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The Tipping Point in K-12Education
Exploring the Past, Present and Future ofDisruptive Education Technologies
ERIC H. SU, WH/SEAS 2011
ADVISOR: DR. JORGE SANTIAGO-AVILES, ESE/GSE
EAS 499: SENIOR CAPSTONE PROJECT
April 25, 2011
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Table of Contents
INTRODUCTION ...................................................................................................................................... 2
INFRASTRUCTURE ................................................................................................................................. 4
DIGITAL TOOLS ....................................................................................................................................... 7
Learning Analytics ............................................................................................................................. 7
OpenCourseWare ............................................................................................................................... 8
Social Networking .............................................................................................................................. 9
Tablet and Mobile Solutions ....................................................................................................... 10
Next Generation Assessment Systems .................................................................................... 11
PEDAGOGIES .......................................................................................................................................... 12
Customized Learning ..................................................................................................................... 12
Distance Learning ........................................................................................................................... 14
Social Learning ................................................................................................................................. 15
Learning-By-Doing ......................................................................................................................... 16
GOVERNMENTS AND NON-PROFITS ........................................................................................... 16
Federal and State Governments ................................................................................................ 16
Teacher Unions ................................................................................................................................ 18
Non-profit Foundations ................................................................................................................ 19
Community Partnerships ............................................................................................................. 21
ECONOMICS AND BUSINESS ........................................................................................................... 21
Market Opportunity ....................................................................................................................... 22
Products and Services ................................................................................................................... 23
RECOMMENDATIONS ........................................................................................................................ 26
FUTURE OUTLOOK .............................................................................................................................. 29
WORKS CITED ....................................................................................................................................... 32
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INTRODUCTION
The U.S. education system has some urgent problems. U.S. students have
underperformed on math, science and reading assessments over the past 30 years. Today,
nearly 25% percent of students do not finish high school. Among African-Americans,
Hispanics and low-income students, the dropout rate is even higher.1
The deterioration in public education represents a huge loss of human potential.
Education prepares students to compete in a dynamic
economy that is increasingly flat and service-based,
fosters an informed citizenry who can contribute to a
healthy democracy and enriches individuals with
personal wisdom for a lifetime. The state of national
education is an issue with both personal and public
consequences.
Inadequacies of the U.S. public education
system are observable in national statistics. One
estimate states that 60 percent of college freshmen are
not ready to do college work and take at least one
remedial course.2 National measures of mathematics
and reading performance show little to no
improvement over a multi-decade period, despite large
increases in education spending per pupil over the
same time horizon.3 By some estimates, the productivity of education spending in the U.S.
has declined by 48% from 1970 to 2000.4 Today, U.S. educators spend more to get less.
Furthermore, international comparisons of educational outcomes show students in
other countries significantly outperforming those in the U.S. Once the global leader in
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education, U.S. students now place average or below-average on international reading, math
and science assessments. U.S. 15-year-olds, for example, now place in the bottom third of
OECD countries on mathematics and science assessments, below peers such as China, Japan,
the United Kingdom, Sweden, Australia and more.5 Over time and across countries, statistics
paint a picture of a public education system in dire need of improvement.
Annual Secondary Education Expenditures per Student
Source:Departmentof Education
The causes of this stagnation are multi-faceted and the current trajectory is
unsustainable. Modernizing education for the 21stcentury will require deep, systemic
change brought about with new practices and tools. As innovation expert Clayton
Christensen writes, Disruption is a positive force. It is the process by which an innovation
transforms a market whose services or products are complicated and expensive into one
where simplicity, convenience, accessibility, and affordability characterize the industry.6
Just as automobiles disrupted how people travel, or the phone disrupted how people
communicate, technology can be the catalyst that disrupts how people learn.
Todays students are engaged and enthused by technology in ways that previous
generations never were, yet there remains a deep divide in the extent to which technology
is used in our personal and professional lives and the extent it is used in school. According
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to Joel Klein, who pushed through multiple reforms during his tenure as the former
Chancellor of New York City Schools, education is the one industry where innovation has
been missing. In education, weve missed the technological revolution.7 The United States
education system continues to operate in ways that do not fully leverage the capabilities of
the digital world. This will create opportunities for policy makers, technologists and social
entrepreneurs to transform learning and improve education for the 21stcentury.
Educational technology, which refers to devices or methods used to mediate interaction
between faculty and students, needs to be a central part of the dialogue over education
reform.8
INFRASTRUCTURE
In 1996, President Bill Clinton announced a transformative vision for computing in
schools, which called for (1) modern computers and learning devices available to all
students, (2) classrooms connected to one another and the outside world, (3) educational
software integrated with curriculums and (4) teachers prepared to use and teach with
technology.
