Trends in Education: 2017 K-12 Edition

The NMC/CoSN 2017 K-12 Horizon reports six key trends in K-12 Education. These trends are organized into short-term trends which drive technology adoption for the next one to two years, mid-term trends which drive technology adoption for the next three to five years, and long-term trends which drive technology adoption for the next five or more years. These trends are shifting the way that students are learning through the years.

Deeper Learning Approaches
One key trend from the Horizon Report that peaked my interest was that of deeper learning approaches. As a high school math teacher in a time where about twenty-five percent of high school seniors are graduating proficient in mathematics, I am intrigued by any way that I can help my students to truly learn the material on a deeper level. This key trend falls under the long-term trend, driving technology adoption for the next five or more years. This trend stresses the shift from students as passive learners to active learners through the use of technology. Technology used to be frequently seen as a distractor in the classroom and is now opening doors for students to constantly learn in the palm of their hands. I believe that because of this teachers can assign more rigorous tasks that allow students to truly explore and create, but also teachers need to be good facilitators to make sure students are engaged in the learning and not distracted by games or other applications on their devices.

Redesigning Learning Spaces
A mid-term trend that I found to be interesting was redesigning learning spaces. I found this one to be particularly interesting because I feel when people think of an elementary school classroom they are more likely to think of one that is colorful with tables and separate areas for different types of learners and collaboration. I teach in a high school classroom where many times still the desks are in rows like a cemetery and students are expected to sit quietly, listen, and complete their work. In the Horizon Report, it states that the "design should be maximized to support more collaboration, self-directed learning, active learning, and inquiry and creation." I am intrigued to at least organize my desks into groups, this way encouraging students to work together and be active in their learning. These are skills that are desired in the workplace when students graduate and should be fostered while they are in high school.

Conclusion
Both deeper learning approaches and redesigning learning spaces have at the heart of them fostering collaboration, inquiry, and active learning. These are all key ideas that are throughout the NMC/CoSN 2017 K-12 Horizon Report. It is extremely important to push towards these trends as they will help to foster life-long learners in our students and better prepare them for the workforce that they are headed towards.

Resources

Freeman, A., Adams Becker, S., Cummins, M., Davis, A., and Hall Giesinger, C. (2017). 

MC/CoSN Horizon Report: 2017 K–12 Edition. Austin, Texas: The New Media Consortium.

Mission and Vision

Technology is rapidly evolving, both inside of the classroom and outside. Inside the classroom, teachers used to use chalkboards, dry erase boards, and projected transparencies. In these times students were expected to sit in rows of seats and soak in knowledge from their teacher who was expected to know all and be the main disseminator of knowledge. Now, students are surrounded by a wealth of technology, not only at home but also in the classroom. These technologies span from cell phones to chrome books to laptops to tablets to virtual reality simulators and much more. With this wealth of technology at their fingertips, it is important that this technology is utilized appropriately and allows for students to be creators and discoverers rather than idle learners.

Robyler discusses the two main perspectives at play today on effective instruction which are direct instruction and inquiry-based learning. Direct instruction is based on the behaviorist learning theory. It says that instruction should be teacher-centered and students are fed predefined information. Inquiry-based learning has evolved from the cognitive learning theory and is primarily student-centered and students generate knowledge with their teachers serving as facilitators. (Robyler, 2016)

It has been shown that solely putting technology into the hands of children does not necessarily improve learning. According to findings referenced in an article from February 2013 on Edutopia, when technology implementation is blended with teacher instruction produces better outcomes than just face-to-face instruction or solely online student learning. (Vega, 2013) For technology integration to be truly successful schools need to set aside time for intentional professional development and teacher training. Also, with the constantly evolving technology funds need to be dedicated to meet this technology as it advances or it will not be the most effective.

In looking up the most recent National Assessment of Education progress report from 2015, only twenty-five percent of high school seniors tested as proficient or better in math. This is a startling statistic showing how broken math education is. An article by Smith from Edutopia states that student achievement is higher in mathematics classrooms who implement technology. (2008) Technology implementation in a math classroom can allow for students to explore different theorems and algebraic rules causing them to have a much deeper understanding of the material. There are also a vast number of programs that can test the level a student is at and help to build them up by meeting them where their skill level is. Technology is exactly what the mathematics classroom needs to help “freshen up a tired curriculum.” (Smith, 2008)

References

NAEP - 2015 Mathematics & Reading at Grade 12 - Mathematics - National Results Overview. (n.d.). Retrieved from https://www.nationsreportcard.gov/reading_math_g12_2015/#mathematics

Roblyer, M. (2016). Integrating Educational Technology into Teaching (7th ed.). Massachusetts: Pearson.

Smith, L. (2008, May 22). Winning Equation: How Technology Can Help Save Math Education. Retrieved from http://www.edutopia.org/technology-math-education

Vega, V. (2013, February 5). Technology Integration Research Review. Retrieved from http://www.edutopia.org/technology-integration-research-learning-outcomes