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Horizon Report K-12 Technology Trends 2017

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Horizon Report K-12 Technology Trends 2017

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The New Media Consortium (2017). NMC/CoSN Horizon Report 2017 K–12 Edition. Retrieved from https://cdn.nmc.org/media/2017-nmc-cosn-horizon-report-k12-EN.pdf

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Blair, N. (2012). Technology Integration for the New 21st Century Learner. NAESP. Retrieved from www.naesp.org

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SAMR Model: A Practical Guide for EdTech Integration

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SAMR Model: A Practical Guide for EdTech Integration

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Schoology. (2017, December 01). SAMR Model: A Practical Guide for EdTech Integration. Retrieved from https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

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Access videos, whitepapers, eBooks, webinars, blogs, infographics, case studies, demos and more in our resource hub to support your success.

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NEA. (2016). An Educator's Guide to the "Four C's". Retrieved from http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf

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Being a 21st-century educator is a tall order. In my 15 years in the classroom, my most important "helpers" are technology, movement, and networking. Here's why.

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These standards provide educators a framework for learning, teaching and leading that is amplified by technology.

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The ISTE Standards provide the competencies for learning, teaching and leading in the digital age, providing a comprehensive roadmap for the effective use of technology in schools worldwide. Grounded in learning science research and based on practitioner experience, the ISTE Standards ensure that using technology for learning can create high-impact, sustainable, scalable and equitable learning experiences for all learners.

For over 20 years the standards have been used, researched and updated to continuously reflect the latest research-based best practices that define success in using technology to learn, teach, lead and coach. The standards have been adopted in all 50 U.S. states and many countries throughout the world. Aligned to UNESCO's Sustainable Development Goals, the standards are available in eight languages.

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The ISTE Standards provide the competencies for learning, teaching and leading in the digital age, providing a comprehensive roadmap for the effective use of technology in schools worldwide. Grounded in learning science research and based on practitioner experience, the ISTE Standards ensure that using technology for learning can create high-impact, sustainable, scalable and equitable learning experiences for all learners.

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Burns, M. (2014, February 12). Common Core in Action: Screencasting in the Fourth Grade Math Classroom. Retrieved from https://www.edutopia.org/blog/ccia-screencasting-4th-grade-math-monica-burns

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When it comes to solving word problems in the math classroom, children should be able to explain their thinking. This includes identifying the strategies they used and the thought process behind their decisions. Students should use grade-appropriate math vocabulary and models that demonstrate the steps they took to solve a problem. In this post, we're going to take a look at how screencasting can be used in a fourth grade classroom to meet a Common Core State Standard while addressing a 21st century skill: communicate clearly.

In the fourth grade, students are expected to "Use the four operations with whole numbers to solve problems." ( 4.OA.A) In order to demonstrate their understanding of this skill, children should be able to clearly communicate the steps they took to solve a problem by identifying which strategies they used to find their answer and include math vocabulary in their explanation. For the 21st century skill of communicating clearly, we ask children to speak for a variety of purposes (for example, to inform), to articulate thoughts clearly and to make use of technology. Fourth graders can meet the Common Core Standards and demonstrate their mastery of this 21st century skill by using iPad screencasting apps to explain their thinking.

A screencasting app gives children the ability to create a video that shows them writing on their iPad screen and captures their voice as they solve a word problem. This type of technology gives children a space to draw pictures, annotate an image and narrate a multi-step procedure. Screencasting is a straightforward task that requires students to think through problem-solving steps and the best way to explain their thought process. Most screencasting apps follow the same format of giving children a virtual white board to write on, the ability to add images to the screen, and a record button that captures their voice using the iPad microphone.

Here are three of my favorite (absolutely free!) iPad apps that can be used to capture student thinking as they complete a word problem.

Screenchomp

The Screenchomp app is the perfect choice for trying out screencasting. The simple-to-navigate user interface and kid-friendly features make it great for a fourth grade classroom. Early elementary school students will also find that this app is easy to use. Children can record their voices as they write on the screen. Then they can play back their finished video from the device, or email a link to the clip.

Educreations

Educreations is my go-to app as an instructor, but it's definitely straightforward enough for fourth grade students to use. Kids can record as they draw on the screen and add images. They can include pictures saved in the iPad's Photos section or snapshots directly from their iPad camera.

Doceri

Doceri is an app with tons of fantastic features, but it might all be a little overwhelming for elementary school students. I would recommend introducing the concept of screencasting to younger children with Screenchomp or Educreations, and then trying out Doceri. This app makes it easy to draw lines and shapes, so it's a great fit for the math classroom. Doceri also lets you save your final video to the Photos section of the iPad.

The PARCC Assessment's website offers examples for teachers looking to prepare their students for Common Core-aligned exams. Try posing those sample questions to your students and have them record their explanation using a screencasting app.

How do students in your classroom communicate their thought process? Have you tried any of these screencasting apps?

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Common Core in Action: Screencasting in the Fourth Grade Math Classroom | Edutopia

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When it comes to solving word problems in the math classroom, children should be able to explain their thinking. This includes identifying the strategies they used and the thought process behind their decisions. Students should use grade-appropriate math vocabulary and models that demonstrate the steps they took to solve a problem.

