The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
This SlideShare is about leading a digital school in the CEWA context. This version includes updated scenarios - hypothetical challenges designed to provoke deep thinking about ICT leadership from a Teaching and learning context.
A presentation looking at today's education landscape and the role of technology. Also included is a view of how Google Apps for Education can be used within the instructional program
Analytics Goes to College: Better Schooling Through Information Technology wi...bisg
The focus on the tremendous volume of information about target markets that can be gleaned through the use of powerful analytics technology obscures the reality that, much of the time, that information lacks predictive capacity, and can really only provide a very detailed retrospective analysis of behaviors of interest. Vince Kellen discusses the ways that his university has reorganized and deployed their IT resources to acquire better, more useful information -- and, more importantly, how that information can be immediately translated into decisive action.
This SlideShare is about leading a digital school in the CEWA context. This version includes updated scenarios - hypothetical challenges designed to provoke deep thinking about ICT leadership from a Teaching and learning context.
A presentation looking at today's education landscape and the role of technology. Also included is a view of how Google Apps for Education can be used within the instructional program
Analytics Goes to College: Better Schooling Through Information Technology wi...bisg
The focus on the tremendous volume of information about target markets that can be gleaned through the use of powerful analytics technology obscures the reality that, much of the time, that information lacks predictive capacity, and can really only provide a very detailed retrospective analysis of behaviors of interest. Vince Kellen discusses the ways that his university has reorganized and deployed their IT resources to acquire better, more useful information -- and, more importantly, how that information can be immediately translated into decisive action.
Many institutions see technology as a strategy to increase revenues and decrease campus-bases classrooms and resources. However, as emerging technologies shift the course from teaching-centered to learning-centered, historically effective strategies may no longer provide the same return on investment. This session examines how we can maximize the return on value of technology to increase learner engagement, add instructional options, and improve faculty efficacy.
Authentic Learning - an NPN PresentationPaul Herring
An updated version on my Junior High School Presentation, but without the Second machine Age slides:
Video version here https://dmr.ttedsc.edu.au/AnonymousEmbed/lzlMdPtohrbCj4%2bUrvpiqw%3d%3d
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.
Stratosphere - Learning in a Connected World is a summary of Fullan's book, Stratosphere and the requirement to link pedagogy, technology and change knowledge if the goal is to have system transformation for learning and teaching in the 21st Century.
Is ICT Truly making an impact to Education? What do research and experts say?Learning Hero
Is ICT Truly making an impact to education? We listen into researches and opinions from experts for a discussion to help us set a directives with future ICT for education, to answer, what should we do with ICT? What agendas and directives should we set with edtech and technology for education?
Computational Participation: Towards a National EducationPolicy in Uruguay ...@cristobalcobo
L@S: Fourth Annual ACM Conference on Learning at Scale
April 20 – 21, 2017 @ Massachusetts Institute of Technology
organized with the Association for Computing Machinery (www.acm.org).
In 2007, Plan Ceibal became the first nationwide ubiquitous educational computer program in the world based on the 1:1 model. It is one of the most important programs implemented by Uruguay’s Government to minimize digital divide and is based upon three pillars: equity, learning and technology. As of 2007, Plan Ceibal has covered public schools, providing every student and teacher in kindergarten, primary and middle school with a laptop or tablet and internet access in the school, as well as a comprehensive set of educational software platforms.
Plan Ceibal reached 85% of the students in Uruguay (100% of public education 1 to 9 grades students) reducing significantly the digital divide between the “have” and the “have-nots”.
After the massive deployment of devices, platforms and connectivity, as well as educational resources, now the focus is particularly on teachers training, development of new pedagogies as well as a new culture for understanding teaching and learning (i.e. new pedagogies for deep learning). This presentation summarize the "computational thinking" and the "maker culture" promoted by this public policy in Uruguay.
http://www.fundacionceibal.edu.uy/en/page/about-us
by @cristobalcobo
Presentation for JISC Experts Group updating The Digital Practitioner Survey Work (2011-2012) with data from 2013 survey. Reviews and recommendations included. Complemented by blog post http://digitalpractitioneruk.wordpress.com/
DI-TSTL Technology in Support of Teaching and Learning 20190218Mike Hamilton
Teaching and Learning in a digital world. Technology as a tool that can assist teachers and learners. A number of mini lectures and key discussions on this topic.
Contact mike@digitalinclusion.co.za if interested in workshops or discussions relating to these topics.
