2010- Horizon- Report- K12 by sbepstein


									H O R I Z O N  R E P O R T
2010 K-12 Edition

The New Media Consortium
                                         The 2010 Horizon Report: K-12 Edition
                                                  is a publication of

                                         The New Media Consortium

                       The 2010 Horizon Report: K-12 Edition is made possible via a grant from HP.

                       HP creates innovative technology solutions that benefit individuals, businesses, governments
                       and society. HP’s Office for Global Social Innovation applies HP’s global reach, broad portfolio
                       of products and services, and the expertise of its employees to support initiatives in education,
                       healthcare and communities around the world. As the world’s largest technology company,
                       HP brings together a portfolio that spans printing, personal computing, software, services and
                       IT infrastructure to solve customer problems. More information about HP is available at http://


           The 2010 Horizon Report: K-12 Edition was a collaboration between the New Media Consortium
           and the Consortium for School Networking (CoSN). Their critical participation in the production of
                 this report and their strong support for the Horizon Project is gratefully acknowledged.
                                   To learn more about CoSN visit http://www.cosn.org.


                                              © 2010, The New Media Consortium.

                                                    ISBN 978-0-9825334-4-4

     Permission is granted under a Creative Commons Attribution License to replicate, copy, distribute, transmit,
          or adapt this report freely provided that attribution is provided as illustrated in the citation below.

           To view a copy of this license, visit http://creativecommons.org/licenses/by/3.0/ or send a letter to
                    Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.

            Johnson, L., Smith, R., Levine, A., and Haywood, K., (2010). 2010 Horizon Report: K-12 Edition.
                                      Austin, Texas: The New Media Consortium.

Cover photograph: “715 Uluru Daytime 2” by Harclade on Flickr (http://www.flickr.com/photos/9493850@N08/4239242914/). Creative Commons.
Ta b l E O f C O N T E N T s
Executive summary ....................................................................................................................................... 3
         Key Trends
         Critical Challenges
         Technologies to Watch
         The Horizon Project
Time-to-adoption: One Year or less
      Cloud Computing....................................................................................................................................... 9
           Overview
           Relevance for Teaching, Learning, or Creative Expression
           Cloud Computing in Practice
           For Further Reading
      Collaborative Environments ..................................................................................................................... 13
            Overview
            Relevance for Teaching, Learning, or Creative Expression
            Collaborative Environments in Practice
            For Further Reading
Time-to-adoption: Two to Three Years
      Game-Based Learning ............................................................................................................................ 17
          Overview
          Relevance for Teaching, Learning, or Creative Expression
          Game-Based Learning in Practice
          For Further Reading
      Mobiles .................................................................................................................................................... 22
          Overview
          Relevance for Teaching, Learning, or Creative Expression
          Mobiles in Practice
          For Further Reading
Time-to-adoption: four to five Years
      Augmented Reality .................................................................................................................................. 26
          Overview
          Relevance for Teaching, Learning, or Creative Expression
          Augmented Reality in Practice
          For Further Reading
      Flexible Displays ...................................................................................................................................... 30
            Overview
            Relevance for Teaching, Learning, or Creative Expression
            Flexible Displays in Practice
            For Further Reading
Methodology ................................................................................................................................................. 34
2010 K-12 Horizon Project advisory board ................................................................................................ 36

                                                         T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N                                            1
The Horizon Report series is the most visible outcome     intended to surface significant trends and challenges
of the New Media Consortium’s Horizon Project,            and to identify a wide array of potential technologies
an ongoing research effort established in 2002 that       for the report. Over the course of a few weeks, the
identifies and describes emerging technologies likely     Advisory Board came to a consensus about the
to have a large impact on teaching, learning, research,   six topics that will appear here. The examples and
or creative expression within education around the        readings under each topic area are meant to provide
globe. This volume, the 2010 Horizon Report: K-12         practical models as well as access to more detailed
Edition, examines emerging technologies for their         information. Wherever possible, an effort was made
potential impact on and use in teaching, learning,        to highlight the innovative work going on among
and creative expression within the environment of         elementary, middle, and high schools around the
pre-college education. The hope is that the report is     world. The precise research methodology employed
useful to educators worldwide, and the international      in producing the report is detailed in a special section
composition of the Advisory Board reflects the care       that follows the body of the report.
with which a global perspective was assembled. While      The report’s format is consistent from year to
there are many local factors affecting the practice       year, opening with a discussion of the trends and
of education, there are also issues that transcend        challenges identified by the Advisory Board as
regional boundaries, questions we all face in K-12        most critical for the next five years. The format of
education, and it was with these in mind that this        the main section closely reflects the focus of the
report was created. The 2010 Horizon Report: K-12         Horizon Project itself, centering on the applications
Edition is the second in the K-12 series of reports       of emerging technologies to education and creativity.
and is produced by the NMC in collaboration with the      Each topic is introduced with an overview that
Consortium for School Networking (CoSN), with the         describes what it is, followed by a discussion of the
generous support of HP.                                   particular relevance of the topic to teaching, learning,
Each edition of the Horizon Report introduces six         or creativity. Examples of how the technology is
emerging technologies or practices that are likely to     being, or could be applied to those activities are
enter mainstream use in the educational community         given. Finally, each section closes with an annotated
within three adoption horizons over the next one to       list of suggested readings and additional examples
five years. Each report also presents critical trends     that expand on the discussion in the report and a link
and challenges that will affect teaching and learning     to the tagged resources collected during the research
over the same time frame. To identify these areas,        process by project staff, the Advisory Board, and
the project has drawn on an ongoing conversation          others in the growing Horizon Project community.
among knowledgeable persons in the fields of
business, industry, and education; on published           Key Trends
resources, current research, and practice; and            The technologies featured in each edition of the
on the expertise of both the NMC community and            Horizon Report are embedded within a contemporary
the communities of the members of the Horizon             context that reflects the realities of the time, both in
Project’s K-12 Advisory Board, an international body      the sphere of education and in the world at large.
of experts in education, technology, and other fields.    To assure this perspective, each Advisory Board
The Advisory Board, chosen to broadly represent a         researches, identifies, and ranks key trends that are
range of perspectives in K-12 education, engaged          currently affecting the practice of teaching, learning,
in a discussion around a set of research questions        and creativity, and uses these as a lens for its later

                                        T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N            3
  E X E C U T I V E             s U M M a R Y

work. These trends are surfaced through an extensive             formal education. The ways we design learning
review of current articles, interviews, papers, and              experiences must reflect the growing importance
new research. Once identified, the list of trends is             of innovation and creativity as professional skills.
ranked according to how significant an impact they               Innovation and creativity must not be linked only
are likely to have on education in the next five years.          to arts subjects, either; these skills are equally
The following five trends have been identified as key            important in scientific inquiry, entrepreneurship,
drivers of technology adoptions for the period 2010              and other areas as well.
through 2015; they are listed here in the order they           	 There is increasing interest in just-in-time,
were ranked by the Advisory Board.                                alternate, or non-formal avenues of education,
  	 Technology     is    increasingly     a    means             such as online learning, mentoring, and
     for empowering students, a method for                        independent study. More and more, the notion
     communication and socializing, and a                         of the school as the seat of educational practice
     ubiquitous, transparent part of their lives.                 is changing as learners avail themselves of
     Technology is impacting all of our lives, and                learning opportunities from other sources. There
     especially the lives of students, in new and                 is a tremendous opportunity for schools to work
     expanding ways. Once seen as an isolating                    hand-in-hand with alternate sources, to examine
     influence, technology is now recognized as a                 traditional approaches, and to reevaluate the
     primary way to stay in touch and take control                content and experiences they are able to offer.
     of one’s own learning. Multisensory, ubiquitous,          	 The way we think of learning environments is
     and interdisciplinary, technology is integrated              changing. Traditionally, a learning environment
     into nearly everything we do. It gives students a            has been a physical space, but the idea of what
     public voice and a means to reach beyond the                 constitutes a learning environment is changing.
     classroom for interaction and exploration.                   The “spaces” where students learn are becoming
  	 Technology continues to profoundly affect the                more community-driven, interdisciplinary, and
     way we work, collaborate, communicate, and                   supported by technologies that engage virtual
                                                                  communication and collaboration. This changing
     succeed. Information technologies impact how
                                                                  concept of the learning environment has clear
     people work, play, learn, socialize, and collaborate.
                                                                  implications for schools.
     Increasingly, technology skills are also critical to
     success in almost every arena, and those who
     are more facile with technology will advance
                                                             Critical Challenges
                                                             Along with current trends, the Advisory Board notes
     while those without access or skills will not. The
                                                             critical challenges that schools face, especially those
     digital divide, once seen as a factor of wealth,
                                                             that are likely to continue to affect education over the
     is now seen as a factor of education: those who
                                                             five-year time period covered by this report. Like the
     have the opportunity to learn technology skills
                                                             trends, these are drawn from a careful analysis of
     are in a better position to obtain and make use
                                                             current events, papers, articles, and similar sources,
     of technology than those who do not. Evolving
                                                             as well as from the personal experience of the
     occupations, multiple careers, and an increasingly
                                                             Advisory Board members in their roles as leaders
     mobile workforce contribute to this trend.
                                                             in education and technology. Those challenges
  	 The perceived value of innovation and creativity        ranked as most significant in terms of their impact on
     is increasing. Innovation is valued at the highest      teaching, learning, and creative inquiry in the coming
     levels of business and must be embraced in              years are listed here, in the order of importance
     schools if students are to succeed beyond their         assigned them by the Advisory Board.
	 Digital media literacy continues its rise in              Proponents of change promote more learner-
   importance as a key skill in every discipline             centered approaches; open content; programs
   and profession. The challenge is due to the               for continuing teacher professional development
   fact that despite the widespread agreement on             in partnership with higher education institutions;
   its importance, training in digital literacy skills       and the use of social networking tools to increase
   and techniques is rare in teacher education               access to peers and professionals for both
   and school district professional development              teachers and students, but not everyone is in
   programs. As teachers begin to realize that they          agreement. Opinions also differ on how to make
   are limiting their students by not helping them           (and measure) progress at all and whether it is
   to develop and use digital media literacy skills          better to build success slowly, using pilots and
   across the curriculum, the lack of formal training        small proof-of-concept classrooms, or to push for
   is being offset through professional development          rapid and radical change on a broader scale.
   or informal learning, but we are far from seeing        	 A key challenge is the fundamental structure of
   digital media literacy as a norm. This challenge is        the K-12 education establishment. As long as
   exacerbated by the fact that digital literacy is less      maintaining the basic elements of the existing
   about tools and more about thinking, and thus              system remains the focus of efforts to support
   skills and standards based on tools and platforms          education, there will be resistance to any
   have proven to be somewhat ephemeral.                      profound change in practice. Learners have
	 Students are different, but educational practice           increasing opportunities to take their education
   and the materials that support it are changing             into their own hands, and options like informal
   only slowly. Schools are still using materials             education, online education, and home-based
   developed to teach the students of decades ago,            learning are attracting students away from
   but today’s students are actually very different in        traditional educational settings. If the system
   the way they think and work. Schools need to               is to remain relevant it must adapt, but major
   adapt to current student needs and identify new            change comes hard in education.
   learning models that are engaging to younger            	 Many activities related to learning and
   generations. Many education professionals feel             education take place outside the walls of the
   that a shift to a more learner-centered model              classroom — but these experiences are often
   focused on the development of individual                   undervalued or unacknowledged. Beyond the
   potential instead of the imposition of a body              classroom walls, students can take advantage
   of knowledge would lead to deeper and more                 of online resources, explore ideas and practice
   sustained learning across the curriculum. To               skills using games and other programs they
   support such a change, both teaching practice              may have on systems at home, and interact
   and the tools used in the classroom must adapt.            with their extensive — and constantly available
   Assessment has also not kept pace with new                 — social networks. Within the classroom,
   modes of working, and must change along with               learning that incorporates real life experiences
   teaching methods, tools, and materials.                    like these is not occurring enough and is too
	 Many policy makers and educators believe                   often undervalued when it does take place. This
   that deep reform is needed, but at the same                challenge is an important one in K-12 schools,
   time, there is little agreement as to what a new           because it results in a lack of engagement in
   model of education might look like. It is difficult        learning on the part of students who are seeking
   to envision profound change in a system as                 some connection between their world, their own
   firmly established as K-12 education is today.             lives, and their experience in school.