Today, the first two of President Clintons mandates are largely fulfilled. Technology
is nearly ubiquitous in todays classrooms. The number of instructional computers in public
elementary and secondary schools has increased from an average of 90 in 1998 to 154 in
2005. Over the same period, the percentage of instructional rooms with access to the
Internet increased from 51 percent to 97 percent.9 Schools have spent well over $60 billion
on equipping classrooms with computers.
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In addition, teachers reported having the following technological devices in the
classroom everyday: LCD (liquid crystal display) or DLP (digital light processing) projects
(48 percent); interactive whiteboards (23 percent); digital cameras (14 percent). Teachers
sometimes or often used the following for instructional or administrative purposes: word
processing software (96 percent), spreadsheets and graphing programs (61 percent),
software for managing student records (80 percent), software for making presentations (63
percent), and the Internet (94 percent).10
Despite the pervasiveness of advanced hardware, technology has still had a minimal
impact on instruction. Classrooms today look as they did before the personal computer
revolution. Fifth graders report using computers only 24 minutes a week in class and in
computer labs. Only 20 percent of middle school teachers report using computers for drill-
and-practice software. Computers have been crammed into classrooms but have not
changed fundamental pedagogy in a meaningful way.
In his recent book, Disrupting Class: How Disruptive Innovation Will Change the Way
the World Learn, innovation expert Clayton Christensen writes, Weve spent billions of
dollars putting computers in the schools, but almost all of those computers have been put in
traditional classroom settings. They just support the current system of instruction. Kids use
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the Internet to write better research papersor they learn keyboarding via the computers.
But the computer has not had any fundamental impact on the way students learn.11
The problem is not a lack of technology but a deficiency in how it is used. Rather
than allowing the disruptive technology to take root in a new model that can change how
schools operate, schools have merely crammed new technologies into their existing
structures. Hardware is not the main issue. Instead, the design and implementation of useful
software, processes and models is the true challenge facing educators.
The current state of educational
technologies is based on several
sociopolitical and structural factors. First,
educational resource allocations are
typically made by technology-averse
bureaucrats who move slowly, have
entrenched interests around current
educational models, and are reluctant to embrace technology. These bureaucrats are
reluctant to experiment and are driven more by political decisions rather than market
demands. This trend has been abetted by a historical disregard for educational technology
from politicians. The educational R&D budget historically comprises only .01 percent of
total R&D expenditures.12
Structural factors within education have also been a restraining force against
adoption. Larry Cuban, an expert and researcher in the educational technology field,
identifies two additional reasons for technologys underuse in his bookOversold and
Underused: Computers in the Classroom. First, teachers lack an understanding of how
technology can be integrated into regular classroom instructional practices. A 1999 U.S.
Department of Education study found that only one-third of teachers felt well-prepared to
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use computers and the Internet for classroom instruction.13 Second, school systems have
not been restructured to fully support the integration of technology during instruction.
Curriculums treat computers as either a vocational topic, with courses on how to use
computers, or as just a special event or an add-on to regular instruction. Computers are still
treated as diversions rather than as central mechanisms for instruction.
DIGITAL TOOLS
Despite these challenges, educational technology has significant potential to
enhance the learning process. A profile of key emerging educational technologies is
provided below.
Learning Analytics
One use of technology within education is the adoption of real-time learning
analytics to monitor and track educational progress. Todays IT tools can collect data not
only on what activities students do, but also how much time they spend doing them, how
often they return to the activities and many other data points in real-time. Educators use
this data to record learning outcomes, track learning progress and set accountability
standards. Statistical evaluation of rich data sources can also reveal patterns that educators
are using to make informed academic decisions at both the course level and the
programmatic level.
Several universities have adopted learner analytics with promising results. At
Purdue University, administrators are implementing an internal initiative named Signals
(Stoplights for Student Success). This system mines institutional data from IT systems and
provides a green, yellow or red sign indicating if an individual student is at risk of falling
behind in class. These profiles have been used successfully by teachers to prompt
interventions in poorly performing students and empower students by making them more
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aware of their academic effort. The University of Alabama has applied similar learner
analytics by using data files from enrolled students in the years 1999-2001 to develop
predictive models of at-risk students.14 The private sector is also contributing solutions to
the learning analytics space. For example, IBM, underwritten by the American Recovery and
Reinvestment Act, is working with the Mobile County Public School System in Alabama to
provide educators in the district with customizable dashboards that will provide up-to-date
information on key measures of student performance such as grades, attendance and
interventions.15
Intelligent learning analytics holds great promise. Technologies like cloud
computing and analytics will be used to capture and convey critical data, gaining a real-time
perspective into how a student or school is doing, where intervention is needed and what is
working across institutions and across time. In the future, instructional decisions will be
based more on objective analysis and less on anecdotal evidence. Educators will have the
tools and insights they will need to make smarter decisions at the system level.