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Technology in the Common Core State Standards

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Technology in the Common Core State Standards

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Hoonuit (2012, June 8). Technology in the Common Core State Standards. [Video file]. Retrieved from https://youtu.be/G6Hrih582Lg

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Technology in the Common Core State Standards

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Technology is embedded throughout the Common Core State Standards. This sample video is taken from Atomic Learning's TechCore solution, a set of collaborative planning tools that assist school leaders in identifying the professional development and technology needed for their schools to be successful implementing Common Core. Learn more at www.atomiclearning.com/k12/techcore.

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Edutopia is a website dedicated to transforming K-12 education so that all students can acquire and effectively apply the knowledge, attitudes, and skills necessary to thrive in their studies, careers, and adult lives.

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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A Short History of Educational Technology

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A Short History of Educational Technology

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Bates, A.W. (2015, April 05). Teaching in a Digital Age. Retrieved from https://opentextbc.ca/teachinginadigitalage/chapter/section-8-1-a-short-history-of-educational-technology/

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Arguments about the role of technology in education go back at least 2,500 years. To understand better the role and influence of technology on teaching, we need a little history, because as always there are lessons to be learned from history. Paul Saettler's 'The E volution of American E ducational T echnology' (1990) is one of the most extensive historical accounts, but only goes up to 1989. A lot has happened since then. Teemu Leinonen also has a good blog post on the more recent history (for a more detailed account see Leitonen, 2010). See also: The Evolution of Learning Technologies.

What I'm giving you here is the postage stamp version of ed tech history, and a personal one at that.

6.2.1 Oral communication

One of the earliest means of formal teaching was oral - though human speech - although over time, technology has been increasingly used to facilitate or 'back-up' oral communication. In ancient times, stories, folklore, histories and news were transmitted and maintained through oral communication, making accurate memorization a critical skill, and the oral tradition is still the case in many aboriginal cultures. For the ancient Greeks, oratory and speech were the means by which people learned and passed on learning. Homer's Iliad and the Odyssey were recitative poems, intended for public performance. To be learned, they had to be memorized by listening, not by reading, and transmitted by recitation, not by writing.

Nevertheless, by the fifth century B.C, written documents existed in considerable numbers in ancient Greece. If we believe Socrates, education has been on a downward spiral ever since. According to Plato, Socrates caught one of his students (Phaedrus) pretending to recite a speech from memory that in fact he had learned from a written version. Socrates then told Phaedrus the story of how the god Theuth offered the King of Egypt the gift of writing, which would be a 'recipe for both memory and wisdom'. The king was not impressed. According to the king,

it [writing] will implant forgetfulness in their souls; they will cease to exercise memory because they will rely on what is written, creating memory not from within themselves, but by means of external symbols. What you have discovered is a recipe not for memory, but for reminding. And it is no true wisdom that you offer your disciples, but only its semblance, for by telling them many things without teaching them anything, you will make them seem to know much, while for the most part they will know nothing. And as men filled not with wisdom but the conceit of wisdom, they will be a burden to their fellow men.

Phaedrus, 274c-275, translation adapted from Manguel, 1996

I can just hear some of my former colleagues saying the same thing about social media.

Slate boards were in use in India in the 12th century AD, and blackboards/chalkboards became used in schools around the turn of the 18th century. At the end of World War Two the U.S. Army started using overhead projectors for training, and their use became common for lecturing, until being largely replaced by electronic projectors and presentational software such as Powerpoint around 1990. This may be the place to point out that most technologies used in education were not developed specifically for education but for other purposes (mainly for the military or business.)

Although the telephone dates from the late 1870s, the standard telephone system never became a major educational tool, not even in distance education, because of the high cost of analogue telephone calls for multiple users, although audio-conferencing has been used to supplement other media since the 1970s. Video-conferencing using dedicated cable systems and dedicated conferencing rooms have been in use since the 1980s. The development of video compression technology and relatively low cost video servers in the early 2000s led to the introduction of lecture capture systems for recording and streaming classroom lectures in 2008. Webinars now are used largely for delivering lectures over the Internet.

None of these technologies though changes the oral basis of communication for teaching.

6.2.2 Written communication

The role of text or writing in education also has a long history. According to the Bible, Moses used chiseled stone to convey the ten commandments in a form of writing, probably around the 7th century BC. Even though Socrates is reported to have railed against the use of writing, written forms of communication make analytic, lengthy chains of reasoning and argument much more accessible, reproducible without distortion, and thus more open to analysis and critique than the transient nature of speech. The invention of the printing press in Europe in the 15th century was a truly disruptive technology, making written knowledge much more freely available, very much in the same way as the Internet has done today. As a result of the explosion of written documents resulting from the mechanization of printing, many more people in government and business were required to become literate and analytical, which led to a rapid expansion of formal education in Europe. There were many reasons for the development of the Renaissance and the Enlightenment, and the triumph of reason and science over superstition and beliefs in Europe, but the technology of printing was a key agent of change.

Improvements in transport infrastructure in the 19th century, and in particular the creation of a cheap and reliable postal system in the 1840s, led to the development of the first formal correspondence education, with the University of London offering an external degree program by correspondence from 1858. This first formal distance degree program still exists today in the form of the University of London International Program. In the 1970s, the Open University transformed the use of print for teaching through specially designed, highly illustrated printed course units that integrated learning activities with the print medium, based on advanced instructional design.