                                        T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N         5
  E X E C U T I V E            s U M M a R Y

These trends and challenges are having a profound           	 Cloud computing has transformed the way we
effect on the way we experiment with, adopt, and               think about computing and communication, data
use emerging technologies. These aspects of the                storage and access, and collaborative work.
world that surround and permeate education serve               Cloud-based applications and services are
as a frame for considering the probable impacts of             available to many school students today, and
the emerging technologies listed in the sections that          more schools are employing cloud computing
follow.                                                        solutions all the time. What still remains to be
                                                               developed is the capacity for the cloud to help
Technologies to Watch                                          students engage in real research and participate
The six technologies featured in each Horizon Report           in global learning communities.
are placed along three adoption horizons that indicate
                                                            	 Collaborative environments can be complete,
likely time frames for their entrance into mainstream
                                                               off-the-shelf packages or collections of do-it-
use for teaching, learning, or creative applications
                                                               yourself tools, depending on the level of comfort
in the K-12 environment. The near-term horizon
                                                               of the teachers and support personnel and
assumes the likelihood of entry into the mainstream
                                                               the needs of the students using the systems.
for schools within the next twelve months; the mid-
                                                               Whatever tools are chosen, collaborative
term horizon, within two to three years; and the far-
                                                               environments give students tremendous
term, within four to five years. It should be noted
                                                               opportunities to interact with peers and mentors,
that the Horizon Report is not a predictive tool. It is
                                                               experience other worldviews, and model the
meant, rather, to highlight emerging technologies
                                                               kinds of work patterns that take place in an
with considerable potential for our focus areas of
                                                               increasing number of professions.
teaching, learning, and creative expression. Each
of them is already the focus of work at a number of       The second adoption horizon is set two to three
innovative schools around the world, and the work         years out, where we will begin to see widespread
we showcase here reveals the promise of a wider           adoptions of two well-established technologies:
impact.                                                   game-based learning and mobiles. Both games
                                                          and mobiles have clearly entered the mainstream
On the near-term horizon — that is, within the next
                                                          of popular culture; both have been demonstrated as
12 months — are cloud computing and collaborative
                                                          effective tools for learning in a number of schools
environments. Both appeared in the 2009 Horizon
                                                          already; and both are expected to see much broader
Report: K-12 Edition, and their reappearance
                                                          use in pre-college education over the next two to
here is an indication of continued interest in these
                                                          three years. Mobiles make a repeat appearance this
technologies. Cloud computing, viewed in 2009 as
                                                          year. While the Advisory Board acknowledges their
two to three years away from mainstream adoption,
                                                          great potential for learning, the reality is that the use
has seen dramatic uptake by schools over the past
                                                          of mobiles continues to be restricted by policies that
twelve months — but only in one of its forms. Schools
                                                          prevent many schools from taking advantage of them
commonly use cloud-based applications today, but
                                                          as tools for teaching and learning.
the promise of the cloud’s extensive resources for
computation, research, and collaborative work has yet       	 Interest in game-based learning has grown
to be realized. Similarly, collaborative environments          in recent years as research continues to
appear again, and remain on the near-term horizon,             demonstrate its effectiveness for learning.
as a reflection of their importance to education and           Games for education span the range from single-
of the fact that they have been adopted in part, but           player or small-group card and board games all
not to the full extent of their potential.                     the way to massively multiplayer online games
    and alternate reality games. Those at the first              Touch-based interfaces and flexible displays
    end of the spectrum are easy to integrate with the           are converging in interesting ways; though
    curriculum, and in many schools they are already             applications for schools are still several years
    an option; but the greatest potential of games for           away, we can expect to see integrated interactive
    learning lies in their ability to foster collaboration       displays becoming part of many common
    and engage students deeply in the process of                 objects in the not-so-distant future.
    learning. For a variety of reasons, the realization      Each of these technologies is described in detail in
    of this potential is still two to three years away.      the body of the report. These sections open with a
  	 The story of mobiles is no longer about the             discussion of what the technology is and why it is
     devices themselves, but about the blurring of           relevant to teaching, learning, and creative inquiry.
     the boundary between the cellular networks              Examples of the technology in practice, especially in
     and the Internet. Increasingly, and more so in          schools, are listed there to illustrate how it is being
     the developing world, the Internet is accessed          adopted at the current time. Our research indicates
     from mobile devices using a cellular network that       that all six of these technologies, taken together,
     extends significantly beyond even the electric          will have a significant impact on learning-focused
     grid. Mobiles represent an untapped resource            organizations within the next five years.
     for reaching students and for bridging the gap
     between the learning that happens in school and         The Horizon Project
     the learning that happens out in the world.             Since March 2002, under the banner of the Horizon
                                                             Project, the New Media Consortium has held an
On the far-term horizon, set at four to five years
                                                             ongoing series of conversations and dialogs with
away from widespread adoption, are augmented
                                                             hundreds of technology professionals, campus
reality and flexible displays. Neither of these two
                                                             technologists, faculty leaders from colleges and
technologies is commonly found in school settings,
                                                             universities, teachers and other school professionals,
but the high level of interest and the tremendous
                                                             and representatives of leading corporations from
amounts of research in both areas indicate that they
                                                             more than two dozen countries. In the ensuing years,
are worth following closely.
                                                             these conversations have resulted in the publication
  	 augmented reality (aR) has become something             each January of a report focused on emerging
     anyone can use, thanks to the convergence of            technologies relevant to higher education. At the
     three technologies — GPS, video, and pattern            center of the process is an international advisory
     recognition — and the applications seem                 board whose role is ultimately to select the topics
     endless. Combined with mobile technology, AR            in the report, via a consensus-based process. As
     becomes a portable tool for discovery-based             they work, the Advisory Board engages in lively
     learning, enhancing the information available to        dialogs around a wide range of articles, published
     students when visiting historical locations, doing      and unpublished research, papers, scholarly blogs,
     field work, interacting with real-world objects,        and websites. The result of these dialogs is a list
     and even paging through books.                          of the key technologies, trends, challenges, and
  	 flexible displays are seen as an important              issues that knowledgeable people in technology
     enabling technology in development, and those           industries, higher education, and learning-focused
     that exist today hint at what will be possible in       organizations are thinking about.
     coming years. Thin screens will eventually be           In 2008, the NMC embarked on a new series of
     embedded in books, attached to desks and                regional and sector-based companion editions of the
     walls, and integrated with all kinds of objects.        Horizon Report, with the dual goals of understanding

                                          T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N            7
  E X E C U T I V E            s U M M a R Y

how technology is being absorbed using a smaller          The 42 members of this year’s K-12 Advisory
lens, and also noting the contrasts between               Board were purposely chosen to represent a broad
technology use in one area compared to another.           spectrum of K-12 education, as well as key writers
This report, the 2010 Horizon Report: K-12 Edition,       and thinkers from business and industry. They
is the second in the series focusing on pre-college       engaged in a comprehensive review and analysis
education. To date, companion editions have been          of research, articles, papers, blogs, and interviews;
prepared that center on Australia and New Zealand,        discussed existing applications, and brainstormed
on the K-12 sector, and on small- to medium-sized         new ones; and ultimately ranked the items on the list
businesses. The flagship Horizon Report, focused on       of candidate technologies for their potential relevance
higher education, is translated into multiple languages   to teaching, learning, and creative expression. This
every year. Over all editions, the readership of the      work took place entirely online and may be reviewed
reports is estimated at over 500,000 worldwide, with      on the project wiki at http://k12.wiki.nmc.org.
readers in more than 50 countries.                        The work does not stop there, however. In 2010, the
Like the university-focused effort from which it          Consortium for School Networking, in collaboration
emerged, the K-12 project, referred to informally as      with HP, is preparing a K-12 toolkit to accompany the
Horizon.K12, uses qualitative research methods to         report, aimed at school and district leaders, board
identify the technologies selected for inclusion in       members, policymakers, teacher groups, and others.
the report, beginning with a survey of the work of        The toolkit, to be released under a Creative Commons
other organizations, a close examination of topics        license, will help these key groups maximize the
previously detailed in the Horizon Report series, and     impact of the report in their schools and help their
a review of the literature with an eye toward spotting    constituencies gain an understanding of new
interesting emerging technologies. When a new cycle       applications of technology to support teaching and
is started, little is known, or even can be known,        learning and successfully plan for their implementation.
about the appropriateness or efficacy of many of the      Each Horizon Report is produced over a period of
emerging technologies for these purposes, as the          just a few months so that the information is timely
Horizon Project expressly focuses on technologies         and relevant. This year, the effort to produce the
not currently in widespread use in schools.               K-12 report began at the end of January 2010 and
By engaging a wide community of interested parties,       concluded when the report was released in early
and diligently searching published research, the          April 2010, a period of under three months. The six
Internet, and other sources, enough information is        technologies and applications that emerged at the
gathered early in the process to allow the members        top of the final rankings — two per adoption horizon
of the Advisory Board to form an understanding of         — are detailed in the chapters that follow.
how each of the discovered technologies might be          Each of those chapters includes detailed
in use in settings outside of education, to develop a     descriptions, links to active demonstration projects,
sense of the potential the technology may have for        and a wide array of additional resources related to
educational settings, and to envision applications of     the six profiled technologies. Those profiles are the
the technology for teaching, learning, and creativity.    heart of the 2010 Horizon Report: K-12 Edition, and
The findings are discussed in a variety of settings —     will fuel the work of the Horizon Project throughout
with teachers, industry experts, technologists, and       2010-11. For those wanting to know more about the
of course, the Horizon Advisory Board. Of particular      processes used to generate the Horizon Reports,
interest to the Advisory Board every year is finding      many of which are ongoing and extend the work in
educational applications for these technologies that      the reports, we refer you to the report’s final section
may not be intuitive or obvious.                          on the research methodology.
C lO U D C O M P U T I N g
Time-to-adoption Horizon: One Year or less
The “cloud” refers to surplus computing resources available from specialized data centers, each often hosting
thousands of servers, that power the world’s largest websites and web services. Growing out of research in
grid computing, cloud computing transforms once-expensive resources like disk storage and processing
cycles into a readily available, cheap commodity. Development platforms layered onto the cloud infrastructure
enable thin-client, web-based applications for image editing, word processing, social networking, and media
creation. Many of us use the cloud, or cloud-based applications, without even being aware of it. In schools,
use of cloud computing is progressing along a path that began with the adoption of collaborative tools for
administrative tasks and that leads, eventually, to classroom adoption of cloud-based tools for learning.

