Research Question 4: Significant Challenges Impeding K-12 Technology Adoption

What do you see as the main challenges related to teaching, learning, or creative inquiry that schools will face over the next five years?

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NOTE: The Significant Challenges are sorted into three difficulty related categories based on their appearance in previous Horizon Report editions -- solvable challenges are those that we both understand and know how to solve, but seemingly lack the will; difficult challenges are ones that are more or less well-understood but for which solutions remain elusive; wicked challenges, the most difficult, are complex to even define, and thus require additional data and insights before solutions will even be possible. In your responses to the trends below, feel free to explore why or why not the challenge should be in its specific category.

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Challenge Name
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Balancing our Connected and Unconnected Lives
With the abundance of content, technologies, and overall participatory options, learning institutions need to lead the way to facilitating finding a balance between connected and unconnected life. With technology now at the center of many daily activities, it is important that learners understand how to balance their connected life with other developmental needs. Educational institutions should lead the way to ensure learners do not get lost and absorbed by the abundance of information and technology, and encourage mindful use of technology so that students stay aware of their digital footprint. As education aligns closer with technological trends, teachers will have to promote this balance, encouraging students to feel, digest, reflect, touch, and pursue sensorial experiences that are crucial to developing character and integrity. Finding a balance and guiding learners to personal success should be society's compromise with new generations of students. We give students reading time, breaks/recess, and study hall...why not 'zen-time?' We need to provide mindfulness training and teach students reflection through meditation, and giving their minds rest. - michael.lambert michael.lambert Feb 8, 2015 - davidwdeeds davidwdeeds Feb 9, 2015 I think students are doing fine about finding time to goof off, it's fellow educators I worry about. Seems especially true for us techies. Do we have no life because we're into computers or are we into computers because we have no life?? ;) I know our school isn't that different from others...we tend to do a pile-on of things to do. I'm in that situation now. Three things due all at the same time. A big part of project management is establishing priorities and I'm going to have to start teaching by of today. ;) - lisagustinelli lisagustinelli Feb 9, 2015lisa Maker spaces are the perfect example of moving from a connected project to an unconnected one. While many of the tools and equipment in a Maker space involve technologies, not all do. Woodworking, metal working and arts and crafts are all forms of innovation which do not depend on the use of technology. - kevin-johnson kevin-johnson Feb 15, 2015As the great educational sage John Dewey said - "If we teach students today with yesterdays methods, we rob them of tomorrow." Many teachers lack instruction in best practice and as countless experts have testified the "digital divide" based largely on uneven wealth robs the poorest of many chances. One positive move in this direction is the Data Wind, made cheap for the Indian market - cristiana.mattos cristiana.mattos Feb 18, 2015 Lisa's comment on Maker spaces is perfect. Students need to learn to take time to reflect, deepen their thoughts, and to work with more senses and their hands (develop fine motor skills!). Kids are overstimulated and impatient, and they miss out on great opportunities to just stop for a while (smell the flowers!). In a survey conducted over the last 4 years, more than 70% of my graduate students (mostly professional K12 educators obtaining a Master's degree) strongly see the need for balance, appreciating the "quiet time" i give them in online courses for pause, reflection and rest. They enjoy this casual oasis, away from the tethered nature of technology dependency. Wax on, wax off is my metaphor. - len.scrogan len.scrogan Feb 20, 2015 I agree with David here. I think Our students are capable of finding THEIR balance between Connected and unconnected lives. I worry more about digita immigrants :) - oysteinjohannessen oysteinjohannessen Feb 21, 2015 -The same argument can be made for the parents; I have found great resistance from parents balancing their beliefs of traditional teaching with the current movement to 'connected teaching'. age old question- what is so wrong with the way i was taught? it forces educators to be cognizant of the balance of 'electronic teaching' vs 'pen and pencil' [- mnagler mnagler Feb 21, 2015mnagler] - deirdre.butler deirdre.butler Feb 22, 2015 There also has to be a balance in the technologies that are used. We find students tend to over rely on particular types of technologies (mostly social media) and neglect or do not know how to use a wide range of technologies. - deirdre.butler deirdre.butler Feb 22, 2015 Yes, students will find their own balance regarding digital technology use. As role models parents and teachers should practice a balanced with David, I am not exactly a good example here.....however not everyone works as an educational technology consultant (!). It is VERY important to know how to connect and learn while connected and then know how to disconnect to learn other things......I believe there is still not enough quality 'connected' learning happening yet - the behaviours we are seeing from younger people are social activities largely because they ahve not been taught or shown properly how to learn using technology. - lindsay.julie lindsay.julie Feb 21, 2015 Love this highly important discussion - certainly relevant to everyone not just kids. At a basic level its about personal well-being, developing a mindset towards socio-emotional health, about listening inward as much as outward. Key skills for life? You bet. - maria maria Feb 23, 2015 adrian_lim adrian_lim Feb 22, 2015

Competing Models of Education
New models of education are bringing unprecedented competition to schools, especially for students whose needs are not being well served by the current system. Charter and online schools have particularly gained traction in the United States, the United Kingdom, and Scandinavia. According to the National Alliance for Public Charter Schools, there are more than 6,000 charter schools in the US alone with more than 1.9 million students enrolled, compared to over 98,000 public schools where 49.4 million students are enrolled. Most US states also offer and encourage enrollment in online courses, and some states are requiring students complete them in order to graduate. Adding to this challenge is the fact that many students do not formally attend either type of school; the National Center for Education Statistic reports that nearly 3% of the school-age population was home schooled during the 2010-11 school year. Ninety-one percent of the parents of these children cited concern over the environments of tradition and charter schools when asked about their choice. For school leaders and policy makers, the challenge is to meet such competition head on, offering high-quality alternatives to students who need them. As new platforms emerge, there is a growing need to frankly evaluate models and determine how to best support collaboration, interaction, deep learning experiences, and assessment at scale. College and universities models are shifting. The 4 year is now 6; the student is older and holding a part-time job to pay the tuition; online is part of the curriculum; internships are beginning to emerge as part of the degree program, etc. In this competing new model, new courses need to be a part of the innovation–entrepreneurship, freelance, coding, media literacy, how to market oneself, and others....and work ethics. [[user:michael.lambert|1423832093]- kevin-johnson kevin-johnson Feb 15, 2015Blended learning, especially in High School, should be embraced by all schools - edX High School MOOCs etc.. High school students most often have the maturity to succeed on this with little teacher supervision, and it is the way ahead - what David Price in "Open" refers to as 'heutagogy'. I am a Canadian working at a private international school in Japan, but as to the USA many great educators at MIT, Harvard, Stanford etc... are working on state-of-the-art online assessment methods to add to the Common Core Science Math, but they need the US government to step up to the plate and back it. Sadly with the political stalemate and Republicans now controlling both Houses, it seems that only the rich will get all these goods - intended for all, such a pity if that happens! On that note the recent recipient of $2 billion from Facebook for inventing Oculus Rift, Palmer Freeman Luckey, was home schooled! - cristiana.mattos cristiana.mattos Feb 18, 2015 In Brazil many new schools are opening, bring new models for teaching and learning using 21st century skills. The challenge is finding the balance of standards-based assessment to learning in new and authentic ways. Moving away from teaching to the test is critical, but scary for many educators (who's paycheck depends on the results). - Holly.Lu Holly.Lu Feb 21, 2015 Hmmm...I am looking for good virtual schools for Gr 7-10 where a student could 'blend' their own learning experience - some learning f2f in a physical school, some online through global learning communities of collaboratives - opening up choices for personal learning preferences, and broadening networks and knowledge about the world as well......but I cannot find any models that do this in a viable way on a GLOBAL basis - has anyone else found any??? - lindsay.julie lindsay.julie Feb 21, 2015 The international school systems will be the first to take this on. They are one of the only groups that has the accreditation authority at a worldwide level. The IB system may take this on as well. As to the larger point of competing models - in the UK they are now approaching 50% of primary and secondary school students going to "academies" rather than traditional "public" (which they call private) schools. Each academy or academy system is an experiment with a new model of schooling. So you see vast and growing networks of different models.- maria maria Feb 23, 2015

