New Horizon Report K-12 2016

What’s on the five-year horizon for K-12 Educational Technology & which trends and technologies will drive educational change?

This publication charts the five-year horizon for the impact of emerging technologies in school communities across the globe.

With 15 years of research and publications, the NMC Horizon Project can be regarded as the world’s longest-running exploration of emerging technology trends and uptake in education.

55 experts (listed on page 48) produced the 52 page NMC/CoSN Horizon Report: 2016 K-12 Edition  and is summarized in the graphic below:
new horizon report k-12_2016


The report’s endnotes (pages 49-52) contain 394 valuable reference citations.


DOWNLOAD: New Horizon Report: 2016 K-12 #EdTech Future
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Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M., and Yuhnke, B. (2016). NMC/CoSN Horizon Report: 2016 K-12 Edition. Austin, Texas: The New Media Consortium.

video in education KEVIN CORBETT

You know you can attract and engage students with video.

But here comes the tricky part. Your staff don’t. Let’s just say they’re not great with change.
They may even suck at it. They may frown and fold their arms and insist that you’re wrong, because the traditional way is right and it works and it doesn’t intimidate them.

Because that’s all it is. A little bit of fear. Some healthy caution. It’s natural.

They’re bound to be wary of taking a step or a leap in the way they teach, because what if it doesn’t work? What if the software messes up and the whole lesson plan goes to pot? What if it doesn’t engage the students and their grades drop?

No wonder they’re saying “No”.

But once they know the facts, once they know they can avoid and tackle these problems and once they know how easy it is to include a bit of video, they might just come around.

So here are a few points that’ll get your staff excited about adopting video:

It’ll Save Their Time (and boredom).

Your teachers will never have to do the same lecture twice.

No need to hear their own voices droning on about the same concepts in every term of every year, slowly dying inside.

If they film their lectures and share them on their learning management system (LMS), they can get students to watch them for homework and use class time for practical sessions, assessments and discussions. And they can keep the same videos for future groups, which means no more boring speeches.

And guess what!

The syllabus suddenly becomes way more engaging, not only for the students but for the teachers as well. Students have more time to voice their own opinions and debate the things they’ve learned. Jaded concepts become shiny and new.

Stephanie Butler Velegol, instructor in environmental engineering, started to flip her classes in 2010 and has never looked back. In an interview with Science Daily, she said, “There’s this saying that you can either be the ‘sage on the stage’ or the ‘guide on the side’. In a flipped classroom, anytime you do active learning, you’re moving yourself off the stage to a guide on the side, and to me, it’s more fun to build those relationships.”

Using video in this way also means teachers don’t have to repeat themselves or wait for slow writers to take notes. Instead, they can just upload the videos and transcripts onto their LMS, so students have all the information they need straight away.

For more info on how to flip your classroom, check out this flipping awesome practical guide.

Less Mess and Stress

This brings me onto my next point: By having all their key concepts recorded in video format, teachers escape the need to print, scan or photocopy notes and worksheets.

They can make videos of their slides or lectures or even get creative and show stories and animations. Regardless of their approach, it means they can share their videos with their students straight away and control the timespan of its availability. They’ll feel safe in the knowledge that their students can access all the course information without having to bombard them with paper resources.

This saves loads of money on printing and means teachers can avoid losing anything in an avalanche of paper. Instead, they can easily organize all their videos, transcripts and other class materials on your institution’s LMS and have an instant online backup.

Plus they can avoid the chore of scanning and photocopying. I mean, come on, who actually enjoys that?

Easy To Create

Your teachers may not want to incorporate video because they lack the confidence to use the software. They envision it to be techy and complicated, when it’s actually super simple. Let them know they don’t need to go fancy if they don’t want to. They can just film themselves lecturing using their own phones or tablets..

James Rolfe, Head of Science at Judgemeadow Community College said in an interview that he filmed experiments on his phone to show his students later: “They’re quick to make on an iPhone and we keep them short and really simple, but they’re so useful and can illustrate everything from how to measure current in a circuit to how to react a metal carbonate with acid.”

But there’s nothing holding your staff back from getting creative with their videos. They can include soundtrack and animations, subtitles and quizzes or even get Drama students to perform a script. They can incorporate video as a form of assessment or get students to make their own. This is a great way to increase student engagement and to let them demonstrate their understanding of the concepts they learn.

Their videos don’t even have to be long. In fact, the shorter they are, the better. Teaching a generation with an attention span shorter than a goldfish’s, you don’t want them to get bored or distracted.

The great thing about video is that it allows your teachers to get their points across so much quicker. Incorporating audio and visual elements (and text if they so choose), a 1­ minute video paints 1.8 million words. (Forrester Research).

So much faster than a lecture and just as effective. At least it was for Velegol, who found that her flipped classroom increased student engagement, self ­efficacy and motivation to learn.

Easy To Upload

What’s that you say? They’re still wary of using video software?

Don’t worry. I’ve got you covered. If you use an LMS like Blackboard, which has a vzaar video plug­in, teachers can upload their videos to share with staff and students in just a few clicks.

