Press Clippings: Reports and Research

The initial listing of news on how technology is used by consumers or in popular media culled from a variety of sources we monitor on a regluar basis.

We'd love to see your clippings here as well! Please use the edit this page button to add more, or add comments on how or why you think they may or may not be important. As is the convention throughout the Horizon Project Wiki, we ask you to identify items you think are of high interest to us, as I have done here by typing 4 tilde (~) characters-- - Larry Larry Oct 30, 2011. This will help us to sift through the articles and determine which ones resonate most strongly with the board as a whole.

Recommended Reading


  • A Vision and Strategy for Technology Enhanced Learning
    http://www.stellarnet.eu/kmi/deliverables/20110204_stellar___d1-4.pdf
    Final vision report from the Stellar Network of Excellence. In this report the network has "harnessed the interdisciplinary diversity of its partners and stakeholders to produce a set of thirty-two ‘Grand Challenge Problems’ in Technology Enhanced Learning research". - barbara.wasson barbara.wasson Sep 16, 2013- vibeke.klovstad vibeke.klovstad Sep 22, 2013
  • Innovating Pedagogy 2013
    http://nogoodreason.typepad.co.uk/no_good_reason/2012/07/innovating-pedagogy-report.html
    Report from Open U, UK on 10 new educational terms, theories, and practices that have the potential to provoke major shifts in educational practice, particularly in post-school education. Included in this list: MOOCs, Badges, Learning analytics, Seamless learning, Crowd learning, Digital scholarship, Geo-learning, Learning from gaming, Maker culture, Citizen inquiry. - barbara.wasson barbara.wasson Sep 16, 2013- vibeke.klovstad vibeke.klovstad Sep 22, 2013
  • Connected Learning: An Agenda for Research and Design
    http://dmlhub.net/sites/default/files/ConnectedLearning_report.pdf
    Learning scientists at the DML published a report that includes case studies that demonstrate what connected learning is as a social and technology conscious pedagogy and where it is implemented. - Sam Sam Sep 5, 2013- vibeke.klovstad vibeke.klovstad Sep 22, 2013
  • Changing Assessment: Towards a New Assessment Paradigm Using ICT: This article by Redecker and Johannessen discusses how Information and Communication Technologies can support 21st century assessment strategies and what needs to be done to ensure that technological advances support and foster pedagogical innovation.
    The article also refers to relevant cases of eAssessment, looks into examples of the potential of emerging technologies for eAssessment and discusses some relevant innovation and policy issues. Reflecting on these examples, it argues that, although technological challenges exist, the more pressing task at present is to transcend the traditional testing paradigm and conceptually develop (e)Assessment strategies that allow to more fully exploit the benefits of emerging technologies in order to foster the development of 21st century skills.- vibeke.klovstad vibeke.klovstad Sep 22, 2013Intelligent measurement - very interesting!
  • Designing A Digital Future: Federally Funded Research and Development in Networking and Information Technology
    http://www.whitehouse.gov/blog/2013/01/17/pcast-updates-assessment-networking-and-infotech-rd
    This report describes the progress and challenges regarding networking and information technology (NIT) in areas like educational technology, "big data," health IT, energy, and defense.
  • Educational Information Systems for Innovation and Improvement
    http://www.oecd.org/edu/ceri/oecdssrcstupskiworkshop-educationalinformationsystemsforinnovationandimprovement.htm
    This report is from the US Social Research Council (SSRC) and the Stupski Foundation's workshop on “Educational information systems for innovation and improvement,” an international dialogue about the common challenges and opportunities of next-generation data systems for improving learning and evaluating innovations. Policy makers, educational researchers, system developers and practitioners took part in the conversation. The last one was in 2010 but the research is still relevant.
  • How the Post-2015 Agenda can have a Transformative Impact on life Skills and Livelihood
    http://www.brookings.edu/blogs/up-front/posts/2013/02/08-post-2015-agenda-robinson-anderson
    These fellows from the Center of Universal Education point out that the agenda for education for the 1.5 billion young people ages 12-24 (1.3 billion in developing countries) in this world will focus on transferable skills, faciliating the school-to-work transition, and strengthening the link between post-primary education and improve life and labor opportunities.