Creating Authentic Learning Opportunities
Authentic learning, especially that which brings real life experiences into the classroom, is still all too uncommon in schools. Authentic learning is seen as an important pedagogical strategy, with great potential to increase 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 learning strategies that incorporate real life experiences, technology, and tools that are already familiar to students, and interactions from community members are examples of approaches that can bring authentic learning into the classroom. Practices such as these may help retain students in school and prepare them for further education, careers, and citizenship in a way that traditional practices are too often failing to do.
- davidwdeeds davidwdeeds Feb 9, 2015 For next year, I've proposed a "Global Projects" class, which would include an online outreach component. For example, we'd use online classes to teach Spanish to Mayan kids. If we really can't find a teacher for this, I'm willing to go back into the classroom if I have to. Authentic learning opportunities are indeed that important, and we need to get our teachers out of their "silo subject" ruts. Hurrah David - lindsay.julie lindsay.julie Feb 21, 2015 - lisagustinelli lisagustinelli Feb 9, 2015lisa To "piggyback" on what David mentions here. Our school has a high tech innovation center with Cisco systems for videoconferencing and recording. It's incredible that students can discuss and collaborate with others not only in their own country, but in other countries as well. I recently set up a videoconference between our American History class and the class of a colleague's in Montreal, Canada. Students discussed and debated the differences in their textbooks about how and why the Americans separated from the Monarchy but the Canadians did not. Students saw that history is only as good as the person writing it because the stories of the sequence of events are biased on each side and not identical. Students wear interested and excited about meeting their Canadian counterparts and will continue the discussion. - kevin-johnson kevin-johnson Feb 15, 2015This is powerful, proven pedagogy, strongly stemming from the US tradition of mentoring. All schools should know this and move on it - again, do they know? Will or can they effectively move on it? Authenticity is queen/king when it comes to student engagement. Our students develop educational games for our Kindergarten and Grade 01 students as part of the programming unit. Other students develop videos for marketing and school promotion with prospective parents, students and teachers in mind. Students will interview the Head of School, Principals, parents etc to see what the schools/community's needs are and requirements for a video. All very real world stuff. The more authentic and accessible the task the more engaged the student.- mtaylor mtaylor Feb 15, 2015 Totally agree - deirdre.butler deirdre.butler Feb 22, 2015 jmorrison jmorrison Feb 17, 2015 - cristiana.mattos cristiana.mattos Feb 18, 2015 In our school we partner with universities and NGOs to provide students with authentic learning opportunities. Unfortunately it is still available only to a selected few. But we hope to find a way of providing this to all the students. The gains are indescribable. For example, kids get to be interns in a biotech lab, they participated in the F1 in Schools program and went to Abu Dhabi for the final race, they build prototypes at an engineering school, just to mention a few. Not only are they ahead of the game when they get to the university, but they are ahead in terms of career as well when the time comes to choose an internship. This is terrific! - Holly.Lu Holly.Lu Feb 21, 2015 - need to address the obsession of standardized exams. educators are less likely to embrace 'creative projects' when they are evaluated on State exams. Knee deep in it right now in New York; tying exams to teacher evaluations- having a negative effect on authentic learning. [- mnagler mnagler Feb 21, 2015mnagler] Agree with this - CCSS standards - especially math - require students to have a deeper understanding of concepts. Yet, I have been given curriculum that requires at least 5-6 sheets of paper PER LESSON to achieve this deeper learning. I don't think so! Deeper understanding comes when students are interacting with each other in authentic scenarios. Pieces of paper aren't going to provide our students with these types of rich opportunities.- cbsteighner cbsteighner Feb 22, 2015
My comment above applies here as well....who is actually doing this well at Gr 6-10 levels? Often the 'authentic' learning that is fun and engaging is an 'add-on' to the 'important' learning material. Take for example an opportunity (as mentioned above) to talk with other peers across countries, debate global issues, and learn more about the world (such as through Global Youth Debates - - usually this is not embedded into the curriculum, teachers and schools find it too difficult and continue to run these rich learning experiences lunchtime and after school where time is short and commitment is optional.....and assessment is not a concern - lindsay.julie lindsay.julie Feb 21, 2015 On this issue, there is real possibility for directly integrating curricular standards in authentic learning experiences - common core math, science and literacy in challenge / project based learning. I can show you numerous examples, and what is more, the students who engage in them general outperform peers who only prepared for standardized exams. Check out High Tech High networks of schools in San Diego. Check out this: Michael Fullan and I detailed this kind of work in Rich Seam: How New Pedagogies Find Deep Learning - - maria maria Feb 23, 2015