OpenCourseWare
In 2002, MIT decided to take virtually all of its undergraduate and graduate course
content and publish it freely and openly over the Internet, sparking a transformative
movement in open learning, now known as OpenCourseWare (OCW). OpenCourseWare is
defined by the OCW Consortium as the free and open digital publication of high quality
university-level educational materials. OpenCourseWare are free and openly licensed,
accessible to anyone, anytime via the Internet.
OCW is at the center of a new movement that leverages the sharing power of the
Internet to provide open, democratic access to education. High-quality education, once only
available to a select few, is now being shared to everyone, everywhere, thus bringing new
educational opportunities to untapped populations globally.
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MITs success with its OpenCourseWare project, whose digital catalog has grown
from 50 to over 2000 modularized courses within five years, validates the scalability of this
educational model. MIT OpenCourseWare has inspired hundreds of other elite universities
to follow suit with their own open learning programs. Today, the OCW Consortium consists
of educational material from over 250 universities, 13,000 courses, and 20 languages.16
Though the OCW movement is still mostly a higher education phenomenon, the movement
is beginning to gain root within public K-12 education. The Khan Academy
(www.khanacademy.org) has a catalog of over 2,100 educational videos and online
exercises that spans content like arithmetic, algebra, introductory biology and history. Over
45 million lessons have been accessed through its website.
OCW someday could supplant the entire educational model and reduce the labor
intensity of current educational models. As OCW course content proliferates, and the user
experience for these courses reaches parity with traditional classroom instruction, core
subjects may someday be taught entirely through pre-packaged web courses. An algebra
teacher, rather than teach the same subject over and over again, might spend a few weeks
creating an online course and package it with video, homework, tests and notes. The online
course can then be distributed to millions of students over the Internet and re-used every
year with successive generations of students.
Social Networking
Todays students are heavy consumers of social media, games, blogging, video
sharing and virtual words. Pew Research Centers Internet & American Life Project found
that 73% of Americans age 12 to 17 now use social networking websites.17 These social,
interactive technologies are pervasive in students personal lives but have yet to fully find
their way into classrooms.
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Some universities are experimenting with social networking technologies with
positive results. The Writing Center at the University of Connecticut incorporated Ning, a
social networking site, to help students learn to write and learn. Students had positive
experiences with the site, saying that it helped them prepare for class discussions, sparked
new ideas for paper topics, and exposed them to other students opinions on the material
covered in classes.18 The University of Kansas Medical Center used Second Life, an
immersive virtual world, to develop a virtual operating simulation that allowed Nurse
Anesthesia students to simulate procedures they would one day undertake on real people.
Students could enter the virtual environment on their own time and as often as they liked,
analyze data, and then complete tasks without direct supervision from an instructor.
Research indicates the unique promise of these technologies to deliver immersive,
engaging learning experiences. The National Survey of Student Engagement found a positive
correlation between student use of interactive social technologies such as social and
collaborative software, blogs, student response systems, and virtual worlds and self-
reported gains in personal and social development, due to the socially collaborative and
immersive qualities of these technologies.19 Another study found that game-based learning
technologies led to significantly better outcomes for students enrolled in its sample courses,
based on grades earned, than students who did not use games.20
Despite this promise, many schools remain wary of social networking and are
unconvinced of their educational value. Most schools still block social networking services
within their walls, due to concerns of cyber-bullying, privacy, proper management and
Internet security.
Tablet and Mobile Solutions
A tablet personal computer is a portable personal computer equipped with a
touchscreen as the primary input device. Apple revolutionized the market for tablet
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computing when it released its revolutionary iPad tablet in 2010, selling over 15 million
units over its first year, with a large portion of these sales coming from student purchases.
The success of the iPad has fostered interest in how tablets might be used in classrooms,
where they might serve as replacements to traditional textbooks and provide portals to
online video instruction, social networking sites, and interactive games.