  • Evaluation of iPad deployment in schools in Stockholm: Jan Hylen has done an evaluation of iPad deployment in schools in Stockholm. The deployment covers more than 2000 units. - oysteinjohannessen oysteinjohannessen Sep 19, 2013 Interesting report from a medium size iPad deployment in Sweden. Conclusions and recommendations are pretty mainstream and make sense.- vibeke.klovstad vibeke.klovstad Sep 22, 2013
  • How Teachers Are Using Technology at Home and in Their Classrooms
    http://pewinternet.org/~/media//Files/Reports/2013/PIP_TeachersandTechnologywithmethodology_PDF.pdf
    New research released 6 March 2013 by the Pew Internet Project found that technology has made significant inroads among Advanced Placement and National Writing Project teachers. But it also revealed significant disparities in technology access between upper and lower income schools.
  • How to Create K-12 Acceptable Use Policies that Harness the Power of Mobility//
    http://img.en25.com/Web/BlackboardInc/%7Bcc3f6f3b-2b0b-41c0-a105-251a8b44784f%7D_K12_MobileWhitePaper_EmbraceInevitable_FINAL.pdf
    This whitepaper examines the key issues to consider when introducing mobility in the K-12 environment, and offers approaches to address these issues while harnessing the power of mobile technology among today's active learners. - snorre.lovas snorre.lovas Sep 11, 2013
  • How Teachers Are Using Technology at Home and in Their Classrooms
    http://pewinternet.org/~/media//Files/Reports/2013/PIP_TeachersandTechnologywithmethodology_PDF.pdf]] New research released 6 March 2013 by the Pew Internet Project found that technology has made significant inroads among Advanced Placement and National Writing Project teachers. But it also revealed significant disparities in technology access between upper and lower income schools. - Sam Sam Sep 5, 2013
  • The iPad in a Classroom: A Cool Personal Item or Simply an Educational Tool?
    http://www.thinkmind.org/download.php?articleid=achi_2013_8_40_20302
    Presented during the Sixth International Conference on Advances in Computer-Human Interaction, this paper covers the dual role of the iPad among teenage high school students in Norway.
  • Kart i skolen
    http://kartiskolen.no
    Since 2006 the Ministry of Education has had an agreement with Norway Digital, a national geographic data project with around 600 partners, concerning the delivery of geographic data. The partners’ data are offered as an online map service.
  • Key competences for lifelong learning
    http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.htm
    This framework defines eight key competences and describes the essential knowledge, skills and attitudes related to each of these. These key competences are.
  • DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. DIGCOMPA new report presents presents the final findings of the DIGCOMP projects and proposes a framework for digital competence for all citizens. The output of this project was based on a data collection phase (including a literature review, case study analysis, and an online survey) and an intensive stakeholder consultation (including workshops, interviews, reviews by experts, presentations at seminars and conferences. The areas of digital competence are the following:
    1. Information: identify, locate, retrieve, store, organise and analyse digital information, judging its relevance and purpose. 2. Communication: communicate in digital environments, share resources through online tools, link with others and collaborate through digital tools, interact with and participate in communities and networks, cross-cultural awareness. 3. Content-creation: Create and edit new content (from word processing to images and video); integrate and re-elaborate previous knowledge and content; produce creative expressions, media outputs and programming; deal with and apply intellectual property rights and licences. 4. Safety: personal protection, data protection, digital identity protection, security measures, safe and sustainable use. 5. Problem-solving: identify digital needs and resources, make informed decisions as to which are the most appropriate digital tools according to the purpose or need, solve conceptual problems through digital means, creatively use technologies, solve technical problems- morten.soby morten.soby Sep 19, 2013.