With the development of web-based learning management systems in the mid-1990s, textual communication, although digitized, became, at least for a brief time, the main communication medium for Internet-based learning, although lecture capture is now changing that.

6.2.3 Broadcasting and video

The British Broadcasting Corporation (BBC) began broadcasting educational radio programs for schools in the 1920s. The first adult education radio broadcast from the BBC in 1924 was a talk on Insects in Relation to Man, and in the same year, J.C. Stobart, the new Director of Education at the BBC, mused about 'a broadcasting university' in the journal Radio Times (Robinson, 1982).Television was first used in education in the 1960s, for schools and for general adult education (one of the six purposes in the current BBC's Royal Charter is still 'promoting education and learning').

In 1969, the British government established the Open University (OU), which worked in partnership with the BBC to develop university programs open to all, using a combination originally of printed materials specially designed by OU staff, and television and radio programs made by the BBC but integrated with the courses. Although the radio programs involved mainly oral communication, the television programs did not use lectures as such, but focused more on the common formats of general television, such as documentaries, demonstration of processes, and cases/case studies (see Bates, 1985). In other words, the BBC focused on the unique 'affordances' of television, a topic that will be discussed in much more detail later. Over time, as new technologies such as audio- and video-cassettes were introduced, live broadcasting, especially radio, was cut back for OU programs, although there are still some general educational channels broadcasting around the world (e.g. TVOntario in Canada; PBS, the History Channel, and the Discovery Channel in the USA).

The use of television for education quickly spread around the world, being seen in the 1970s by some, particularly in international agencies such as the World Bank and UNESCO, as a panacea for education in developing countries, the hopes for which quickly faded when the realities of lack of electricity, cost, security of publicly available equipment, climate, resistance from local teachers, and local language and cultural issues became apparent (see, for instance, Jamison and Klees, 1973). Satellite broadcasting started to become available in the 1980s, and similar hopes were expressed of delivering 'university lectures from the world's leading universities to the world's starving masses', but these hopes too quickly faded for similar reasons. However, India, which had launched its own satellite, INSAT, in 1983, used it initially for delivering locally produced educational television programs throughout the country, in several indigenous languages, using Indian-designed receivers and television sets in local community centres as well as schools (Bates, 1985). India is still using satellites for tele-education into the poorest parts of the country at the time of writing (2015).

In the 1990s the cost of creating and distributing video dropped dramatically due to digital compression and high-speed Internet access. This reduction in the costs of recording and distributing video also led to the development of lecture capture systems. The technology allows students to view or review lectures at any time and place with an Internet connection. The Massachusetts Institute of Technology (MIT) started making its recorded lectures available to the public, free of charge, via its OpenCourseWare project, in 2002. YouTube started in 2005 and was bought by Google in 2006. YouTube is increasingly being used for short educational clips that can be downloaded and integrated into online courses. The Khan Academy started using YouTube in 2006 for recorded voice-over lectures using a digital blackboard for equations and illustrations. Apple Inc. in 2007 created iTunesU to became a portal or a site where videos and other digital materials on university teaching could be collected and downloaded free of charge by end users.

Until lecture capture arrived, learning management systems had integrated basic educational design features, but this required instructors to redesign their classroom-based teaching to fit the LMS environment. Lecture capture on the other hand required no changes to the standard lecture model, and in a sense reverted back to primarily oral communication supported by Powerpoint or even writing on a chalkboard. Thus oral communication remains as strong today in education as ever, but has been incorporated into or accommodated by new technologies.

6.2.4 Computer technologies

6.2.4.1 Computer-based learning

In essence the development of programmed learning aims to computerize teaching, by structuring information, testing learners' knowledge, and providing immediate feedback to learners, without human intervention other than in the design of the hardware and software and the selection and loading of content and assessment questions. B.F. Skinner started experimenting with teaching machines that made use of programmed learning in 1954, based on the theory of behaviourism (see Chapter 2, Section 3). Skinner's teaching machines were one of the first forms of computer-based learning. There has been a recent revival of programmed learning approaches as a result of MOOCs, since machine based testing scales much more easily than human-based assessment.

PLATO was a generalized computer assisted instruction system originally developed at the University of Illinois, and, by the late 1970s, comprised several thousand terminals worldwide on nearly a dozen different networked mainframe computers. PLATO was a highly successful system, lasting almost 40 years, and incorporated key on-line concepts: forums, message boards, online testing, e-mail, chat rooms, instant messaging, remote screen sharing, and multi-player games.

Attempts to replicate the teaching process through artificial intelligence (AI) began in the mid-1980s, with a focus initially on teaching arithmetic. Despite large investments of research in AI for teaching over the last 30 years, the results generally have been disappointing. It has proved difficult for machines to cope with the extraordinary variety of ways in which students learn (or fail to learn.) Recent developments in cognitive science and neuroscience are being watched closely but at the time of writing the gap is still great between the basic science, and analysing or predicting specific learning behaviours from the science.

More recently we have seen the development of adaptive learning, which analyses learners' responses then re-directs them to the most appropriate content area, based on their performance. Learning analytics, which also collects data about learner activities and relates them to other data, such as student performance, is a related development. These developments will be discussed in further detail in Section 6.7.

