Research Question 2: What key technologies are missing from our list?

What's Missing?


Instructions: Please use these prompts to help you consider what might need to be added to the current list of Horizon Topics. Remember we are looking for new (or relatively new) technologies, with a good chance of entering mainstream use. If you'd like to add something that has been around for a while, or already is being used widely, it probably shouldn't go here, unless there is an important new dimension to the story.

a. What would you list among the established technologies that some educational institutions are using today that arguably ALL institutions should using broadly to support or enhance teaching, learning, or creative inquiry?
b. What technologies that have a solid user base in consumer, entertainment, or other industries should educational institutions be actively looking for ways to apply?
c. What are the key emerging technologies you see developing to the point that European schools should begin to take notice during the next 4 to 5 years?

Add your thoughts as bullet points below, using a new bullet point for each new technology or topic. Please add your comments to previous entries if you agree or disagree.

Each new topic entry must include a title, a description similar to the ones that are written now, and, if needed, a rationale as to why it is different from any of the existing topics. The Horizon Project research team will investigate each nomination entered here to see if it meets the criteria set for new topics (eg., that the topic represents a "real" technology, as opposed to a concept, a new idea, or a proposal; that it is sufficiently developed that research, projects, and information about it exist; and that it has a demonstrable link, or strong potential link, to education).

Please "sign" your contributions by marking them with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples.

  • Class Management and Classroom Technologies. (Digital Strategy) Technologies for Teaching: These include devices and platforms/management systems/tools that primarily support the teacher in mediating their interactions with groups of students. Familiar examples of devices include Electronic Whiteboards and clicker/voting kits. LMS platforms have been developed to assist teachers in designing courses and managing student participation (and of course to provide a flexible learning environment for students). Other platforms enable teachers to 'control' or lock down what students can see or do on their laptops/tablets, i.e., to provide a walled garden within the classroom. The same tools allow for the teacher to see what is on any student's screen and/or to digitally project any screen for the whole class group to see. (Personally, I am not excited by such technologies, since they tend to reinforce traditional instructional paradigms, but we cannot ignore them and they are likely to set an influential trend). Proctoring systems for examinations also fall into this category, since they primarily assist the teacher/institution. - jimdevine jimdevine Oct 24, 2013 - agree - helga helga Oct 26, 2013 - anna.hoberg anna.hoberg Oct 27, 2013 - guus guus Oct 30, 2013 - Serge Serge Nov 2, 2013 - Pieter.Swager Pieter.Swager Oct 30, 2013 - gabriel.rubio.navarro gabriel.rubio.navarro Oct 30, 2013- nuria.desalvador nuria.desalvador Nov 2, 2013 - stefania.bocconi stefania.bocconi Nov 3, 2013
    I predict new systems will emerge that will be more affordable and open like Office 365 and Sharepoint servers - ann.s.michaelsen ann.s.michaelsen Oct 31, 2013 - ikomninou ikomninou Nov 3, 2013 Certainly a necessity. - tszmarta tszmarta Nov 3, 2013 Agree- deirdre.butler deirdre.butler Nov 3, 2013 Agree - Panagiotis.KAMPYLIS Panagiotis.KAMPYLIS Nov 3, 2013 - Jeroen.Bottema Jeroen.Bottema Nov 3, 2013
  • ePortfolio (Digital Strategy) as a particular aspect of personal learning environments, perhaps deserves a heading of its own. - jimdevine jimdevine Oct 25, 2013 - yes, absolutely: PLE as well as personal learning development - helga helga Oct 26, 2013 - anna.hoberg anna.hoberg Oct 27, 2013 - guus guus Oct 30, 2013 It's especially important because of the increasing importance of competence oriented education! - u.simmetsberger u.simmetsberger Oct 30, 2013 I think it should be analysed together with Open badges as there is a high integration potential between the two - stefania.aceto stefania.aceto Oct 30, 2013 I would rather prefer a different section, as badges have a "game" component that is not in ePortfolio - gabriel.rubio.navarro gabriel.rubio.navarro Oct 30, 2013 ePortfolios are important but should be re-interpreted and re-invented in light of Open Badges. What is important in Open Badges is not the 'game' element (which unfortunately too often exploits obsolete behaviourist theories) but trust and the use of metadata, 2 missing things from ePortfolios, until now. Also the fact that Open Badges are a form of 'distributed ePortfolios'. - Serge Serge Oct 30, 2013 When I think of the eportfolios of the future in K12 education, I imagine them linked to assessment and to the specific competences the teacher wants to develop. I imagine flexible tools that provide a lot of useful information about what the students have used and when, and that help the teacher make relevant decisions such as which tasks will be needed to develop and assess what. - nuria.desalvador nuria.desalvador Nov 2, 2013 I appreciate the value of ePortfolios for assessment, yet we need to be very careful that we use assessment as meaning learning about learning, not just for a teacher to make a final decision. The information should be presented in a format that is meaningful to learners and conducive to self-assessment (formative as well as summative), so the role of the teacher should be limited to verify the quality of the self-assessment — and act if not satisfied with the outcomes. - Serge Serge Nov 3, 2013 Agree - tszmarta tszmarta Nov 3, 2013 Agree, the notion of "ownership" of the ePortfolio has to be established and as such the learner uses it for their own purposes as well as satisfying criteria that may be established by others. - deirdre.butler deirdre.butler Nov 3, 2013 Agree with Serge´s comment above! The main challenge is to use also ePortfolios for self-assessment and for learning. - Panagiotis.KAMPYLIS Panagiotis.KAMPYLIS Nov 3, 2013
  • Modeling Software (Visualization Technologies) like Stella or iThink: well, this is not exactly a new technology, but it is the technology that can contribute to developing system thinking and complexity. I've been advocating their use for over 20 years, unfortunately the level of techno-literacy of teachers and curriculum designers is so feeble that most of do not have even the slightest idea that they exist, and when they do, they don't find them useful to teach the curriculum.... - Serge Serge Oct 30, 2013
  • Augmented Reality (Visualization Technologies) bring to life "old fashion books" https://www.layar.com/ - simon.drazic simon.drazic Oct 31, 2013 The NMC's definition: Augmented reality (AR), a capability that has been around for decades, has shifted from what was once seen as a gimmick to a tool with tremendous potential. The layering of information over 3D space produces a new experience of the world, sometimes referred to as “blended reality,” and is fueling the broader migration of computing from the desktop to the mobile device, bringing with it new expectations regarding access to information and new opportunities for learning. While the most prevalent uses of augmented reality so far have been in the consumer sector (for marketing, social engagement, amusement, or location-based information), new uses seem to emerge almost daily, as tools for creating new applications become even easier to use. A key characteristic of augmented reality is its ability to respond to user input, which confers significant potential for learning and assessment; with it, learners can construct new understanding based on interactions with virtual objects that bring underlying data to life. Dynamic processes, extensive datasets, and objects too large or too small to be manipulated can be brought into a learner’s personal space at a scale and in a form easy to understand and work with. - Sam Sam Nov 4, 2013

