u003cem>[UPDATE: The most recent version of this article includes links that were originally in the post but inadvertently deleted.]\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1330024280,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1594},"headData":{"title":"What's On the Horizon in Higher Education | KQED","description":"Flickr: Dexterwas How will college life be different in five years than it is today? In its recently released 2012 NMC Horizon Report on Higher Education, New Media Consortium predicts there may be more gesture-based computing, and lots of inter-connected (and Internet-connected) objects packed with useful information. Video games will become more commonplace in classrooms,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"19184 http://blogs.kqed.org/mindshift/?p=19184","disqusUrl":"https://ww2.kqed.org/mindshift/2012/02/22/whats-on-the-horizon-in-higher-education/","disqusTitle":"What's On the Horizon in Higher Education","path":"/mindshift/19184/whats-on-the-horizon-in-higher-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/dexterwas/6662287673/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-19204\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/6662287673_f02dee3d07-300x240.jpg\" alt=\"\" width=\"300\" height=\"240\">\u003c/a>Flickr: Dexterwas\u003c/p>\n\u003c/div>\n\u003cp>How will college life be different in five years than it is today? In its recently released \u003ca href=\"http://go.nmc.org/2012-hi-ed\">2012 NMC Horizon Report on Higher Education\u003c/a>, New Media Consortium predicts there may be more gesture-based computing, and lots of inter-connected (and Internet-connected) objects packed with useful information.\u003c/p>\n\u003cp>Video games will become more commonplace in classrooms, and Big Data will drive big decisions on the part of students, faculty, and the foundations and companies in the education sphere.\u003c/p>\n\u003cp>The Horizon Report crystallizes a lot of what we're witnessing in education. But one notable category isn't addressed in this otherwise comprehensive report: \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">how open education resources\u003c/a> -- mostly free, customizable, content -- is \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">disrupting higher ed\u003c/a>, allowing teachers to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-create-your-own-textbook-with-or-without-apple/\">create their own textbooks\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">changing state policy\u003c/a> on using print books (more on this later.) And in that vein, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">the legacy of Stanford's\u003c/a> free online classes, which attracted tens of thousands of learner, and the \u003ca href=\"http://ww2.kqed.org/mindshift/jp/quick-look-envisioning-a-post-campus-america/\">evolution of MIT's certification\u003c/a> of its free online classes, which leads us to question how \"informal learning\" will \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/will-digital-badges-carry-the-same-weight-as-college-degrees/\">affect the value of the traditional college degree.\u003c/a>\u003c/p>\n\u003cp>What the report does focus on are six technologies to watch, categorized in the near, middle, and foreseeable future. The report's Key Trends enumerates this in its summary:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. People expect to be able to work, learn, and study whenever and wherever they want to.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. The world of work is increasingly collaborative, driving changes in the way student projects \u003c!--more-->are structured.\u003c/p>\n\u003cp style=\"padding-left: 30px\">4. The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators.\u003c/p>\n\u003cp style=\"padding-left: 30px\">5. Education paradigms are shifting to include online learning, hybrid learning and collaborative models.\u003c/p>\n\u003cp style=\"padding-left: 30px\">6. There is a new emphasis in the classroom on more challenge-based learning and similar methods foster, which more active learning experiences, both inside and outside the classroom.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>NEAR TERM: ONE YEAR OR LESS (IN OTHER WORDS, NOW)\u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>MOBILE APPS.\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">Mobile apps\u003c/a> are obviously no longer cutting-edge technology. As of October 2011, 18 billion apps had been downloaded in the Apple marketplace, and more than 10 billion in the Android marketplace (and counting). Students are using apps for everything from \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">note-taking and sharing\u003c/a>, to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/animal-dissection-theres-an-app-for-that/\">virtual dissection\u003c/a>, and creating video and audio. And according to the report, colleges are creating apps to help students navigate school services and resources.