6.2.4.2 Computer networking

Arpanet in the U.S.A was the first network to use the Internet protocol in 1982. In the late 1970s, Murray Turoff and Roxanne Hiltz at the New Jersey Institute of Technology were experimenting with blended learning, using NJIT's internal computer network. They combined classroom teaching with online discussion forums, and termed this 'computer-mediated communication' or CMC (Hiltz and Turoff, 1978). At the University of Guelph in Canada, an off-the-shelf software system called CoSy was developed in the 1980s that allowed for online threaded group discussion forums, a predecessor to today's forums contained in learning management systems. In 1988, the Open University in the United Kingdom offered a course, DT200, that as well as the OU's traditional media of printed texts, television programs and audio-cassettes, also included an online discussion component using CoSy. Since this course had 1,200 registered students, it was one of the earliest 'mass' open online courses. We see then the emerging division between the use of computers for automated or programmed learning, and the use of computer networks to enable students and instructors to communicate with each other.

The Word Wide Web was formally launched in 1991. The World Wide Web is basically an application running on the Internet that enables 'end-users' to create and link documents, videos or other digital media, without the need for the end-user to transcribe everything into some form of computer code. The first web browser, Mosaic, was made available in 1993. Before the Web, it required lengthy and time-consuming methods to load text, and to find material on the Internet. Several Internet search engines have been developed since 1993, with Google, created in 1999, emerging as one of the primary search engines.

6.2.4.3 Online learning environments

In 1995, the Web enabled the development of the first learning management systems (LMSs), such as WebCT (which later became Blackboard). LMSs provide an online teaching environment, where content can be loaded and organized, as well as providing 'spaces' for learning objectives, student activities, assignment questions, and discussion forums. The first fully online courses (for credit) started to appear in 1995, some using LMSs, others just loading text as PDFs or slides. The materials were mainly text and graphics. LMSs became the main means by which online learning was offered until lecture capture systems arrived around 2008.

By 2008, George Siemens, Stephen Downes and Dave Cormier in Canada were using web technology to create the first 'connectivist' Massive Open Online Course (MOOC), a community of practice that linked webinar presentations and/or blog posts by experts to participants' blogs and tweets, with just over 2,000 enrollments. The courses were open to anyone and had no formal assessment. In 2012, two Stanford University professors launched a lecture-capture based MOOC on artificial intelligence, attracting more than 100,000 students, and since then MOOCs have expanded rapidly around the world.

6.2.5 Social media

Social media are really a sub-category of computer technology, but their development deserves a section of its own in the history of educational technology. Social media cover a wide range of different technologies, including blogs, wikis, You Tube videos, mobile devices such as phones and tablets, Twitter, Skype and Facebook. Andreas Kaplan and Michael Haenlein (2010) define social media as

a group of Internet-based applications that ...allow the creation and exchange of user-generated content, based on interactions among people in which they create, share or exchange information and ideas in virtual communities and networks.

Social media are strongly associated with young people and 'millenials' - in other words, many of the students in post-secondary education. At the time of writing social media are only just being integrated into formal education, and to date their main educational value has been in non-formal education, such as fostering online communities of practice, or around the edges of classroom teaching, such as 'tweets' during lectures or rating of instructors. It will be argued though in Chapters 8, 9 and 10 that they have much greater potential for learning.

6.2.6 A paradigm shift

It can be seen that education has adopted and adapted technology over a long period of time. There are some useful lessons to be learned from past developments in the use of technology for education, in particular that many claims made for a newly emerging technology are likely to be neither true nor new. Also new technology rarely completely replaces an older technology. Usually the old technology remains, operating within a more specialised 'niche', such as radio, or integrated as part of a richer technology environment, such as video in the Internet.

However, what distinguishes the digital age from all previous ages is the rapid pace of technology development and our immersion in technology-based activities in our daily lives. Thus it is fair to describe the impact of the Internet on education as a paradigm shift, at least in terms of educational technology. We are still in the process of absorbing and applying the implications. The next section attempts to pin down more closely the educational significance of different media and technologies.

Activity 6.2 What does history tell us?

1. What constitutes an educational technology? How would you classify a recorded lecture from MIT that is accessed as an open educational resource? When is a technology educational and not just a technology?

2. An early version of the Internet (Arpanet) existed long before 1990, but the combination of Internet protocols and the development of html and the World Wide Web were clearly a turning point in both telecommunications and education (at least for me). What then makes the Internet/the Web a paradigm shift? Or are they just an evolution, an orderly next step in the development of technology?

3. Is writing a technology? Is a lecture a technology? Does it matter to decide this?

4. The more sharp eyed or analytical of you may be asking questions about the categorization or definition of some of the technologies listed above (quite apart from the issue of how to deal with people as a means of communication). For instance computer-mediated communication (CMC) existed before the Internet (from 1978 in fact), but isn't it an Internet technology? (It is now, but wasn't then.) How do social media differ from CMC? Does it make sense to distinguish television technologies such as broadcast, cable, satellite, DVDs or video-conferencing, and is this relevant any more? If so, what distinguishes them and what do they have in common from an educational perspective?

These are some of the issues that will become clearer in the following sections.

