Tag Archives: future

Horizon Report 2011

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horizonreportThe latest edition of the Horizon Report was published last week. A review of this document every year will keep you up to date on the latest technologies and their schedule for widespread adoption.

Read it “The Horizon Report 2011 Edition” here. (40 page PDF)

Citation:
Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report.
Austin, Texas: The New Media Consortium.

“This years’ trends are:

Time-to-adoption One Year or Less:
• Electronic Books
• Mobiles

Time-to-adoption Two to Three Years:
• Augmented Reality
• Game-based Learning

Time-to-adoption Four to Five Years:
• Gesture-based computing
• Learning Analytics

Regarding ebooks and their adoption:

”Now that they are firmly established in the consumer sector, electronic books are beginning to demonstrate capabilities that challenge the very definition of reading. Audiovisual, interactive, and social elements enhance the informational content of books and magazines. Social tools extend the reader’s experience into the larger world, connecting readers with one another and enabling deeper, collaborative explorations of the text. The content of electronic books and the social activities they enable, rather than the device used to access them, are the keys to their popularity; nearly everyone carries some device that can function as an electronic reader, and more people are engaging with electronic books than ever before.””

Technologies to watch

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me_yuri_048What’s on the horizon for educational technology? Researchers at the New Media Consortium look into their crystal balls each year and publish the Horizon Report for higher ed and K-12 schools. The report features six technologies to watch and puts them in a likely timeframe for entrance into mainstream use for teaching and learning.

The six technologies to keep your eye on are:

Cloud Computing
Time to Adoption: One year or less

The “cloud” refers to surplus computing resources available from specialized data centers, each often hosting thousands of servers, that power the world’s largest websites and web services. Growing out of research in grid computing, cloud computing transforms once-expensive resources like disk storage and processing cycles into a readily available, cheap commodity. Development platforms layered onto the cloud infrastructure enable thin-client, web-based applications for image editing, word processing, social networking, and media creation. Many of us use the cloud, or cloud-based applications, without even being aware of it. In schools, use of cloud computing is progressing along a path that began with the adoption of collaborative tools for administrative tasks and that leads, eventually, to classroom adoption of cloud-based tools for learning.

Collaborative Environments
Time to adoption: One year or less

Collaborative environments are online spaces where the focus is on making it easy to collaborate and work in groups, no matter where the participants may be. As the typical educator’s network of contacts has grown to include colleagues who might live and work across the country, or indeed anywhere on the globe, it has become common for people who are not physically located near each other to collaborate on projects. In classrooms as well, joint projects with students at other schools or in other countries are more and more commonplace as strategies to expose learners to a variety of perspectives. Collaborative environments can be off-the-shelf or assembled from a wide variety of simple, free tools — the key is the interactions they enable, not the technologies they include.

Game-based learning
Time to adoption: 2-3 years

The interest in game-based learning has accelerated considerably in recent years, driven by clear successes in military and industrial training as well as by emerging research into the cognitive benefits of game play.
Developers and researchers are working in every area of game-based learning, including games that are
goal-oriented; social game environments; non-digital games that are easy to construct and play; games
developed expressly for education; and commercial games that lend themselves to refining team and group skills. At the low end of game technology, there are literally thousands of ways games can be — and are already being — applied in learning contexts. More complex approaches like role-playing, collaborative problem solving, and other forms of simulated experiences have broad applicability across a wide range of disciplines, and are beginning to be explored in more classrooms.

Mobiles
Time to adoption: 2-3 years

The mobile market today has more than 4 billion subscribers, more than two-thirds of whom live in developing countries. The global network supporting mobile devices of all kinds now covers more territory than the electrical grid. A massive and increasing number of people all over the world own and use computers that fit in their hand and are able to connect to the network wirelessly from virtually anywhere. Tens of thousands of applications designed to support a wide variety of tasks on a host of mobile devices and platforms are readily available, with more entering the market all the time. These mobile computing tools have become accepted aids in daily life for everything from business to personal productivity to social networking. The range and number of educational applications for mobiles are growing at a rapid pace, yet their use in schools is limited — more often constrained by policy than by the capabilities of the devices they run on.