Digital transformation in Higher Education webinar
Monday 10 September 2018
Speakers:
Kuldip Sandhu and Paul Featherstone
The link to the write up page and resources of this webinar:
https://www.apm.org.uk/news/digital-transformation-in-higher-education-webinar/
'The 21st Century Learner: Blended Learning tools and the use of social networksBex Lewis
On 26th March, Dr Bex Lewis will be running a Collaborative Enhancement and Teaching (CET) Lunch, 12.30 - 2pm
The topic will be 'The 21st Century Learner', with discussions on blended learning tools and the use of social networks.
CET lunches are an informal space to discuss and share learning and teaching experiences/practice across the university.
The session will include discussions as to what differences there may be with "The 21st Century Learner", a summary of Sir David Melville's CLEX report from March 2009, a consideration of what Blended Learning is, visual stats, and a look at some potential tools/their uses.
(The presentation was somewhat a 'work in progress', and there's a lot more depth I'd like to investigate, but it generated great discussion, and some thinking for me/others!)
Many institutions see technology as a strategy to increase revenues and decrease campus-bases classrooms and resources. However, as emerging technologies shift the course from teaching-centered to learning-centered, historically effective strategies may no longer provide the same return on investment. This session examines how we can maximize the return on value of technology to increase learner engagement, add instructional options, and improve faculty efficacy.
Authentic Learning - an NPN PresentationPaul Herring
An updated version on my Junior High School Presentation, but without the Second machine Age slides:
Video version here https://dmr.ttedsc.edu.au/AnonymousEmbed/lzlMdPtohrbCj4%2bUrvpiqw%3d%3d
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.
Stratosphere - Learning in a Connected World is a summary of Fullan's book, Stratosphere and the requirement to link pedagogy, technology and change knowledge if the goal is to have system transformation for learning and teaching in the 21st Century.
Is ICT Truly making an impact to Education? What do research and experts say?Learning Hero
Is ICT Truly making an impact to education? We listen into researches and opinions from experts for a discussion to help us set a directives with future ICT for education, to answer, what should we do with ICT? What agendas and directives should we set with edtech and technology for education?
Computational Participation: Towards a National EducationPolicy in Uruguay ...@cristobalcobo
L@S: Fourth Annual ACM Conference on Learning at Scale
April 20 – 21, 2017 @ Massachusetts Institute of Technology
organized with the Association for Computing Machinery (www.acm.org).
In 2007, Plan Ceibal became the first nationwide ubiquitous educational computer program in the world based on the 1:1 model. It is one of the most important programs implemented by Uruguay’s Government to minimize digital divide and is based upon three pillars: equity, learning and technology. As of 2007, Plan Ceibal has covered public schools, providing every student and teacher in kindergarten, primary and middle school with a laptop or tablet and internet access in the school, as well as a comprehensive set of educational software platforms.
Plan Ceibal reached 85% of the students in Uruguay (100% of public education 1 to 9 grades students) reducing significantly the digital divide between the “have” and the “have-nots”.
After the massive deployment of devices, platforms and connectivity, as well as educational resources, now the focus is particularly on teachers training, development of new pedagogies as well as a new culture for understanding teaching and learning (i.e. new pedagogies for deep learning). This presentation summarize the "computational thinking" and the "maker culture" promoted by this public policy in Uruguay.
http://www.fundacionceibal.edu.uy/en/page/about-us
by @cristobalcobo
Presentation for JISC Experts Group updating The Digital Practitioner Survey Work (2011-2012) with data from 2013 survey. Reviews and recommendations included. Complemented by blog post http://digitalpractitioneruk.wordpress.com/
DI-TSTL Technology in Support of Teaching and Learning 20190218Mike Hamilton
Teaching and Learning in a digital world. Technology as a tool that can assist teachers and learners. A number of mini lectures and key discussions on this topic.
Contact mike@digitalinclusion.co.za if interested in workshops or discussions relating to these topics.
Digital transformation in Higher Education webinar
Monday 10 September 2018
Speakers:
Kuldip Sandhu and Paul Featherstone
The link to the write up page and resources of this webinar:
https://www.apm.org.uk/news/digital-transformation-in-higher-education-webinar/
'The 21st Century Learner: Blended Learning tools and the use of social networksBex Lewis
On 26th March, Dr Bex Lewis will be running a Collaborative Enhancement and Teaching (CET) Lunch, 12.30 - 2pm
The topic will be 'The 21st Century Learner', with discussions on blended learning tools and the use of social networks.