Bates, A. (1985) Broadcasting in Education: An Evaluation London: Constables

Hiltz, R. and Turoff, M. (1978) The Network Nation: Human Communication via Computer Reading MA: Addison-Wesley

Jamison, D. and Klees, S. (1973) The Cost of Instructional Radio and Television for Developing Countries Stanford CA: Stanford University Institute for Communication Research

Kaplan, A. and Haenlein, M. (2010), Users of the world, unite! The challenges and opportunities of social media, Business Horizons, Vol. 53, No. 1, pp. 59-68

Leitonen, T. (2010) Designing Learning Tools: Methodological Insights Aalto, Finland: Aalto University School of Art and Design

Manguel, A. (1996) A History of Reading London: Harper Collins

Robinson, J. (1982) Broadcasting Over the Air London: BBC

Saettler, P. (1990) The Evolution of American Educational Technology Englewood CO: Libraries Unlimited

Selwood, D. (2014) What does the Rosetta Stone tell us about the Bible? Did Moses read hieroglyphs? The Telegraph, July 15

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Arguments about the role of technology in education go back at least 2,500 years. To understand better the role and influence of technology on teaching, we need a little history, because as always there are lessons to be learned from history.

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TED is a global community, welcoming people from every discipline and culture who seek a deeper understanding of the world. There are several TED talks on the topic of educational technology that are innovative and worth the watch.

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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Get a daily email featuring the latest talk, plus a quick mix of trending content. By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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Coding is considered a fundamental skill in today's digital world and should be included in educational settings. Coding drives innovation, allows kids to be creative, build confidence, and translates to success in other subject areas.

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Anyone can learn computer science. Make games, apps and art with code.

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Personal Blog: Stepping Through the Looking Glass and Into the Digital Age

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Personal Blog: Stepping Through the Looking Glass and Into the Digital Age

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This blog is a compilation of my personal thoughts and discoveries throughout my experience as an educational technology graduate student. There are some wonderful resources embedded within this blog.

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I read the article titled, " 15 Characteristics of a 21st-Century Teacher." This article was insightful on what qualities teachers that teach in the 21st century should start taking on whether they have already or not. I completely agree with all of the suggested qualities and feel that I have began the process of implementing some of them within my teacher experience as well.
As I have read in this article, previous courses, and through personal professional developments, a student-centered approach to learning that includes collaboration and creativity through project-based learning is central to 21st century learning structures. This is definitely something that I agree with. Learning should be student-centered because learners are so different in regards to skill levels and interests and access to massive amounts of resources and information is at our student's fingertips; it would be a shame to see those resources that lead to engaging opportunities for our stud...

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Stepping Through the Looking Glass and Into the Digital Age

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I read the article titled, " 15 Characteristics of a 21st-Century Teacher." This article was insightful on what qualities teachers that teach in the 21st century should start taking on whether they have already or not. I completely agree with all of the suggested qualities and feel that I have began the process of implementing some of them within my teacher experience as well.

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BreakoutEDU is an immersive games platform for learners of all ages. In Breakout EDU games, players work collaboratively to solve a series of critical thinking puzzles in order to open a locked box. It is a wonderful resource for incorporating innovation and 21st century learning skills within the classroom.

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Breakout EDU - Educational Games for the Classroom

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Breakout EDU gamifies learning to create an engaging and empowering experience for students of all grade levels.

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David Thornburg on the Evolving Classroom

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David Thornburg on the Evolving Classroom

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Thornburg, D. (2012, May 2). Retrieved from https://www.edutopia.org/video/david-thornburg-evolving-classroom-big-thinkers-series

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David Thornburg Ph.D. is an award-winning futurist, author, and consultant whose clients range across the public and private sector, both in the United States and in Brazil. As the founder and director of global operations for the Thornburg Center, he conducts research and provides staff development. His educational philosophy is based on the idea that students learn best when they are constructors of their own knowledge.

Dr. Thornburg's wife, Norma Thornburg, is currently director of emerging technologies for the Thornburg Center, and they work together on the educational holodeck classroom at Colégio Atual, a pre-K to middle school in Recife, Brazil. Learn more about the holodeck and the educational programs of the Thornburg Center on the Thornburg Center for Space Exploration website, their blog, or by following Dr. Thornburg on Twitter.

Also, read a blog by David Thornburg on open source textbooks, or read more about the educational holodeck in "Trendspotting at ISTE 2011," a blog post by Suzie Boss.
Meet other Edutopia Big Thinkers.

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David Thornburg on the Evolving Classroom (Big Thinkers Series)

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David Thornburg Ph.D. is an award-winning futurist, author, and consultant whose clients range across the public and private sector, both in the United States and in Brazil. As the founder and director of global operations for the Thornburg Center, he conducts research and provides staff development.

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The Institute of Play is a website organization committed to empowering young people to navigate their way to a promising tomorrow by making learning irresistible.

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Institute of Play at the Connected Learning Alliance

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Institute of Play was a non-profit design studio founded in 2007 by a group of game designers in New York City. An interdisciplinary team of designers, strategists and learning practitioners, IoP created learning experiences rooted in the principles of game design.

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There are so many different Google resources and apps that have a variety of benefits for educational learning experiences. This resource provides links to these resources, as well as more knowledge on how to utilize them in educational settings effectively.

