# data[].attributes.headline
Article: German Education Minister's Digital Education Pact

# data[].attributes.subject
Article: German Education Minister's Digital Education Pact

# data[].attributes.body
"With hopes of making a 'big leap' in digital learning, German Education Minister Johanna Wanka plans to invest 5 billion euros in 40,000 schools." -excerpt from article

# data[].attributes.attachment_link.readable_text
Presenting her plan for cooperation with Germany's 16 states in Berlin on Wednesday, Education Minister and Christian Democrat (CDU) Johanna Wanka said the 5-billion-euro ($5.5-billion) program would provide "primary schools, advanced general schools and vocational schools with digital equipment such as broadband connection, Wi-Fi and equipment."

In return, the states actually responsible for school policy should "enforce the corresponding educational concepts, the training of teachers and common technical standards," Wanka said.

German Education Minister Johanna Wanka

The foundation for such an agreement lies in Article 91c of the German Basic Law, which forbids any collaboration between Berlin and the individual state governments in the school sector.

"The passage allows cooperation, however, in information technology," Wanka said, meaning that a change in legislation wouldn't be necessary to enable the "Digital Pact."

"Good education in the 21st century includes IT knowledge and confident handling of technology and the risks of digital communication, as well as learning through the many new possibilities of digital media," Wanka said, adding that Germany must "take advantage of these opportunities more than before."

"We must make a big leap forward in digital education," the Education Minister added.

"The pedagogy is central to the success of digital education - digital technology must serve good education, not vice versa."

No more chalkboards: Germany sees digital learning as the way forward
Positive welcome
Aside from some amendment, the reaction from state ministries of education and cultural affairs lead by Social Democrats and Greens was largely positive.

Hamburger Education Senator Ties Rabe (SPD) called for "a long-term and sustainable strategy" both at federal and state level.

"It's good that there's finally some movement on this important matter. But this shouldn't just be a flash in the pan, otherwise, in ten years time there'll be outdated and unused computers left lying around."

Green Party politician and School Minister for the western German state of North Rhine-Westphalia (NRW) Sylvia Löhrmann said: "It's good that the government recognizes it's responsibility for education."

"I see the offer as a first step, which will hopefully be followed by others - for example federal investment in full-time schooling, in school social services or in multi-professional teams for inclusion."

How Germany celebrates the first day of school

The second day of school

After the ceremony is over, the cake has been eaten and the cone of goodies unpacked, the first day of school draws to a close. The next day, the first-graders have to find their new classrooms for their first lesson. Elementary school in Germany includes grades one to four. After that, pupils move on to one of three different levels of secondary schools, depending on their academic performance.

Author: Kate Müser

Little spending, big success
In a report released last month, the Organization for Economic Co-operation and Development (OECD) said the German education system is a thing to be envied. According to the 2016's "Education at a Glance," Germany has some of the highest rates of school enrollment and youth employment in the world.

What makes Germany's success all the more surprising is that the country actually spends less (4.2 percent of GDP) than the OECD average on education, which stands at 4.8 percent of GDP. The slight decrease in spending has not resulted in any downturn of graduate rates, however.

Mobility remains an issue, however, with most young Germans staying in the same socioeconomic category as their parents. Only one in 10 people between 21 and 44 who have parents with a school diploma or less manage to get a university degree, the report found.

kb/jm (dpa, AFP)

# data[].attributes.attachment_link.title
German education minister unveils 5-billion-euro 'Digital Pact' for 40,000 schools | DW | 12.10.2016

# data[].attributes.attachment_link.description
Presenting her plan for cooperation with Germany's 16 states in Berlin on Wednesday, Education Minister and Christian Democrat (CDU) Johanna Wanka said the 5-billion-euro ($5.5-billion) program would provide "primary schools, advanced general schools and vocational schools with digital equipment such as broadband connection, Wi-Fi and equipment."

# data[].attributes.headline
Article: These Two Districts are Teaching Through Virtual Reality

# data[].attributes.subject
Article: These Two Districts are Teaching Through Virtual Reality

# data[].attributes.body
Take a look at this article showing NearPod VR and Google Cardboard being utilized more intensely within two districts.

# data[].attributes.attachment_link.readable_text
Back in the day, textbooks were the only teaching tools available to transport students to solar system or foreign lands. Computers and tablets opened more opportunities for educators, and even video games such as MinecraftEdu have been implemented into schools. Now virtual reality is allowing kids to experience planets and historical places like never before.

