Desktop Research: Significant Challenges

We'd love to see your clippings here as well! Please use the edit this page button to add more, or add comments on how or why you think they may or may not be important. As is the convention throughout the Horizon Project Wiki, we ask you to identify items you think are of high interest to us, as I have done here by typing 4 tilde (~) characters-- - Michele.Cummins Michele.Cummins Oct 9, 2016. This will help us to sift through the articles and determine which ones resonate most strongly with the board as a whole.

Recommended Reading

  • Data and Civil Rights in Education - marianne.barland marianne.barland Oct 17, 2016 - stefan stefan Oct 17, 2016 This is a primer from a workshop, and especially the "concerns and challenges"-part discuss some important issues related to data-driven tools/analysis.
    Many education reformers see the merging of student data, predictive analytics, processing tools, and technology-based instruction as the key to the future of education and a means to further opportunity and equity in education. However, despite widespread discussion of the potential benefits and costs of using data in educational reform, it is difficult to determine who benefits from reforms since there has been little assessment of these programs and few oversight mechanisms.
  • Data Protection Regulation Paradox (- Magdi Magdi Oct 17, 2016) (I believe this is a challenge)
    Various childrens data protection acts informally governs their access to the internet, disadvances them to participate and engage freely in online community knowledge sharing and on commercial platforms of various kinds: Article 8: "For the purposes of this Regulation, in relation to the offering of information society services directly to a child, the processing of personal data of a child below the age of 13 years shall only be lawful if and to the extent that consent is given or authorized by the child's parent or custodian. The controller shall make reasonable efforts to obtain verifiable consent, taking into consideration available technology" ( ) Even though protective measures of children as consumers are necessary, it heavily restrains the distribution of knowledge in educational environments and makes them endconsumers of educational resources and more or less closed platforms. - ingrid.melve ingrid.melve Oct 18, 2016 - stefan stefan Oct 18, 2016 The LACE project released a paper on some of the issues with learning analytics and privacy, including av checklist stefan.reppe stefan.reppe Oct 18, 2016
  • 8 Digital Skills We Must Teach Our Children
    The World Economic Forum encourages a focus on digital intelligence or “DQ,” a set of social, emotional and cognitive abilities that enable individuals to face the challenges and adapt to the demands of digital life. These include: Digital identity, Digital use, Digital safety, Digital security, Digital emotional intelligence, Digital communication, Digital literacy, and Digital rights. - marie.tangden marie.tangden Oct 17, 2016(- Magdi Magdi Oct 17, 2016)- Dorte Dorte Oct 20, 2016 most comprehensive digital literacy formation table I have come across. It provides full overview for identifying discrepancies in a given discussion. It links to a assessment metric system on DQ, that can be implemented in education. I would be curious to hear if anybody on the board has any experience with this tool? - ellen.k.fossvoll ellen.k.fossvoll Oct 17, 2016- ngh ngh Oct 18, 2016- stefan.reppe stefan.reppe Oct 18, 2016
  • Alphabet's Project Loon Partnering with Indonesia Telecoms for Air Balloon Wi-Fi Test
    In Indonesia, only one in three residents can connect to the Internet. Alphabet (a Google umbrella company) hopes to change the country’s future, launching balloons that redistribute signals produced by Indonesian telecom companies to enable wireless access by LTE-capable devices.