The cloud is the term for the myriad of servers and          Amazon’s Elastic Compute Cloud or the GoGrid.
other computers that power the Internet. Cloud               These resources are often used for intensive
applications harness the unused resources of these           computing and research tasks.
computers to distribute applications, storage, and           Many of the technologies we use every day —
even processing power to users in ways that are              and many featured in this edition of the Horizon
increasingly useful, low cost, and ubiquitous. Cloud-        Report — are supported by the cloud. Collaborative
based applications use storage space and computing           environments and tools are cloud applications;
resources from many available machines as needed.            mobile applications are often hosted in the cloud;
“The cloud” denotes any group of computers used              augmented reality applications, especially those that
in this way. Cloud computing currently includes              run on mobile devices, are often cloud-based as well.
three broad areas of development: cloud-based                One of the advantages of cloud computing is that
applications, which are designed for many different          it makes it possible to deploy tools that can scale
tasks and hosted in the cloud; development platforms         on demand to serve as many users as desired, and
for creating cloud-based applications; and massive           then scale back to conserve resources when usage
computing resources for storage and processing.              levels drop. Applications that offer online storage,
Most people are familiar with the first type: applications   like Dropbox, Flickr, and others, use cloud solutions
that serve a single function, such as Gmail or Quicken       to provide inexpensive space. As a result, the cloud
Online, that are generally accessed through a web            has become well established as an infrastructure for
browser and that use the cloud for processing power          computing and communication.
and data storage. The second group of services               Regular readers will have observed that cloud
offer the infrastructure on which such applications          computing appeared in the 2009 Horizon Report:
are built and run, along with the computing power to         K-12 Edition, where it was placed on the mid-term
deliver them. Examples include Google App Engine,            horizon. While it was difficult to find examples of the
which allows developers to create and host tailored          use of cloud computing in schools a year ago, there
programs using Google’s infrastructure; Heroku,              are now many, many schools that have adopted
which does the same for applications developed in            cloud-based tools for productivity, scheduling,
Ruby on Rails; and Joyent, which hosts and scales            curriculum development, and collaboration, at least
applications in a variety of languages. The final set of     at the administrative level. This shift has moved
cloud services are those that offer sheer computing          cloud computing firmly into the near horizon for 2010,
resources without a development platform layer, like         although we have yet to see significant adoption of

                                          T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N            9
  O N E      Y E a R        O R     l E s s

some of the most promising advantages of cloud           that desktop computers are unable to process. North
computing, such as using collaborative cloud-            Carolina State University, for example, is working with
based media authoring tools for student work, or         IBM to provide cloud applications, computing power,
participating in large-scale research efforts that use   and storage space to every public school in the state.
the power of inexpensive parallel processing made        In the fall of 2009, IBM announced the IBM Cloud
available by the cloud.                                  Academy, a group of schools, universities, and other
                                                         learning organizations dedicated to discovering and
Relevance for Teaching, learning,                        promoting ways to use the cloud in education. The
or Creative Expression                                   group includes school districts as well as universities
Cloud computing can offer significant cost savings       from around the world. Their goals include finding
in terms of IT support, software, and hardware           ways for school students to participate in research
expenses. It has become common for schools to            projects using cloud resources.
use cloud-based applications to manage calendars,        The value of cloud computing as a way to provide
rosters, grade books, and communication between          access to services and tools without the need
school and home. Examples of student use of cloud        to invest in additional infrastructure makes it an
resources, however, are more rare. Adoption of cloud-    attractive option for many schools. Additionally, the
based tools at the administrative level is a promising   fact that cloud applications can be accessed from
sign that schools are approaching the point where        a variety of devices, including not only desktop and
they can take advantage of the opportunities these       laptop computers but many mobile devices as well,
tools offer for teaching and learning. Some schools,     positions cloud computing as a solution that can
like Columbia Secondary School in New York, have         help to fill existing gaps in school technology while
adopted cloud solutions to facilitate student work in    making the most use of already available resources.
engineering, English, debate, and other subjects. At
CSS, students use Google Spreadsheets to learn           A sampling of applications of cloud computing across
budgeting, and work on peer review and editing of        the curriculum includes the following:
their writing projects using Google Docs.                  	 English. At West Springfield High School in
Minnesota Online High School, which serves over               Springfield, Massachusetts, English classes
300 remote students, recently made the shift to cloud         use Adobe Buzzword to create, edit, and review
computing, using a suite of applications including            writing assignments. The students find it easier
a learning management system and applications                 and more fun to comment on one another’s
for coursework, homework, school services, and                papers using the tool.
personal files. The change freed the school from           	 History. ArcGIS Online, developed by ESRI,
having to press, ship, and inventory software CDs             includes a suite of web-based mapping tools
and made it easier for their IT support staff to              that are used across the curriculum. As one
assist students, who use a wide range of computer             example, history teachers use the tools to
platforms. Similarly, iLab Central is a project funded        quickly create custom maps of battles, journeys,
by the NSF through MIT and Northwestern University            and other significant events.
that provides remote access to sophisticated labs and
                                                           	 school services. Coleman Tech Charter High
scientific testing equipment for high school students.
                                                              School, scheduled to open in September 2010
Teachers of some STEM courses have partnered                  in San Diego, has integrated cloud computing
with universities and other centers to access higher-         into the school’s design from the ground up.
end computing resources to enable students to work            Student work and activities will be facilitated by
on complex projects involving scientific research data        a range of cloud tools, a robust wireless internet
    network will ensure that access is available         Infrastructure — The Highway to 21st Century
    anywhere on campus, and coursework will be           learning
    accessible from any location for homebound or        http://www.edtechmag.com/k12/events/updates/
    traveling students.                                  infrastructure-the-highway-to-21st-century-
Cloud Computing in Practice                                   (John Kuglin, CIO, ECSD. Ed Tech Magazine.)
The following links provide examples of how cloud             The Eagle County School District in Colorado
computing is being used in schools.                           is implementing a cloud computing system
                                                              that will make tools for email, word processing,
Clarkstown Central school District, New York
                                                              presentations, and calendaring accessible to
                                                              everyone in the district.
MTRhYTcwN2Mw&hl=en                                       laboratory for Continuous Mathematical
    The Clarkstown Central School District uses          Education, st. Petersburg, Russia
    Google Apps to coordinate curricula and              http://www.lcmespb.ru/
    resources within schools and across the                  This project, supported by an HP Innovations
                                                             in Education grant, connects students
    district. Innovative uses of the calendar, shared
                                                             with scientific researchers, giving them an
    documents, and shared sites makes it easy for
                                                             opportunity to experience professional research
    teachers to follow district curriculum plans, keep
                                                             practices while also building their own technical
    up with school-related events, and create and
                                                             skills.  The students work with researchers from
    share curriculum resources.
                                                             both scientific and industrial professions.
Cloud-Computing Infrastructure and Technology
for Education (CITE)
                                                             This cloud-based video service is modeled
                                                             after YouTube but is designed specifically for
     This project, from MIT’s Climate Modeling               teachers, schools and homeschoolers. It offers
     Initiative, looks at ways to use cloud computing        a wide range of educational videos on a range
     resources to perform scientific research, both in       of topics.
     university labs and in K-12 classrooms.
Columbia secondary school                                for further Reading
http://www.google.com/a/help/intl/en/edu/case_           The following articles and resources are
studies/columbia.html                                    recommended for those who wish to learn more
    A partnership between the New York City              about cloud computing.
    Department of Education, Columbia University,        above the Clouds: a berkeley View of Cloud
    and the Columbia Secondary School has led to         Computing
    the deployment of cloud-based systems including      http://www.eecs.berkeley.edu/Pubs/
    a custom content management system and               TechRpts/2009/EECS-2009-28.html
    Google Apps. The students are using these cloud          (Michael Armbrust et al., Technical Report
    applications to do research and to collaborate in        No. UCB/EECS-2009-28, 10 February 2009.)
    new ways.                                                The authors posit that cloud computing has

                                       T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N        11
  O N E     Y E a R       O R      l E s s

    the potential to transform the IT industry by      The start of a Tech Revolution
    creating computing services with less risk of      http://www.districtadministration.com/
    over- or under-provisioning based on fluctuating   viewarticle.aspx?articleid=2004
    demand and by creating an elasticity of storage        (Kurt O. Dyril, District Administration, May 2009.)
    and processing resources.                              This article summarizes how the use of cloud
                                                           computing can have a positive financial impact
briefing: Cloud Computing
                                                           for school districts.
cloud/                                                 What is Cloud Computing?
    (MIT Technology Review, July/August 2009.)         http://www.cloudbook.net/directories/what-is-
    This article describes how cloud computing         cloud-computing
    works and discusses its impact on various in-          (Cloudbook, accessed March 5, 2010.) A
    dustries and professions.                              number of short videos prepared by various
                                                           professionals and researchers give an overview
Computing in the Clouds
                                                           of, and some perspectives on, cloud computing.
learning_leading/200912#pg18                           Delicious: Cloud Computing
    (Doug Johnson, Learning and Leading with           http://delicious.com/tag/hzk10+cloudcomputing
    Technology,    December/January      2009-10,          (Tagged by K-12 Horizon Advisory Board and
    pp. 16-20.) This article provides an overview          friends, 2010.) Follow this link to find additional
    of cloud computing and discusses how the               resources tagged for this topic and this edition of
    technology can benefit schools.                        the Horizon Report. To add to this list, simply tag
                                                           resources with “hzk10” and “cloudcomputing”
                                                           when you save them to Delicious.
C O l l a b O R aT I V E E N V I R O N M E N T s
Time-to-adoption Horizon: One Year or less
Collaborative environments are online spaces where the focus is on making it easy to collaborate and work
in groups, no matter where the participants may be. As the typical educator’s network of contacts has grown
to include colleagues who might live and work across the country, or indeed anywhere on the globe, it has
become common for people who are not physically located near each other to collaborate on projects. In
classrooms as well, joint projects with students at other schools or in other countries are more and more
commonplace as strategies to expose learners to a variety of perspectives. Collaborative environments can be
off-the-shelf or assembled from a wide variety of simple, free tools — the key is the interactions they enable, not
the technologies they include.

Collaborative environments appeared in the 2009            solutions in this category as well, with Moodle being
Horizon Report: K-12 Edition, and remain on the            one of the most notable.
radar for 2010. While they have been adopted               Collaborative environments support both the
by many schools, the technologies that support             collaborative creation of content and also
collaborative work are still considered to be among        communication or sharing of existing content. Tools
the most important for education. Typically, once a        that enable the former are the most well known, and
topic has appeared on the near-term horizon, it does       include familiar applications like wikis, Google Docs,
not appear in a report again, but the Advisory Board       and group or class blogs. Wikis were one of the first
clearly felt that collaborative environments continue      technologies in this category, and it is increasingly
to bear watching.                                          rare to find a collaboration that does not use a wiki
The definition of a collaborative environment has          in one form or another. The largest example in this
not changed significantly in the past year. The            category is Wikipedia, which through the efforts of
technologies that support collaborative work range         thousands of contributors, has become the world’s
from small tools for jointly creating a single product,    de facto encyclopedia. Other tools, like Kaltura, allow
such as Voicethread, to shared document editors            people to collaborate around the creation of rich
like Adobe Buzzword, Google Docs, and Etherpad,            media, including audio and video, and make it easy
to wikis and group blogging systems, all the way up        for members of a community to share, comment on,
to self-contained environments for collaboration,          and remix content.
like Moodle, Ning, or PageFlakes. The free, single-        The second category reflects how online
purpose tools at one end of the spectrum can be            communication tools are converging with social media
assembled by teachers with a technological bent into       in workspaces like Ning, PageFlakes, and Moodle.
a collaborative experience that includes live video,       These tools can be customized and personalized,
synchronous and asynchronous chat and discussion,          and membership can be open or restricted, but
media creation tools, and so forth. For those who          the primary purpose is not joint content creation or
are less technically-minded, the comprehensive             remixes, but communication within a group. Some
platforms at the other end of the range offer a            of these systems can be augmented by plug-in
suite of tools that already work together and that         widgets that extend their capabilities even further,
can be easily integrated into day to day work. The         and that spring from the growing community of users
downside of the more comprehensive solutions is            and supporters of collaborative environments of all
cost, although there are a number of open source           kinds. In these environments, the emphasis is on the