  • Learning in the 21st Century: Digital Experiences and Expectations of Tomorrow's Teachers
    http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html
    This report looks into teacher preparation programs to find out what aspiring teachers think about using emerging technologies in the classroom and how they will approach teaching and learning with edtech when they begin working. - snorre.lovas snorre.lovas Sep 11, 2013- vibeke.klovstad vibeke.klovstad Sep 22, 2013
  • Lærermentor
    Lærermentor, http://larermentor.no, has been developed as a Teacher & school mentor, a self-assessment tool for teachers that recommends a range of modules tailored to the individual teacher’s knowledge and level based on results. - snorre.lovas snorre.lovas Sep 11, 2013––––
  • Mobile Devices for Learning: What You Need to Know
    http://www.edutopia.org/mobile-devices-learning-resource-guide
    From Edutopia - Learn how you can use smartphones, tablets, and other devices to get kids engaged with learning, focused on working smarter, and ready for the future.
  • Naace Self-review Framework
    http://www.naace.co.uk/ictmark/srf
    Based on the British self-review framework developed by Becta, http://www.naace.co.uk/ictmark/srf, an online tool is provided for schools where they can evaluate their achievement and status within six areas of ICT. This tool is called Skolementor, http://www.skolementor.no/, and was launched in the late autumn of 2008. It is hoped that the service will help schools improve their “e-maturity”, and in this way achieve better standards related to ICT. - snorre.lovas snorre.lovas Sep 11, 2013
  • National Digital Learning Resources
    http://naturfag.no, http://viten.no, http://www.fremmedspraksenteret.no and http://kraftskolen.no
    National centres have set up digital learning resources in several subjects such as mathematics, and the natural sciences, mother tongue and foreign languages. - snorre.lovas snorre.lovas Sep 11, 2013- vibeke.klovstad vibeke.klovstad Sep 22, 2013
  • National Education Portals
    http://utdanning.no is the official Norwegian national education and career portal and includes an overview of education in Norway and has more than 500 career descriptions.
    http://ottvas.no, The National Digital Learning Arena (NDLA) initiative, provides learning resources for some central subjects in upper secondary school. The resources are freely available to all.
  • New Opportunities for Interest-Driven Arts Learning in a Digital Age
    http://www.wallacefoundation.org/knowledge-center/arts-education/key-research/Documents/New-Opportunities-for-Interest-Driven-Arts-Learning-in-a-Digital-Age.pdf
    As K-12 schools continue to cut funding for arts education, kids are increasingly using new technology and online learning communities to pursue these interests outside of formal school settings, according to a report recently published by the Wallace Foundation.
  • The Norwegian Publishers Association Resources
    http://www.lmp.no
    Their ambition is to create a viable commercial solution for simple access to digital learning resources, and to simplify the distribution of digital learning content for primary, secondary and higher education. The portal’s distribution solution can be accessed by all content vendors and learning platforms.
  • NRK and TV2 Resources
    These historical and contemporary video and audio clips linked to curriculum goals are freely available at http://nrk.no/skole. This service is developed with public funding and some initial funding from the Ministry. TV2’s service allows for content from TV2 to be integrated in the “it’s learning” learning platform. This is a commercial service launched in 2009, which can be found at http://portal.tv2skole.no.
  • Overexposure to technology 'makes children miserable'
    http://www.telegraph.co.uk/education/educationnews/9636862/Overexposure-to-technology-makes-children-miserable.html
    A study from the UK's Office for National Statistics found that young people exposed to modern technology for more than four hours a day are less likely to display high levels of "wellbeing" than those limiting access to less than an hour.
  • Quality criteria for digital learning resources
    http://iktsenteret.no/ressurser/kvalitetskriterier-digitale-laeringsressurser#.UO_nV7bSPEM
    A set of quality criteria has been developed in 2011 – 2012 to help teachers assess digital learning resources and to support the developers of such resources; the criteria may also be relevant for buyers. A support form has also been created to primarily assess existing resources. The criteria have been adjusted in 2011-2012.