Augmented Reality
Time to adoption: 4-5 years

While the capability to deliver augmented reality experiences has been around for decades, it is only very recently that those experiences have become easy and portable. Advances in mobile devices as well as in the different technologies that combine the real world with virtual information have led to augmented reality applications that are as near to hand as any other application on a laptop or a smart phone. New uses for augmented reality are being explored and new experiments undertaken now that it is easy to do so. Emerging augmented reality tools to date have been mainly designed for marketing, social purposes, amusement, or location-based information, but new ones continue to appear as the technology becomes more popular. Augmented reality has become simple, and is now poised to enter the mainstream in the consumer sector.

Flexible displays
Time to adoption: 4-5 years

Computer displays continue to develop in ways that are enabling whole new categories of devices. Flexible screens that can wrap around curved surfaces are in prototype, as are small, very thin interactive screens. Flexible screen technology allows displays to be literally printed onto plastic, along with the batteries that power them, enabling the sorts of live motion displays previously only hinted about in the world of Harry Potter. When the technology is developed fully it will enable integrated interactive display devices that combine input and output in a single interface, finally realizing the full potential of electronic paper, though widespread commercial use remains several years away.

Download the full report here.

Do school libraries need books?

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1878698480_342b41b607Last week the New York Times Room for Debate blog posted a series of brief editorials on the question of whether we need to continue maintaining traditional book-filled school libraries. In the wake of news earlier this year about Cushing Academy and its bookless library, this is a very valid question and one that we will have to explore more and more.

Here are short summaries of each editorial. Click on the author’s name to read each posting in its entirety.

James Tracy, headmaster at Cushing, sees the school library evolving into a learning commons where students and faculty “gather, learn and explore together.” Cushing’s library contains books of all formats, print and digital. Most interesting is Tracy’s comment that students who have access to overwhelming amounts of information online “need more help from librarians to navigate these resources” and his remark that they “have also increased … library staff by 25 percent.”

Matthew Kirschenbaum, associate professor of English at the University of Maryland, believes that students do continue to need printed books. He says that “books and libraries are working (or living) models of knowledge formation. We need them for the same reason we need models of atoms and airplanes. They are hands-on. They are immersive. Holding a book in our hands, we orient ourselves within a larger system.”

Liz Gray, library director at the Dana Hall School, wrote about the need for school libraries to embrace new technologies without while still holding on to the things that continue to work well. She says, “We don’t have to choose between technology and printed books, and we shouldn’t.”

Nicholas Carr, author of the upcoming book The Shallows: What the Internet is Doing to Our Brains, believes that the medium in which we choose to read does make a difference. He writes, “As an informational medium, the book focuses our attention, encouraging the kind of immersion in a story or an argument that promotes deep comprehension and deep learning.” His belief is that online reading with all its distractions does not lend itself to focused understanding of text.

William Powers, author, also believes that using new tools doesn’t require that we throw out the old ones. He points out that “old technologies often handily survive the introduction of new ones, and sometimes become useful in entirely new ways.”

TCEA Keynote – David Kushner

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The Thursday keynote address is given by David Kushner. David’s bio from the TCEA program:

Author and journalist David KushnerKushner Headshot is the leading expert on the new i-Conomy of digital culture and industry. As a contributing editor of Wired and Rolling Stone and frequent guest on radio and TV from CNN to NPR, he reports on the key leaders and innovators of the information age from the baby billionaires of Silicon Valley (founders of Facebook to YouTube) to the Hollywood mavericks (creators of hit shows Heroes to Lost) and the biggest winners in the videogame business (Rock Band to Grand Theft Auto). He has unique access and insight on what makes this new generation of leaders tick — now and in the future.

I’m live blogging this session, so please excuse any mistakes!

Kushner says:

This is an incredibly challenging time with a new generation growing up with such a different view of the world. The theme now is “empowerment.”

Using technology has always given its users a sense of empowerment. We were Generation Pong – even back then we felt empowered using technology. Kids today have access to ubiquitous technology. They have a different perception – all these new technologies are seen as toys. This is a fundamental shift in perspective.

Research done by the Kaiser Foundation shows that kids have 7.5 hours a day of screen time.

What is it about the screen that rivets them? These aren’t just screens, they are portals into another reality – a private digital clubhouse.

Who is building this new world? In discussions with today’s technology innovators, what they have built was a direct response to their lack of access to technology in schools.

There are three stages for new technologies:

1. Innovation

2. Disruption

3. Acceptance

It’s no longer about teaching “computers” anymore. The tools are there. It’s about something else.