                                        T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N           13
  O N E      Y E a R        O R     l E s s

exchange of ideas and the sharing of knowledge.          In some cases, students work entirely at home and
When these activities lead to action, tools from the     attend class only online. In more traditional schools,
first group (wikis, shared document editors, or joint    teachers are finding that collaborative environments
multimedia authoring tools) are brought into play.       are an efficient way for students to work together,
Still other collaborative environments are perhaps       whether the groups are composed of students in the
less customizable but come with tools already            same physical class or not.
optimized for classroom use. One example is the          A class or project group can assemble a collaborative
Oracle Education Foundation’s ThinkQuest (http://        workspace very quickly using widgets that pull
www.thinkquest.org), a free platform designed to         information from a range of sources. For instance, a
support the creation of collaborative multimedia         custom class environment might include a calendar
papers that makes it easy for students to blend          populated with data from the school’s online
photos, videos, and text in their research projects.     calendaring system, an RSS feed that displays
Oracle hosts a competition for the best student work;    recent blog posts or Twitter updates from students
the ThinkQuest Project Gallery is populated with over    and teachers in the group, a cloud of Delicious tags
7,000 entries touching on every classroom subject.       bookmarking web content related to the class or
                                                         project, a Flickr badge that shows relevant rotating
Relevance for Teaching, learning,                        photos, and synchronous or asynchronous message
or Creative Expression                                   boards. All the resources needed by the group can be
The value placed on collaboration in the workplace       accessed and added to by any of them, in a virtual
is high, and professionals of all kinds are expected     space that is always available from any computer
to work across geographic and cultural boundaries        and many mobile devices.
more and more frequently. Teachers increasingly
recognize the importance of collaboration skills and     One of the most compelling attributes of large-scale
are finding that online tools to support collaboration   collaborative environments is that they can facilitate
provide them and their students with opportunities       an almost spontaneous development of communities
to work creatively, develop teamwork skills, and tap     of people who share similar interests. As the typical
into the perspectives of people around the world         educator’s network of contacts has grown to include
with a wide range of experience and expertise that       colleagues who might live and work across the
differs from their own. As a result, collaborative       country, or indeed anywhere on the globe, it has
environments and workspaces are gaining a great          become common for people who are not physically
deal of traction and are poised to enter mainstream      located near each other to interact and share
use in primary and secondary education both as           resources via online environments. Collaborative
supplemental and as primary classroom spaces.            projects involving students at other schools, even
                                                         in other countries, is more and more commonplace
Systems expressly built for K-12 use often include
                                                         as a strategy to expose learners to a variety of
built-in tools for scheduling, grading, communication,
                                                         perspectives. The Ning in Education collaborative
and other classroom tasks that make it easy to
                                                         space (http://education.ning.com/) is designed
seamlessly integrate the environment. Even learning
                                                         specifically to support its more than 9,000 members
management systems like Moodle have begun to
                                                         in using collaborative environments for teaching and
add social networking components. Many states
offer virtual or online academies for the upper
grades, and nearly all of these use collaborative        A sampling of applications of collaborative
environments for discussion, teaching classes,           environments across the curriculum includes the
managing assignments, and other classroom tasks.         following:
  	 Mathematics. At Pleasant Street Primary                 (Denise Harrison, THE Journal, 19 August
     School in Victoria, Australia, students created a       2009.) This article summarizes a collaborative
     collaborative environment dedicated to studying         social studies project that connected students
     mathematics. Using collaborative tools including        in the United States with their peers in other
     Voicethread and Ning, the students in the gifted        countries, including India and Turkey. The
     and talented program developed an online                students explored a variety of music from their
     textbook and workspace.                                 respective cultures.
  	 Cultural studies. Using the collaborative           elanguages
     environment ThinkQuest, six students and            http://www.elanguages.org/
     two teacher coaches from the United States              This international project facilitates collaboration
     and Hungary created an interactive piece on             between teachers and classrooms around the
     the history of chocolate (see http://library.           world. Teachers can select or propose projects
     thinkquest.org/08aug/00696/). This piece took           for their classes to take part in, exchange ideas
     first place in the 2009 competition in the 15 and       with other teachers, and share resources.
     under category.                                     Examples of K-12 Class Nings
  	 science. The Arctic Research Consortium of          http://angelacunningham.wordpress.
     the United States (ARCUS) used the collabora-       com/2009/07/14/examples-of-class-nings/
     tive environment Wimba to connect K-12 stu-             This is a collection of collaborative environments
     dents in 10 states with their teachers who were         based on the Ning platform that are used by
     taking part in Arctic and Antarctic research ex-        K-12 classes. The list is organized by subject
     peditions. The teachers used both synchronous           and location and compiled by teacher Angela
     and asynchronous means of communication to              Cunningham.
     work with their classes back home.                  The flat Classroom Project
Collaborative Environments in Practice                       The Flat Classroom Project connects teachers
The following links provide examples of how                  and students in middle and high school grades.
collaborative environments are being used in                 The site provides tools and templates and
schools.                                                     assists teachers in finding collaborators from
backchannel with Etherpad Experiences                        other schools to work on joint projects.
http://www.speedofcreativity.org/2010/01/27/             Kites around the World
backchannel-with-etherpad-experiences/                   http://globalkites.wikispaces.com/
    In this blog post, teacher Wesley Fryer describes        Kites Around the World is an international project
    how he used Etherpad to set up a backchannel             for students to exchange ideas and information
    — a supplemental discussion — for his                    about kites. Students can explore kite design,
    Technology 4 Teachers class. The process Fryer           learn how to build different kites, contribute
    describes is easily adaptable to other tools.            videos of themselves flying their kites, and
Cross–Cultural Collaboration: students bridge                collaborate on creating descriptions of how kites
Cultures with Videoconferencing from Carnegie Hall           are made and flown in their country.

                                       T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N          15
  O N E      Y E a R       O R     l E s s

solar Navigations Wiki                                  The Impact of Collaborative, scaffolded learning
http://solar6voyages.wikispaces.com/                    in K-12 schools: a Meta-analysis (PDf)
    Duke University Libraries has launched a            http://www.cisco.com/web/about/citizenship/
    mentoring program for Durham Public Schools         s o c i o - e c o n o m i c / d o c s / M e t i ri _ C l a s s ro o m _
    to help them implement and use technology in        Collaboration_Research.pdf
    the classroom. This particular project used a             (Susan M. Williams, The Metiri Group.
    wiki to facilitate student collaboration between          Commissioned by Cisco Systems, September
                                                              2009.) This report discusses how collaboration
    classes to create jointly-authored reports on the
                                                              environments can be implemented in schools
    solar system.
                                                              and the impact they can have when integrated
                                                              with existing systems.
for further Reading
The following articles and resources are                The Impact of social Computing on the EU
recommended for those who wish to learn more            Information society and Economy (PDf)
about collaborative environments.                       http://ftp.jrc.es/EURdoc/JRC54327.pdf
                                                            (K. Ala-Mutka et al., Institute for Prospective
Digital access, Collaboration a Must for students           Technological Studies, Joint Research Center,
http://www.eschoolnews.com/2010/03/16/digital-              European Commission, November 2009.) This
access-collaboration-a-must-for-students/                   report gives a comprehensive overview of social
     (Laura Devaney, eSchool News, 16 March                 computing and its impact in the European Union.
     2010.) This article describes the results of an    Jazz as an Extended Metaphor for social Computing
     educational technology survey undertaken           http://transliteracies .english.ucsb.edu/post/
     by Project Tomorrow. The survey identifies a       research-project/research-clearinghouse-
     new type of student, the “free agent learner,”     individual/research-reports/jazz-as-an-extended-
     who takes greater responsibility for learning      metaphor-for-social-computing
     and uses technology tools to create personal           (Aaron       McLeran,     UC-Santa     Barbara
     learning experiences.                                  Transliteracies Project, 17 May 2009.) This
                                                            unusual study looks at social computing and
Educational Networking: The Important Role Web
                                                            jazz and finds some striking — and surprising —
2.0 Will Play in Education (PDf)
                                                            similarities between the two.
EducationalSocialNetworkingWhitepaper.pdf               Keeping Pace with K-12 Online learning (PDf)
    (Steve Hargadon, 16 December 2009.) This            http://www.kpk12.com/downloads/
    paper gives a broad overview of the importance      KeepingPace09-fullreport.pdf
                                                            (John Watson, et al., Evergreen Education Group,
    of collaborative environments and their value in
                                                            November 2009.) This report discusses the
    the K-12 educational space.
                                                            state-level policy and practices for K-12 online
Howard Rheingold on Collaboration                           learning across the United States.
                                                        Delicious: Collaborative Environments
collaboration.html                                      http://delicious.com/tag/hzk10+collabspaces
    (Howard Rheingold, TED: Ideas Worth                     (Tagged by K-12 Horizon Advisory Board and
    Spreading, February 2005.) In this talk from            friends, 2010.) Follow this link to find additional
    2005, Howard Rheingold discusses the                    resources tagged for this topic and this edition of
    emerging world of collaboration, participatory          the Horizon Report. To add to this list, simply tag
    media and collective action. His insights then          resources with “hzk10” and “collabspaces” when
    are still pertinent today.                              you save them to Delicious.
gaME-basED lEaRNINg
Time-to-adoption Horizon: Two to Three Years
The interest in game-based learning has accelerated considerably in recent years, driven by clear successes
in military and industrial training as well as by emerging research into the cognitive benefits of game play.
Developers and researchers are working in every area of game-based learning, including games that are
goal-oriented; social game environments; non-digital games that are easy to construct and play; games
developed expressly for education; and commercial games that lend themselves to refining team and group
skills. At the low end of game technology, there are literally thousands of ways games can be — and are
already being — applied in learning contexts. More complex approaches like role-playing, collaborative
problem solving, and other forms of simulated experiences have broad applicability across a wide range of
disciplines, and are beginning to be explored in more classrooms.

Game-based learning is an expansive category,              These three cohorts of kids define our school
ranging from simple paper-and-pencil games like            populations, and throughout their lives, they have
word searches all the way up to complex, massively         always been immersed in the culture of digital games;
multiplayer online (MMO) and role-playing games.           it is like the air they breathe. The oldest of them are
Educational games can be broadly grouped into              now becoming the teachers in our schools, and it
three categories: games that are not digital; games        will not be long before they also begin to fill out the
that are digital, but that are not collaborative; and      administrative ranks. These young people continue
collaborative digital games. The first category includes   to play games as adults: research has shown that the
many games already common in classrooms as                 average age of a video gamer in the United States
supplemental learning tools. Digital games include         in 2009 was 35 years. As the UK’s Guardian wrote
games designed for computers, for console systems          in 2005, a game-player today is as likely to have
like the Nintendo Wii, and online games accessed           children as to be a child. Games are a natural way to
either through a special game client (like IBM’s           reach young people today, and a great deal more is
Power Up) or through a web interface (like Whyville).      now known about how to develop good games both
                                                           for entertainment and for education.
The first digital games appeared with the first home
computers in the early 1980s. Ten years later, the         Research into games for educational purposes
web was born, and games began to be delivered              reveals some interesting trends. Early studies of
over the Internet. In 2003, the first full Internet        consumer games helped to identify the aspects of
service for mobile phones arrived in the US, bringing      games that make them especially engaging and
games to mobile devices. The three most recent             appealing to players of various ages and of both
cohorts of children — those born in the early 1980s,       genders: the feeling of working toward a goal; the
the early 1990s, and the early 2000s — have grown          possibility of attaining spectacular successes; the
up in a world where digital games have always been         ability to problem-solve, collaborate with others,
an important part of their lives. Those born since         and socialize; an interesting story line; and other
the early 1990s have never lived in a world without        characteristics. These qualities are replicable,
a global network. The most recent kids to enter            though they can be difficult to design well, and they
schools, those born since the early 2000s, have            can transfer to games featuring educational content.
never known a world in which that global network           We are discovering that educational content can
was not accessible from the palm of your hand.             be embedded in games rather than tacked on, and