They can reach the plug­in straight from your Blackboard interface, which means they don’t have to get around any confusing external software. And to make your life even easier, we’ve made a short, step-­by-­step demo on how to use this plug­in.

So get your teachers to watch it. Show them how easy it is. They just need to try it out and they’ll love it in no time.

To make video integration even easier, download Vzaar’s free guide. Uncover the secrets to successful adoption, tips to get your teachers onboard and the tools you need to get started.


FIONNUALA BLAND from VZAAR.comGuest post by:  Fionnuala Bland
Fionnuala is an elearning enthusiast and content writer at @vzaar, the video hosting platform.

As a society, we desperately need to invest more into the arts. Our culture has come to exalt the ability to calculate and analyze at the expense of developing an understanding of ourselves and our own emotions. We pride scientific achievements instead of developing artistic expression, partly due to the faults of American capitalism.

But, at the core of humanity lies complex emotions as opposed to pure, cold logic. By extension, we should value artistic pursuit, not scientific performance.

Engineers are the builders of materials and structures, while scientists are the explorers of atoms, forces and geometry. But artists, writers, filmmakers? They design the maps.

The Myth Of “Logic Over Emotion”

A few years ago, neuroscientist Antonio Damasio (a professor at USC who researches the mysteries of the conscious mind) examined individuals who had undergone damage to the emotional centers of their brains without hindering their rationalizing abilities.

What he found was that their capacity to make decisions was significantly impaired. Subjects could map out every potential pathway, weigh every pro and con and describe what they needed to do logically, but they simply could not intuitively figure out what they wanted. They could not act. They could not move forward.

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#TxEduChat LOGOSunday, April 24th at 8PM Central (6PM Pacific)

Thanks to @Tom_Kilgore and the popular @TxEduChat for asking me to host another Twitter Chat!

I’m excited to have some fun and explore the topic:

AI & Robots: How can we “future proof” students?

Artificial Intelligence and Robots are developing are a RAPID pace!

With two new grandchildren, I’m investigating more seriously the advancing new technologies in an effort to understand the knowledge and skills necessary to achieve happiness and success in a technological future.

I’m certain that the ubiquitous nature of technology will have a considerable impact on a new generation and believe that adults–educators, parents, and more, will be critical in mentoring young people as they navigate and work through all the changes, along with new moral and ethical decisions mankind has never had to deal with.

Sunday’s TXeduchat is intended to be a fun-filled hour to consider the possibilities and get us all thinking about how to future proof our students in a world where deep learning, automation, artificial intelligence, and robotics are accelerating.

It will be hard to accomplish too much in the hour we have online but, there are a lot of amazing and brilliant people that frequent the #TxEduChat, so I’m confident it’s going to be a frenetic paced evening!

For those of you who are here for the first time. I’ll post a reference link below after the chat.


From where I sit, it feels like the study of the liberal arts and the culmination of that education—the liberal arts and sciences degrees—are being challenged like never before. State governors, top business executives, and parents are questioning the end products that come from liberal arts institutions. In a recent Washington Post article, a managing director of a major financial management company complained that a liberal arts education mainly created “incredibly interesting, well-rounded cocktail party guests” but not graduates who are likely to find jobs.

Unfortunately, I think that a too-narrow focus on first jobs for graduates has these folks missing the bigger point—liberal arts institutions educate for employment, but they also educate for success. That’s the “plus” in our system, our game changer, and I will come back to that later.

I must say that the frustration of critics is completely understandable: unemployment rates remain high, and college education, already shockingly expensive, is growing ever more so. Students are graduating with unprecedented debt. People are concerned about the value—the return on investment of a college degree. It’s no surprise to me when high school students and their parents approach our admissions counselors asking, “So, what kind of job will Susie be able to get with her bachelor of arts degree?” or more pointedly, “Do you offer STEM education?”

Without question, STEM (science, technology, engineering, and mathematics) is the new buzzword for those anxious about post-graduation employment. These are all disciplines in which America must excel if it is to retain its industrial and economic strength. In his February 2013 State of the Union address, President Obama urged that we double-down on science and technology education starting in our secondary schools. To give the argument even more traction, some would widen the list of STEM professions to include educators, technicians, managers, social scientists, and health care professionals. Indeed, the talk these days in my state of Virginia is about STEM-H (for healthcare).

According to the U.S. Department of Commerce, the STEM job sector is growing at twice the rate of non-STEM occupations, but we should note some caveats. First, let’s remember that STEM workers, as identified by the Commerce Department, comprise only 5.5% of the workforce. Second, while STEM workers overall may earn 26% more than their counterparts, the greatest differential is seen in the lowest-level jobs; the higher the terminal degree, the less the earnings difference.

Moreover, it is not a given that the only path to STEM job success is to obtain a STEM degree.

  • About one-third of college-educated workers in STEM professions do not hold degrees in STEM.
  • Two-thirds of people holding STEM undergraduate degrees work in non-STEM jobs.
  • One-fifth of math majors, for instance, end up working in education. (That is a good thing, I would argue.)
  • Nearly 40% of STEM managers hold non-STEM degrees.

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