CET lunches are an informal space to discuss and share learning and teaching experiences/practice across the university.
The session will include discussions as to what differences there may be with "The 21st Century Learner", a summary of Sir David Melville's CLEX report from March 2009, a consideration of what Blended Learning is, visual stats, and a look at some potential tools/their uses.
(The presentation was somewhat a 'work in progress', and there's a lot more depth I'd like to investigate, but it generated great discussion, and some thinking for me/others!)
Helping the Education Industry Learn and Ascend the Digital Technology CurveCognizant
Our framework and tool enables players in the educational ecosystem - educational institutions, publishers and technology providers - to efficiently evaluate new digital technologies in terms of innovation maturity, learner-centricity and the four dimensions of learning: space, schedule, style and supplement.
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
Guest lecture given at SciencesPO (Paris School of International Affairs) to a Masters course on Trends in Comparative Education Policy (26 April 2017)
Recognizing that ICTs can, if applied and used appropriately, be development enablers is critical to countries that are moving towards information or knowledge-based societies, and is central to the IDI’s conceptual framework.
We look briefly at examples of robotics work in schools, and explore the use of Lego kit to provide children with an introduction to control technology. You video one another working with the robotics kit used, adding an interview or narration.
Professional Development Y3 ssp 12 13 l14Miles Berry
Many teachers might seem reluctant to make extensive use of ICT in their teaching or to teach the ICT curriculum as effectively as they might. Furthermore, the rapid pace of technological change ensures that you and your colleagues face the continual challenge of staying up to date with technology and its use in schools. Web based communities and networks provide many opportunities for professional development and peer support.
We consider the importance of ongoing CPD and explore a number of approaches to this. Within a community of practice model, you reflect on the process of your professional formation as a teacher, comparing and contrasting this with your subsequent professional development.
I discuss a number of online resources, networks and communities of relevance to primary ICT or e-learning coordinators and you explore a number of these. We look at how you might facilitate your future colleagues professional development, through face-to-face gatherings and online communities.
Mobile app development 12 13 y1 ict ssp l17 revMiles Berry
We look at some examples of mobile phone use within the curriculum. We consider issues raised by pupils’ access to personal technology. You experiment with Google’s App Inventor toolkit, creating a simple game for an Android handset.
Resources and Support - Y3 ssp 12 13 l13Miles Berry
Whilst school budgets are not likely to fall within your remit in the early stages of your career, specifying and choosing resources may well fall onto your shoulders. At a time when all public sector funding is squeezed, ensuring best value in ICT procurement is essential, as is making the best possible use of the resources currently available. Some sort of technical support for ICT in schools is now common, and the management of this may well form part of your role.
You reflect on the range and quality of technology available in the schools visited during your placements, making comparisons with national statistics. We consider a range of approaches to ICT hardware provision and consider some more economical approaches to ICT resourcing.
We discuss criteria for selecting ICT resources and for obtaining best value.
We look at approaches to supporting ICT in schools, and consider the role of the school network manager.
READING
Becta (2007). Quality principles for digital learning resources. Coventry: Becta.
Becta (2009). Harnessing technology review 2009: The role of technology in education and skills. Coventry: Becta.
Berry, M. (2010) An ‘open source manifesto’ to counter the ICT cuts.
Fleming, R. (2010) Saving Money with ICT. Reading: Microsoft
Ofsted (2011). ICT 2008-11. London: Ofsted.
Media and Design. Y3 Teaching and Learning L2Miles Berry
The session looks at some tools for working with media on the web and how media can be incorporated effectively in your site.
We review some of the developments in web design and draw together a number of principles for effective design.
Working with virtual worlds: y1 ict ssp l16Miles Berry
Building on Papert and others’ use of the microworld with Logo, I will discuss some aspects of virtual worlds today, focussing on their applications in education with relevant case studies. Practical work explores Google Sketchup as a tool for creating representations of 3-D objects.
Developing ideas with video - Y1 ICT Specialists, Lecture 15.Miles Berry
We brainstorm ideas for using video in primary education. You practice creating a narrated screencast of your Project. You record an interview with your partner and learn to use video editing software.
FOLLOW-UP
• Post your screen cast and interview to your blog.
• Make a start on creating your video essay, perhaps incorporating sections of your screencast.
• Draw any remaining work on your Scratch project to a conclusion and assemble media you wish to use in your video essay.