                                        T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N          17
  T W O       T O     T H R E E        Y E a R s

that players readily engage with learning material        problem-solving. These skill-building games and
when doing so will help them achieve personally           small group games that foster discussion and
meaningful goals.                                         teambuilding are not difficult to fit into the curriculum,
A few years further out, but increasingly interesting,    and many examples of their use can be found. Their
is the creation of massively multiplayer online (MMO)     engaging nature makes them excellent learning aids,
games designed for learning. Like their entertainment-    as kids will often willingly play them much longer than
or training-focused counterparts (World of Warcraft,      they would otherwise study the material in question.
Everquest, Lord of the Rings Online, America’s            Online games for single users are also popular, though
Army, and others), games of this type bring many          access to them is often blocked at school. There are
players together to work on activities that require       many free games designed for K-12 students that
collaborative problem-solving. Games like these are       are accessible via a web browser and require no
complex, and include solo as well as group content        installation, such as The Potato Story (http://www.
and goals that are collaborative as well as some          thepotatostory.co.uk), a UK-based game that teaches
that are competitive. They are often goal-oriented in     kids where food comes from. Games in this class are
ways that tie to a storyline or theme, but the highest    essentially engaging tutorials that cover a particular
levels of interaction and play require outside learning   topic in age-appropriate depth. In Singapore, games
and discovery. What makes MMO games especially            designed for the Nintendo Wii platform teach students
compelling and effective is the variety of sub-games      about the history of Singapore as they aid the
or paths of engagement that are available to players      country’s founders in solving problems that occurred
— there are social aspects, large and small goals to      as the nation was establishing itself.
work towards, often an interesting back story that sets
                                                          The category of game-based learning that is still
the context, and more. Players dedicate enormous
                                                          two to three years away for schools, but one that
amounts of time on task pursuing the goals of these
                                                          has tremendous potential to transform education,
games. The problem that needs to be solved, and
                                                          includes open-ended, challenge-based, truly
which is being tackled on many fronts today, is that of
                                                          collaborative games. Games like these, which occur
embedding educational content in such a way that it
                                                          in both massively multiplayer online (MMO) and non-
becomes a natural part of playing the game.
                                                          digital forms, can draw on skills for research, writing,
                                                          collaboration, problem-solving, public speaking,
Relevance for Teaching, learning,
                                                          leadership, digital literacy, and media-making. When
or Creative Expression
                                                          embedded in the curriculum, they offer a path into
Educational games of some types have been in
                                                          the material that allows the student to learn how to
common use for some time, both in classrooms and
                                                          learn along with mastering, and truly owning, the
at home. Many of these are single-player drill and
                                                          subject matter. These games lend themselves to
practice games that can be played in 30- to 45-minute
                                                          curricular content, requiring students to discover
chunks and include explicit educational content, like
                                                          and construct knowledge in order to solve problems.
Reader Rabbit or Math Blaster. Others, like the card
                                                          They are challenging to design well, but the results
game Quiddler, make use of key learning skills as
                                                          can be transformative.
part of game play — spelling and language, in this
case. These games can be either non-digital, like         Although they are not often integrated in the
the ecology-focused board game Earthopoly, or             classroom, game-based approaches like this have
digital, and by and large, they are single-player or      been used effectively in extracurricular programs
turn-based rather than truly collaborative. Subject       like Odyssey of the Mind, Destination ImagiNation,
mastery is generally emphasized over complex              and Math and Science Olympiads for some time.
These programs involve students in interdisciplinary       curriculum, though this is not the only area of gaming
problem-solving competitions that exercise and             being explored. In New York City, a school named
develop a wide range of skills. A digital counterpart to   Quest to Learn (http://www.q2l.org/) has embedded
these activities is the Global Kids Gaming Initiative,     games at the deepest levels of its infrastructure.
which uses online games to promote digital literacy        Founded in 2009, the school currently includes
skills, global awareness, and citizenship among            grades 6 and 7 and plans to expand up to 12th
young people. Urban youth taking part in Global            grade. The school’s curriculum is created using
Kids’ Playing 4 Keeps program create and play              the principles of game design; in class, games and
games about social issues of global significance.          problem-based learning activities help students
Designing and developing games is another way to           develop critical skills and literacies.
bring games into the curriculum. Good game design          Research and experience are starting to show that
involves research, creative thinking, the ability to       games can clearly be applied very effectively in
envision both problems and solutions, and many             many learning contexts. Games can engage learners
other learning skills.                                     in ways other tools and approaches cannot, and
Open-ended, collaborative games also play out as           their value for learning has been established through
alternate reality games (ARGs), in which players           research. We know more about how games work
find clues and solve puzzles in experiences that           and how to apply them to teaching and learning than
blur the boundary between the game and real life.          we ever have, and that understanding is increasing.
Recent examples of large-scale ARGs include                Education in general is still a few years away from
the educational games World Without Oil and                embracing games as mainstream practice, but
Superstruct, and the promotional game I Love               given the exciting results coming from game-based
Bees. The Tower of Babel, an ARG designed by the           research, they are clearly a space to watch.
European ARGuing Project, was used in schools as           A sampling of applications of game-based learning
well as by learners of all ages. It was developed to       across the curriculum includes the following:
engage students in learning languages other than
                                                             	 The arts. Twenty schools in Victoria,
their own.
                                                                Australia, used a drag-and-drop animation
Another promising area for development is                       game to produce stories using backgrounds,
educational MMO gaming. As yet, there are few                   characters, and objects from high-quality
examples of these games designed specifically                   digital reproductions from The Floating World,
for education. Early efforts include Mithril (http://           the National Gallery of Victoria’s collection of
stanford.edu/~pnaqlada/mithril), a multiplayer online           Edo period Japanese woodblock prints. The
role-playing game developed by students at Stanford             game was incorporated across the curriculum,
University. Mithril draws on the look and feel of               touching on world language, cultural studies,
MMOs but is math-based; players must master                     English, and science as well as the arts.
mathematical concepts in order to cast spells, defeat
                                                             	 Media literacy. The World of Warcraft (WoW)
foes, and progress in the game.
                                                                in School Project (http://wowinschool.pbworks.
As gaming and the science of engagement become                  com) engages at-risk students at Suffern Middle
better understood, we are likely to see significant             School in New York and Cape Fear Middle
investment in large-scale educational games. The                School in North Carolina in an afterschool
compelling nature of MMO games in particular is                 program that teaches skills in communication,
attracting researchers and educators who appreciate             digital literacy, online safety, mathematics, and
the revolutionary power of including games in the               leadership through game play.

                                        T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N         19
   T W O          T O        T H R E E              Y E a R s

   	 World languages. Students at Keysborough                              scalable game Design
      Primary School in Victoria, Australia, used the                       http://scalablegamedesign.cs.colorado.edu
      3D-world authoring tool Kahootz to produce a                              A collaboration between the University of
      series of treasure hunt games demonstrating                               Colorado’s departments of Computer Science
      their understanding of giving and asking for                              and Education, its Science Discovery Outreach
      directions in French. Students wrote their own                            Program, and AgentSheets, the Scalable Game
      dialogues in French and recorded them in their                            Design project aims to teach computer science
                                                                                through game design at the middle school level.
      own voices.
                                                                                Students recreate well-known arcade games as
                                                                                well as developing their own games.
game-based learning in Practice
The following links provide examples of how game-                           Urgent EVOKE
based learning is being used in schools.                                    http://www.urgentevoke.com/
                                                                                Urgent EVOKE is a collaborative online game
arcademic skill builders: Online Educational                                    that uses the principles of challenge-based
games                                                                           learning to encourage young people to research
http://www.arcademicskillbuilders.com/                                          and take action on issues of global significance.
    Arcademic Skill Builders offers free, Flash-                                More than 13,000 players from all over the
    based math and language arts games, aligned                                 world, including several high school classes, are
    with current educational standards, for K-12                                participating in the ten-week game at the time
    students.                                                                   of this writing.
gameDesk                                                                    WhyReef
http://gamedesk.usc.edu                                                     http://www.whyville.net/smmk/top/
    Developed at the University of Southern                                 gates?source=reef
    California in collaboration with the Los Angeles                            The online community Whyville is designed to
    Unified School District, GameDesk is an                                     help young students explore different topics,
    approach that combines project-based learning                               from recycling to programming. WhyReef
    with engaging game design for high school                                   teaches students about coral reef ecosystems.
                                                                            for further Reading
Mathematics In a Non-Mathematical Context,                                  The following articles and resources are
Porto, Portugal                                                             recommended for those who wish to learn more
h tt p : / / w w w. e s - ga rc i a d e o r t a . p t / p ro j e c to s _   about game-based learning.
                                                                            Essential facts about the Computer and Video
      Students work in small groups using laptops                           game Industry (PDf)
      to design and develop their own projects                              http://www.theesa.com/facts/pdfs/ESA_EF_2009.
      for presentation at science fairs and other events.                   pdf
      The project, supported by an HP Innovations                               (Entertainment Software Association, 2009.)
      in Education grant, helps foster collaboration,                           This report discusses trends, demographics
      teaches problem solving and exposes students                              and sales information about video and computer
      to the kind of interdisciplinary work that they will                      games in the United States based on survey
      encounter in later life.                                                  data collected in 2008.
Deep learning Properties of good Digital games:         What Video games Have To Teach Us about
How far Can They go?                                    learning and literacy (book)
http://www.jamespaulgee.com/node/37                         (James Paul Gee, Palgrave Macmillan, May
    (James Paul Gee, Arizona State University,              2003.) Gee examines the cognitive development
    January 2009.) This study by noted educational          that occurs during game play and considers the
    games researcher James Paul Gee discusses               application of games to learning.
    the merits of good digital games and their design   Delicious: game-based learning
    along with the learning that can accompany          http://delicious .com/tag/hzk10+educational_
    them.                                               games
Moving learning games forward (PDf)                         (Tagged by K-12 Horizon Advisory Board and
http://education.mit.edu/papers/                            friends, 2010.) Follow this link to find additional
MovingLearningGamesForward_EdArcade.pdf                     resources tagged for this topic and this edition
    (E. Klopfer, S. Osterweil and K. Salen, The             of the Horizon Report. To add to this list, simply
    Education Arcade, MIT, 2009.) This white paper          tag resources with “hzk10” and “educational_
    provides an overview of the current state of            games” when you save them to Delicious.
    the field of game-based learning and proposes
    strategies for those wishing to enter the domain.
Using the Technology of Today, in the Classroom
Today (PDf)
    (E. Klopfer, S. Osterweil, J. Groff, J. Haas, The
    Education Arcade, MIT, 2009.) This paper
    discusses effective learning in a gaming context
    and explores games as more than just single
    person experiences, but also part of social

                                      T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N         21
Time-to-adoption Horizon: Two to Three Years
The mobile market today has more than 4 billion subscribers, more than two-thirds of whom live in developing
countries. The global network supporting mobile devices of all kinds now covers more territory than the
electrical grid. A massive and increasing number of people all over the world own and use computers that fit
in their hand and are able to connect to the network wirelessly from virtually anywhere. Tens of thousands of
applications designed to support a wide variety of tasks on a host of mobile devices and platforms are readily
available, with more entering the market all the time. These mobile computing tools have become accepted
aids in daily life for everything from business to personal productivity to social networking. The range and
number of educational applications for mobiles are growing at a rapid pace, yet their use in schools is limited
— more often constrained by policy than by the capabilities of the devices they run on.