Improving Digital Literacy
With the proliferation of the Internet, mobile devices, and other technologies that are now pervasive in education, the traditional view of literacy as the ability to read and write has expanded to encompass understanding digital tools and information. This new category of competence is affecting how education institutions address literacy issues in their curriculum objectives and teacher development programs. Lack of consensus on what comprises digital literacy is impeding many schools from formulating adequate policies and programs that address this challenge. Discussions among educators have included the idea of digital literacy as equating to competence with a wide range of digital tools for varied educational purposes, or as an indicator of having the ability to critically evaluate resources available on the web. However, both definitions are broad and ambiguous. Compounding this issue is the notion that digital literacy encompasses skills that differ for educators and learners, as teaching with technology is inherently different from learning with it. Supporting digital literacy will require policies that both address digital fluency training in pre- and in-service teachers, along with the students they teach. - davidwdeeds davidwdeeds Feb 9, 2015 Hard to believe, but it's still happening. We make all these grand plans for technology integration, not stopping to consider that we still have teachers who struggle with even the most basic computer operations. - kathyschrock kathyschrock Feb 13, 2015I don't feel it is about computer operations at all-- this really is about information literacy in a digital world. - lindsay.julie lindsay.julie Feb 21, 2015 yes it is about knowledge management and information fluency and global digital citizenship as well - davidwdeeds davidwdeeds Feb 15, 2015 Can't separate the two...if you can't operate a computer you can't have digital or information literacy. Like saying being able to drive isn't a matter of knowing how. ;) - kevin-johnson kevin-johnson Feb 15, 2015It is a moving target, but I already have a free, public "Learning Readiness" site to introduce some of this terrain today to kids on Cerego Yes...we need to teach students digital literacy skills: best use of fonts, how to begin a video, what music fits the video, which photo best fits the story, use of kinetic typography, transition to scenes and new idea, color design, placement of text on photos, appropriate subtitles, etc. These skills are taught in writing, can be the metaphors, subtitles are the sentence fluency, music can be a part of the metaphor, etc. Writing can be one-dimensional (on paper for the teacher) whereas media/digital literacy can be 3-D (there is the narrative, the music, the visual and it can be for the online community, not just the teacher). - michael.lambert michael.lambert Feb 18, 2015I believe that true digital literacy encompasses some of the other literacies-- visual literacy, media literacy, information literacy, and technology literacy. I am in the middle of a series of 13 literacies (not all that fit under this category, but some that do) on my Discovery Education blog. - kathyschrock kathyschrock Feb 19, 2015
Could formative or summative assessment help with this challenge? - dsilva dsilva Feb 19, 2015 Based on extensive classroom observation over two years in a primary school, I have argue that there are four 'building blocks' of digital media literacy (yes, with media in the middle there): Digital materials, media concepts, media production and media analysis - results published in The Journal of Curriculum Studies: I argue students create and combine digital materials (digital images, sound and text) through media production (broadly defined to include everyday practice - not just industry-like production). They do this to communicate, tell stories, explore concepts and solve problems. We can improve Digital Literacy by allowing students to undertake this kind of production in classrooms in a regular basis from K right through to 12. A 'camera' should be as familiar to students as a pencil or keyboard.- dezuanni dezuanni Feb 20, 2015- jmorrison jmorrison Feb 20, 2015 Great analogy re camera is as familiar to students as a pencil or keyboard...thanks. - michael.lambert michael.lambert Feb 21, 2015 - deirdre.butler deirdre.butler Feb 22, 2015
The discussion about digital literacy have several facets. Firstly, we see a tendency that some Professionals means that we now, in 2015, are past digital literacy, i.e. digital literacy is embedded in other forms of literacy. Secondly, there are diverse opinions about what we mean by digital literacy, discussions comprising positions ranging from technical skills on one side to digital citizenship on the other side. A third discussion is whether digital literacy can be subject to testing or not. - oysteinjohannessen oysteinjohannessen Feb 21, 2015 -I would hate to see this topic be treated as a 'subject'. it must be embedded in all curricula. if lesson design includes student projects that use digital media then teachers can assess and teach the use of that media. We used to say that every teacher is a teacher or reading- the same holds true for digital literacy. [- mnagler mnagler Feb 21, 2015mnagler] Yes..and part of a student's homework/assignments should reflect this. Examples: photo essay, express your thinking in a visual, videotape your thinking in oral format. - michael.lambert michael.lambert Feb 21, 2015 Agree. We need to be able to leverage digital in everything that we do. So it should not be put into a silo of its own. How could you say you were digitally literate and not use digital tools to solve a problem ???- deirdre.butler deirdre.butler Feb 22, 2015 Agree with the conversation here. I think it also goes back to teacher expectations/PD training. I still see so much pushback from teachers when asked to shift their own thinking digitally. I wonder how more millennials in teaching might change this? - cbsteighner cbsteighner Feb 22, 2015 This is not a subject, it must be embedded....and the main concerns are still be digitally illiterate educators at all levels! The best way, as I see it right now, to address digital literacy is to form online learning communities (or local f2f ones to start with) where peeragogy supports digital learning as a form of embedded PD for teachers - lindsay.julie lindsay.julie Feb 21, 2015 Agree - lmotta lmotta Feb 23, 2015I completely agree it must not be a subject. Digital literacy must be embedded so every teacher should encourage students to become literate.