Students in the San Francisco Unified School District and Polk County Public Schools in Florida are the first to use Nearpod VR virtual reality lesson plans. Using branded Google Cardboards, teachers can send classes on over 25 virtual field trip lessons that will offer first-person tours of the ancient pyramids of Egypt, the caves on Easter Island, the marine biomes of the Great Barrier Reef, Mars, patriotic landmarks across the U.S., and the tallest buildings in the world in Dubai.

Nearpod partnered with 360 Cities for the interactive panoramic images and added that virtual reality content into its existing lesson plan marketplace for K-12 to create the virtual field trip lessons. The virtual reality component of these lessons make up 20-50% of the content and consist of a mix of interactive assessments.

"In addition, teachers can create their own VR lessons by searching for thousands of interactive panoramic images within the Nearpod content tool," Nearpod co-founder and CEO Guido Kovalskys says. "The possibilities are endless."

While prices for schools and districts start at $1,000 and go up from there depending on the number of licenses purchased, a select number of schools will receive the content for free.

For more on using technology in elementary education, watch:

Through the support of the Knight Foundation, Marc Benioff, and Krillion Ventures, Nearpod has raised $100,000 in grants to provide public schools access to these VR-based lesson plans, branded Nearpod VR cardboards, and one-on-one teacher support. The company will award grants to 30 to 40 additional schools this year. The San Francisco and Polk County districts are the first recipients of these grants.

Timothy Fung, instructional technology resource at Gordon J. Lau Elementary in San Francisco, says Nearpod VR facilitates collaboration among teacher and students, giving real-time feedback with slides and instant surveys before students do game-play activities.

"Its powerful tool set is usable to instruct across many curricular areas from math to science, from learning a foreign language to health and physical education, similar to MinecraftEdu," Lau says.

Brandon Farwell, partner at Rothenberg Ventures, which invested in Nearpod, believes virtual reality is a platform that influences numerous verticals broadly across enterprise and consumer.

"360-degree immersive VR, especially in a classroom setting, will revolutionize education methodology," Farwell says. "Students can affordably be transported to a novel 360-degree medium, whether it's touring the Smithsonian or learning about the hard sciences like astronomy or anatomy. By using an affordable headset, like the ones Nearpod is providing classrooms, and a smartphone, teachers enable students to unlock their imaginations and enjoy learning."

With Google (googl) offering affordable Cardboards and Samsung (ssnlf) currently giving away Gear VR mobile devices, there are already millions of mobile virtual reality devices out there. Piper Jaffray forecasts sales of 5 million Gear VR devices this year alone. Google announced a global install base of 5 million Cardboards.

Get Data Sheet, Fortune's technology newsletter.

Over time, more students will have a low-priced mobile virtual reality device at home.

Kovalskys says data from teachers is showing that the "bring your own VR device" movement is gaining traction.

"When you combine that with efforts like ours to make it simple to find and deploy high-quality VR pedagogical content, we'll see VR a much more commonplace tool in teachers' toolkits across the nation," Kovalskys says.

# data[].attributes.attachment_link.description
Back in the day, textbooks were the only teaching tools available to transport students to solar system or foreign lands. Computers and tablets opened more opportunities for educators, and even video games such as MinecraftEdu have been implemented into schools. Now virtual reality is allowing kids to experience planets and historical places like never before.

# data[].attributes.body
This prediction of the future of education from Education World was written back in 1998, however it is worth reading to see how much has become reality, and how much more we now see up ahead.

# data[].attributes.attachment_link.readable_text
Please note that this article was originally published in 1998. For a more up-to-date discussion about how technological advances can impact the classroom, please read Keith Lambert's article on the rise of Artificial Intelligence in education and what it could mean for the future of the teaching profession.
What shape the school of the future will take is amorphous, but most educators and observers agree that the future school will go electronic with a capital E.

Use Your Crystal Ball

Education World published this article almost twenty years ago. How accurate are the predictions? What you think today's future will bring? E-mail [email protected]
educationworld.com with your predictions for education in the next decade and we'll include them in a future article.

"Next century, schools as we know them will no longer exist," says a feature in The Age publication, based in Melbourne, Australia. "In their place will be community-style centers operating seven days a week, 24 hours a day." Computers will become an essential ingredient in the recipe for an effective school of the future.

Students, The Age asserts, will see and hear teachers on computers, with "remote learning" the trend of tomorrow. Accessing "classrooms" on their home computers, students will learn at times most convenient for them. Yet some attendance at an actual school will be required to help students develop appropriate social skills.