\u003c/p>\n\u003cp>Some institutions are creating programs to teach student entrepreneurs how to create apps from scratch and to market them. One piece to add to the Horizon report: \u003ca href=\"http://startupweekend.org/\">Startup Weekends Edu\u003c/a> provide the same service -- organized by peers -- for free. What's more, lectures and slides from Stanford University's iPhone and iPad Apps Course is available online for free through iTunes U.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/neuralchaos/4566931407/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-19222\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/4566931407_bf83e75f27-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Chirantan Patnaik\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>TABLET COMPUTING. \u003c/strong>The iPad is scorching the competition in the tablet field -- the report states that 97% of all tablet-based and 46.8% of all mobile Web traffic comes from the Apple's tablet. Motorola, Samsung, and Amazon all offer their own versions, but despite their lower prices, the iPad has dominated the market at large, and specifically at higher-ed institutions. Tablets are useful tools for learning because they're portable and light, can replace heavy textbooks, and can be used for fieldwork, and more universities are offering tablets to students as part of their tuition costs.\u003c/p>\n\u003cp>At the University of California, Irvine, students use the iPad to explore images of body structures and radiographic films. At Drew University's Wall Street Semester program, students create spreadsheets and presentations and interpret financial information on their iPads. At the University of Adelaide, all first-year science students' textbooks will be replaced by iPads.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>MID-TERM: WITHIN TWO TO THREE YEARS \u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>GAME-BASED LEARNING. \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">Gaming in education\u003c/a> is not exactly cutting-edge territory for MindShift readers, but from the perspective of traditional institutions, it's still a few years from becoming a regular practice in classrooms. The appeal of games with learning comes from the ability to capture student interest, motivate them to progress to higher, more difficult levels of learning, and learn from and interact with other students.\u003c/p>\n\u003cp>Other examples from the report: Purdue University's Serious Games Center focuses on researching new means of collaboration with Serious Games in virtual environments; massively multiplayer online (MMO) games like Minecraft and World of Warcraft are being used in course curriculum, and leverage the best of game theory in education: \"teamwork, leadership, and discovery.\"\u003c/p>\n\u003cp>One more piece to add to the Horizon report: University scientists are using \u003ca href=\"http://www.bostonglobe.com/ideas/2011/11/11/how-crowdsourcing-changing-science/dWL4DGWMq2YonHKC8uOXZN/story.html\">crowd-source games\u003c/a> to carry out research; in September, scientists from the University of Washington, who created the online game FoldIt, announced that players had \"deciphered the folding of a protein important in AIDS research,\" according to \u003ca href=\"http://www.bostonglobe.com/ideas/2011/11/11/how-crowdsourcing-changing-science/dWL4DGWMq2YonHKC8uOXZN/story.html\">a Boston Globe article\u003c/a>.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Alternate-relate games are also used to learn, such as Jane McGonigal's Evoke, a social networking game that compels students to create solutions for real-world problems. Stanford's \"Septris\" is an HTML5 mobile simulation game used by doctors and nurses about how to identify, triage, and manage sepsis. The online game Ikariam allows students to create ancient civilizations, including infrastructure and economies.\u003c/p>\n\u003cp>The challenge, the writers say, is figuring out how to use \"traditional educational content\" in a game setting. But knowing that, for example, the average MMO gamer spends 10-15 hours per week researching information that will help them move along in the game, keeps educators interested in game-based learning practices.\u003c/p>\n\u003cp>\u003cstrong>LEARNING ANALYTICS. \u003c/strong>The rise of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/what-does-your-school-know-about-you/\">Big Data in education\u003c/a> is perhaps one of the biggest game-changers and has drawn the attention and financial support of the big guns. The goal of using analytics is to help educators pinpoint students' struggles and needs and customize what they teach based on hard data. That said, most captured data can't identify intangible, unquantifiable qualities like creativity, leadership, and innovation, which are as equally important to student achievement.