Combined with existing topics in RQ1

  • Engines that can (by speech detection and voice recognition) turn speech into text, decipher hand writing into text or interpret speech in one language into speech or text in another language. The possible consequences of these technologies should be considered seriously from all different aspects. In long term they might affect the need of learning to type (or write in general) or the need to study foreign languages etc. These defined as the basic literacies and skills in our education system and core curriculum, it’ll be interesting to see what’ll happen. Will programming and coding replace foreign language and writing skills in basic education? - tiina.sarisalmi tiina.sarisalmi Oct 30, 2013 this is a very useful aid to the students who struggle with writing and excel in speaking. Can help these students succeed - ann.s.michaelsen ann.s.michaelsen Oct 31, 2013 [Editor: Moved to be a part of Real-Time Machine Translation in RQ1]
  • Personal Data Stores and Lockers: although addressed implicitly in the 'digital identity' technology, this is a tangible response to a number of needs in education and beyond to control one's personal data, in particular as we see the growth of new services such as learning analytics. It would make sense that all the data generated during education in relation to a learner is stored in a place managed by the learner. - Serge Serge Oct 30, 2013 Agree, as we continue to swim in an ever increasing sea of data, we must ensure that the individual has control over their own data and can decide what it can be used for. This will involve ensuring that all learners are able to set the necessary parameters. I am still shocked at the number of people who do not control the privacy settings on the range of social media they use or indeed do not even simply untick boxes to make sure their data is not used and shared. WE really need to develop the concepts of "privacy" / identity etc in today's digital world. - deirdre.butler deirdre.butler Nov 3, 2013 [Editor: Moved to be a part of Digital Identity in RQ1]
  • Personal Proxy: people interact on the Internet through a multiplicity of devices and applications. By providing every person with a personal proxy through which all their communications would go shall increase the level of personal control over the exploitation of one's personal data. Learning how to manage one's proxy is a bit like learning how to drive a car and should be part of the initial education. It would contribute to the education on identity construction... - Serge Serge Oct 30, 2013 - Panagiotis.KAMPYLIS Panagiotis.KAMPYLIS Nov 3, 2013 [Editor: Moved to be a part of Digital Identity in RQ1]
  • Telepresence Robots : For students physically unable to attend school (illness, injuries, etc..), telepresence robots are a very good alternative to videoconference. They can offer a classroom participation and keep social contacts that comes with attending school. http://www.vgocom.com/remote-student https://www.asme.org/engineering-topics/articles/robotics/telepresence-robots-take-over http://www22.verizon.com/powerfulanswers/solutions/education/
    In France, the Rhône-Alpes Region will experiment telepresence robots in 2014 - Jean-Pierre.Berthet Jean-Pierre.Berthet Oct 31, 2013 I agree. I was able to test the Double Robotics visiting a class in The US using the Double to maneuver around in the classroom speaking to students. This should be included as help for students and teachers. http://www.doublerobotics.com/ - ann.s.michaelsen ann.s.michaelsen Nov 1, 2013 - Panagiotis.KAMPYLIS Panagiotis.KAMPYLIS Nov 3, 2013 [Editor: Moved to be a part of Telepresence in RQ1]
  • Printed OLED Screens. Flexible cheap plastic OLED screens that can be printed are on its way, see http://vimeo.com/31278261 . This costless technology rise an interesting perspective in the production of teaching materials including videos and other visuals.- claus.gregersen claus.gregersen Oct 30, 2013 [Editor: Moved to be a part of Flexible Displays in RQ1]