• Chapter 5, Microworlds: Incubators for Knowledge in Papert (1980)
ADDITIONAL RESOURCES
• Chapter 3 of Pritchard (2008)
• Counts (2004)
Toys, play and games : Y1 ICT, Lecture 5Miles Berry
• ICT Capability
• Exploratory play with ICT
• Programmable toys
• Game based learning
SESSION TASK
• Creative challenge – illustrate ‘The Internet’ through a painting. Post it up to BlogFolio and add a reflective comment.
• Play with one of the progtammable toys or video games discussed during the session. Post a reflection to your blog, focussing on what children might learn through this or similar technology.
FOLLOW-UP ACTIVITY
• Read Williamson (2009) and discuss the place of commercial off-the-shelf (COTS) computer games in primary education.
• You might like to spend at least some of the summer break playing one or two computer games; if so, blog about your experience, focussing on the learning that takes place whilst playing.
• Please make sure you have completed all directed task work for Year 1 and that your blog is completely up to date.
• Video and multiple intelligences
• Reflections on using video to evaluate teaching
• Video editing skills revisited
• Other software for video editing (as required)
SESSION TASK
The session provides an opportunity for you to work on your Teaching and Learning video reflection with support from your ICT Tutor.
FOLLOW-UP ACTIVITY
• Read Chapter 4: The Meaning of Making III, Digital, from Gauntlett (2011). Post a reflection to your blog.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
3. Assessment
An ICT Policy
Aims, pedagogy, legislation, AUP,
social networking,
assessment, procurement, job
description
(with links/refs please)
Outline scheme of work
24 units, titles, objectives,
outline of activities, resources,
cross curricular links
A seminar
30 minutes on an innovative
technology or pedagogic practice
Presentation slides
Handout
750 words
4. Seminar
• The complete seminar should last no more than 30
minutes. You will be allocated a date for your seminar,
which will form part of that week‟s lecture. Other ICT
specialist students and tutors are invited to attend these
seminars. (25%)
• A revised version of any presentation slides are uploaded
to Moodle at the conclusion of the modules. (10%)
• You should also create up to 750 words of notes as a
handout to accompany your presentation. A revised version
of this should be uploaded to Moodle at the conclusion of
the module. (15%)
5. Policy
A school ICT policy, which should include the following elements:
• The aims of ICT education
• Guidance on pedagogic approach
• Coverage of relevant legislation specific to ICT
• An acceptable use policy in appropriate language for primary
pupils
• Advice to teachers on the use of social networking sites
• Statements detailing the assessment of ICT
• Criteria on which resource procurement decisions are to be
based
• A job description of the ICT or e-learning coordinator
• As assessed work, this should be supported by reference to
academic or professional literature
6. An excellent policy:
• Be accessible and informative for non-specialist
staff in a primary school.
• Reflect current good practice, recent research and
government policy within ICT education,
demonstrating some synthesis of these different
perspectives
• Draw on educational theory
• Be internally consistent
• Support compliance with relevant legislation
7. Becta on AUPs
• Be clear and concise
• Reflect your setting
• Encourage end-user input
• Be written in an appropriate style for your users
• Promote positive use of new and emerging technologies
• Clearly outline acceptable and unacceptable behaviours for school
and personal technology
• Outline what monitoring takes place
• Outline sanctions for unacceptable use
• Be regularly reviewed
• Be widely and regularly communicated to all stakeholders
8. Outline Scheme of Work
An outline scheme of work for either EYFS/KS1 or
KS2. This should be organised on a half termly
basis, and provide a broad and balanced
technological education. You are advised to include:
• Topic title
• Overall learning objectives
• A brief outline of activities within the unit
• Suggested resources
• Cross curricular links
9. An excellent scheme of work:
• Be imaginative and stimulating
• Be skilfully designed to match the range of pupils‟
needs
• Ensure continuity and progression
• Provide realistic and challenging situations in which
pupils can use and develop their ICT skills and
understanding
• Meet EYFS requirements (where appropriate) and
cover the content of the draft Computing programme of
study.
10. Ofsted Excellence:
The imaginative and stimulating subject curriculum is
skilfully designed to match to the full range of pupils‟
needs and to ensure highly effective continuity and
progression in their learning. All strands of the statutory
ICT National Curriculum are covered extremely well for
all pupils, in ICT lessons or in a planned and monitored
way across the school curriculum. Pupils are able to use
their ICT skills in realistic and challenging situations.
