New Horizon Report – 2011 K-12 edition out now!

The 2011 K12 Edition of the NMC Horizon Report, a research effort led and published by the New Media Consortium, is finished and is available now at http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf

Three international organizations — the New Media Consortium, the Consortium for School Networking (CoSN), and the International Society for Technology in Education (ISTE) — collaborate on identifying technology experts and other aspects of the research, and this year, for the first time, each organization is planning a significant event related to the new report for each of their audiences.
CoSN started the rolling release yesterday with a private webinar for their audience of school CIOs around the world. The NMC follows with a major event at their annual Summer Conference, held this year in Madison, Wisconsin, on Friday, June 17th. ISTE rounds out the release effort with a major session at their annual conference in Philadelphia on June 27.
The report has been released under a Creative Commons license to encourage broad distribution.

Emerging devices, tools, media, and virtual environments offer opportunities for creating new types of learning communities for students and teachers. Dede (2005) described the interrelated matrix of the learning styles of neo-millenials as being marked by active learning (real and simulated), co-designed and personalized to individual needs and preferences, based on diverse, tacit, situated experiences, all centred on fluency in multiple media, chosen for the types of communication, activities, experiences, and expressions it they empower.

The Horizon Report K-12 edition, issued annually since 2009, has identified and described emerging technologies that are having a significant impact on K-12 education, re-iterating the diversity of influences in the learning spaces of our schools. For school librarians the report directs attention simultaneously to both information use and learning and highlights the fact that 21st century technologies are unlikely to be empowering unless they are in the hands of an informed learner.

Key Trends in 2011:

Time-to-Adoption Horizon: One Year or Less

  • Cloud computing
  • Mobiles
Time-to-Adoption Horizon: Two to Three Years
  • Game-based learning
  • Open content
Time-to-Adoption Horizon: Four to Five Years
  • Learning Analytics
  • Personal Learning Environments
Watch for more information at the Horizon K-12 wiki at http://k12.wiki.nmc.org which will have have a tweak or two before June 17th.
Once again, it was an honour and a real buzz to be part of the Advisory Board in 2011. My personal thanks go to Larry Johnson, Chief Executive Officer at NMC for being the driving force behind this work.
Dede, C. (2005). Planning for Neomillenial Learning Styles: Implications for investments in technology and faculty. In D. G. Oblinger & J.L. Obliger (eds.), Educating the Net Generation. www.educause.edu/educatingthenetgen

A new way to communicate

Happy April Fools Day from Google – better than ever!

Mark Rennick explained on Digital Citizenship in Schools that he was able to make good use of this Google prank:

I just used it to illustrate to a class of Yr. 6 students the perils of believing something just because it is on the net and a brand name stamped on it. I actually had them up practicing the movements. The look of disbelief on some faces when I told them they had been pranked was priceless.

Ahh Friday afternoon library lessons……..

Digital divide – what can go wrong!

Wrangling with online tools has become part of the daily work expectation for many – but not for many of our teachers in schools and universities it seems.

The more I work with educators, the more I worry about the learning opportunities we are creating for our students. Of course, I am generalising here, but nevertheless, I remain perplexed by the idea that teachers feel they are too “time poor” to learn something new each day. Every day, teachers expect their students to ‘go forth’ and find new information, learn new ways of approaching a topic, write another essay, fill another wiki, write another blog post, make another movie, sit another exam…..you know, it’s endless.  So students should stick at it…but not teachers?

Last Saturday I attended a wonderful full day of workshops at Tara School,  run by some trusty colleagues for the ICTENSW teachers.  Attendees came from city and country locations – some even found their way there from Singapore.  My workshop is one that I plan to run in a  few different locations in Australia and NZ during the year.  I wasn’t sure if it was really worthwhile – but Saturday reminded me of the great digital divide that is emerging  in teaching ranks. Here were keen teachers, willing to learn – what about the rest?

It’s not an issue of resourcing – it’s an issue of understanding and capability.  We need to make sure we remain sufficiently skilled to actually be quality mentors for our students!

Two areas stick out like a sore thumb - digital footprint and information seeking.

It’s the same problem we have always had – the expectation that only teacher librarians need to really know how to find stuff! I’m afraid that in our digital era, the stuff finding has to become a core digital skill for all teachers.  This is all the more paramount, when you juxtapose information seeking skills and knowledge creation strategies with digital footprint/digital citizenship and the power of positive digital interactions for professional learning.

The two are not mutually exclusive!

Learning to wrangle the web correctly and well  for information, communication, collaboration, social networking, gaming etc is an essential core skill for 21st century students.

I created a Livebinder to drill into some of these questions.  We didn’t get to do very much at all, even with two hours,  but at least the resource is there to learn more!

The rationale behind Knoweldge 2.0 is acknowledging the information maze; recognising that googling is the default skill that poor teaching promotes; finding out what else is around and why you would craft different approaches to information seeking; discovering the difference between seeking, and having information & news delivered with the power of RSS;  considering the power of academic databases and RSS; pegging cognitive skills into the mix, and dipping into the Howard Rheingold bunch of goodies; and then setting up your own personalised strategies.

All that can take a day to work through, not just a workshop. But it IS the sequence of thinking that every teacher needs to go through at some point if they are going to consider themselves as proper participants in Knowledge 2.0 or 21st century learning, or whatever else you want to label the learning  of today’s kids!

Let me know if you’d like to have a workshop like this at your school or institution.

Our scissors are now digital

School of Information Studies

Week One in my new full-time job at Charles Sturt Uni, and I have discovered the challenges that a few years of change ‘in the cloud’ have wrought!   The ‘work’ challenges are being met thanks to the welcoming support from all my new colleagues. They are an amazing team, spread around the world, and in my online environment this is a wonderful extension of my already robust PLN.

