In

a study that has the potential to influence educators to take a proactive approach in
teaching, the NMC/CoSN Horizon Report (Adams Becker et al, 2016) describes important
developments in technology which are likely to have significant global impacts in education
between 2016 and 2021. Of particular interest, is the influence that technology will have on
collaborative learning. The report claims that pairing collaborative learning strategies with
technology results in the greatest improvement in social and emotional skill development
(Adams Becker et al, 2016) and discussed how technology is empowering students to
collaborate on a global scale, unlimited by physical location (Adams Becker et al, 2016).

The study highlights benefits resulting from the implementation of collaborative learning
models including improvements in student engagement and achievement, increased
discussion, confidence and active learning (Adams Becker et al, 2016). What is missing from
this report is evidence to support these claims. The trends impacting education over the
next 5 years are discussed briefly and examples provided of how technology is increasing
collaboration in education, but evidence to support the benefits is not provided. One could
argue that you could source the evidence by reading the material which is referenced in the
report.

Collaborative learning underpins ideas developed in the constructivist theory of learning
which is characterized by the role of the community in learning and the use of authentic
tasks (ODonnell, 2012). ODonnell (2012) proposed that Knowledge is constructed by the
learner and is informed and influenced by the learners previous experiences. Social
constructivism draws heavily on Vygotskys ideas which emphasized the role of social and
cultural factors in shaping learning (Duchesne & McMaugh, 2016). Constructivist
approaches to learning provide students with opportunities to learn to work collaboratively,
own their work through self-directed learning and make sense of information for
themselves.

An array of technological tools used recently which resulted in increased collaboration have
been mentioned, including online partnerships through the use of WhatsApp, cloud
computing Google Apps for Education making it easier to access and share learning
materials and make updates in real time, cooperative problem solving using virtual and real-
world robots and learning labs where teachers and students develop, create and share
digital learning experiences and resources (Adams Becker et al, 2016).

The report has been effective in providing an overview of the key emerging trends in
technology that will impact education, highlighting the benefits of these trends and
providing real world examples of where technology is already in use. The report doesnt
provide detailed guidance or advice on what action teachers should take to be proactive in
improving our teaching, to provide our students with better experiences at school, greater
opportunities or achievements. However, it does provide context and further resources
which we can proactively investigate to prepare ourselves and our students for the future.


This report has opened my eyes to the emerging trends and changes taking place in
education and has provided ideas and resources I can use to prepare myself to be a better
teacher and a better leader, who can provide greater opportunities for my students. I will be
proactively researching and planning to implement the emerging technologies that can lead
to greater collaborative learning opportunities for my students as I believe that
collaboration is one the most important skills that we can teach students. Collaboration is a
skill that is used in almost every aspect of our lives, especially in the workplace.



References

Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M., and Yuhnke, B. (2016).
NMC/CoSN Horizon Report: 2016 K-12 Edition. Austin, Texas: The New Media Consortium.

Duchesne, S. & McMaugh, A. (2016). Educational Psychology for learning and teaching
(p.79-114). Melbourne, VIC: Cengage Learning Australia

ODonnell, A. (2012). Constructivism. APA Educational psychology handbook. Vol 1,
Theories, constructs and critical issues (1st ed., pp.61-84), Washington, DC: American
psychological Association