Integrating Technology in Teacher Education
Teacher training still does not acknowledge the fact that digital media literacy continues its rise in importance as a key skill in every discipline and profession. Despite the widespread agreement on the importance of digital competence, training in the supporting skills and techniques is rare in teacher education and non-existent in the preparation of teachers. As teachers begin to realize that they are limiting their students by not helping them to develop and use digital competence 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.
"Fortunately, some teacher training programs have designed their programs to allow new teachers to achieve this goal of increasing their digital fluency as they learn how to teach. Teach-Now, an on-line alternative teacher certification program out of Washington, DC is offering an innovative approach wherein students are using digital tools they will need in the classroom to complete their assignments of their certification program. Students are assigned to create/edit videos, infographics, Prezis, Voicethreads and other forms of digital presentations. This should serve as a model for how teacher training certification programs can embrace these technologies and use them not only as learning tools for prospective teachers, but also as a means to prepare teachers for 21st century classrooms where most of their students will be more digitally fluent than they are! As a graduate of the program, I use many of these technologies in the classroom and even have my students learning them and teaching each other how to use these new tools." - acarter acarter Feb 6, 2015 Firstly can we dispense with the word "training". Teaching is a skill profession. We also use the approach with our undergrads, they build a blog over time and populate it with the digital artefacts they have made, with posts about how they can use them for teaching and learning etc. - deirdre.butler deirdre.butler Feb 22, 2015 In-service teacher education is greatly lacking. There are many new technologies coming out and districts often buy these tools without giving the teachers appropriate training. It is like buying a teacher a violin. It is great to spend money like that but unless they get training in how to use it, it will just sit on a shelf as a violin would. The training cannot be a one off implementation, but needs to be ongoing. A study that is about to be published looks at teacher training with technology, what works and what doesn't. I am happy to share that paper. The study was right across the US. - crompton crompton Feb 6, 2015 - davidwdeeds davidwdeeds Feb 9, 2015 Yes, I'd like to see that. Would you e-mail it to me? To me, this is essentially the same challenge as the previous one. - lindsay.julie lindsay.julie Feb 21, 2015 Yes please send to me as well I would also be interested in this paper please send it to - deirdre.butler deirdre.butler Feb 22, 2015 - kevin-johnson kevin-johnson Feb 15, 2015Teach Now costs $6,000 for a 9-month certificate. I just completed CoETaIL, an excellent online course, and the first half of an M.S. from Buffalo SUNY. It is less expensive (for international educators) and fits comfortably around the teaching schedule We need a critical mass of trained teachers to train other teachers, and an administration that supports this move.- mtaylor mtaylor Feb 15, 2015Agreed. Coetail cohorts were running in HK across a number of schools, when I was there, and proved to be quite popular. It is the conundrum facing teachers and more so administrators. How to make staff development in technology meaningful? We know it needs continuity, reinforcement and time but along with the plethora of other training needs (cognitive coaching, curriculum development, ESL, literacy etc) how do we prioritise and resource it all? This is one of the biggest issues we face (and I know we're not alone). Its not just technology skills, its a lack of training in any new instructional models that integrate technology (blended learning, balanced literacy, genius hour, project based learning, etc)- shorr shorr Feb 18, 2015
- cristiana.mattos cristiana.mattos Feb 18, 2015 Sadly, this is still very true in Brazil as well. Our teacher education colleges are the ones that most reject technology integration! We are still preparing generations of teachers who have not learned to teach with technology. It is up to the schools that hire them to prepare them in-service. This really has to change. - jon.k.price jon.k.price Feb 20, 2015Glad to see this issue identified. I believe this is one of the most significant challenges facing education. Our teacher preparation programs are way behind the curve on most (if not all of these issues). Agreed, from a teacher educator. It's improving on some campuses, but only incrementally. We need a disruptive solution...- len.scrogan len.scrogan Feb 20, 2015 Agree - the situation is similar in Australia as well. - dezuanni dezuanni Feb 22, 2015 We are finding that the school culture often kills off the enthusiasm of our pre-service and newly qualified teachers. They go into schools with a range of skills and a somewhat decent palette of digital tools but the prevailing culture of not having the use of digital tools embedded in teaching and learning results in them not using the technology - deirdre.butler deirdre.butler Feb 22, 2015 What we are trying to promote is an understanding at policy level that any future curriculum reform etc cannot be imagined without the use of digital technologies. So therefore their use will have to be embedded into the professional learning that is designed for teachers - deirdre.butler deirdre.butler Feb 22, 2015
Another issue I would like to raise is about how we teach technology integration in PD or teacher education courses. I believe that successful technology-integrated teaching builds on the mutually reinforcing relationships between the features of technology, teaching strategies, and the content to be taught. However, these three fundamental elements are usually fragmented and separated in different courses of teacher education programs. A more effective and pragmatic approach to build up teachers' capability for technology-integrated teaching might be to provide them with a meaningful context in which technology can be pedagogically situated in the teaching of subject matter. Here are two cases we have done in Taiwan: MAGDAIRE & MAGDAIRE2 - changcy changcy Feb 21, 2015 - I think the Micro credit movement is big here. Online badges for very specific learning in apps or programs is staring to take hold. See this example for a HS in NJ. [- mnagler mnagler Feb 21, 2015mnagler] As I see it, as an adjunct in a Masters program that attracts mostly educators, and having spoken to a number of teachers educators across Australia in the past year - the sharp edges or contentious points are with the actual teacher educators themselves not understanding the importance of embedding digital technology into their courses as collaborative learning tools and artefact creation as well as curation and sharing and interaction.......etc etc. It is a fallacy that NEW pre-service teachers (at any age, but especially just out of HS) know how to use technology for learning, therefore teacher training MUST provide that opportunity for hands-on learning while doing the subjects for the degree...we are beyond the 'essay' dominated assessment world. In Australia it is also VERY hit and miss as to what schools they get for 'rounds' (intern weeks) as to whether they receive an adequate learning with technology experience. In this day and age this is just not good enough, in so many respects. In terms of students coming out of HS in the next 5 years....I do not see the situation improving unless some radical changes are made to teacher education programs and who teaches them. Yes, students are emerging as more digitally fluent....however they are not getting the embedded experiences while school to know how to learn ( in a range of ways) while using technology....sorry, this is becoming a soap box topic for me..... - lindsay.julie lindsay.julie Feb 21, 2015 Per-service Teacher education is where the century old traditions of higher education (lecture based, professor as sage) really clashes head on with new models of learning. The most progress I've seen is where entire faculty of schools of education go through workshops to introduce new teaching practices / learning design (where tech is integrated), and then collaborate to integrate in their own teaching. But this is very rare. - maria maria Feb 23, 2015 - lmotta lmotta Feb 23, 2015lmotta Teacher preparation is one of the keystones in the integration of technology. No doubt that undergrads courses should integrate it but not as a subject within the curriculum. Students can't wait four years to have these teachers. In-service preparation should take place in the schools. Teachers have the opportunity of building on their own needs and working with other colleagues, sharing and interacting so that the school culture starts to be modified. Frequently teachers attend courses and get enthusiastic about technology- integrated teaching but when they return to their school as it has been already said the school culture kills enthusiasm. - michael.lambert michael.lambert Feb 23, 2015

Keeping Education Relevant
As online learning and free educational content become more pervasive, stakeholders and administrators must seriously consider what schools can provide that cannot be replicated by other sources. It is no longer necessary for parents to send their children to school for them to become knowledgeable and gain skills that will lead them to gainful employment. There are, however, valuable skills and attitudes that can only be acquired in school settings. Soft skills, such as face-to-face communication and collaboration, for instance, are essential practices for solving problems in a world that is increasingly interconnected. Similarly, work ethic and the ability to persevere through even the toughest challenges, both social and academic, are reinforced in formal education environments. The idea is to rethink the value of education as a means of reinforcing attitudes and skills learners will need to seek credible information, work effectively in teams, and persist in achieving their goals. A recent survey by the Workforce Solutions Group found that more than 60% of employers say applicants lack “communication and interpersonal skills.” On the same note, the National Association of Colleges and Employers surveyed more than 200 employers about their top ten priorities in new hires and found that hiring managers desire people who are team players, problem solvers and can plan, organize and prioritize their work while technical skills fell lower on the list. Generally speaking, trends in hiring make it clear that soft skills such as communication and work ethic are differentiating outstanding applicants from the pile. I think if we do not get this right we will lose another generation. Formal, informal and non formal learning.- jmorrison jmorrison Feb 11, 2015 Agreed. - Sam Sam Feb 13, 2015 - davidwdeeds davidwdeeds Feb 15, 2015 Agree and would link this to the idea of creating authentic learning environments / opportunities - deirdre.butler deirdre.butler Feb 22, 2015 - kevin-johnson kevin-johnson Feb 15, 2015Yes, we can do more in class by harnessing online tools. As MIT President Reif comments, the MIT professors are putting the sage-on-the-stage content on MOOCs and teaching the deep, difficult stuff hands-on in class, a blended approach also now common at Harvard (both being founders of edX). In schools we need to do much the same. - cristiana.mattos cristiana.mattos Feb 18, 2015 This is perfectly described. We are exactly at this point in our school - discussing what is our role in society within this shift of focus.