While Apple has not aggressively promoted the iPads use in classrooms, businesses
are targeting its educational potential. Publishers McGraw-Hill and Pearson plan to make
their textbooks available over tablet based devices.21 MySpark Technologies is creating two
versions of a similar textbook tablet based on the Google Android operating system, where
students can buy digital textbooks, sync school calendars, collaborate via instant messaging
and run Android apps.22
Educational institutions have begun to take notice of tablet devices as well, which
can be both educationally valuable and cost-effective for students and schools. Executive
MBA students at the Wharton School of Business will all be issued iPads in 2011, as will
students at Oklahoma State University, Illinois Institute of Technology, Reed College, and a
number of higher-educational institutions across the countries. According to Diedre Woods,
the Associate Dean of Wharton Computing: the full-blown iPad implementation will cost
next to nothing because the iPads are not really expensive and Wharton is able to reuse
them.23
Next Generation Assessment Systems
Current assessment systems are limited. They typically measure learning after the
fact and do not help assess student thinking during learning to help them learn better. Due
to these limitations, assessments are used mainly for grading and accountability.
Digital tools have created new platforms for administering traditional assessments.
Wireless Generation, for example, has created a suite of innovative assessment systems that
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can be administered over any touch-interface mobile device, such as Windows tablets, iPod
touches or iPads and Android devices. Assessment systems, such as those created by
Wireless Generation, utilize digital devices to enable traditional assessment tasks, such as
data collection, screening, reporting and analysis, to be performed with greater
sophistication and lower costs.
In addition to new tools for the delivery of assessments, next generation systems
will also support adaptive assessments. As education moves to a model where learners have
more options in terms of how they learn, there will be a greater need for testing that helps
support and assess customized tracks in education. For example, the School of One, a full-
time concept school pioneering the theory of customized learning, uses adaptive
assessments by combining information on how a student reports they like to learn with
actual assessments of learning after various experiences. This information is then used to
generate individual playlists of customized learning activities for each student. At the end
of each school day, students are given online assessments that are customized for the days
exercises.
PEDAGOGIES
Customized Learning
In the past, scholars reduced intelligence to a single number called the Intelligent
Quotient (IQ). Developmental psychologist Howard Gardner, however, realized that
intelligence is a much more complex behavior that cannot be easily summarized by a single
number. He pioneered the theory of multiple intelligences, which posits that there are
multiple intelligences, and that each type of intelligence comprises multiple learning
preferences, and that each learning preference comprises individuals who learn at different
paces.
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Distance Learning
The Internet is also creating new delivery systems for education, allowing students
separated by time and distance to learn when they are not present in a traditional education
setting like a classroom. Distance learning refers to arrangements where the learner and
teacher are geographically or temporally separated. The history of distance learning traces
its roots to correspondence schools and audio and video classes. In its newest
manifestation, communication between learners and teachers occurs primarily through the
Internet, where instructional content is packaged into modular courses and delivered as
multimedia over the Internet. The main role of distance learning has been to increase access
to education while greatly reducing the fixed costs of a brick-and-mortar campus. Picciano
and Seaman estimate that more than a million K-12 students took online courses in the
school year 2007 to 2008.25
RAI Online Charter School is a full-fledged online school that provides a complete K-
12 education to currently 90 homeschooled K-12 students. The school is fully accredited by
the Western Association of Schools and Colleges, operates as a chartered public school in
the state of California, and requires no tuition for residents in the district where it is based.
RAI is among a new breed of cyber charters that use state charter laws to provide K-12
education completely over the Internet, signifying the growing legitimacy of distance
learning within the framework of public education.26
Distance learning has generally expanded access to education by making it more
convenient for people to learn under different work, personal and professional
circumstances. Traditional classroom designs are being replaced by more flexible designs
that enable both synchronous instruction, where all participants are available at the same
time, and asynchronous instruction, where participants access course materials on their
own time.
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Research indicates that the learning results on grades and tests using technology at
a distance are similar to those who participate in a conventional classroom setting.27 The
U.S. Department of Education performed a meta-analysis of over 1000 empirical studies of
online learning that (a) contrasted an online to a face-to-face condition, (b) measured
student learning outcomes, (c) used a rigorous research design and (d) provided adequate
information to calculate a size effect. Their meta-analysis found that students in online
learning modestly outperformed students receiving face-to-face instruction.
Outperformance was greatest with instruction that blended both online and face-to-face
instructions.28
Distance learning still faces a number of issues. Dropout rates of distance learners
are currently much higher than in brick-and-mortar classrooms. Students have expressed
dissatisfaction with the lack of personal contact in asynchronous courses and programs.
Face-to-face interaction with a teacher still provides a vital link of interpersonal
communication that increases student engagement.
