Analysis of emerging trends affecting the use of technology in education October 2009 Research to support the delivery and development of Harnessing Technology: Next Generation Learning 2008–14
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- Harnessing Technology: Next Generation Learning 2008–14
- Contents The trends identified – a summary 4 The learner and their context 6
- Trend 2: Augmented Reality – professional tools to support teaching and engaged and empowered learners 11
- Curriculum and Pedagogy 21 Trend 1: The trend towards a technology-enabled ‘social marketplace’ for learning in the workplace 21
- Trend 3: The growing challenge to the concept of Digital Natives versus Digital Immigrants as a mutually exclusive, binary, generational divide 27
- Trend 5: The growth of school-based broadcasting, internet radio and TV 32
Becta | Analysis of emerging trends affecting the use of technology in education October 2009 Research to support the delivery and development of Harnessing Technology: Next Generation Learning 2008–14 University of Oxford (Department of Education) and Nottingham University in partnership with Sero Consulting Ltd Acknowledgements Becta is grateful to the following individuals and organisations for this research: Trends in Technology Use to Support Learning: Chris Davies, Jenny Good, Paul Honey and Dimitrina Spencer, Department of Education, University of Oxford Curriculum And Pedagogy In Technology Assisted Learning Contents The trends identified – a summary 4 The learner and their context 6 Trend 1: Accessing digital multimedia online: ongoing development in access to content online 7 File downloading vs streaming 8 Radio 9 Television 10 Trend 2: Augmented Reality – professional tools to support teaching and engaged and empowered learners 11 Trend 3: Smartphones – personal devices 14 Trend 4: The changing faces of social networking 15 Short update services and the rise of Twitter 16 Virtual Worlds and their place in education 18
Curriculum and Pedagogy 21 Trend 1: The trend towards a technology-enabled ‘social marketplace’ for learning in the workplace 21 Significance for Becta’s Harnessing Technology Strategy 24 Trend 2: The technology-mediated, changing nature of academic libraries and their collections 24 Significance for Becta’s Harnessing Technology Strategy 26 Trend 3: The growing challenge to the concept of Digital Natives versus Digital Immigrants as a mutually exclusive, binary, generational divide 27 Significance for Becta’s Harnessing Technology Strategy 29 Trend 4: A growing trend towards technology-supported strategies for students educated away from the campus 30 Significance for Becta’s Harnessing Technology Strategy 32 Trend 5: The growth of school-based broadcasting, internet radio and TV 32 Significance for Becta’s Harnessing Technology Strategy 34 References 35
The trends identified – a summaryIn April 2008, Becta launched a major research programme to support the delivery and further development of the Harnessing Technology strategy.1 The research covers the education and training system as a whole: children’s services; schools; further education, skills and regeneration (FESR); and higher education (HE). In addition to the core reports of the research programme, each of the project teams produces bi-annual summaries of trends they have observed which are outside the scope of their work but which nevertheless give insight in to the changing world of educational technology. This report is the third such and reports observations made between March and September 2009. It presents an overview of the trends identified, and suggests why these trends are important and how they relate to the Harnessing Technology strategy and the ongoing research work. The format of this report reflects the structure of the programme of research and thus presents trends in two broad areas: the learner and their context, and curriculum and pedagogy. Research related to the learner and their context examined recent significant developments across what are in fact a range of relatively established technology behaviours, suggesting that what was previously ‘emerging’ is now becoming mature: The continuing fast pace in developing patterns of consuming popular culture, such as the trend toward downloading versus streaming, and online access to radio and TV Augmented reality tools and the potential toward professional quality tools to support learning in the institution and outside of it The use of learners’ own devices, specifically mobile technologies, and in particular smartphones, which have the potential to enhance learners’ access to learning resources. The changing face of social networks, including the much-hyped microblogging services, but also the developing culture of social gaming that may soon encourage users to team together to achieve goals online. Research the previous year identified four emerging technologies – e-book readers, touch screens, OpenID and Photosynth – and of these, the first two have continued to make progress. SMS texting, mobile internet access and virtual worlds, observed at that point as ‘developing’, are now comfortably established in learners’ context, if they have largely made fewer inroads into education. Netbook computers – in the category of ‘rapid take-up’ in the previous report – are fast becoming ubiquitous in both home and educational contexts, offering portability between the two. Research on current trends in the curriculum and pedagogy project identified five in particular: The trend towards a technology-enabled ‘social marketplace’ for learning in the workplace The technology mediated, changing nature of academic libraries and their collections, in schools, colleges and universities The growing challenge to the concept of Digital Natives versus Digital Immigrants as a mutually exclusive, binary, generational divide A growing trend towards technology-supported strategies for students educated away from the campus The growth of school-based broadcasting, internet radio and TV. Of the emerging trends identified in the previous report, four – mobile learning, pressure for curriculum redesign, cloud computing, and the use of personally owned devices – have not only continued to grow but are now fairly established, even if some have yet to become ubiquitous. Taking both areas of research together, two common themes emerge: the steady growth in personally owned devices, and the increasing power of these devices to offer mobile access to internet services. As in the previous report, the overall trend is towards more personalised learning experiences, and allowing learners to have a choice of flexible learning options. The following sections examine the trends in both contexts in detail.
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