The available choices for staying connected while on         For many people all over the world, but especially
the go are many — smart phones, tablets, laptops,            in developing countries, where cellular access to
and over the coming year, the iPad and Slate PC will         the Internet is outpacing more traditional networks,
herald a new class of devices that blend the functions       mobiles are increasingly the gateway not only for
of all of them. Access to the Internet is less and less      common tools and communications, but also for
dependent on location, as users adopt cellular-based         information of all kinds, training materials, income-
portable hotspots or the wi-fi that is increasingly          generating work, and more. An ever more common
available wherever people congregate. The devices            pattern is for people in all parts of the world to look to
we carry are becoming ever more capable, and the             mobile computing platforms as their device of choice,
boundaries between them more and more blurred.               as they are often far cheaper than desktop or laptop
In the developed world, mobile computing has                 computers. For this group, mobile computing devices
become an indispensable part of day-to-day life in           are more affordable, more accessible, and easier
the workforce, and a key driver is the increasing ease       to use than desktop computers, and provide more
and speed with which it is possible to access the            than enough functionality to serve as their primary
Internet from virtually anywhere in the world via the        computing device.
ever-expanding cellular network.                             A new class of devices emerging in 2010 will present
Users increasingly expect anytime, anywhere access           a middle ground for those who need a little more
to data and services that not very long ago were             flexibility and power from a mobile platform but do not
available only while sitting in front of a computer linked   want to carry a laptop or netbook. Made up of slim,
to the network via a cable. In addition to the typical       lightweight devices that are neither small laptops nor
software for email, communication, and calendaring,          large smart phones, this group includes the Apple
new tools allow users to manage personal information         iPad, the HP Slate, the Google Tablet, and others as
(such as Evernote, Nozbe, Wesabe, and TripIt),               yet unnamed that are forthcoming from Dell, Toshiba,
collaborate and easily access and share files (Dropbox       and other manufacturers. While much remains to be
and CalenGoo are two of many possible examples),             seen about how these may be adopted and used, it is
or keep abreast of social networks (Limbo, Facebook,         clear that their ability to connect wirelessly at any time
Foursquare, Whrrl), and generally make checking and          and from almost any location, combined with a full
updating work, school, or personal information flows         range of features native to this new class, will make
something easily done on the fly.                            these devices a compelling option for mobile users.
Relevance for Teaching, learning,                           it possible to carry a library of books — literature,
or Creative Expression                                      textbooks, children’s books, novels — easily in a
The age at which students in the developed world            pocket or purse. Students can use virtual bookmarks
acquire their first mobile device is dropping, and by       to mark important pages, highlight and annotate
secondary school, nearly every student has one.             passages, look up words, and perform other common
The portability of mobile devices and their ability to      study tasks right on the mobile device.
connect to the Internet almost anywhere makes them          The unprecedented evolution of these devices
ideal as a store of reference materials and learning        continues to generate great interest. Their ever-
experiences, as well as general-use tools for field         increasing capabilities are augmented by the reality
work, where they can be used to record observations         that schools do not have to buy or maintain them. Over
via voice, text, or multimedia, and access reference        time, the vast potential of these devices for learning
sources in real time. Nonetheless, policies that ban        will begin to outweigh concerns about misuse that
mobile use in most schools keep this technology in          currently dominate most conversations about their
the two- to three-year horizon for the second year          use in school settings. It is the sheer power of these
running.                                                    devices that make them interesting, and that power
The range of technologies converging in mobile              lies in their ubiquity, their portability, the wide range
devices is very broad, as is the variety of ways they can   of things that can be done with them, and their ability
be applied: GPS and compasses allow sophisticated           to access the Internet nearly anywhere through the
location and positioning, accelerometers and motion         growing cellular network.
sensors enable the device to be used in completely
                                                            A sampling of applications for mobiles across the
new ways, digital capture and editing bring rich tools
                                                            curriculum includes the following:
for video, audio, and imaging — more and more,
mobiles encompass it all.                                     	 geography. At Clementi Town Secondary
                                                                 School in Singapore, mobiles support student
Even so, it may well be the very simple tools that
                                                                 field studies in geography. Upon arrival at the
are easily integrated into classroom activities that
                                                                 field site, instructions appear on the mobiles,
finally tip the scale for mobiles in the classroom. For
                                                                 and students work collaboratively to carry out
instance, some teachers are beginning to use Twitter
                                                                 experiments, take notes, analyze and synthesize
(http://www.twitter.com) as an in-class discussion
                                                                 data, and submit their results.
tool. Students participate by sending messages to
ask and answer questions or expand on thoughts.               	 English. Students can read their assignments
Another simple tool, Poll Anywhere (http://www.                  and take notes on mobile devices. Notes can
pollanywhere.com), turns mobiles into personal                   be uploaded to a computer by email or text
response systems, enabling teachers to quiz                      message for use when writing papers.
students, assess their understanding before, during,          	 Math. Skills that require drill and practice lend
and after a lesson, and reveal patterns of thinking              themselves to mobile study. Students can get in
in the classroom. Any mobile will work for either of             a few minutes of practice wherever they are —
these purposes; all that is required is the ability to           and as many of these applications have a game-
send text (SMS) messages.                                        like feel, they may not even mind the drills.
Another function common to many mobile devices,
yet very powerful in the service of education, is the       Mobiles in Practice
ability to store and display full-length books. The         The following links provide examples of how mobiles
device used is secondary to the fact that it makes          are being used in schools.

                                         T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N            23
  T W O       T O     T H R E E        Y E a R s

Essa academy (bolton, greater Manchester, UK)             serious games as Mobile learning at school
http://www.essaacademy.org                                http://www.futurelab.net/blogs/marketing-
    The Essa Academy is itself an evolving mobile         strategy-innovation/2009/10/serious_games_
    computing learning environment. The campus            mobile_learning_.htm
    has replaced desktop computers with laptops               The Notre Dame High School in Sheffield, UK
    and issued iPod Touches to each student,                  will soon allow all students to use cell phones
    encouraging flexible and collaborative learning           at school in addition to other mobile computing
    practices facilitated by mobile technology (this          devices as the line blurs between these
    article in MerlinJohnOnline gives additional              technologies.
    details: http://bit.ly/aAxU0).                        The Use of Mobiles to analyze Music
The florida Virtual school: iPhone apps                   http://www.pbs.org/teachers/innovators/gallery/
http://www.flvs.net/areas/studentservices/Pages/          entries/558/
iPhoneApps.aspx                                                This middle school project was recognized by
    The Florida Virtual School has developed two               PBS as an innovative effort to have children use
    iPhone apps to assist students in reviewing                cell phones to help analyze different musical
                                                               styles and genres.
    study material. MeStudying: Algebra 1 is an in-
    depth review tool for algebra students, including
    sample problems, guided study aids, and
                                                          for further Reading
                                                          The following articles and resources are
    practice tests; Revu4U is a testing and review
                                                          recommended for those who wish to learn more
    app that currently also covers algebra but will
                                                          about mobiles.
    soon include other subjects as well.
                                                          apple’s iPad: The future of Mobile Computing in
Handheld learning Conference awards 2009
     These awards are given at the annual Handheld        education.aspx
     Learning Conference to Primary and Secondary             (Dian Schaffhauser, Campus Technology, 27
     schools who have done innovative projects                January 2010.) This article discusses mobile
     involving mobile devices. The conference is              technology and the way it will affect education
     international in scope and this link provides a          once new devices like the iPad arrive.
     list of the 2009 award winners.
                                                          How the Cell Phone is Reinventing social
International Children’s Digital library (ICDl)           Computing
http://en.childrenslibrary.org                            http://www.gemalto.com/social_mobility/survey.
     The mission of the ICDL Foundation is to support     html
     the world’s children in becoming effective               (Gemalto.com, accessed 12 March 2010.) This
     members of the global community by making                short summary of several industry surveys gives
     the best in children’s literature available online       some insight into the use of mobile devices for
     free of charge. They have two iPhone apps for            social networking as well as some statistics
     reading and creating books which are available           about mobile usage in different areas of the
     for free in the iTunes App Store.                        world.
The iPad Changes Everything                                               Teaching with Technology face-off: iPhones vs. PCs
h tt p : / / b ra i n s to rm te ch . b l o g s . fo r tu n e . c n n .   https://chronicle.com/blogPost/Teaching-With-
com/2010/03/10/the-ipad-changes-everything/                               Technology/4547
      (Michael V. Copeland, Fortune, 10 March 2010.)                          (Jeffrey R. Young, The Chronicle of Higher
      This article examines how devices like the Apple                        Education, 25 February 2009.) One college
      iPad will change our idea of mobile computing.                          professor found that students with access to an
                                                                              iPhone studied more than those who used only
Making the Case for Mobile Computing
                                                                              a PC.
neccmobile.h02.htm                                                        Delicious: Mobiles
    (Kathleen Kennedy Manzo, Education Week                               http://delicious.com/tag/hzk10+mobile
    Digital Directions, 26 June 2009.) This article                           (Tagged by K-12 Horizon Advisory Board and
    discusses the merits and challenges of mobile                             friends, 2010.) Follow this link to find additional
    computing in the K-12 classroom.                                          resources tagged for this topic and this edition of
                                                                              the Horizon Report. To add to this list, simply tag
sprint Mobile learning in K-12 Education
                                                                              resources with “hzk10” and “mobile” when you
                                                                              save them to Delicious.
    (Sprint, February 2010.) One of several white
    papers listed on this page, Sprint Mobile
    Learning in K-12 Education looks at several
    school pilot programs in the United States and
    examines how the use of mobile phones has
    improved student engagement and test scores.

                                                   T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N              25
Time-to-adoption Horizon: four to five Years
While the capability to deliver augmented reality experiences has been around for decades, it is only very recently
that those experiences have become easy and portable. Advances in mobile devices as well as in the different
technologies that combine the real world with virtual information have led to augmented reality applications that
are as near to hand as any other application on a laptop or a smart phone. New uses for augmented reality are
being explored and new experiments undertaken now that it is easy to do so. Emerging augmented reality tools
to date have been mainly designed for marketing, social purposes, amusement, or location-based information,
but new ones continue to appear as the technology becomes more popular. Augmented reality has become
simple, and is now poised to enter the mainstream in the consumer sector.

The concept of blending (augmenting) virtual data          up the correct information, or markerless. Markerless
— information, rich media, and even live action —          applications use positional data, such as a mobile’s
with what we see in the real world, for the purpose        GPS and compass, or image recognition, where
of enhancing the information we can perceive with          input to the camera is compared against a library
our senses is a powerful one. The first applications       of images to find a match. Markerless applications
of augmented reality (AR) appeared in the late 1960s       have wider applicability since they function anywhere
and 1970s. By the 1990s, augmented reality was             without the need for special labeling or supplemental
being put to use by a number of major companies            reference points.
for visualization, training, and other purposes. Now,      Currently, many augmented reality efforts are
the technologies that make augmented reality               focused on entertainment and marketing, but these
possible are powerful and compact enough to deliver        will spill into other areas as the technology matures
AR experiences to personal computers and mobile            and becomes even more simplified. Layar (http://
devices. Early mobile applications began to appear         layar.com) has been a leader in this space with AR
in 2008, and several augmented reality mapping and         applications for Android and iPhones. Layar’s mobile
social tools are now on the market.                        application features content layers that may include
Wireless applications are increasingly driving             ratings, reviews, advertising, or other such information
this technology into the mobile space where they           to assist consumers on location in shopping or dining
offer a great deal of promise. Initially, AR required      areas. Other mobile applications that make use of
unwieldy headsets and kept users largely tethered          AR for social or commercial purposes include Yelp,
to their desktop computers. The camera and screen          another review and rating service; Wikitude, which
embedded in smart phones and other mobile devices          overlays information from Wikipedia and other
now serve as the means to combine real world               sources onto a view of the real world; and a handful of
data with virtual data; using GPS capability, image        Twitter clients. The mobile media company Ogmento
recognition, and a compass, AR applications can            develops AR games for mobiles.
pinpoint where the mobile’s camera is pointing and         The improvement in technology allows more
overlay relevant information at appropriate points on      streamlined approaches and wider user adoption.
the screen.                                                Market projections for augmented reality on mobile
Augmented reality applications can either be marker-       devices predict revenues of $2 million in 2010, rising
based, which means that the camera must perceive           to several hundred million by 2014 ($350 million,
a specific visual cue in order for the software to call    according to ABI Research; Juniper Research’s
projections are even higher). Augmented reality is          office, for instance, or identifying trees on a nature
already entering the mainstream in the consumer             walk.
sector, and the social, gaming, and location-based          Augmented books, now just beginning to enter the
applications that are emerging point to a strong            market, are another interesting application of this
potential for educational applications in the next few      technology. Zooburst (http://www.zooburst.com) is
years.                                                      an authoring tool that allows students to create their
                                                            own augmented reality storybooks. The German
Relevance for Teaching, learning,                           company Metaio (http://www.metaio.com/demo) is
or Creative Expression                                      developing books that include AR elements, such as
Emerging augmented reality tools to date have begun         globes that pop up on the pages of a book about
to overlay marketing, amusement, and location-              the earth. The books are printed normally. Then,
based information over real-time video, and new             after purchase, consumers install special software
applications continue to appear as the technology           on their computers and point a webcam at the book
becomes more popular. Tools that illustrate how             to see the visualizations. The technology allows any
learning applications might overlay information over        existing book to be developed into an augmented
a video image of an historical site, or an artifact in a    reality edition after publication; an atlas featuring
museum can already be found.                                3D views of geographic locations is currently in
Augmented reality has strong potential to provide both      development.
powerful, contextual, in situ learning experiences          A sampling of applications of augmented reality
and serendipitous exploration and discovery of the          across the curriculum includes the following:
connected nature of information in the real world.
Most of the activity happening in this area is taking         	 History. Augmented reality can be used to
place in universities, but the work going on there can           model objects, allowing students to envision
easily be transferred to K-12 settings. (Augmented               how a given item would look in different settings.
reality also appears in the university-focused 2010              Students studying the California missions,
Horizon Report, where it was placed on the mid-                  Byzantine architecture, or other structures could
term horizon to reflect its more rapid adoption at the           create detailed models to accompany in-class
college level.)                                                  presentations.