\u003c/p>\n\u003cp>Some examples: The Signals Project at Purdue University generates reports on students, identifying risk level and solutions for struggling students. CoreDogs allows students to get feedback and assessments from educators while they complete exercises. The University of Minnesota uses data from its course management systems to help lower achieving students estimate their final grades more accurately so they can better prepare for term exams and projects. Harvard's Mazur Group developed Learning Catalytics, which gives real-time feedback during class to support its peer-to-peer instruction. \"Faculty can engage students with questions about course material with numerical, algebraic, textual, or graphical responses, and the platform helps group students for follow-up discussions,\" report states. (\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/\">Read more\u003c/a> about professor Eric Mazur's practice.)\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>FORESEEABLE FUTURE: FOUR TO FIVE YEARS\u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>GESTURE-BASED COMPUTING\u003c/strong>. If you're not sure what this means, refer to the Microsoft Kinect system, which eliminates the hand-held controllers of video games and uses the player's gestures to control the game. But what is its role in learning? For those with special and needs, gesture-control devices offer the prospect of independence, to some degree.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/screen-shot-2012-02-22-at-12-31-37-pm/\" rel=\"attachment wp-att-19216\">\u003cimg class=\"size-medium wp-image-19216\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-22-at-12.31.37-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Daniel Choo\u003c/p>\n\u003c/div>\n\u003cp>In schools, a few examples: Morp Holuminescnece at Ball State University uses body gestures to change the amount of light in a room. At the \u003ca href=\"http://go.nmc.org/edaic\">Norrkoping Visualization Centre\u003c/a> and the Center for Medical Image Science and Visualization in Sweden, users can conduct a virtual autopsy using a multi-touch table, making virtual cross-sections and examining layers of skin, muscle, and bone.\u003c/p>\n\u003cp>Some exciting prospects: MIT graduate students are working on \u003ca href=\"http://go.nmc.tahtr\">3Gear System\u003c/a>, which will allow human interaction with computers and digital devices more natural; \u003ca href=\"http://go.nmc.org/ophom\">Extreme Reality\u003c/a> is working on creating software that allows computer control with hand gestures.\u003c/p>\n\u003cp>\u003cstrong>THE INTERNET OF THINGS. \u003c/strong>Those who have seen the Cisco video ad called \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-day-of-learning-made-of-glass/\">Day of Made of Glass\u003c/a> have a sense of what this term means: Everything is connected. Smart objects connect us to information and information back to us.\u003c/p>\n\u003cp>How's this playing out in higher ed? Because it's still evolving and fairly new, examples are sparse, and used mostly for tracking people, objects, and spaces. At Northern Arizona University, student ID cards track their class attendance, and El Paso Health Sciences Center at Texas Tech University tracks science lab equipment and resources.\u003c/p>\n\u003cp>But here's an intriguing application from the report:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"Anthropology and history departments will have an instant window into the condition of the objects, with the Internet being the mechanism for real-time monitoring of current location, environment, and movement of an object in their care or collections. Once such information is accessible, it is easy to imagine it being attached to other sorts of information in ways that will blur the line between the object itself and content related to it. For example, every bone in an Allosaurus skeleton has a story — when it was discovered, its position in the body, the temperature at which it is being stored, its provenance info, and more. An Internet of Things would make it simple to attach all that information directly to the bones themselves via an IP-enabled smart object that adds a constant stream of monitoring information about the physical object.\"\u003c/p>\n\u003cp>There's lots of insightful information here. We would love to hear back from readers about how these trends might be playing out in your world.\u003c/p>\n\u003cp>\u003cem>[UPDATE: The most recent version of this article includes links that were originally in the post but inadvertently deleted.]\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/19184/whats-on-the-horizon-in-higher-education","authors":["180"],"categories":["mindshift_192","mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_68","mindshift_820"],"featImg":"mindshift_19204","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2019/07/commonwealthclub.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2022/02/Consider-This_3000_V3-copy-scaled-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://ww2.kqed.org/app/uploads/2022/06/forum-logo-900x900tile-1.gif","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. 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