Managing Knowledge Obsolescence
Simply staying organized and current presents a challenge in a world where information, software tools, and devices proliferate at the rate they do today. New developments in technology are exciting and their potential for improving quality of life is enticing, but it can be overwhelming to attempt to keep up with even a few of the many new tools that are released. User-created content is exploding, giving rise to information, ideas, and opinions on all sorts of interesting topics, but following even some of the hundreds of available authorities means sifting through a mountain of information on a weekly or daily basis. There is a greater need than ever for effective tools and filters for finding, interpreting, organizing, and retrieving the data that is important to us. - kevin-johnson kevin-johnson Feb 15, 2015Yes, a good tool is Symbaloo. You can get all you need for free, on the freemium. I am the only certified Symbaloo instructor in Japan - as they say - start small. It is a very good tool for organizing online content. I just started our Grade 6 to 8 Junior High kids on it. They may build it bit by bit as their online universe expands. This is a good, short Symbaloo video - kathyschrock kathyschrock Feb 19, 2015 I do not believe Symbaloo helps teachers out, any more than Pinterest does. If the source is trusted, then, of course, the information is trusted, too. But, without any description or overview or idea of how the link can be used in the classroom, these tools are no more than lists of bookmarks. Something like Diigo, with added annotations, is much more useful, since, even if you are not familiar with the creator, the description gives you an idea of how the tool or resource could be used.

Personalizing Learning
Personalized learning includes a wide variety of approaches to support self-directed and group-based learning that can be designed around each learner’s goals. . Solving this challenge means incorporating into school activities concepts such as personalized learning environments and networks, adaptive learning tools, and more. Using a growing set of free and simple resources, such as a collection of apps on a tablet, it is already quite easy to support one’s on going social and professional learning and other activities with a collection of resources and tools that is always on hand. There are two paths of development for personalized learning: the first is organized by and for the learner, which includes apps, social media, and related software. School goals and interests are driving the other path, primarily in the form of adaptive learning. In this pathway, which envisions the development of tools and data streams that are still some time away from being seen in schools, adaptive learning is enabled by intervention-focused machine intelligence that interprets data about how a student is learning and responds by changing the learning environment based on their needs. While the concept of personalized learning is fairly fluid, it is becoming more and more clear that it is individualized by design, different from person to person, and built around a vision of life-long learning. "One new promising approach is the Teach to One 'blended-learning' program being practiced at the David Boody Jr. High School in Brooklyn, NYC. All students have laptops but they follow different learning pathways, based on their ability levels and interests. Algorithms choose which students sit together, measure what the children know and how well they know it, choose what problems the children should work on and provide teachers with the next lesson to teach. Sometimes students work individually on virtual lessons and at other times teachers lead them in group instruction. Though not yet proven to be 100% successful, schools using this model have shown improvement academic performance. Another important component of the program is the fact that Teach to One is "adaptive" and "self-improving," meaning it uses its data/assessments to tweak its approach, almost a form of artificial intelligence. The model certainly deserves attention, as it provides a potential model for the classroom of the future." - acarter acarter Feb 6, 2015 I want not only each student, but each teacher as well to have a Personalized Learning Network and Plan as of next year. Teachers must adapt to the fact that in order to keep up, PD can't be confined to a one-hour-per-week, hands-on has to be 24X7! Well, maybe 16X7...they do need to sleep. ;) - davidwdeeds davidwdeeds Feb 10, 2015 I agree that teachers needs personalised learning so formal PD opportunities need to be structured to allow for this - deirdre.butler deirdre.butler Feb 22, 2015 - kevin-johnson kevin-johnson Feb 15, 2015Yes, in the K to 12 field, to my knowledge, there are three players: Cerego, LoudCloud and Knewton. I know Cerego and Knewton best, and advocate the power of both. The key is that a school must have a sufficiently robust Wifi / computer connection to use such adaptive learning approaches best; such tools indeed can then tailor learning to each learner. And though you can do some stuff for free on Knewton (if you signed up in time, as I did) or Cerego, it costs money to buy these brilliant packages. -Maria Montessori had this worked out long before technology. The question is can technology make it easier to achieve this goal. Products like eSpark and school 4 one allow teachers to differentiate work to students based on a benchmark assessment. Teachers can then monitor student progress via dashboards. The critical component (IMHO Teach-to-one doesn't have) is flexibility in lesson design so teachers can still be teachers. I fear that we will try an automate personalized learning rather than allow teachers to create engaging work that is targeted on student growth. [- mnagler mnagler Feb 21, 2015mnagler] - deirdre.butler deirdre.butler Feb 22, 2015 Personalized Learning and Importance of Skills adrian_lim adrian_lim Feb 22, 2015 Personalization. This is not a completely new category, but a new way of evaluating a group of separate categories on this wiki. I believe that we are approaching a new maturity level in device, information, content and instruction. This is enabled by a confluence of factors from BYOD, Cloud, Adaptive Learning, Learning Analytics, Social Tools, Collaboration Tools, and Learning Management Systems. The opportunities of each of these systems when viewed individually is an evolutionary step forward. However, when leveraged as a cohesive system it will enable completely new learning opportunities and experiences for our students. It will enable new instructional strategies. It has the potential to significantly improve student outcomes. I believe this is a overall strategy that many of us are evaluating and believe we should give Personalization a separate future category or grouping. - gtdeyoung gtdeyoung [Editor's Note: Added here from RQ2.]