However, as I settle into my preparation for working with students in courses online through Charles Sturt Uni, I also have to set up a whole swag of new equipment. Am I lucky?  You think about it…

What do you do when you have to prepare a new lot of equipment for your online interactions.  It should be easy – right?  It used to be dead easy – load up a few software applications, add a couple of browsers (maybe) and then you’re away.

Well, if you are really working in an online 21st century kind of way (I’m sure you know what I mean), you’d find that you  have to set aside loads of time, and would have to keep tinkering constantly for a week or two to re-establish your online tools, and favourite ways of managing your work productivley, collaboratively, creatively, and uber efficiently. I haven’t got the systems down pat yet – and am using this opportunity to review some things, so am keen to get some feedback if you have favourite tips and tricks that I’ve not listed.

I’ve been keeping a list as I chug along setting things up. I’ll remember more of them when I get back home from Wagga Wagga (loved seeing the kangaroos on campus!).  Interestingly I find that I do different setups on different computers depending on how I ‘bend’ that particular tool to my needs.  But without going into specifics, here’s what the list is looking like after one week…and I’m not finished yet.  I found it incredibly frustrating initially to have a browser window that did just that – browse!!  There are many tools/options, and some that I choose not to use, though I realise that they just might be amongst your favourites.  Of course, it’s also about tools that synchronise, or work in partnernship with my iPhone and iPad.

I wonder how I ever used to work without the additional speed and flexibility that these tools provide me.

I wonder how YOU manage, if you don’t have a similar looking list?

Here’s my running list of core tools  so far:

Can’t wait to see how the list ends up!  Tell me what I have missed too please  …

Free web stuff for your library

I couldn’t resist sharing this presentation from Sarah Houghton-Jan. You know – you really don’t have to have megabucks to squeeze the best out of interactive web spaces – just a co-operative and flexible IT manager!

Don’t turn a digital blind eye…

Denver Convention Centre

So here we are  –  back at school again!  After the amazing ISTE2010 conference in Denver Colorado, I can honestly say that I came away packed with inspiration, and refreshed by the multiplicity of exciting approaches being tested and proved for their value in schools around the world.

There were many highlights, but above all, the message came across loud and clear from top to bottom  that we need to be proactive and adventurous in digital environments. Don’t guess  –  collaborate and learn from others! Build academic rigor through excellence in digital innovation.

I was so impressed with the schools that have a solid track record of integration of handheld devices such as the iTouch. They have shown us that it IS possible to have secure networks AND robust learning taking place that transforms opportunities for students. Even more exciting was hearing from those that are also exploring the added advantages that an iPad can bring to flexible learning. Of course, educators also reveled in the opportunity to explore and share Apps for the iPad. ISTE2010 was groundbreaking for me  – seeing so many iPads in one place was amazing!  Oh yes, the TL Learning Tools Smackdown was a real winner!

It was exciting to hear and see Howard Rheingold in person, in his Crapdetection 101 session. He has so much to offer us in understanding issues around good critical thinking in our digital environments. Take the time to watch his presentation, and then visit ISTEs critical thinking compendium.

So back to school for me  and the challenges of digital learning.

Thanks to our Powerful Learning Project initiative, our Digital Citizenship program delivered through a private Ning is once again alive and active with a plethora of curious, clever, colourful and amazing expressions of learning by our Year 7 boys. I know @snbeach will be pleased!

I love watching what happens in the first week!  Some boys are really excited (once again) to be working in an environment that to them ‘is like Facebook’ – which makes it cool! Others can’t help but use the Ning environment to ‘shout out’ about topics that are close to their hearts – who should win the next rugby game; should Ricky Ponting be dropped from the cricket team; and personal reflections on home and school. At the same time, boys are able to reflect on the topics being discussed in class, and sometimes amaze me with their  insights into their own digital world.

For example:

Cyberbullying is common  and mainly occurs because the person on the other side of the screen can’t see how hurt the victim is and they think it’s all a big joke to them. It is one of the largest forms of bullying because it doesn’t have any physical requirements, like conventional bullying does, but can be done by anyone. It is a major problem and is mainly based from social networking sites, not from SMS’ and phone calls because they are too intimate in communication.

One of the most annoying things about cyberbullying is anonymity and not knowing who is bullying you. It also is only effective in large groups so you feel excluded and like everyone is against you, unlike when you know you have friends to support you and back you up. If I experienced cyberbullying I would probably tell a teacher and document all the incidents so that the cyberbullies would get into trouble and hopefully learn a lesson.

Digital Citizenship cannot be ignored. Out of 160 + boys, only a few believe that they have had any help or guidance from parents or teachers in these digital environments.  So our digital initiative is being ‘rolled out’ via our English faculty – communicating in digital environments seems a very good reason to adopt this as our own (yes Darcy – I’m an English teacher too, so perhaps rank as a small part of your English Literati set perhaps in some small way?)

Other examples:

This is all well and good that the school’s IT group has put all this time and effort in to making this program but I have a an idea that this is just a trap for cyber bullyers. Because I’m gathering that school has no jurisdiction over our use of Facebook.

Ning is sooo cool, its just like a mini facebook, I can learn soo much from this!!

The important message  is that the world is changing really fast and in order to keep up with all the new and exciting things, we also need to no how to use these things in a responsible matter.

Cyberbullying = cowardice!

Very perceptive !

These environments are so important in both social and academic spheres.

Why do some educators continue to turn a digital blind eye?