Social Learning
The advent of Web 2.0 technologies - social networking sites, blogging, and other
technologies that develop and sustain human relationships - will also stimulate greater
social learning. Social learning involves a community approach to creating, finding and
consuming information. It is a paradigm based on relationships that encourage
collaborative, peer-based learning through collaborative commons.
Interchange between peers enhances learning because it fosters greater
engagement. Students reflect deeper by considering and reconciling different perspectives
from their peers. Students can also tap into each others experiences to approach problems
in novel ways and establish mutual accountability for each others learning. Technologies
are emerging to mediate these powerful social learning experiences.
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Learning-By-Doing
Constructionist learning refers to a methodology of education that encourages
learning by making. According to constructionist theory, pioneered by developmental
psychologist Jean Piaget, individual learners construct mental models to understand the
world around them. Mental models are most strongly constructed when students have the
opportunity to creatively experiment, manipulate and construct objects, rather than
passively receive knowledge from an instructor.
Constructionism and technology are highly complementary. Technology provides
design and programming tools that enable constructionist learning. Technology helps
students draw their own conclusions through creative experimentation with flexible digital
tools and making of social objects. According to Mann, the use of new technologies in an
educational setting has reinvigorated constructionism by empowering students with access
to real data and the possibility of working on authentic problems.29
GOVERNMENTS AND NON-PROFITS
Federal and State Governments
State and local governments are the main political bodies responsible for K-12
education. They are the primary providers of K-12 education funding, comprising 83% of
total U.S. educational investment in 2004-2005.
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U.S. Expenditures for Primary and
Secondary Education by Level of Government
Source:Departmentof Education
All 50 states currently have codified strategic plans for improving student
achievement through the use of technology in classrooms, which are accessible to the public
through the U.S. Department of Education website. However, most of these strategic
technology plans are token guidelines rather than actionable and enforceable strategies,
with considerable differences in the level of each states vision and commitment.30 While
most local governments directionally support technologization, few have set requirements
around their use.
Due to the compelling national interest in the quality of the countrys public schools,
the federal government also provides financial assistance to states and schools through the
legislative process. This trend has been increasing rapidly in recent years. In 1990-1991, the
federal share of total K-12 spending was 5.7%. By 2005, that level had risen to 8.3% of the
total.
The federal government has been leading the transition to a digital learning
environment. The federal government made a big push for educational technologies under
President Clinton, who spent $3 billion annually on wiring classrooms to the Internet.31
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However, federal funding for school technology was significantly cut under President Bush.
Funding for the Enhancing Education Through Technology (EETT) program, the sole source
of federal funding for K-12 technology at the time, was reduced from $496 million in 2005
to $275 million in 2006.
President Obama has restored technology as a focus point in the national dialogue over
education reform. His Secretary of Education, Arne Duncan, presented the 2010 National
Education Technology Plan with the following remarks: We must dramatically improve
teaching and learning, personalize instruction, and ensure that the educational
environments we offer to all students keep pace with the 21st century. We can get there
with technology.32
President Obamas 2012 budget request seeks to accelerate the use of educational
technology through the allocation of $4.5 billion to technological initiatives in the
classroom. Specifically, his Blueprint for Reform of the Elementary and Secondary Education
Act (ESEA) has allocated funds for the following programs33:
Teacher Unions
The two major teacher unions in the United States are the National Education
Association(NEA) and theAmerican Federation of Teachers (AFT), with a collective
membership of 4.7 million members, comprised of teachers and other school-related
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personnel. With such a large membership base, teacher unions have significant clout in
shaping the political agendas that can either spur or retard the adoption of educational
technologies.
Both unions have been vocal opponents ofNo Child Left Behind (NCLB). As a result,
they have publicly expressed support for educational technologies that supplant current
standardized testing procedures mandated under NCLB. The National Education
Association, for example, has called for the development of second-generation digital
assessment systems and longitudinal data systems that (1) provide students with multiple
ways to show what they have learned over time and (2) provide educators with valid data
to improve instruction and enhance support for students.34
Both unions support technologization but have focused their lobbying around two
critical issues, which must be addressed in formulating policies that encourage adoption.
First, the NEA and AFT both support the use of online education to facilitate distance
learning. However, they have been vocal opponents against the growth of cyber-charters,
which are virtual schools that students can attend full-time under charter school state laws,
supplanting traditional classroom-based education. Second, unions are interested in
professional development for teachers, advocating that over a third of any technology
budget be allocated towards training and technical support. Unions want to ensure that
school staff is adequately trained and prepared to use technology into their classrooms.