All innovations come about due to a need the programmers have. YouTube was created because it’s inventors wanted to trade videos online.

Game based learning is gaining steam in some areas of the country. There is a school called Quest to Learn where s students are going online and doing role playing activities, working together on missions. Example: Little Big Planet for Playstation – students help creatures on a planet. The assessment comes from the game level that the students reach. In a geography class, students are location producers for a reality show and create a multimedia pitch for their site.

West Philadelphia public school is attempting to build the world’s “greenest” car in an after school program created by one teacher. He had no money, but started by finding some old parts and helped students build an electric go-cart. The program turned many kids around and gave them a sense of empowerment.

Ray Kurtzweil invented the scanner and text to speech software. He has an idea of “singularity.” Technology is increasing at an exponential rate. According to him, we will reach a point in 2039 when computer intelligence will exceed human intelligence and be able to upload ourselves into “the matrix.” This idea is being taken seriously by today’s innovators.

How do we teach/learn in this environment where there is something new everyday? We have to learn how to learn. It’s not about the tools – it’s learning how to teach kids to empower themselves.

We need to tap our kids knowledge. Make them partners in the educational process. Idea: designated tweeter who is responsible for reporting the activities of the class.

John Carmack (creator of Doom) quote: In the information age, barriers are self-imposed.


Kindle or Nook? Neither!

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If you’re thinking of putting an e-reader like the Amazon Kindle or the Barnes & Noble Nook on your Christmas list, you might want to wait. Google is about to enter the e-book game, possibly rendering both of those devices obsolete.

kindle2

Live Science reports:

On Oct. 15 Google announced plans to open an electronic book store. Unlike Amazon’s strategy with the Kindle-only format, Google plans to deliver eBooks to any device with a web browser. Google has not announced a format, but it is likely Google book downloads will only require a browser plug-in to read books on any device with a screen.

If Google is successful, hardware will be moot, any screen will do, and the largest collection of reading material in the world will be available to anyone and any institution with a screen.

Read the full article here.

A library without books?

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Back in September, Cushing Academy in Massachusetts made the news by announcing that they were removing all of the books from the library in order to make room for digital information sources. This move prompted librarians and education bloggers around the country to write and wonder about the place that print resources have in a 21st century library. A great response came from Brian Kenney, editor of School Library Journal, in his editorial from the October issue.

In this month’s issue of Teacher Librarian though, David Loertscher puts it all in perspective with this list:

Ten Things Worse Than a Library Without Books:

1. A library without a credentialed teacher-librarian.

2. A library without information in the format users prefer.

3. A library that restricts access to information in any format.

4. A library that most teachers ignore.

5. A library that most students Google around.

6. A teacher-librarian who is afraid of, or ignores the impact of technology.

7. A library that only deals in print materials.

8. A library of antiquated computers and computer networks.

9. A library where tech directors have a big sign behind their desks reading: Just say NO!

10. An empty library.

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He makes a great point – what’s the point of having a library (with or without books) at all, if students and teachers aren’t using it?

In a time when information is plentiful and easy to get, users have to believe that coming to the library adds value to their information experience or they will get what they need elsewhere. What are you doing to add value to your students’ and teachers’ experiences in the library?

A new vision for the 21st century

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344846593_d52225b35d_oFor the past several years, librarians in my district have been talking about change and transformation.

We started several years ago, just by dipping our toes into RSS and blogging.

Then we talked about collection development and how it looks different now that so much information can be found through subscription databases and on the free web.

We all went through the “23 Things” and learned about web 2.0 technologies.

Then last year we started trying to put all of that learning together by writing a new vision statement for the library program.

A fabulous group of librarians met several times last year for this project. They took their task very seriously and had many brain-busting sessions in order to get it just right. They put together a profile of our current library program that included the history of Library Services in the district, previous vision statements, an assessment of the current services offered, and demographic information. They compiled information from current research about the characteristics and best practices of effective library programs. They also surveyed teachers and administrators in the district to get their perspective on what the library currently offered and what they wanted from the library program.

All of this information was synthesized and distilled into the following vision statement that was presented to the whole group at our first meeting of the year:

MISD librarians envision a 21st century library program that increases students’ achievement and potential for future success.