At Seashore Primary School, an imaginary school of the future created by the Education Department of Australia, technology is the glue that holds classes together. At the imaginary Seashore school:

all teachers and students have laptop computers.

teachers check voicemail and return students' calls on a special telephone system.

students use telephones to find information or speak to experts in subject areas they are studying.

all lessons are multidisciplinary.

all students have individual learning plans created by teachers.

As Seashore's acting principal says, a laptop computer is the students' "library, homework, data storage, and connection to the wider world. (Technology) has changed the emphasis to the learning of kids rather than the teaching of kids."

A Real-Life School of the Future

Right here in the United States are public schools that strive to bring the future into the present. One of those schools, A.C.T. Academy in McKinney, Texas, was created as an actual "school of the future." Originally funded by a $5.5 million grant from the U.S. Department of Education, the school is now supported by the McKinney Independent School District.

At the school, knowledge is "actively constructed by the learner on a base of prior knowledge, attitudes, and values." Sophisticated technology is in place to support the pursuit of knowledge.

The 250 Academy students all have access to a computer. The 12- to 18-year-olds each have their own computer; 7- to 11-year-olds have one portable computer for every two students; and 5- and 6-year-olds use computers at fixed stations. In addition, the students use multimedia computers, printers, CD-ROMs, laserdiscs, VCRs, video editing machines, camcorders, cable television, online services, and telephones -- simple but effective research tools.

A.C.T. Academy has formed community partnerships and business mentorships to foster students' learning experiences. The school is also in partnerships with other schools, colleges, universities, and research centers. The goal: to learn through all the different kinds of resources that real life offers.

Teachers assess student learning through portfolios and creative performance tasks. Again, the object is to use real-life approaches to assessment.

Working Toward Future Schools

The Center for the School of the Future (CSF) is the brainchild of the College of Education at Utah State University. The center's main goals involve the creation and maintenance of a U.S. educational system that improves by selecting the most effective teaching practices. The mission of the center is to:

identify the most effective teaching approaches, techniques, and ideologies,

encourage innovations and their adaptation to specific circumstances,

assist the creation of a community of parents and teachers who support each other in improving schools.

The CSF is forming a Research and Best Practice Clearinghouse, a Parent Academy, and a Teacher Academy. Those organizations will contribute to the creation of model schools. Such model schools, according to the CSF, will stand for:

"equity and excellence,"

teaching of basic skills combined with creative problem-solving,

respect for individual values as well as diversity,

preparation for democracy as well as a world economy.

Technology Is Key

Whatever the configuration of a school of the future might be, technology is always a huge part of it. Ginger Howenic, a consultant and director for The Classroom of the Future Foundation, recently made a presentation in the Lake Washington (Washington) School District. She was joined by Robert Clarke, executive director of the National School Co. Both emphasized technology.

Howenic formerly headed Clear View Elementary School, a charter school, in Chula Vista, California. At the presentation, she played a video from the school in which two boys studied bee anatomy with the help of an electron microscope and two professors. At the school, Hovenic says, kindergarten students use spreadsheets to track their height and weight through sixth grade.

Clarke's company offers SONY Web TV packages to school districts for $207 per unit. The packages provide Internet access through regular televisions, assisting students whose families do not own computers.

The school days when computers meant word processing or playing games are already behind us. Yet no matter how great a part computers and other technologies play in the school of the future, it is only a means, advocates of technology say, to the greater end of enabling students to learn through interaction with various aspects of life.

Article by Sharon Cromwell
Education World
Copyright © 1998 Education World
Please note that this article has not been updated since 1998.

# data[].attributes.attachment_link.description
Please note that this article was originally published in 1998. For a more up-to-date discussion about how technological advances can impact the classroom, please read Keith Lambert's article on the rise of Artificial Intelligence in education and what it could mean for the future of the teaching profession.

# data[].attributes.headline
Article: A Futuristic Vision for the 21st Century

# data[].attributes.subject
Article: A Futuristic Vision for the 21st Century

# data[].attributes.body
This article from ASCD outlines a potential vision for the future of education based upon current trends.

# data[].attributes.attachment_link.readable_text
Sheryl Nussbaum-Beach

As new national standards emerge and consortia promise better assessments to measure student progress and teacher effectiveness, educators find themselves once again grappling with the question, What do students need to learn?

Should a new accountability system test all content areas to avoid narrowing the curriculum? What knowledge is essential in each subject? Which students belong in which courses? How many courses should earn a diploma?