  • Barriers to Ed-tech Development in the Nordics
    This article addresses issues Nordic edtech startups face such as formal bidding processes and the way tenders are built. “Geir suggests the way schools buy technology must change to be based on learning engagement over learning outcomes… Building a strong business cluster for edtech can help strengthen a collaborative culture between companies and schools and advocate for the best policies to move ed-tech forward.” (- Magdi Magdi Oct 17, 2016) Very interesting article on the challenges of bringing disruptive technologies into the educational system. The public bidding is only part of the challenge. Coming from the private sector where we are helping EdTech startups reach their clients ( I can also report that governmental subsidies are mostly granted municipalities for shopping digitized learning adaptive platforms, ebooks etc., rather that disruptive EdTech that actually fuels constructionist STEAM learning. A political redefinition of "digital learning aids" is needed, however everywhere there are powerful publishing lobbies in education. Another challenge is a that ICT budgets, are bound for infrastructure investments and are managed centrally. ICT shopping rarely cohere with the school departments pedagogical know how. Reversely, the systems that are acquired are only rarely used to their full potential by learners. Good idea with an incentment like in Denmark. Few school municipalities have this on the agenda, and therefore nothing much happens. - Ann.Sorum.Michaelsen Ann.Sorum.Michaelsen Oct 17, 2016 - ingrid.vinje ingrid.vinje Oct 17, 2016 - ellen.k.fossvoll ellen.k.fossvoll Oct 17, 2016 - ingrid.melve ingrid.melve Oct 18, 2016- ngh ngh Oct 18, 2016- stefan.reppe stefan.reppe Oct 18, 2016 - LREM LREM Nov 6, 2016
  • Bridging the Gap Between Curriculum and IT
    Curriculum and IT are often looked upon as two separate entities, yet the two must work hand-in-hand to successfully develop school or learning initiatives. The author proposes breaking down these two silos.]The best IT integration strategies are when they work seamlessly in the curriculum, as a tool for innovative pedagogical practices in all areas.
  • Computing Our Future Computer Programming and Coding - Priorities, School Curricula and Initiatives Across Europe
    During July and August 2014 European Schoolnet launched a survey with its Ministries of Education to get a more consistent picture on how ICT curricula is being implemented to develop computer programming and coding skills across European countries and to investigate some issues in depth. Findings include that: The assessment arrangements linked to programming/coding education appear to be understated or under-developed and there is a time lag between curriculum change and proper and widespread preparation of teachers to deal with this new curriculum.
  • Digital Life Class: Explicitly Teaching Students To Be Safe, Responsible and Efficient With Technology
    After recognizing that students at his school were never explicitly taught how to take care of their laptops and stay safe in their day-to-day internet use, an ICT educator developed a class named Digital Life, to teach students basic organizational tips that allow them to personalize their computer or device to fit their needs, as well covering things like security and passwords, GPS services, backup solutions and more. Keeping the curriculum flexible allows the class to address “just in time” issues as they arise, so the students can learn in the context of their learning environment and immediate needs.
  • Europe Should Embrace the Data Revolution
    This paper addresses the importance of data-driven education to provide students with personalized instruction, encourage the use of evidenced-based pedagogical tools and methods, and improve school efficiency. The author argues that currently the primary obstacle to data-driven innovation is Europe’s policymakers who must implement specific measures to reap the full benefits of data. - ngh ngh Oct 18, 2016- stefan.reppe stefan.reppe Oct 18, 2016
  • How Can Technology Improve School Education?
    An ongoing study by the World Economic Forum’s New Vision for Education project has identified that primary and secondary education needs to expand from its current focus on maths and writing to include soft skills, such as creativity, communication and critical thinking. Technology can assist in making this shift to a more active learning classroom. - ngh ngh Oct 18, 2016- stefan.reppe stefan.reppe Oct 18, 2016- LREM LREM Nov 6, 2016
  • The Landscape of PreK-12 Engineering Online Resources for Teachers: Global Trends
    K12 engineering curriculum is slowly making its way into STEM education platforms, but not without its challenges; one such challenge highlighted in this article is a lack of formal training for teachers on the subject. Their solution is a comprehensive analysis on the most innovative body of information available over the internet for teachers globally to be able to begin implementing such classes.