Non-profit Foundations
Some of the major changes in education are emerging from non-profit foundations,
which are starting to play a larger role in the provision of investment capital and grants for
learning technologies. The Bill & Melinda Gates Foundation, with an endowment of $33.5
billion, has made education reform one of its biggest initiatives within the United States,
having invested $5 billion in programs and partnerships in the United States around its
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educational agenda. The foundation has two explicit goals: (1) ensure that 80% of U.S.
students graduate from high school prepared for college and (2) double the number of low-
income young adults who earn a postsecondary degree or credential by age 26.
The foundation believes that technology has an important role to play in improving
student achievementThere is growing evidence that innovative technology-based
solutions can lead to more effective teaching and learning models. Technology also holds
the promise of delivering learning solutions in a cost-effective manner. 35 To this end, the
foundation has provided significant charitable funding to various businesses, schools,
districts and non-profits, including the School of One program run by the New York City
public school system, which uses learning algorithms to match students with customized
activities that include teacher-led instruction, online modules, or one-on-one tutoring
delivered live or online. The foundation has also invested in a number of private ventures,
including Inigral Inc., a developer of applications that enable educators to create private,
branded social networks for students over the Facebook platform.36
Non-profits like the Bill & Melinda Gates Foundation have sought partnerships that
fit their strategy as funders and shapers we rely on others to act and implement. For
example, Next Generation Learning, a major non-profitwhose mission is tap the potential
of technology to dramatically improve college readiness and completion in the United
States, has received substantial support from charitable financial backers like the Bill &
Melinda Gates Foundation and the William and Flora Hewitt Foundation. The organization
is a multi-year grant program aimed at applying technology into the classroom, providing
grant money in multiple funding waves every six to 12 months. Each wave involves a
select number of challenges designed to address the barriers to education success, which
in past years included challenges such as open core courseware, blended learning, deeper
learning and learning analytics.
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Community Partnerships
The adoption of educational technologies will also depend on partnerships and
teacher support through community-level organizations, which are critical agents in
fostering educational changes at the grass roots level. The Netter Center for Community
Partnerships in Philadelphia is one such community organization that focuses on
educational partnerships between the University of Pennsylvania and local Philadelphia
public schools. According to Corey Bowman, associate director at The Netter Center for
Community Partnerships, most public schools in Philadelphia have not found real use for
technology within their classrooms, despite the wide availability of computers and Internet.
Technology is rarely a key priority because educators, under the high-stakes pressures of
meeting NCLB testing standards, do not have the flexibility or resources to experiment with
technologies whose value and uses are dubious to them. Community partnerships, like the
Netter Center, have a role in overcoming these obstacles by providing grass-root support
for challenges with technology, maintenance, training and human resources. By partnering
with local institutions such as universities and research labs, community organizers can
provide public school educators with the exposure to technological practices that catalyzes
their eventual adoption. For example, the Netter Center is working with University of
Pennsylvania computer science Professor Jean Griffin to create curricula and practices for
local Philadelphia schools that use games, mobile apps, social networks and multimedia to
achieve learning goals outlined in the Common Core State Standards in Mathematics.
ECONOMICS AND BUSINESS
The private sector has had a limited role in education thus far. The private education
industry remains fragmented and sub-scale. According to Harvard Business School
Professor Fernando Reimers, Not all education entrepreneurs using technology generate
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grow to $12.9 billion by 2012. IT expenditures are also comprised of large and growing
spending on wireless telecommunications and outsourced IT services.
Products and Services
Big businesses and venture capital firms are taking notice of the profit potential
within these markets. News Corp., a large diversified media conglomerate, recently hired
Joel Klein, the former New York City schools Chancellor, to identify and provide seed money
to start-ups working on technologies in the education arena. Rupert Murdoch, CEO of News
Corp., states that When it comes to K-12 education, we see a $500 billion sector in the U.S.
alone that is waiting desperately to be transformed by big breakthroughs that extend the
reach of great teaching.39 IBM also recognizes the unique business potential within
education. Through its Smarter Planetstrategic initiative, IBM reveals its vision thatthere
has never been a better time to make our educational technology systems, both here and
around the world, smarter.40 IBM has developed a suite of enterprise products and services
for U.S. education customers around key technologies such as cloud computing, open source
systems, virtualization and analytics.
Profiles of several prominent businesses within major market opportunities are
described below:
Digital Textbooks
The K-12 textbook education market is a $6.2 billion industry dominated through a
big three oligopoly of publishers, which consists of Houghton Mifflin Co., Pearson
Education and McGraw-Hill Cos. Digital textbooks are both a threat and an opportunity to
these companies, which recognize the benefits of going digital but have been hesitant to
cannibalize their traditional physical textbook businesses. While digital textbooks have
found greater traction at universities, K-12 education remains an unfulfilled opportunity
due to structural and cultural factors. For example, textbook adoption committees typically
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have limited experience in evaluating digital learning experiences and face difficulties in
training teachers to make the switch from traditional to digital textbooks. Digitizing
textbooks and other educational material remains a large and disruptive market
opportunity.