Excellent links are forged with other agencies and the
wider community to provide a wide range of enrichment
activities to promote pupils‟ learning and engagement
with the subject.
11. ICT Mark
Systematic planning for ICT capability
is effective and includes an appropriate
level of challenge with clear
opportunities for pupils to achieve.
Planning also identifies opportunities
for pupils to apply and consolidate their
ICT capability across subjects.
13. Robinson, 2011
Innovation is the process of
putting new ideas into
practice. Innovation is
applied creativity. By
definition, innovation is
always about introducing
something new, or improved,
or both and it usually
assumed to be a positive
thing.
14. Schools need to find ways of using ICT that
give young people the transformed learning
opportunities that some are already
experiencing with ICT at home
Attempts to use ICT in ways that transform
pedagogy and learning are strongly
constrained by factors beyond participants'
control
Innovations in pedagogy do not lie within the
teacher's gift, or even within the school's gift,
because they always have implications for
how students, teachers and the school are
recognised and valued by the community,
locally and nationally.
Somekh 2007
15. • different technologies can improve
learning by augmenting and connecting
proven learning activities
• this potential will only be realised through
innovative teaching practice.
• we found relatively little technological
innovation in some of the more effective
learning themes
• many efforts to realise the potential of
digital technology in education have made
two key errors: they have put the
technology above teaching and
excitement above evidence
Luckin et al 2012
16. The 'tinkering' teacher is an
individualised embryo of
institutional knowledge creation.
When such tinkering becomes more
systematic, more collective and
explicitly managed, it is transformed
into knowledge creation…
Transfer is difficult to achieve for it
involves far more than telling or
simply providing information…
This is most easily achieved when a
teacher tinkers with information
derived from another's professional
practice.
Hargreaves 1999
20. Creating a culture of innovation
Cherish autonomy
Appoint great
people
Say „yes‟
Evaluate rigorously
Be agile
20% time
21. Innovation transfer
• From Consumer Electronics
• Tablets
• Game based learning
• From Higher Education
• The VLE
• From the Military
• GPS
• From Finance
• Datamining
38. The first iteration of a device, an
idea or an on-line service is
invariably rubbish…
If you ever find yourself
dismissing an idea because the
first implementation isn‟t very
good, then you must ask
yourself if the implementation is
being held back solely by the
available technology.
If that is the case… you need
only wait a while.
Hammersley, 2012
39. Illich (1970)
• Deschooling society
• Learning webs
• Reference services to educational
objects
• Skill exchanges
• Peer-matching
• Reference services to educators-at-
large
41. Papert (1993)
Using speech, touch or gesture, she would steer
the machine to the topic of interest, quickly
navigating through a knowledge space much
broader than the contents of any printed
encyclopedia.
Children who grow up with the opportunity to
explore the jungles and the cities and the deep
oceans and ancient myths and outer space will be
even less likely to sit quietly through anything even
vaguely resembling the elementary school
curriculum as we have known it up to now.
How would the introduction of Knowledge
Machines into the School environment compromise
the primacy with which we view reading and
writing?
42. Becta - emerging technology
reports
2010
The mobile web
2009
Immersive VR, AI & robotics, history of ed tech, game based learning &
teaching, sustainability, location based tech, learners‟ devices,
mashups
2008
Google, Information clouds, location aware, serious games & virtual
worlds, search, interactive displays
2007
social software, learning networks, hidden curriculum, teaching with
technology, games, ubiquitous computing
43. Becta: Key Trends(2009)
• 2011-2014
• Social software
• Increasing mobility
• Low-cost mobile computers
• Consumerisation of IT
• Green IT
• 2014-2019
• Context aware computing
• New approaches to the delivery of IT
• Information handling
• Beyond 2019
• Pervasive computing
• Emerging display and interface technology
(time to mainstream)
44. Berry (2008)
For 2013:
• Creativity
• Re-professionalisation
• Home/School links
• VLEs to PLEs
• Mobiles
• Personalisation and
community
• Datamining
45. Near-Term Horizon: One Year or Less
BYOD (Bring Your Own Device)
Cloud Computing
Mobile Learning
Online Learning
Mid-Term Horizon: Two to Three Years
Adaptive Learning and Personal Learning Networks
Electronic Publishing
Learning Analytics
Open Content
Long-Term Horizon: Four to Five Years
3D Printing
Augmented Reality
Virtual and Remote Laboratories
Wearable Technology
Horizon K12
2013 shortlist