Rethinking the Roles of Teachers
Teachers are increasingly expected to be adept at a variety of technology-based and other approaches for content delivery, learner support, and assessment; to collaborate with other teachers both inside and outside their schools; to routinely use digital strategies in their work with students; to act as guides and mentors in to promote student-centered learning; and to organize their own work and comply with administrative documentation and reporting requirements. Students, along with their families, add to these expectations through their own use of technology to socialize, organize, and informally learn on a daily basis. The integration of technology into everyday life is causing many educational thought leaders argue that schools should be providing ways for students to continue to engage in learning activities, formal and informal, beyond the traditional school day. As this trend gathers steam, many schools across the world are rethinking the primary responsibilities of teachers. Related to these evolving expectations are changes in the ways teachers engage in their own continuing professional development, much of which involves social media and online tools and resources. While fully online schools are still relatively rare, an increasing number of teachers are using more hybrid and experiential learning exercises, and experimenting with social media and others ways of building learning communities. - davidwdeeds davidwdeeds Feb 9, 2015 Same essential problem as teacher digital literacy, cross-curricular efforts, etc. the risk of driving everyone here crazy with details, this is one of the areas I hope to soon be able to adapt some of my corporate-world strategies for. CHANGE MANAGEMENT. It's a business process improvement concept that can..must! applied to schools, especially personnel. We've been focusing on WHAT PEOPLE DO instead of WHO PEOPLE ARE. Last week I asked a teacher to step outside her class to talk with me for a minute...this was after school...she just had a study group. She refused...couldn't leave her students! What would they do without her...even for a minute?! We're way overdue...we need to start addressing the transition in terms of what people think a teacher should just worry about whether or not they're using techology. - cristiana.mattos cristiana.mattos Feb 18, 2015 Excellent point. - lindsay.julie lindsay.julie Feb 21, 2015 Well said!
- kevin-johnson kevin-johnson Feb 15, 2015All teachers should be lifelong learners, but a big difference exists between public school teaching and international private school education. I have taught for several years as a public school teacher in Canada, and quality PD does not exists except for what is online (which is tons now of course), but the work demands and stress of coping with large classes, low-performing, unmotivated and poorly behaving students, lots of assessment and planning, and heavy workloads poured on by schools leaves little time or energy for independent study. On the opposite side of the spectrum, I am now in my tenth year teaching at an International school and here we have fewer demands, smaller classes, no real behaviour issues, and time, leisure and financial support for PD. A recent teacher joined us from public school teaching in Australia, and he confirmed to me all of this. What/Who drives this? The individual teachers, pre service, professional development, federal government (effective teachers, equitable distribution), state department of ed, business needs (workforce), educational vendors, science on learning??? A combination thereof?- jmorrison jmorrison Feb 17, 2015- Holly.Lu Holly.Lu Feb 21, 2015 - I have found my teachers have generally embraced the ability to stay connected to students. They use technology to extend the day and year (we have a robust summer school iPad program); this is especially true for my special educators. An added benefit to creating a virtual extended classroom (like Edmodo) is the students help one another. [- mnagler mnagler Feb 21, 2015mnagler] It bothers me a lot that there is still that (media induced as well) feeling that learning stops once students leave the 'classroom'. (or if the teacher steps out!). This has to change.....snow days, cyclone days (as we had here in Australia this week) or other interruptions to normal school for many students does not mean ongoing learning modes need to be in place so that teachers and students can still connect. This blog post is about what we did at my international school in Beijing in 2009 yes, FIVE years ago and more we were doing a HS teacher I have been connecting virtually with my students for a lot longer. We have the tools, we have the pedagogy......if school systems are the barrier teachers can create their own systems using a range of Web 2.0 tools - there should be no real barriers (except id the Internet goes down!) to online communication and learning - lindsay.julie lindsay.julie Feb 21, 2015 Some of the best work I've seen around this topic come s from Russ Qualia's work on Student Aspirations. His focus is that in the digital age, a teacher's role becomes knowing and caring about their student, and embedding theat knowledge in the learning experience. Begin with where students are at now in their aspirations, in their hopes and dreams, and give them a sense of belonging in the learning community. That is a different role for teachers though one that the best teachers naturally do. - maria maria Feb 23, 2015

Scaling Teaching Innovations
Our organizations are not adept at moving teaching innovations into mainstream practice. Innovation springs from the freedom to connect ideas in new ways. Our schools and universities generally allow us to connect ideas only in prescribed ways — sometimes these lead to new insights, but more likely they lead to rote learning. Current organizational promotion structures rarely reward innovation and improvements in teaching and learning. A pervasive aversion to change limits the diffusion of new ideas, and too often discourages experimentation. - kevin-johnson kevin-johnson Feb 15, 2015I think any good teacher is an experimenter. But sometimes administrators are not good at perceiving that. Those of us in this space need to educate others about the benefits. - davidwdeeds davidwdeeds Feb 20, 2015 Successful scaling is complicated by fidelity of implementation issues: a project is highly successful in one school, while a disaster in another. Unless we can address this issue directly, too many false starts loom ahead in our future.- len.scrogan len.scrogan Feb 20, 2015 Long live the 'outlier' or 'teacherpreneur' I recommend you read: Arteaga, S. (2012). Self-directed and transforming outlier classroom teachers as global connectors in experiential learning. (Ph.D), Walden University. - lindsay.julie lindsay.julie Feb 21, 2015

Student Internet and Data Safety
Safety of student data has long been a concern in education, which is evident through legislation that has been passed to safeguard students and their personal data, such as the federal Family Educational Rights and Privacy Act in the United States.106 As schools embrace ubiquitous technology, and more learning takes place online and in 1:1 settings, researchers see great potential to leverage these digital learning environments to mine data, which can be used to decipher trends in student behavior and create personalized software. Schools around the world are adopting cloud computing to support adaptive learning, promote cost-savings, and encourage collaboration, but sometimes the safety of student data is threatened when third-party vendors provide low-cost software as a service in return for access to student data that they then profit from.
- davidwdeeds davidwdeeds Feb 9, 2015 I see this as a public relations issue. Data privacy is good enough. Now we need to balance perceptions. The benefits of, e.g., Learning Analytics far outweigh whatever risks might remain re: student data. February, 2015 Phi Delta Kappan is all about securing student data. jmorrison jmorrison Feb 10, 2015 - kevin-johnson kevin-johnson Feb 15, 2015This is of course a concern. I helped our school develop an ICT User-agreement, an essential first step that every school should take to address this problem from their platform. Yes - privacy and security is a HUGE threat. Intel is working hard on putting together resources, and I know that CoSN's toolkit is well-respected! - kstubbs kstubbs Feb 18, 2015 This is a very important issue to discuss! - cristiana.mattos cristiana.mattos Feb 18, 2015 [user:davidwdeeds|1424440596]] - jon.k.price jon.k.price Feb 20, 2015Critical. Such a major issue that the companies involved in CCSS & assessment efforts are automatically held suspect for how they want to use student data. Even when all the right PD & staff supports (data coaches, strong leadership, etc.) are in place, educators’ accuracy when drawing inferences about data they are viewing is only 48% (and that was at districts known nationally as being the top data users, as studied by the U.S. Department of Education Office of Planning, Evaluation and Policy Development). The edtech being used (e.g., data system) has GREAT potential to rectify this, simply by following research based practices known as Over-the-Counter Data Standards (a synthesis of over 300 studies and other expert texts): This is part of a larger, important conversation about not just WHAT edtech to use, but what research-based practices edtech can follow to have the best impact on students. Making data “over-the-counter” (i.e., easy to use) is a great place to focus, as many edtech products have data/feedback components. Whereas data privacy is getting a lot of attention, this equally bad problem (data being misunderstood) is in need of the spotlight as educator data use impacts an educator's other instructional endeavors. - drjrankin drjrankin Feb 9, 2015 -see the inbloom fiasco in NY. I mentioned in an earlier post I believe WHAT data is collected and shared is critical. teachers need formative data and so far over the counter data doesn't deliver this type of information. [- mnagler mnagler Feb 21, 2015mnagler] Cyber Crime Any Crime that involves a computer and a network. Since December 2013 thru November 2014 over 476 million identities have been exposed. A report (sponsored by McAfee) estimates the annual damage to the global economy at $445 billion. 7[[|]]] Approximately $1.5 billion was lost in 2012 to online credit and debit card fraud in the US. 8[[|]]] jmorrison jmorrison Feb 10, 2015 Integrating Cybersecurity with Emergency Operations Plans in K-12 Education.- jmorrison jmorrison Feb 10, 2015 Great point! addition, cyberbullying. - michael.lambert michael.lambert Feb 13, 2015- cristiana.mattos cristiana.mattos Feb 18, 2015 Privacy Giving up some of our privacy to technology use. Internet Safety Internet Safety should be included in the K-12. Now security is in the hands of teachers and parents or it's a part of the curriculum of other subject. We would certainly have to train the students for their on-line safety. There are many resources that are available for teachers, parents and kids (,,, and even initiatives where young people define rules ( For now, it seems that is a matter of enthusiastic teachers and parents as well as certain corporations. E-safety in the Computing Curriculum in UK - - nada4web nada4web Feb 21, 2015