Applications that convey information about a                  	 science. The mobile application pUniverse turns
place open the door to discovery-based learning.                 a mobile device into a portable planetarium,
Students on field trips to historic sites can access AR          overlaying data about celestial objects as the
applications that overlay maps and information about             student pans the device around the sky.
how the location looked at different points of history.       	 language arts. At Crossroads South Middle
An application currently in development by the EU-               School in New Jersey, seventh- and eighth-
funded iTacitus project (http://itacitus.org/) will allow        grade students created AR costumes for
visitors to pan across a location — the Coliseum, say            characters in A Midsummer Night’s Dream. The
— and see what it looked like during an historical               students drew the costumes, then “became” the
event, complete with cheering spectators and                     characters as they acted out the play in front of
competing athletes. SREngine, another augmented                  a camera.
reality application in development, will use object
recognition to display information about everyday           augmented Reality in Practice
things one encounters in the real world — describing        The following links provide examples of current projects
the use of different pieces of equipment in a dentist’s     that demonstrate the potential of augmented reality.

                                         T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N           27
  f O U R       T O     f I V E      Y E a R s

arhrrrr - an augmented Reality shooter                   learnaR (specialists schools and academies
http://www.youtube.com/watch?v=cNu4CluFOcw               Trust)
    This video demonstrates an augmented reality         http://www.learnar.org/
    game created at Georgia Tech Augmented                   This UK-based project, designed for secondary
    Environments Lab and the Savannah College of             students, includes 3D augmented reality models
    Art and Design Atlanta. The dynamic, interactive         for several subjects, including biology, world
    game uses a handheld mobile device, a table              languages, physics and religion. Students from
    map — and Skittles candies.                              subscribing schools can print out AR markers
aRIs Mobile Media learning games                             that then can display intricate 3D models for
http://arisgames.org                                         further examination.
    ARIS is an alternate reality gaming engine           scimorph
    created by the University of Wisconsin’s Games,      http://scimorph.greatfridays.com
    Learning and Society research group. Virtual             Scimorph is an augmented reality learning game
    objects and characters can be placed at certain          designed to stimulate discussion among grade-
    locations in the physical world; players can             school students and their teachers around
    interact with them using their mobile devices.           the scientific issues dealt with in the game’s
aRsights                                                     scenarios. Scimorph is an alien that students
http://www.arsights.com                                      can place into different environments to observe
    ARSights uses locations and structures in                what happens.
    Google Earth to project augmented reality            Wikitude World browser
    models of historical buildings and sites. Students   http://www.wikitude.org/world_browser
    can take virtual field trips, looking at three-          With the Wikitude World Browser, students can
    dimensional models from different angles while           view their surroundings through the camera on
    seeing where on the globe they are actually              a mobile device, seeing historical information,
    located.                                                 nearby landmarks, and points of interest. Content
eTreasure                                                    is drawn from Wikipedia, Qype, and Wikitude,
http://www.etreasure.ch/site/                                and students can add information of their own.
    eTreasure is an augmented reality team-based
    urban game used for teaching cultural heritage to    for further Reading
    grade school students in Switzerland. The game       The following articles and resources are
    is developed by Webatelier.net, a laboratory of      recommended for those who wish to learn more
    the University of Lugano.                            about augmented reality.
flynn Park Elementary school lIONs Program               augmented learning: an Interview with Eric
http://www.litzsinger.org/flynnpark.html                 Klopfer (Part One)
    Working with the Litzsinger Road Ecology             http://henryjenkins.org/2008/07/an_interview_
    Center near St. Louis, Missouri, Flynn Park          with_eric_klopfer.html
    Elementary participated in an NSF-funded                 (Henry Jenkins, Confessions of an Aca-Fan, 7
    grant program (Local Investigations of Natural           July 2008.) Henry Jenkins interviews AR game
    Science, LIONS) to build and play augmented              developer Eric Klopfer, who gives insights into
    reality games in science and history. (For more          why this area of AR has promise in education
    detail on the grant program, see http://www.             and beyond. A link to part two is available on the
    glsconference.org/2008/session.html?id=42).              above page.
augmented Reality Technology brings learning              Visual Time Machine Offers Tourists a glimpse
To life                                                   of the Past
http://www.gse.harvard.edu/blog/uk/2009/09/               http://www.sciencedaily.com/
augmented-reality-technology-brings-learning-             releases/2009/08/090812104219.htm
to-life.html                                                   (ScienceDaily, 17 August 2009.) New
      (Chris Dede, Usable Knowledge: Harvard                   applications for smart phones offer augmented
      Graduate School of Education, September                  reality on the go. While on location, visitors view
      2009.) This article deals with educational uses          historical sites as they were hundreds of years
      for augmented reality, particularly in the middle        ago.
      grades, and discusses its potential to engage       Delicious: augmented Reality
      students. The article also touches on curriculum    http://delicious.com/tag/hzk10+augmentedreality
      development for AR in the classroom.                    (Tagged by K-12 Horizon Advisory Board and
If You are Not seeing Data, You are Not seeing                friends, 2010.) Follow this link to find additional
http://www.wired.com/gadgetlab/20 09/08/                      resources tagged for this topic and this edition of
augmented-reality/                                            the Horizon Report. To add to this list, simply tag
     (Brian Chen, Wired Gadget Lab, 25 August                 resources with “hzk10” and “augmentedreality”
     2009.) This Wired article gives a good overview          when you save them to Delicious.
     of augmented reality, including where it currently
     is situated and what to expect in the future.
Map/Territory: augmented Reality Without the
    (Brady Forrest, O’Reilly Radar, 17 August
    2009.) This brief interview discusses what
    forms augmented reality might take beyond its
    application for mobile devices.

                                        T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N          29
f l E X I b l E D I s P l aY s
Time-to-adoption Horizon: four to five Years
Computer displays continue to develop in ways that are enabling whole new categories of devices. Flexible
screens that can wrap around curved surfaces are in prototype, as are small, very thin interactive screens.
Flexible screen technology allows displays to be literally printed onto plastic, along with the batteries that
power them, enabling the sorts of live motion displays previously only hinted about in the world of Harry Potter.
When the technology is developed fully it will enable integrated interactive display devices that combine
input and output in a single interface, finally realizing the full potential of electronic paper, though widespread
commercial use remains several years away.

Still in the early stages of development, flexible          their own light, and a separate light source is not
displays are essentially very thin display screens — as     required. The screens are bright, like traditional
thin as a credit card — that can be printed onto flexible   displays, and can be layered onto plastic, although
or stretchable material and then attached to other          the process of printing the screens onto flexible
surfaces or produced in a variety of shapes. Because        plastic is still in the very early prototype stage.
these displays are printed, rather than developed           Current manufacturing processes also restrict the
using the clean-room etching processes necessary            size of these flexible screens to no more than about
to create computer chips, they can be produced              six diagonal inches; larger screens, and even very
very cheaply and easily. The materials they can be          large screens are technically possible, but currently
printed on can roll, bend, flex, and stretch, lending       cost-prohibitive.
themselves to curved or contoured surfaces. Already         Another supporting technology is flexible organic
in the marketplace is Americhip’s Video-in-Print, very      flash memory, which is used today in small devices
thin flexible displays that can be easily inserted into     such as cameras and MP3 players. Flash memory
popular magazines. CBS and Entertainment Weekly             can hold information for a long time without
were first to demonstrate this new technology in the        continued electrical power, but finding a way to build
fall of 2009, when an issue of the magazine containing      flash memory into thin plastic has been problematic
an embedded screen showing video promos for the             until very recently. Flexible organic flash memory will
CBS fall lineup was delivered to subscribers in New         enable very thin touch-sensitive displays, but is still
York and Los Angeles.                                       in very early development.
One of the underlying technologies that is enabling         At the Arizona State University Flexible Display
flexible displays is organic light-emitting diode           Center (FDC; http://flexdisplay.asu.edu/), researchers
(OLED) technology, which is already in use in several       are working with HP, Boeing, the US Department of
other areas. Manufacturers like Sony, Phillips,             Defense, and others to bring this technology to the
and Samsung are using OLED technology in slim               market in a variety of ways. The FDC was established
television screens and are also experimenting with          in 2004 expressly for the purpose of developing the
prototypes of flexible and ultra-thin OLED screens.         next generation of displays, emphasizing flexibility,
Household lights using OLEDs produce more light             low power costs, and sturdiness. In fact, the flexible
using less power than the most efficient non-OLED           displays currently in development and testing are
bulbs currently available. Displays made with OLED          extremely rugged, as demonstrated in test videos
screens can be very thin and draw very little power         (see        http://www.youtube.com/watch?v=R2pV-
because the pixels that make up the screens emit            SArGSM). The wide range of industries interested
in flexible display technology is a strong indication            with additional capabilities and more sophisticated
that the early prototypes we are seeing now herald               technology, where they might function as touch
further development and progress.                                screens that accept input as well as displaying output.
The possibilities suggested by flexible displays are             This technology is too new as yet to have many
very interesting, though still somewhat distant in               concrete examples of how it is being used in
time. When this technology matures, we will see a                education, but one can envision many applications for
new class of devices incorporating these displays                flexible displays. A sampling of potential applications
that are smaller and more portable than ever before.             might include the following projected uses:
They could very easily be integrated with everyday                 	 Robotics. Prototype flexible displays have
objects, such as tools, appliances, printed materials,                shown that the technology can be printed
and even clothing — turning those objects into                        onto materials that are both bendable and
context-specific data displays. Portable devices                      stretchable, enabling them to be used on
might emerge that feature displays that can be                        surfaces with complex contours, or surfaces that
folded, rolled, or otherwise stored in small spaces.                  flex. Conformable displays could be molded on
The future of flexible screens is still unfolding, but                robotic parts to present information in the form
examples that have already appeared in advertising                    of a face, for example.
and entertainment channels hint at the range of
coming applications.                                               	 science. Flexible displays         will lead to
                                                                      increased information display       opportunities.
Relevance for Teaching, learning,                                     Lab equipment, for instance,       might include
or Creative Expression                                                displays with safety information   or instructions
Flexible displays, because of their adaptability and                  for operating complex devices.
low cost, are certain to become part of everyday                   	 Textbooks.        Pharmaceutical       companies
educational materials like periodicals, textbooks,                    are already investigating the possibilities
and imaging tools. Since no separate light source                     for embedding flexible displays in medical
is required, OLED screens can easily be placed                        references to illustrate methods for administering
into all manner of devices. Learning applications                     drugs. Once the cost drops sufficiently, it is
are still some years away and flexible displays are                   conceivable that flexible displays could enhance
perhaps best thought of in the category of enabling                   textbooks with video or other animated content.
technologies at this point; but once developed more
fully, thin film technology will enable whole new                flexible Displays in Practice
categories of devices.                                           Because this is a very new technology, the relevant
It is not difficult to picture a display set into the cover of   examples illustrate where this technology may take us.
a school notebook, for instance. This is something that          The following links provide examples of how flexible
could easily be done with flexible display technology            displays are currently being developed and used.
as it exists today. Like the Video-in-Print display by           For additional information on the current state of the
Americhip, the display could accept recorded video               technology, please see For Further Reading, below.
material and have its battery recharged using a very             The flexible Display Center at arizona state
slim USB connector. Displays with small, integrated              University
chips would be single-purpose devices, such as                   http://flexdisplay.asu.edu/breakthroughs/
video-enhanced business cards (prototypes are                    milestones
already available) or perhaps flash cards. Flexible                  The      Milestones   page    lists   significant
displays could also be attached to larger devices                    accomplishments in the area of flexible displays