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G Suite for K12 Institutions | Google for Education

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G Suite for Education is Google's suite of free productivity tools provided without ads to K-12 and higher education institutions around the world.

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Glogster is an online tool that allows you to create interactive online posters, complete with text, images, graphics, audio and videos. It is a great tool to get students engaging with technology while also activating their creativity.

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Services provided by Glogster.com have been temporarily disabled for operational reasons.

We are in the process of disabling all recurring payments, but we do recommend that you contact your bank or credit card company directly to halt them.

We would welcome the opportunity for investors who are interested in partnering with Glogster to contact us so that we are able to resume providing services to our customers who we have proudly served since 2008. Interested investors may contact the Glogster team here.

We apologize for the inconvenience that we know this disruption in service will cause and we hope to have Glogster back up and running better than ever in the near future. Thank you for your support over the last 14 years.

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Services provided by Glogster.com have been temporarily disabled for operational reasons. We are in the process of disabling all recurring payments, but we do recommend that you contact your bank or credit card company directly to halt them.

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Animoto is a fast and simple way to turn your photos and video clips into professional videos in minutes.

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Create videos that engage and impress. Animoto's drag-and-drop editing tools and visual effects make it easy. No training or experience necessary.

Create and share videos for free. Upgrade anytime for more customization.

As you get started making videos, we're here to help along the way! Join other businesses just like yours in the Animoto Social Video Marketing Community on Facebook. Our team of video experts is ready to help you grow with tips, ideas, inspiration, and feedback on your videos. You can also reach our dedicated Customer team directly at help@animoto.com .

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Free Video Maker | Create & Edit Your Videos Easily

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Create, edit, and share videos with our free video maker. Combine your photos, video clips, and music to make quality videos in minutes. Get started free!

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With Powtoon, anyone can create engaging, animated videos with a professional look and feel. It is a web-based animation software that allows you to quickly and easily create animated presentations with your students by manipulating pre-created objects, imported images, provided music, and user created voice-overs.

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Common Sense is the leading independent nonprofit organization dedicated to helping kids thrive in a world of media and technology. It empowers parents, teachers, and policymakers by providing unbiased information, trusted advice, and innovative tools to help them harness the power of media and technology as a positive force in all kids’ lives.

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Learning Rating Lists | Common Sense Media

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Find the best educational apps, games, and websites to help your kids learn and do well in school. Kids will learn essential life skills while having fun!

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Lichtman, G. (2014). #EdJourney: A Roadmap to the Future of Education. John Wiley & Sons.

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Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based learning: A proven approach to rigorous classroom instruction.

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Google Expeditions: over a million students on trips to virtually anywhere (2016, May 19). Retrieved from https://youtu.be/3MQ9yG_QfDA

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Google Expeditions: over a million students, on trips to virtually anywhere

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Dirksen, J. (2016). Design for how people learn. Berkeley, CA: New Riders.

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Google Expeditions gives "real world experiences" a new meaning when it comes to classroom lessons. The software allows teachers to bring lessons to life and take students on field trip virtually anywhere in the world. This website provides more insight on how it works and how to get started using it.

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Where do you want to go today?

Pick a subject

Field trips covering different subjects

Explore all the tours

Where do you want to start your adventure?

Make waves

Go underwater and find out what goes on below the surface

Be a globetrotter

See the world without a passport

Search for answers

Trying to answer life's questions through trial, error, invention and discovery

Get back to nature

Get to know the secrets of the world around us

Visit iconic sites

See the sights from the comfort of your chair

The 7 New Wonders of the World

Marvel at masterpieces

The creativity and beauty of art from different cultures around the world

Admire the architecture

Take a look around beautiful buildings from across the ages

Architecture Through Time

From the beginnings of humanity to today

Join the celebrations

Sing and dance along at home

Step into the spotlight

A behind-the-scenes look at performing arts around the world

This is just the beginning

There's so much more to explore

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Arts & Culture Expeditions - Google Arts & Culture

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Go on a virtual field trip with Google Arts & Culture

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Piktochart is a web-based infographic application which allows users without intensive experience as graphic designers to easily create infographics and visuals using themed templates.

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Infographic Maker Trusted By 11 Million Users - Piktochart

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With Piktochart AI, you can create stunning infographics, reports, presentations, and more in seconds. No design experience needed. Start for free.

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Waks, L. J. (2014). Education 2.0: The learningweb revolution and the transformation of the school. Boulder: Paradigm.

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Elmore, T. (2010). Generation iY: Our last chance to save their future. Atlanta, GA: Poet Gardener Publishing.

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Jarvis, J. (2013). Public parts: How sharing in the digital age improves the way we work and live. Place of publication not identified: Simon & Schuster.

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Padlet is an online virtual “bulletin” board, where students and teachers can collaborate, reflect, share links and pictures, in a secure location. I like to use this tool with my students when taking guided notes in class.

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In terms of technology, this website provides several resources for how and why technology should be utilized in schools, at home, and with young students in a safe way.

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The most important skills one needs for success in life are developed through play. Language and social skills, concentration, memory and adaptability in the face of change also contribute to a child's executive functioning. Research has shown positive executive functioning skills are the foundation upon which academic concepts can be successfully learned. Readiness for school, therefore, means much more than IQ or knowing letters and numbers.