  • More Chaos in Education, Please
    The author discusses how schools could be organized more like start-ups with more learning from experience and less learning from books/ebooks. Classrooms can resemble startups by relying on teamwork, trust, learning from mistakes, and leveraging whatever tools are at students’ disposal.- stefan.reppe stefan.reppe Oct 18, 2016- LREM LREM Nov 6, 2016
  • Quinn: Google is Becoming U.S. K-12 schools' Operating System
    Google has retooled its Gmail, Calendar and Docs with its Google Apps for Education, which more than 50 million students, teachers and administrators use, and it has created Google Classroom, a system for creating and monitoring assignments. However, student data security issues continue to loom over the company and product use.
  • Should Computer Education Cover More Than Just Coding?
    It is important to keep in mind that there is more to computer science than just coding. “Algorithmic thinking," refers to the ability to break problems down into a series of steps, an approach that requires some theoretical knowledge.- LREM LREM Nov 6, 2016
  • Stealth Assessment: Reimagining Learning and Testing for the 21st Century
    Participatory learning and participatory assessing are fundamental to the idea of students taking initiative and control over their own learning. Stealth assessment refers to immediate feedback, like that in a game, in which the player’s choices and strategies are constantly and consistently informing the player of their progress and success.- stefan.reppe stefan.reppe Oct 18, 2016I think that we need to teach the student to do self-assessment as part of their curriculum - not happy about the teachers role as the part that listens to the unaware students. With the amount of information and technology around the students they need to learn to do the assessment themselves. That is what gamers are used to - LREM LREM Nov 6, 2016
  • Teaching Kids Empathy: In Danish Schools, It’s … Well, It’s a Piece of Cake
    Soft skills that promote human connection, such as empathy, will be increasingly important in a world that is more reliant on technology, especially for socializing. Social skills, like math and science, are learned skills. Some studies have shown that empathy levels have dropped in the last 30 years while narcissism is on the steady rise.- stefan.reppe stefan.reppe Oct 18, 2016 - stefan stefan Oct 18, 2016- LREM LREM Nov 6, 2016
  • TEDxTalk Related to Challenges with Data Visualization
    This impacts the data “Visualization Technologies” topic under Research Question One, as visualization technologies cannot be effective unless those using them follow best design practices (e.g., making data “over-the-counter” so it can be easily understood and used). Data displays often violate best practices, with dire consequences.- ngh ngh Oct 18, 2016
  • Testing and Assessment in Norway
    In Norway over the past fifteen years, as in many other countries, there have been numerous debates over the extent to which tests should be used for accountability and/or diagnostic purposes. A committee created to help imagine Norway’s schools of tomorrow has proposed that Norwegian schools, teachers, and students need the freedom to go deeper into some content areas rather than being required to cover a wide range of topics.”- stefan.reppe stefan.reppe Oct 18, 2016
  • Edtech Products Need to Better Reflect Teacher Input
    This is a challenge to the trend “Increasing Value of the User Experience” under Research Question 3. Current teachers are rarely the leading creators of new educational technologies, so edtech providers need to conscientiously and formally pursue teacher input, and the technologies should reflect this.
  • What Do We Mean When We Talk About Embracing Play?
    The author believes that automating data collection to provide a framework for a clearer picture of children’s development will allow educators to better facilitate learning for each individual child; this could further potentially provide a more efficient system of capturing and quantifying play and natural learning processes while still providing key information on learning progression.
  • What skills do employers value most in graduates?
    "The most important criteria employers use for recruitment decisions, according to the Global Employability University Survey, is the skills profile of applicants. Over half of all European employers cited specific skills, including innovation, leadership, networking and design skills, as the most important factor in their recruitment decisions"...yet, where is our main focus in education?- stefan.reppe stefan.reppe Oct 18, 2016
  • University of Helsinki: New Roads to Learning What does everyone need to know? That’s a tough one, seeing as no one really knows what the future has in store. Researchers of learning at the University of Helsinki would prefer to see a thorough revamp of education and say bye-bye to classrooms, textbooks and the rote learning of facts. - stefan stefan Oct 18, 2016- Dorte Dorte Oct 20, 2016- LREM LREM Nov 6, 2016