Kno has risen over $85 million in venture financing from major media
companies and top-tier venture capitalists to develop a highly anticipated
tablet application that will disrupt the textbook publishing industry. The
application will allow students to read textbooks, take notes, and share materials with
friends and teachers. Kno was founded in 2009 by the ex-founder of Chegg.com, an online
textbook rental company, and its original plan to sell a dedicated textbook tablet device was
soon altered to focus on textbook software and services.
Social Networking
The United States spends over 6 hours a day on social networks at home and at
work. 41 Facebook currently has over 500 million active users and was most recently valued
at over $50 billion. Twitter, the micro-blogging service, has also received stratospheric
valuations, as it was most recently valued at over $7.7 billion.42 The growth of social
networking sites is inspiring emerging entrepreneurs to reconfigure the social networking
model around the education sector.
Edmodo is a micro-blogging platform used by teachers and
students in the classrooms. The service is designed to
address the unique privacy blogging needs of students and
has 1.5 million users worldwide. Edmodo is currently funded by top-tier investors including
Union Square Ventures and Learn Capital.
Grockitis an online social learning game company that currently offers
GMAT, SAT, and Advanced Placement test prep games. The company
http://www.crunchbase.com/company/grockithttp://www.crunchbase.com/company/edmodohttp://www.crunchbase.com/company/knohttp://www.crunchbase.com/company/grockithttp://www.crunchbase.com/company/edmodohttp://www.crunchbase.com/company/knohttp://www.crunchbase.com/company/grockithttp://www.crunchbase.com/company/edmodohttp://www.crunchbase.com/company/kno8/7/2019 The Tipping Point in K-12 Education (Eric Su)
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has received $17.7 million in venture financing since its founding in 2006.
Adaptive Learning Systems
Knewton is developing an Adaptive Learning Platform
that customizes educational content to meet the individual
needs of every student. Knewton works by tagging all content down to a highly atomic level,
where tags are assigned according to structure, difficulty level and media format. Knewton
then uses the tags to dynamically match lessons, videos and practice problems to each
students learning style. The company plans to soon open its platforms to major publishers,
corporations and other organizations. The company has raised $21 million in venture
financing from several top-tier venture capital firms, including Accel Partners and Bessemer
Venture Partners.
PrepMe is an online test prep company that uses adaptive
algorithms to customize the preparation curriculum for each student.
The company has been completely self-funded to date and in
February began making its services available to every high school junior in Maine.
Assessment Systems
Founded by two Rhodes Scholars, Wireless
Generation is a developer of educational tools and
systems that serve 200,000 educators and 3 million students. The company pioneered
assessment systems administered on mobile devices. The company also builds large-scale
enterprise educational data systems that centralize and analyze student data. Wireless
Generation was purchased by News Corp. in 2010 for $360 million in cash.
Bookette Software is a vendor of digital tools used to
administer and score test assessments administered
online or over software. The company was founded in
http://www.crunchbase.com/company/bookettehttp://www.crunchbase.com/company/wireless-generationhttp://www.crunchbase.com/company/prepmehttp://www.crunchbase.com/company/knewtonhttp://www.crunchbase.com/company/bookettehttp://www.crunchbase.com/company/wireless-generationhttp://www.crunchbase.com/company/prepmehttp://www.crunchbase.com/company/knewtonhttp://www.crunchbase.com/company/bookettehttp://www.crunchbase.com/company/wireless-generationhttp://www.crunchbase.com/company/prepmehttp://www.crunchbase.com/company/knewtonhttp://www.crunchbase.com/company/bookettehttp://www.crunchbase.com/company/wireless-generationhttp://www.crunchbase.com/company/prepmehttp://www.crunchbase.com/company/knewton8/7/2019 The Tipping Point in K-12 Education (Eric Su)
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1990 and was acquired by McGraw-Hill Education in 2011.
Enterprise Application Software
Businesses are also developing technologies to manage the enterprise IT needs of
schools and districts. These technologies help schools and districts coordinate their IT
processes across large and growing volumes of student data and transactions.