At the risk of being branded a heretic, I don't think the answers to these questions matter very much, because they represent a 20th century view of teaching and learning.

The Information Revolution

At best, the current thinking about school reform gives only a token nod to the unprecedented access and connectedness that the Internet represents. Most educators are content to simply label this remarkable global portal as "technology"-just another tool. Even those who call for teachers to integrate technology into their daily practice imagine such reforms as incremental rather than transformative.

All of this ignores the shift triggered by web 2.0-a human revolution more profound than the shift from hunting to agriculture or the advent of printing and mass literacy. The emergence of a pervasive, collaborative, global virtual environment has changed forever what it means to be a good teacher, an effective school leader, or a well-educated 18-year-old.

There will be more information distributed in this year alone than there was in the last 5,000 years. Although some of it may be without much value, the pace of discovery and the volume of new information is mind-bending. When information was scarce, we went to school to gain access, and the locus of control for learning resided in those who possessed the knowledge, teachers and those who dictated the curriculum. Now information is abundant and easily accessed by anyone, anywhere with a web browser and Internet connection.

As educators, we need to realize that learning can now take place 24/7, with or without us, and that young people come to school knowing much more than we do in some areas. They have the potential to learn anything they want to learn at any time they want to learn it. Therefore, instead of focusing on the content, we really need to focus on what it means to be a learner and how to help students learn deeply and most effectively. We need to model metacognition and demonstrate the value of thinking about thinking. We need to lead them to think deeply and help them understand how to synthesize and analyze and to create-to operate in Bloom's realm of higher-order skills.

The New 21st Century Curriculum

The new 21st century curriculum should be fluid, shaping and reshaping itself in response to students' self-direction and unpredictable events. It should be passion-driven, as teachers guide students in pursuit of what interests them most.

A 21st century curriculum should provide opportunities for students to build relationships, network, and act collectively. Students should be asked to synthesize information and demonstrate self-reliance. We also need to teach our students empathy for people from diverse backgrounds, because in the future, a great deal of their interactions will be carried out in online spaces, where they will be collaborating with people around the world.

In my work with global cohorts of teachers and administrators through the Powerful Learning Practice network, I advocate a three-pronged approach to learning in the 21st century, both for the young people we are guiding and for ourselves in our professional and personal lives.

1. We need to participate in face-to-face learning and build deep relationships with other people who we trust and with whom we can take learning risks and share and demonstrate what we know and care about.

2. We need to learn through global communities of inquiry. These are communities we find or create for ourselves that are populated by others who share our commitment to work and learn together over an extended period of time, mostly in virtual space. These diverse communities expand our understanding of both commonalities and differences. They are places where we test our ideas and challenge ourselves and others to question, reflect, and grow.

3. We need to build a personal learning network (PLN). A PLN is a resource for do-it-yourself learning, a revolving and evolving virtual web of not only human experts but also objects and resources that are all accessed through the power of web-based networking tools and mobile technologies.

We need to be visionary. We are not marching slowly into the future; we are speeding toward it in a whirlwind frenzy, mandated by the exponential rate of change. As educators, we must continuously ask ourselves, What do students need to learn to succeed in the world to come? A world we can't even imagine.

Sheryl Nussbaum-Beach has been an educator for 20 years and has been a classroom teacher, technology coach, charter school principal, district administrator, university instructor, and digital learning consultant. She is a noted international keynote speaker and cofounder of Powerful Learning Practice. She blogs at www.21stcenturycollaborative.com.

ASCD Express, Vol. 6, No. 11. Copyright 2011 by ASCD. All rights reserved. Visit www.ascd.org/ascdexpress.

# data[].attributes.attachment_link.title
A Futuristic Vision for 21st Century Education

# data[].attributes.attachment_link.description
Sheryl Nussbaum-Beach As new national standards emerge and consortia promise better assessments to measure student progress and teacher effectiveness, educators find themselves once again grappling with the question, What do students need to learn? Should a new accountability system test all content areas to avoid narrowing the curriculum?

# data[].attributes.headline
Article: Is Virtual Reality Ready for Education?

# data[].attributes.subject
Article: Is Virtual Reality Ready for Education?

# data[].attributes.attachment_link.description
Despite a number of recent virtual reality (VR) developments, Elizabeth Mann argues that the 2016-17 school year is unlikely to be the time when VR becomes ubiquitous in classrooms across America.