  • The 21st century library has two distinct manifestations. The physical library features an inviting, friendly atmosphere staffed by a certified professional who works to help teachers and students navigate an increasingly complex information environment; the virtual library provides access to library resources and tools 24 hours a day, 7 days a week. Both physical and virtual libraries promote intellectual freedom and provide equitable access to the resources and tools required for learning.
  • In the 21st century library, reading is a foundational skill for learning, personal growth and enjoyment. It is encouraged at all grade levels through various promotional and instructional activities designed to develop successful readers.
  • In the 21st century library, inquiry provides a framework for learning. Students are taught to locate, select, evaluate and use information appropriately and effectively.
  • In the 21st century library, collaboration is fundamental. Teachers and librarians work together to deliver instruction that focuses on critical thinking skills, literacy skills and curriculum connections.
  • In the 21st century library, learning is social, customized and personalized. Students are connected with information and each other, while creating new understandings and celebrating accomplishments.
  • In the 21st century library, technology is ubiquitous. Library users employ technology to locate materials and information, circulate items, collaborate with each other and create products. Librarians provide leadership and training for teachers and students in the use of current and emerging technologies.
  • In the 21st century library, the collection is varied, balanced and current. It features information in multiple formats for all needs and interests, supports the curriculum and is appealing to library users.
  • In the 21st century library, systems and routines are established that break down barriers and allow students and teachers to use the library independently and at point of need.

What is does your vision for the 21st century school library look like?

Image citation: Forward by Bruce Berrien.

People are talking

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Twitter is everywhere these days and people are using it to talk – about librarians. On Tuesday, there was a long conversation about the role librarians should play in schools today and if they are even capable of playing it!

Joyce Valenza responded to the conversation with some very perceptive comments, as usual. She said:

Being an information (or media) specialist today means being an expert in how information and media flow TODAY!  It is about knowing how information and media are created and communicated. How to evalute, synthesize, and ethically use information and media in all their varied forms.  It is about being able to communicate knowlege in new ways for new audiences using powerful new information and communication tools.

In my mind, if you are not an expert in new information and communication tools, you are NOT a media specialist for today.

Joyce also pointed out that the Twitter conversation took place out in the open where anyone could follow it. If these are the kinds of things people are saying in public, what are they saying in private?

What are people saying about the librarians in our district? Initiatives like 23 Things and other staff development sessions that we offer are designed to help our folks be the kind of information specialists that are required in the 21st century.

Is it making enough of a difference? How would teachers and administrators in our district answer the central question of this week’s Twitter conversation: What’s the point of having a media specialist if they aren’t specialists in the media forms of the day?

Predicting the future with Horizon K-12

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Since 2004, a group called The New Media Consortium has published an annual Horizon Report,

a research-oriented effort that seeks to identify and describe emerging technologies likely to have a large impact on teaching, learning, or creative expression within higher education.

New this year is a Horizon Report, specifically geared to K-12 that follows the same format – a panel of experts from around the world identify and organize new technologies by their “adoption horizon” or how long they think it will take before those technologies are adopted in K-12 schools.

These are the technologies that are predicted to be seen in wide use within the year:

  • collaborative environments – virtual workplaces where students and teachers can communicate, share information, and work together
  • online communication tools – put students in touch with distant family members, practicing experts, and their peers, wherever they may be located

Within 2-3 years, we might expect to see:

  • mobile devices – the new ability to run third-party applications represents a fundamental change in the way we regard mobiles and opens the door to myriad uses for education, entertainment, productivity, and social interaction.
  • cloud computing – computing resources resulting from very large “data farms” — specialized data centers that host thousands of servers. Many of us use applications that run in the cloud daily without even being aware that they are cloud-based. Image editors, word processors, social networking tools, and others are examples of cloud-based applications.

In 4-5 years:

  • smart objects – link the virtual world and the real: a smart object “knows” about itself and its environment, and can reveal what it is for, who owns it, where and how it was made, and what other objects in the world are like it. Libraries are an obvious place where smart objects come in handy, for purposes like collection tracking and checking materials in and out.
  • personal web – a term coined to represent a collection of technologies that confer the ability to reorganize, configure and manage online content rather than just viewing it; but part of the personal web is the underlying idea that web content can be sorted, displayed, and even built upon according to an individual’s personal needs and interests.

The full report gives lots of examples of how these technologies could be used in K-12 and schools. Very interesting stuff and worth a look.