Within this site, you'll witness many examples of what goes on in effective play-based learning environments. Here, play is not a frivolous endeavour that takes away from the instruction of academics, rather it is the work of children as they learn. The researchers and professional mentors from Galileo Educational Network put great thought and intention into guiding the experiences of children; extending learning and helping them make meaning of their world.

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Early Learning - Comprehensive resources for parents and professionals in play-based early childhood education

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The most important skills one needs for success in life are developed through play. Language and social skills, concentration, memory and adaptability in the face of change also contribute to a child's executive functioning. Research has shown positive executive functioning skills are the foundation upon which academic concepts can be successfully learned.

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This website provides detailed diagrams and descriptions on the relationship between the SAMR model and Bloom's Taxonomy. It's a wonderful resource to show how theories we are already used to can be applied to new learning theories and models.

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Dr. Puentedura graciously Creative Commons-licenses some of his papers to allow for reproduction on other sites with attribution.

I have taken one of the PDF files and turned it into a slideshow below. I have included links to the original PDF files in case you want to download it from Dr. Puentedura's site.

Bloom's and SAMR:
​My thoughts based on the work of R. Puentedura, A. Churches and L. Nelson

I feel teachers need to both create tasks that target the higher-order cognitive skills (Bloom's) as well as design tasks that have a significant impact on student outcomes (SAMR). A visual to illustrate that follows.

Educators will argue they have seen redefinition tasks that only target the remembering level or have a creative assessment that is only at the augmentation level. Of course that is true, but I believe we should be planning for technology tasks, activities, and assessments that include both the higher levels of Bloom's Revised Taxonomy and the transformation area of the SAMR model.

My vision of how the Bloom's and SAMR models work together and intersect follows below.

Bloom's and TECH: My thoughts

Work by others

Videos by others

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SAMR is a model designed to help educators infuse technology into teaching and learning. Popularized by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and ...

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Seesaw is a student-driven digital portfolio platform. Students can independently document what they are learning at school in a visually-appealing, easy to share setting. Unfortunately, my district has not given permission to utilize this resource, but I am keeping it in my "files" for when they change their mind.

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Seesaw - Student Driven Digital Portfolios II

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Seesaw Student Driven Digital Portfolios Sign up free!

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I have used Kahoot in my class for the past two years since my school has implemented 1:1 technology devices. It is a game-based classroom response system played by the whole class in real time, which really motivates and engages students. My students beg to do Kahoots at any chance we can get, and all they are doing is completing a multiple-choice test digitally.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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WeVideo is an online video editor that makes it easy to capture, create, view and share your movies at up to 4K resolution for stunning playback anywhere.

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Free Online Video Editor | Interactive Video | WeVideo

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The #1 video editor for schools, businesses, and solopreneurs. Create professional-looking multimedia projects with powerful, easy-to-use tools. Try free today!

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Adobe Spark is a free online and mobile graphic design app. It allows students to create their own beautiful web stories using videos, pictures, and text.

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NearPod is an interactive classroom tool for teachers to engage students with interactive lessons via 1:1 technology devices. It is a wonderful lesson to ensure 100% participation in whole group lessons, which is nearly impossible without this application. Again, my district has not given permission to utilize this tool, but I will keep it in my "files" as well, in the hopes that they will change their minds.

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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Thinglink is a free and user friendly digital tool that provides users with the ability to turn any image into an interactive graphic.

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ThingLink: Create unique experiences with interactive images, videos & 360° media

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Easily create interactive and immersive visual experiences for online communication and learning. Start a free trial!

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This website provides an easy way for students, parents and educators to participate in your local decisions about technology, as well as contribute to the state and national dialogue about digital learning through free online surveys for your school or district.

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Registration for Speak Up 2018-19 will open this summer. If your school or district would like to use the Speak Up tool, please complete this interest form to help us plan for the fall. Be sure to stay in touch with us on Facebook and Twitter, and to sign up for our e-news to be alerted when new data findings are released.

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This website creates free multimedia curriculum materials to help learners of all ages advance knowledge, skills and competencies.

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The Media Education Lab at the University of Rhode Island advances media literacy education through research and community service. We emphasize interdisciplinary scholarship and practice that stands at the intersections of communication, media studies and education.

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Blogging is a digital way to keep a journal about your thoughts on a topic. I love using journals and blogs during guided reading groups because students can complete their blog post prior to guided reading, and we can center our discussions around these posts.

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Aurasma, now known as HP Reveal, is a tool that I have yet to use in my classroom, but hope to incorporate eventually. It is an augmented reality application that enables teachers to connect digital content, such as video, to images in books and classroom walls.

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Evernote is an app designed for note taking, organizing, tasks lists, and archiving. I have not used it with my students yet, but have use it personally to take notes or complete journal entries.

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Best Note Taking App - Organize Your Notes with Evernote

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Our note taking app helps you capture and prioritize ideas, projects and to-do lists, so nothing falls through the cracks. Start your free trial today!

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TPACK in 2 Minutes (2013, April 26). Retrieved from https://youtu.be/FagVSQlZELY

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This website introduces a framework for educators that measures how well technology tools that are integrated into lessons are helping students engage in, enhance and extend learning goals. The framework is defined by the motto, "Learning first, technology second."