# data[].attributes.headline
Article: The Ultimate Virtual Reality Buyer's Guide

# data[].attributes.subject
Article: The Ultimate Virtual Reality Buyer's Guide

# data[].attributes.body
This article is great for those who are poised to potentially purchase a VR headset other than Google Cardboard.

# data[].attributes.headline
Article: The Top 10 Companies Working on Education in Virtual Reality and Augmented Reality

# data[].attributes.subject
Article: The Top 10 Companies Working on Education in Virtual Reality and Augmented Reality

# data[].attributes.attachment_link.readable_text
Virtual Reality and Augmented Reality are new technologies which have been making all kinds of waves recently; but VR and AR are not only going to be used for gaming, several companies are exploring applications for VR and AR to be used in education. Around 90% of what we see and do is retained, which is something that has always been missing from education; students do not retain as much information if they are just reading a textbook compared to having more real applications of what they're learning. Which is why VR and AR in education are so beneficial; these technologies engage students in a completely new way which is more fun and engaging for them, and it increases retention. Several companies are currently working on innovations in this space; and the work we've seen so far is surely a good sign of things to come.

Virtual Reality and Augmented Reality are the next big step forward in education, and these technologies are good for educators and students alike. Educators will be able to capture the attention of their students like never before and get them more actively involved in the classroom. Students are always trying to do what's cool and what's new; utilizing VR and AR technology in classrooms will appeal to students because it's the latest and greatest thing and it's very cool to use. Using VR and AR technology will not only make learning more interesting and exciting to students but it will also increase retention because it engages them in a way which textbooks simply cannot compete with. These technologies give us a window into the future of education, and it probably won't be long until it is standard for classrooms to come equipped with some form of VR or AR technology.

# data[].attributes.attachment_link.title
The Top 10 Companies Working on Education in Virtual Reality and Augmented Reality - Touchstone Research

# data[].attributes.attachment_link.description
Virtual Reality and Augmented Reality are new technologies which have been making all kinds of waves recently; but VR and AR are not only going to be used for gaming, several companies are exploring applications for VR and AR to be used in education.

# data[].attributes.headline
Video: How to Think Like a Futurist (1hr)

# data[].attributes.subject
Video: How to Think Like a Futurist (1hr)

# data[].attributes.body
In this keynote at the 2016 SXSWedu conference, futurist, game designer, and writer Dr. Jane McGonigal shows how to forecast the future and illustrates one possible vision she has of the future.

# data[].attributes.attachment_link.title
Jane McGonigal | SXSWedu Keynote | How to Think (and Learn) Like a Futurist

# data[].attributes.attachment_link.description
Best known for her work as a pioneering game designer and author of the bestselling books Reality is Broken and SuperBetter, Jane McGonigal, PhD, has also spent the past decade working as a futurist. Watch her SXSWedu 2016 keynote, How to Think (and Learn) Like a Futurist, now!

# data[].attributes.headline
Article: When Virtual Reality Meets Education

# data[].attributes.subject
Article: When Virtual Reality Meets Education

# data[].attributes.body
https://techcrunch.com/2016/01/23/when-virtual-reality-meets-education/

# data[].attributes.attachment_link.readable_text
Since the 1950s, virtual reality (VR) has been hovering on the periphery of technology without achieving accepted mainstream application or commercial adoption. Since 2012, VR startups have raised more than $1.46 billion in venture capital, including more than $100 million in funding during the last four consecutive quarters.

According to Citi analyst Kota Ezawa, 2016 is the year that VR will take off in earnest, with the VR market expected to grow to a $15.9 billion industry by 2019. Citi also anticipates the market for hardware, networks, software and content will reach $200 billion by 2020.

The content share of this market is of particular interest, as this segment of the tech industry has historically been dedicated to gaming - but the world is changing. We are shifting from the now relatively benign universe in Aldous Huxley's Brave New World to Ernest Cline's VR paradigm as described in Ready Player One. Like Huxley, Cline has written of a dystopian environment wherein technology has overtaken humanity.

For our purpose, let's consider VR as a useful tool, and perhaps even a productive enhancement to human interaction, bringing together people from around the world to engage and interact - regardless of social, economic or geographic disparities. In the abstract as well as the applied, modern education is poised to take advantage of this latest tech innovation.

Over the last several years, VR has moved from being the purview of the military and aviation to the mainstream of professional development, as managers, instructors, coaches and therapists have claimed increasing benefit from immersive experiences.