Moved to RQ3 (Trends)

  • Content curation is becomng a key skill for the 21st century. Curated Content: the amount of data is increasing that the content curation will become one of the skills for 21. century - simon.drazic simon.drazic Oct 31, 2013 In XXI Century Education and around the web, content isn't king because appear Curation - new Social Media King - LucianeCurator LucianeCurator Oct 9, 2013 [Editor: This reads more like a trend and has been moved to RQ3]
  • "The Anywhere School." I will suggest that we consider adding a combination of technologies consisting of external image arrow-10x10.png, Mobility and Social Network who’s colliding gives a perspective for the way schools are organized: “Anything, anywhere anytime”. The perspective is called “The Anywhere Enterprise” in the private sector; see http://www.youtube.com/watch?v=hJlNOmvoM0I . The trend is that our schools are moving to the cloud, students and teachers are bringing multiple mobile devices, and social networks like Facebook more and more are used in an educational context. Together these trends are game changers for the K12. - claus.gregersen claus.gregersen Oct 30, 2013 this links into the work on 'seamless learning' - see e.g. the UK Open University's Innovating Pedagogy 2013 report, pages 17-19.- elizabeth.fitzgerald elizabeth.fitzgerald Oct 30, 2013 This is an important gamechanger in education since many students will choose other ways to learn and schools need to be aware of this. - ann.s.michaelsen ann.s.michaelsen Oct 31, 2013 - ikomninou ikomninou Nov 3, 2013 - Jeroen.Bottema Jeroen.Bottema Nov 3, 2013 - stefania.bocconi stefania.bocconi Nov 3, 2013 [Editor: This reads more like a trend and has been moved to RQ3]

Moved to RQ4 (Challenges)

  • User Generated Context: Technology for Learners taking ownership of their learning environment — from cradle to grave. We need to address the current asymmetry in the type of technologies developed for education: we have many teaching technologies (LMS, electronic whiteboards, OER, etc.) and much less authentic learning technologies. Even, most of ePortfolio implementations are institutionally centred. One evidence of this asymmetry is the fragmentation of the learning landscape and infrastructure, which is obvious when a pupil moves from one school to another or when studying at different institutions. Thanks to the rise of knowledge media, we have now many practices based on / leading to user generated contents. What we now need is technologies and practices leading to user generated contexts. Why not build a digital learning environment based on the MineCraft paradigm, i.e. using a technology accessible to everybody? Why should Moodle and the like be left into the hands of the teaching high priests? The issue is not just to make Moodle more open or to give students authoring accounts (to mimic what their teachers do?) but new tools, with which they would be empowered to design their own learning environment(s). Make kids the architects of their collaborative learning environment(s)! This is very different from the individualistic PLE, or the course-focused MOOC. It is more like a co-designed / co-constructed / co-operated open learning environment, some kind of self-generated learning context — autopoiesis. We could christen this new object COOLE (CO-constructed Open Learning Environment). Probably a major contributor to the development of the future OES (Open Education Space). A slightly more elaborated version of this entry: http://wp.me/p3TPZU-3b - Serge Serge Nov 2, 2013 - ikomninou ikomninou Nov 3, 2013 This is what could be very exciting and would more genuinely reflect a shared and more equal relationship between students and teachers. - deirdre.butler deirdre.butler Nov 3, 2013 - Jeroen.Bottema Jeroen.Bottema Nov 3, 2013 [Editor: This reads more like a challenges and has been moved to RQ4]

Out of Project Scope