Teaching Complex Thinking
It is essential for young people both to understand the networked world in which they are growing up and also — through computational thinking — to understand the difference between human and artificial intelligence, learn how to use abstraction and decomposition when tackling complex tasks, and deploy heuristic reasoning to complex problems. The semantic web, big data, modeling technologies, and other innovations make new approaches to training learners in complex and systems thinking possible. Yet, mastering modes of complex thinking does not make an impact in isolation; communication skills must also be mastered for complex thinking to be applied meaningfully. Indeed, the most effective leaders are outstanding communicators with a high level of social intelligence; their capacity to connect people with other people, using technologies to collaborate and leveraging data to support their ideas, requires an ability to understand the bigger picture and to make appeals that are based on logic, data, and instinct. - kevin-johnson kevin-johnson Feb 15, 2015I think High Tech High, and its satellites, do a good job at this, marrying hands and mind and also real community demands: project based learning. This is the favorite school of Bill Gates and they have a remarkable success rate for their graduates. Here is a video This is key! Need to provide models for what this 'really' looks like in our courses. - michael.lambert michael.lambert Feb 16, 2015- jmorrison jmorrison Feb 17, 2015
The world has become more interconnected and complex. I would add teaching complex systemic thinking to the issue. - cristiana.mattos cristiana.mattos Feb 18, 2015 Yes! - michael.lambert michael.lambert Feb 21, 2015

Under-resourced Campus Infrastructure
Critical school infrastructures are under-resourced. Rather than encouraging researchers to build on and extend core resources, leverage shared file systems, and open accessible service APIs, institutions are narrowing their focus to what they perceive as the minimal subset of enterprise services they can afford to sustain. As a result, educators are often trying to design new, innovative learning models that must be integrated with outdated, pre-existing technology and learning management systems. - davidwdeeds davidwdeeds Feb 9, 2015 And yet, there always seems to be plenty of money for football and other sports programs! ;) Matter of priorities re: budget allocations.

New Challenges Added to RQ4

Developing Effective Digital Assessments
Digital assessments can give students immediate feedback. These digital learning tools provide real-time feedback on what children know, combined with an array of tailored instructional materials, resulting in more customized instruction from teachers and a more personalized learning experience for each student. The digital overhaul of assessments are just beginning, and skeptics worry that many of the new products being promoted by ed-tech companies will serve primarily to enable more efficient use of poor formative-assessment techniques. Assessment and feedback form a significant part of the teacher's workloads and, with increased numbers, reduced budgets and higher learning expectations, these new e-assessments must be integrated with a new matrix and design. - michael.lambert michael.lambert Feb 8, 2015 Excellent points. I love seeing the issues of quality and design raised in relation to teachers’ workload. When feedback (e.g.., digital assessment data) is given to educators, it needs to adhere to Over-the-Counter Data Standards (i.e., data reporting designed to maximize ease of use and understanding, based on 300+ studies/sources). Other areas of edtech need to follow other guides to best practices (e.g., assessment considering the Code of Professional Responsibilities in Educational Measurement, AERA Standards for Educational and Psychological Testing, and Code of Fair Testing Practices in Education Reporting and Interpreting Test Results, all of which need to keep up with the impact evolving technology has on assessment). By pairing discussions of edtech with discussions of the best ways that edtech can be built and selected, we improve the odds for students considerably. [user:drjrankin|1423505614]] - kevin-johnson kevin-johnson Feb 15, 2015This is a great possible advent. As I said above some great teachers at MIT, Harvard, Stanford and other high level Universities are working on this, hoping US politicians will step up to the plate to finance them to support Common Core Science and Math. A good article on this is here - cristiana.mattos cristiana.mattos Feb 18, 2015 As the population grew and education became available to all, we needed the technology to help us give quality feedback to all. One other challenge to think about here is what we can assess and how we can give the feedback. I'd hate to limit it to multiple choice tests. I'm thinking along the lines of the feedback you can get for example from your Kinect (it lets you know if you are moving your body correctly for example) or a Tobii eye tracker that lets you analyze your visual-spatial perceptions. - jon.k.price jon.k.price Feb 20, 2015Assessments have been hijacked by politicians for punitive measures when they must be used to provide understanding and options for guiding the student's higher order thinking & inform teacher's planning & instructional strategy. -digital assessments MUST look at student work. We need to start thinking about digital ways to evaluate student performance that doesn't require students to 'take an exam'. [- mnagler mnagler Feb 21, 2015mnagler] Excellent point! - michael.lambert michael.lambert Feb 21, 2015
Very much agree with Jon - there are so many ways edtech could do better on to provide rich assessment of rich tasks. - maria maria Feb 23, 2015