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Triple E Framework

A framework for educators to measure how well technology tools integrated into lessons are helping students engage in, enhance and extend learning goals. Learning First, Technology Second #tripleE

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Triple E Framework is a model for integrating technology into K-12 teaching

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TIM provides a framework for describing and targeting the use of technology to enhance learning.

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The Technology Integration Matrix (TIM) provides a framework for describing and targeting the use of technology to enhance learning. The TIM is supported by a complementary suite of online tools and a large collection of professional development resources.

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This Prezi was created by Nicole Zumpano, a professor at Nationl Louis University. It describes TPACK, which stands for Technological Pedagogical Content Knowledge. It is a theory that was developed to explain the set of knowledge that teachers need to teach their students a subject, teach effectively, and use technology.

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What about the dotted line? The dotted line around the TPACK model represents the context in which you teach. TPACK will look different in a 1st grade inner city classroom then it will in a private high school science class. Each Area of TPACK carries equal importance These teachers have strong backgrounds in content.

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SAMR in 120 Seconds (2013, May 30). Retrieved from https://youtu.be/us0w823KY0g

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This is a site that generates word clouds from the words that you type in. In a classroom setting, word clouds can be used for KWL activities or brainstorms.

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wordle Is a website that combines vocabulary for all types of clouds in both Thai and Thai languages

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HOME - wordle Is a website that combines vocabulary for all types of clouds in both Thai and Thai languages

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Wordle is a wizard. "word cloud" from text as typed by the user The prominence of the cloud depends on the words that appear frequently in the original text. which can customize the characters according to the desired style, such as fonts, layout styles and font color Images created through Wordle can be used in...

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Cmap Cloud is a collection of services and products that simplifies the online construction and sharing of concept maps, makes it extremely simple for users to store, access and manipulate their Cmaps from different locations, and share and collaborate in their construction.

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The Cmap Cloud provides a centralized sharing site for users to store and and share their Cmaps and access them from the three versions of CmapTools: CmapTools (for Desktop), CmapTools for iPad and CmapTools in the Cloud. The Cmap Cloud hosts CmapTools in the Cloud, the Web-based version of CmapTools.

It's FREE to sign up. Create your account today and start building your concept maps on your Web browser using CmapTools in the Cloud, and syncing your Cmaps across devices.

Already have an account?

Use your Cmap Cloud account to:

Build Cmaps using CmapTools in the Cloud

The power and simplicity of concept mapping with CmapTools, on the web. Create an account and get started today.

Learn more about Cmap Cloud and its features

See how Cmap Cloud can create a seamless workflow between your desktop, iPad and browser.

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The Cmap Cloud provides a centralized sharing site for users to store and and share their Cmaps and access them from the three versions of CmapTools: CmapTools (for Desktop), CmapTools for iPad and CmapTools in the Cloud. The Cmap Cloud hosts CmapTools in the Cloud, the Web-based version of CmapTools.

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Willingham, D. (2008, August 21). Learning Styles Don't Exist. Retrieved from https://www.youtube.com/watch?v=sIv9rz2NTUk

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This blog is constantly updated because technology knowledge is rapidly growing with time. It is a resource that provides any and all information about Google's education-related efforts.

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Find out about Google's commitment to education through our products and initiatives.

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Google for Education (2014, April 11). Google for Education 101 (in 101 Seconds). Retrieved from https://youtu.be/uXFUl0KcIkA

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Google for Education 101 (in 101 seconds)

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What does it mean for a classroom or school to "go Google"? Learn all about Chromebooks, G Suite for Education and Tablets with Google Play for Education and how together these powerful tools can transform teaching and learning.

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This website provides technology resources for teachers, students and families, district and state leaders, and developers. This plan articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible.

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About the National Educational Technology Plan

The U.S. Department of Education released the 2024 National Educational Technology Plan (NETP): A Call to Action for Closing the Digital Access, Design and Use Divides. First released in fulfillment of Improving America's Schools Act of 1994, NETP has been updated multiple times since its original release, most recently in 2016. While past NETPs have largely served as surveys of the state of the field, the Department of Education's 2024 NETP frames three key divides limiting the transformational potential of educational technology to support teaching and learning, including:

The Digital Use Divide, addressing opportunities to improve how students use technology to enhance their learning, including dynamic applications of technology to explore, create, and engage in critical analysis of academic content and knowledge;

The Digital Design Divide, addressing opportunities for educators to expand their professional learning and build the capacities necessary to design learning experiences enabled by technology; and

The Digital Access Divide, addressing opportunities for students and educators to gain equitable access to educational technology, including connectivity, devices, and digital content. This also includes accessibility and digital health, safety, and citizenship as key elements of digital access.

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National Educational Technology Plan - Office of Educational Technology

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The 2024 NETP frames key divides limiting the potential of educational technology, including: Digital Use, Digital Design, and Digital Access.

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Robinson, K. (2013). How to Escape Education's Death Valley. TED Talks Education. Retrieved from https://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley?referrer=playlist-how_can_we_fix_the_learning_crisis&language=en

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Ken Robinson: How to escape education's death valley

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Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational "death valley" we now face, and how to nurture our youngest generations with a climate of possibility.