While statistics on VR use in K-12 schools and colleges have yet to be gathered, the steady growth of the market is reflected in the surge of companies (including zSpace, Alchemy VR and Immersive VR Education) solely dedicated to providing schools with packaged educational curriculum and content, teacher training and technological tools to support VR-based instruction in the classroom. Myriad articles, studies and conference presentations attest to the great success of 3D immersion and VR technology in hundreds of classrooms in educationally progressive schools and learning labs in the U.S. and Europe.

Perhaps the most utopian application of this technology will be seen in terms of bridging cultures and fostering understanding among young students.

Much of this early foray into VR-based learning has centered on the hard sciences - biology, anatomy, geology and astronomy - as the curricular focus and learning opportunities are notably enriched through interaction with dimensional objects, animals and environments. The World of Comenius project, a biology lesson at a school in the Czech Republic that employed a Leap Motion controller and specially adapted Oculus Rift DK2 headsets, stands as an exemplary model of innovative scientific learning.

In other areas of education, many classes have used VR tools to collaboratively construct architectural models, recreations of historic or natural sites and other spatial renderings. Instructors also have used VR technology to engage students in topics related to literature, history and economics by offering a deeply immersive sense of place and time, whether historic or evolving.

In what may turn out to be an immersive education game changer, Google launched its Pioneer Expeditions in September 2015. Under this program, thousands of schools around the world are getting - for one day - a kit containing everything a teacher needs to take their class on a virtual trip: Asus smartphones, a tablet for the teacher to direct the tour, a router that allows Expeditions to run without an Internet connection, a library of 100+ virtual trips (from the Great Wall of China to Mars) and Google Cardboard viewers or Mattel ViewMasters that turn smartphones into VR headsets.

This global distribution of VR content and access will undoubtedly influence a pedagogical shift as these new technologies allow a literature teacher in Chicago to "take" her students to Verona to look at the setting for Shakespeare's Romeo and Juliet, or a teacher in the Bronx to "bring" her Ancient Civilizations class to the ancient Mayan ruins at Chichen Itza.

And with VR platforms like AltspaceVR and LectureVR (an initiative of Immersive VR Education), entirely new possibilities are available for teachers of all kinds, as the technology of making avatars and supporting "multi-player" sessions allows for an exponentially scaled level of socialization and outreach.

Potentially, a collaboration between these innovative VR platform offerings could result in a curator or artist guiding a group of thousands around a museum exhibition or cultural site, or an actor or professor leading a virtual master class in real time with students from all over the world.

Perhaps the most utopian application of this technology will be seen in terms of bridging cultures and fostering understanding among young students, as it will soon be possible for a third-grade class in the U.S. to participate in a virtual trip with a third-grade class in India or Mexico.

Access to some type of mobile VR device is affordable for many more individual users and, in turn, many more schools.

Despite the fact that VR is still developing, real progress has been seen in the economic scaling of the technology. The cost to the consumer of VR hardware (headsets, in particular) has steadily declined, as noted in the head-mounted displays (HMDs) commercially available today: Google Cardboard for $20 and Samsung Gear VR for $99 (at this writing, Oculus Rift, a desktop VR device, is available for pre-order for $599).

The fact that The New York Times recently supplied more than one million subscribers with Google Cardboard headsets to access its newly launched VR experiences has further advanced accessibility and mainstreaming of the device, as well as this innovative means of media consumption.

Overall, access to some type of mobile VR device is affordable for many more individual users and, in turn, many more schools. Some forward-thinking instructors are even using 3D printers to print their own customized HMDs with their technology students, a solution that dovetails with the popular maker-trend philosophy.

So maybe we are ready for the futuristic world of Cline's Ready Player One. But perhaps the utopian rather than dystopian construct is not only more appealing, but also more relevant in this global community.

Educators and students alike are seeking an ever-expanding immersive landscape, where students engage with teachers and each other in transformative experiences through a wide spectrum of interactive resources. In this educational reality, VR has a definitive place of value.

# data[].attributes.attachment_link.description
Since the 1950s, virtual reality (VR) has been hovering on the periphery of technology without achieving accepted mainstream application or commercial adoption. Since 2012, VR startups have raised more than $1.46 billion in venture capital, including more than $100 million in funding during the las...

# data[].attributes.body
Tida - Nearpod VR Lessons

# data[].attributes.attachment_link.description
Nearpod VR takes your classroom on Virtual Reality Field Trips with 450 ready-to-run lessons to inspire students to investigate and broaden their horizons.