  • Study on impact of traffic off-loading and related technological trends on the demand for wireless broadband spectrum
    http://bookshop.europa.eu/en/study-on-impact-of-traffic-off-loading-and-related-technological-trends-on-the-demand-for-wireless-broadband-spectrum-pbKK0113239/;pgid=y8dIS7GUWMdSR0EAlMEUUsWb0000mODCRTIb;sid=TvtLVlLLU2lLUgDdcZPV8TDuA5hVJFUYSCg=?CatalogCategoryID=CXoKABst5TsAAAEjepEY4e5L
    According to the Commission, 71 percent of wireless data traffic flowing to and from mobile devices in the EU last year flowed over Wi-Fi, and that number is expected to hit 78 percent by 2016. The authors of a new report have made three recommendations: to free up that 5GHz spectrum; to look into future licensing options for the 3.5GHz band; and to make it less of a pain for carriers to set up Wi-Fi offload services in public locations.
  • Survey of Schools: ICT in Education
    https://ec.europa.eu/digital-agenda/sites/.../KK-31-13-401-EN-N.pdf‎
    Prepared for the European Commission in February 2013, this report has six main findings: 1) Infrastructure provision at school level varies considerably between countries; lack of it is still an obstacle to greater use of ICT in schools; 2) use of ICT, as measured in the surveys, may not have risen as much as might have been expected; 3) there is no overall relationship between high levels of ICT provision and student and teacher confidence, use and attitudes; 4) the policy focus should be on effective learning management as much as on ICT provision; 5) there is high, but not universal, use of ICT at home; 6) the presence of virtual learning environments [i.e. 'learning platforms'] in schools is increasing rapidly.
  • Survey Solicited Views on Key Success Factors in Implementing Transformation to Individualized Learning
    http://www.k12.com/educators-survey-highlights-key-individualized-online-learning-best-practices#.URqUGFpxcck
    A survey conducted by EdNET asked superintendents, curriculum directors, principals and special education directors who have experience implementing online learning to identify and rank several key success factors and best practices.
  • Tablet PCs -- An Assistive Technology for Students with Reading Difficulties?
    http://www.thinkmind.org/download.php?articleid=achi_2012_2_20_20083
    This paper presents the results of a descriptive case study concerning the adoption of the iPad and other tablets as assistive technology with elementary school students and university level students in Norway. - vibeke.klovstad vibeke.klovstad Sep 22, 2013
  • Tech support for students with cognitive deficiencies ("Teknikstöd i skolan): This report from Sweden looks into tech support for students with cognitive challenges. The report is based on trials in three Swedish cities- vibeke.klovstad vibeke.klovstad Sep 22, 2013
  • Video Games and Social Emotional Learning
    http://usergeneratededucation.wordpress.com/2013/02/11/games-and-social-emotional-learning/
    Jackie Gerstein Ed. D describes in detail the research that supports the idea that gaming can help students learn social & emotional core competencies.- vibeke.klovstad vibeke.klovstad Sep 22, 2013
  • What research says: iPads in the Classroom 2013
    http://go.nmc.org/ioe2013
    Published by the Institute of Education at the University of London, this report reviews what research has been done about the impact of tablet devices in K-12 teaching and learning environments as well as its uptake around the world.
  • When is a student-centered, technology supported learning a success?
    http://www.sdiwc.net/digital-library/web-admin/upload-pdf/00000368.pdf
    In this paper, Norwegian education researchers discuss what happened when two classes of 5th graders and 6th graders were given iPads and tasked with generating the content and context for their own learning. While the students were extremely positive about the change, the teachers felt that the iPad worked better as a supplement to traditional teaching methods. - snorre.lovas snorre.lovas Sep 11, 2013
  • Sammenhengen mellom IKT-bruk og læringsutbytte
    KS, Østlandssamarbeidet og Universitetet i Bergen lanserte tirsdag 14. mai FoU-en Sammenhengen mellom IKT-bruk og læringsutbytte (SMIL) i videregående opplæring.
    http://ks.no/smil - guttorm guttorm Sep 19, 2013- vibeke.klovstad vibeke.klovstad Sep 22, 2013