                                             T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N           31
  f O U R        T O     f I V E      Y E a R s

    at the Flexible Display Center, a research and        fDC and UDC Make breakthrough in flexible
    development organization at Arizona State             Display Manufacturing Process (PDf)
    University. The site also includes links to           http://www.universaldisplay.com/downloads/
    publications and presentations by researchers         Press%20Releases/20 09/FDC%20UDC%20
    at the FDC.                                           Breakthrough%206-1-09.pdf
                                                              (ASU Flexible Display Center and Universal
OrigamiReader by Newsflex
                                                              Display Corporation, 1 June 2009.) This press
                                                              release describes an early prototype of an
    The OrigamiReader is a flexible display designed
                                                              OLED display manufactured directly on a flexible
    to mimic the form factor and foldable nature of
                                                              polyethylene naphthalate (PEN) surface.
    a standard newspaper. It draws very low power
    and refreshes screen content wirelessly.              flexible Display Channel on YouTube
Video-in-Print by americhip
                                                              This YouTube channel highlights innovations and
                                                              projects related to flexible displays, including the
    Americhip’s flexible display, called Video-in-
                                                              work done by Arizona State University’s Flexible
    Print, was placed in a special edition of the
                                                              Display Center.
    September 2009 issue of Entertainment Weekly
    that was sent to subscribers in New York and Los      Programming Reality: from Transitive Materials
    Angeles. The ad featured five video segments          to Organic User Interfaces (PDf)
    promoting upcoming programming on CBS.                http://ambient.media.mit.edu/assets/_pubs/
The New York Times Envisions Version 2.0 of the
                                                              (Marcelo Coelho et al., MIT Media Lab-Fluid
                                                              Interfaces Group, CHI 2009 Workshop, April
                                                              2009.) This paper gives a brief but thorough
                                                              overview of the evolution of flexible displays and
    (Zachary M. Seward, Neiman Journalism Lab, 11
                                                              potential directions for future development.
    May 2009.) This article and accompanying video
    describes research and development efforts at         Research Papers from the MIT fluid Interfaces
    the New York Times Co., where researchers are         group
    envisioning the next generation of newspapers         http://ambient.media.mit.edu/publications.php
    — including e-ink and flexible readers.                   (Various Authors, MIT Fluid Interfaces Group,
                                                              accessed February 24, 2010.) This is a list of
for further Reading                                           current publications that provides a sense of the
The following articles and resources are                      types of projects in which fluid interfaces could
recommended for those who wish to learn more                  be used.
about flexible displays.                                  stretchable Displays
bend Me, shape Me, anyway You Want Me (PDf)               http://www.technologyreview.com/
http://flexdisplay.asu.edu/files/News_Items/FDC_          computing/22632/?a=f
Economist_Jan22.pdf                                           (Prachi Patel, MIT Technology Review, 11 May
    (from The Economist print edition, 22 January             2009.) Researchers at the University of Tokyo
    2009.) This article describes the state of flexible       have developed OLED displays that can be
    screen technology and reports on developments             printed onto stretchy surfaces, opening up pos-
    at the Arizona State University Flexible Display          sibilities for flexible displays that can be wrapped
    Center.                                                   around a variety of shapes.
Delicious: flexible Displays
    (Tagged by K-12 Horizon Advisory Board and
    friends, 2010.) Follow this link to find additional
    resources tagged for this topic and this edition of
    the Horizon Report. To add to this list, simply tag
    resources with “hzk10” and “flexscreen” when
    you save them to Delicious.

                                        T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N   33
The process used to research and create the 2010            are provided with an extensive set of background
Horizon Report: K-12 Edition is very much rooted in         materials when the project begins, and are then
the methods used throughout the Horizon Project. All        asked to comment on them, identify those that
editions of the Horizon Report are produced using a         seem especially worthwhile, and add to the set. The
carefully constructed process that is informed by both      group discusses existing applications of emerging
primary and secondary research. Dozens of tech-             technology and brainstorms new ones. A key
nologies, meaningful trends, and critical challenges        criterion for the inclusion of a topic is the potential
are examined for possible inclusion in the report for       relevance of the topic to teaching, learning, research,
each edition. Every report draws on the considerable        or creative expression. A carefully selected set of
expertise of an internationally renowned Advisory           RSS feeds from dozens of relevant publications
Board that first considers a broad set of important         ensures that background resources stay current as
emerging technologies, challenges, and trends, and          the project progresses. They are used to inform the
then examines each of them in progressively more            thinking of the participants throughout the process.
detail, reducing the set until the final listing of tech-
                                                            Following the review of the literature, the K-12
nologies, trends, and challenges is selected.
                                                            Advisory Board engaged in the central focus of
Much of the process takes place online, where it            the research — the research questions that are at
is captured and placed in the Horizon Project wiki.         the core of the Horizon Project. These questions
This wiki is intended to be a completely transparent        were designed to elicit a comprehensive listing of
window onto the work of the project, and contains           interesting technologies, challenges, and trends from
the entire record of the research for each of the           the Advisory Board:
various editions.
                                                              1 Which of the key technologies catalogued in the
The section of the wiki used for the K-12 Edition can           Horizon Project Listing will be most important
be found at http://k12.wiki.nmc.org.                            to teaching, learning, or creative expression in
The procedure for selecting the topics that will be in          K-12 education within the next five years?
the report includes a modified Delphi process now             2 What key technologies are missing from our
refined over years of producing Horizon Reports, and            list? Consider these related questions:
it begins with the assembly of the Advisory Board.              a. What would you list among the established
The board as a whole is intended to represent a wide               technologies      that   some       educational
range of backgrounds, nationalities, and interests, yet            institutions are using today that arguably
each member brings a particularly relevant expertise.              ALL institutions should be using broadly to
To date, hundreds of internationally recognized                    support or enhance teaching, learning, or
practitioners and experts have participated in the                 creative inquiry?
Horizon Project Advisory Boards; in any given year, a           b. What technologies that have a solid user
third of Advisory Board members are new, ensuring                  base in consumer, entertainment, or other
a flow of fresh perspectives each year.                            industries should educational institutions be
Once the Advisory Board for a particular edition is                actively looking for ways to apply?
constituted, their work begins with a systematic                c. What are the key emerging technologies you
review of the literature — press clippings, reports,               see developing to the point that learning-
essays, and other materials — that pertains to                     focused institutions should begin to take
emerging technology. Advisory Board members                        notice during the next four to five years?
  3 What do you see as the key challenges related        of entering broad use.) These rankings are compiled
    to teaching, learning, or creative expression that   into a collective set of responses, and inevitably, the
    educational institutions will face during the next   ones around which there is the most agreement are
    five years?                                          quickly apparent.
  4 What trends do you expect to have a significant      From the comprehensive list of technologies
    impact on the ways in which educational              originally considered for any report, the twelve that
    institutions approach our core missions of           emerge at the top of the initial ranking process —
    teaching, research, and service?                     four per adoption horizon — are further researched
One of the Advisory Board’s most important tasks         and expanded. Once this “short list” is identified, the
is to answer these questions as systematically and       group, working with both NMC staff and practitioners
broadly as possible, so as to ensure that the range of   in the field, begins to explore the ways in which
relevant topics is considered. Once this work is done,   these twelve important technologies might be used
a process that moves quickly over just a few days,       for teaching, learning, research, and/or creative
the Advisory Board moves to a unique consensus-          expression. A significant amount of time is spent
building process based on an iterative Delphi-based      researching real and potential applications for each
methodology.                                             of the areas that would be of interest to practitioners.
In the first step of this approach, the responses to     For every edition, when that work is done, each of
the research questions are systematically ranked         these twelve “short list” items is written up in the
and placed into adoption horizons by each Advisory       format of the Horizon Report. With the benefit of the
Board member using a multi-vote system that allows       full picture of how the topic will look in the report,
members to weight their selections. Each member
                                                         the “short list” is then ranked yet again, this time in
is asked to also identify the timeframe during which
                                                         reverse. The six technologies and applications that
they feel the technology would enter mainstream use
                                                         emerge are those detailed in the Horizon Report.
— defined for the purpose of the project as about
20% of institutions adopting it within the period        For additional detail on the project methodology or to
discussed. (This figure is based on the research of      review the actual instrumentation, the ranking, and
Geoffrey A. Moore and refers to the critical mass of     the interim products behind the report, please visit
adoptions needed for a technology to have a chance       http://k12.wiki.nmc.org.

                                       T H E 2 010 H O R I Z O N R E P O RT: K - 12 E D I T I O N          35
  H O R I Z O N            R E P O R T

Don Henderson, Chair                larry Johnson, co-PI                  Keith Krueger, co-PI
Apple Inc.                          The New Media Consortium              Consortium for School Networking
United States                       United States                         United States

Rob ackerman                        Marisa Hartling                       alice Owen
Bedford Public Schools              Houston Independent School District   Irving Independent School District
United States                       United States                         United States
Cristiana Mattos assumpção          Karen greenwood Henke                 Dan Phelan
Colegio Bandeirantes                Nimble Press                          Lake Washington School District
Brazil                              United States                         United States
Jeffrey bajgot                      Julie Hoo                             garry Putland
Center for Educational Leadership   Raffles Girls’ School                 Education Services Australia
and Technology                      Singapore                             Australia
United States
                                    Øystein Johannessen                   Will Richardson
Roger blamire                       Ministry of Education and Research    Powerful Learning Practice
European Schoolnet, Brussels        Norway                                United States
                                    barry Joseph                          Rachel smith
stephen breslin                     Global Kids                           The New Media Consortium
Futurelab                           United States                         United States
United Kingdom
                                    Jim Klein                             Tammy stephens
Christopher brown                   Saugus School District                The Stephens Consulting Group
Pearson                             United States                         United States
United States
                                    alan levine                           Kari stubbs
Jeanne Century                      The New Media Consortium              Brainpop
CEMSE, University of Chicago        United States                         United States
United States
                                    adrian lim                            stan Trevena
Horn Mun Cheah                      Apple Inc.                            Modesto City Schools
Ministry of Education               Singapore                             United States
                                    Julie lindsay                         Michael Trucano
Kim Cofino                          Beijing (BISS) International School   World Bank
International School Bangkok        China                                 United States
                                    Julie little                          Jim Vanides
gavin Dykes                         EDUCAUSE                              HP
Cellcove Ltd.                       United States                         United States
United Kingdom
                                    Jan Morrison                          Darrell Walery
lucy gray                           Washoe County School District         Consolidated High School District 230
CEMSE, University of Chicago        United States                         United States
United States
                                    Kathryn Moyle                         Jeannette Weisschuh
Claus gregersen                     University of Canberra                HP
Herning Gymnasium                   Australia                             Germany
                                    Judy O’Connell                        guus Wijngaards
steve Hargadon                      St Joseph’s College                   INHolland University
Elluminate                          Australia                             The Netherlands
United States
      The New Media Consortium
s p a r k i n g i n n ova t i o n , le a r n i n g & c re a t i v i t y
               6101 West Courtyard Drive
                Building One, Suite 100
                   Austin, TX 78730
            t 512 445-4200 f 512 445-4205

                 ISBN 978-0-9825334-4-4

To top