EdTech Backlash
I'm not making this up. Check out this recent article in the New York Times: People, including educators, are blaming the hardware and software...instead of the meatware. I have plenty of anecdotal evidence...get more every day. When we implemented Google Classroom, our folks immediately started waxing nostalgic about the "teacher-student relationship." And I've already mentioned that at the recent Horizon Report Retreat, 100 (alleged) edtech leaders focused on, e.g., privacy problems instead of the tremendous benefits of Learning Analytics. If we're going to succeed, we need to show a UNITED FRONT. There'll be plenty of detractors...we must be the unabashed cheerleaders. Gimme an E! Gimme a D! Gimme a T-E-C-H! What's that spell? EDTECH! - davidwdeeds davidwdeeds Feb 9, 2015 - kevin-johnson kevin-johnson Feb 15, 2015Yes, most oppose change. My colleague pointed to the Who Moved my Cheese book - the cheese has moved, we need to, but still humans are not good at rapid change. OK, this may just be a personal pet peeve, but we ask people to change but we do not teach them about the change processes itself--what will happen/be different, when, how, processes, etc.? David mentioned change management as one option under Rethinking the Roles of Teachers above.- jmorrison jmorrison Feb 17, 2015
- cristiana.mattos cristiana.mattos Feb 18, 2015 Great point here! - davidwdeeds davidwdeeds Feb 20, 2015 This is what I want to present on at the NMC Summer Conference (hint, hint...I'm not being very subtle here, I know). ;) After years of beating my head against the proverbial wall re: trying to get teachers to change, I've finally realized that we're focusing on WHAT THEY DO instead of addressing WHO THEY ARE...or at least who they think they are. If a teacher thinks his/her role is the "traditional teacher," training him/her on how to use a computer doesn't really alter that perception. I could go on and on about this, but I'll leave it at this here. ;)- jmorrison jmorrison Feb 20, 2015 - re conversation above - the research I am doing now is on teacher social change - how a teacher perceives their role and ability to teach in certain ways and how we can encourage more constructivist teaching and learning with online digital technologies.....we have a long way to go, and a lot more research to do...stay strong! - lindsay.julie lindsay.julie Feb 21, 2015 Online Accreditation Resistance
Could be considered part of the EdTech Backlash, but I believe this is a different matter...if you'll pardon the pun, it's a "class struggle." People who were able to complete brick-and-mortar degrees, typically middle- to upper-class, fighting any upward social mobility of those who attended online programs. Without a Non-Discrimination Act, working toward an online degree will soon (if it hasn't happened already) seem futile. - cristiana.mattos cristiana.mattos Feb 18, 2015 This happens in Brazil as well. We have been trying for years to overcome this prejudice. Helping parents / caregivers to understand productive use of technology for education. Increasingly, 'educational' resources are available to parents and children at home, particularly via apps. There is a long history of the development of 'educational software' (see Ito's book Engineering Play: . But much educational software - promoted through slick advertising campaigns - is designed according to outdated transmission models of education and ignores the importance of pedagogical practices that require genuine problem solving, collaboration and deep thinking. Parents require opportunities to help their children use technology in genuinely educational ways and schools can assist parents to do this. Education using technology needs to be the task of the whole school community, not just teachers. If various technologies are to become 'demystified' and used as tools for everyday communication, investigation, collaboration, creation and problem solving, then the barriers between what occurs with technologies in and out of school need to disappear. - dezuanni dezuanni Feb 21, 2015
Parents are arguably the most conservative force in education, and therefore the most powerful barrier to new models of education. In schools where digital citizenship programs extend to parents, where parents become partners in challenge-based projects, where parents get to really see the student engagement that occurs when 'makers' and 'creators' are unleashed... they quickly become the biggest force for change. Too many teachers and school leaders take defensive stances towards parents (out of legitimate fear of parents' criticisms). Both sides need new approaches. - maria maria Feb 23, 2015

Increasing Need for Just-in-Time Professional Development
A survey of 600 K-12 teachers revealed 50% of teachers report inadequate support for using technology in the classroom, and 46% report they lack the training needed to use technology successfully to help students (Piehler, 2014): While training is vital, we cannot put all the responsibility of improved edtech use on the educators themselves, especially since edtech can do much to alieve this burden. E.g.., read point #2 at Edtech can embed a help system (with lessons & videos concerning how to use the tool), supplemental documentation, and more to support educators, as covered within the Over-the-Counter Data Standards (a synthesis of over 300 studies and other expert texts on best practices for ed. data reporting): E.g., a shorter, targeted manual or user-friendly help system caused users to need 40% less training time and to successfully complete 50% more tasks (van der Meij, 2008): - drjrankin drjrankin Feb 9, 2015 I like this. - davidwdeeds davidwdeeds Feb 9, 2015 Good analytical data that proves this should be a key trend. PD opportunities should not targeted a mass crowd or an entire school section, it should be provided in little pieces with reinforcement sessions. As a personal experience in my international school in Qatar, we approach key educators in each grade level with all the necessary information to sharpen their skills so we can spread the "edtech" view. Many educators respond positively when another educator is effectively using the technology and not a techie. - dsilva dsilva Feb 16, 2015 We have several online, blended and face to face opportunities for our teachers to have the time to actually learn how to best integrate technologies to support student learning. These sessions are supported by multiple trainers so everyone gets the assistance they need to be able to implement the strategies in their classroom by the end of the session. This supported PD is very important meeting 21st century student learning/skills.- jmorrison jmorrison Feb 17, 2015 - jon.k.price jon.k.price Feb 20, 2015Agree - see my comment above. We have implemented some of the ideas in our pre-service teacher PD program, which incorporates TPACK into science teacher preparation courses. - changcy changcy Feb 21, 2015 I believe the coach model is the best. We've adapted the Cotsen Foundation model to bring technology coaches to the school. The results are incredible. The teachers working with the coaches begin to use technology at a high level, then pass that onto their teaching grade level or subject partners. By far, this is the best PD model I've been involved in throughout 20 years of education PD. - digitalroberto digitalroberto Feb 22, 2015- gtdeyoung gtdeyoung [Editor's Note: Added here from RQ3.]

Combined with Trends in RQ3

I'm listing this as a challenge and a trend...opportunity, more like it. As my recent experience proves, everybody is for it until they realize that this isn't just about emphasizing, e.g., engineering. STEAM is a cross-curricular effort...much like the IB's MYP...which means that everybody teaches around a certain unit or theme. It's a great idea...see how many of the above concepts it covers...authentic learning...rethinking teacher roles...making education relevant...etc. But it signifies a (perceived, at least) loss of autonomy for individual teachers. Resistance is nothing new...this MIT guy traces it back a long way: - davidwdeeds davidwdeeds Feb 9, 2015- jmorrison jmorrison Feb 11, 2015 - dsilva dsilva Feb 16, 2015- cristiana.mattos cristiana.mattos Feb 18, 2015 Yes, this is a new 'trend' as we have coaches (literacy, STEM, technology) as part of the administration. However, this new layer requires office space, can increase class size to support these positions, and of course, costs. And believe these new coaches cause a 'loss of autonomy'...just my personal opinion. - michael.lambert michael.lambert Feb 18, 2015 [Editor's Note: This is already in the trends section where it seems to fit best.]

Other Key Points and Links

Two clicks away from viral
"Everything is two clicks away from going viral, all the time," says Kashmir Hill, writer of the Forbes privacy column, The Not-So Private Parts. And everything means everything. From personal information, intimate photos, and private conversations -- nothing is private on the web anymore. And with the ubiquitous presence of mobile devices, it can feel as if nothing is private off the web either. Some of the respondents predict a fierce battle between companies, governments and individuals over control of personal information. However, many don't think the public will put up much of a fight. jmorrison jmorrison Feb 10, 2015 - dsilva dsilva Feb 19, 2015