Founded in 1997, Blackboard designs enterprise application software
for schools through four product lines: Blackboard Learn, Blackboard
Transact, Blackboard Connect and Blackboard Mobile. Blackboard Learn
is a Web-based teaching and learning platform. Blackboard Transact is used for on and off-
campus commerce management, online e-commerce and payment management, meal plan
administration, vending and laundry services. Blackboard Connect is the Companys alert
and notification platform for its communications and notification system solutions.
Blackboard is a public company with a market capitalization of $1.30 billion and annual
revenues of over $440 million.
RECOMMENDATIONS
Recommendation 1: Computers should be used to transform pedagogies, not simply
used as a tool or a topic.
Powerful software and hardware often get used in limited ways to maintain rather
than transform prevailing instructional practices. Lecturing, group discussion and the
occasional video or overheard are still the norm. Schools mainly use computers as a tool
(grade entry, word processing, etc.) or as a topic (how to use computers). In the future,
computers need to be used more as pedagogical tools. Computers should be leveraged as
instructional mechanisms that can help students customize learning to their needs.
Teachers need to be actively encouraged, prodded and incentivized to experiment with new
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technologies and approaches, because effective usage can only be achieved through trial-
and-error.
Recommendation 2: Procurement procedures need to be more nimble.
Innovation requires a diverse community of innovators and adopters who can
collaborate and share new ideas and solutions. Education entrepreneurs have an important
contribution to make to this ecosystem. However, public sector bureaucracies and
innovative ventures are often in conflict because a variety of restrictive rules exist around
the procurement and contracting of educational technologies. Procurements procedures
need to be more nimble, so that entrepreneurs can easily scale their solutions and investors
are not scared to put their capital at risk. Less red-tape will encourage entrepreneurs to
apply their creative forces to forge new solutions for the sector.
Recommendation 3: Purchasing educational technologies must be followed by
appropriate professional development.
Even when technologies are made available, many teachers do not feel comfortable
or prepared to use the tools effectively. Therefore, any roadmap for educational technology
must include resources for training and support, so that educators can effectively
implement new innovations. Community partnerships and universities can facilitate this
support by providing a vital link of communication between innovators and stakeholders
that can foster collaboration and knowledge sharing.
Recommendation 4: Technology cannot have a truly disruptive impact without
structural reforms in how teachers are hired, compensated and fired.
Education cannot be fixed with technology alone. The biggest problems within the
education system are still with human capital. Incentive structures do not adequately
reward good teachers or get rid of bad teachers, and teachers are not empowered to
experiment or diverge from standardized curricula set by bureaucrats. A true disruption in
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education will come from the combination of both political reform and technological
innovation. As Arne Duncan remarked, The truth is that educators can take a cue from
business: The power of technology is unleashed only when organizations decide to
make fundamental structural changes in the way they do their workwe haven't
fundamentally restructured the way our schools function. We need to stop, take a
step back, and ask ourselves some hard questions about the tenets that define our
work today.43
Recommendation 5: Educational technologies must be based on open data and
processes.
The growth in educational technologies and digital data will create conflicts around
interoperability, portability and open standards. Education should not rely on private,
exclusive or proprietary solutions. Technologies must be based on open standards and
processes so that they can be centered on students and not monopolized or controlled by
institutions. Open technologies will ultimately lead to greater interoperability, lower cost of
operations and better management of outcomes.
Recommendation 6: Pilot schools should serve as laboratories for new educational
technologies.
To provide space for disruptive technologies to emerge, politicians should
encourage the creation of non-traditional educational settings. The School of One is a
promising example of an experimental prototype school where new technologies are being
seriously vetted. These pilot programs serve as laboratories that incubate and screen
unproven technologies before they are replicated into larger settings. The United States
should facilitate the entrance of new pilot schools to create pools of first-adopters for new
but limited technologies, allowing new ideas to take root and gain scale before they can be
applied and disrupt public schools. From this base, limited technologies can get better and
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better until they perform well enough to supplant prior approaches. Schools can use small
scale implementation in these programs to build capacity of people and organizations.
Furthermore, these projects can provide a body of evidence about efficacy and cost-
effectiveness for new technologies.
FUTURE OUTLOOK
One day, all classrooms will be saturated with innovative hardware and software.
The wide availability of technologies will disrupt the current methods of instruction,
allowing for an education that is more experiential, challenging and guided by feedback and
adaptive change. Teaching atstudents will be replaced by assisting them to understand, and
to help one another understand problems in a hands-on way. Classrooms will build intrinsic
motivation by moving towards a student-centric model of learning.
Technologies will continue to improve, both incrementally and discontinuously.
Growth in the blossoming educational technology market will encourage entrepreneurship,
which will unleash the creative forces of Silicon Valley upon education. Interdisciplinary
research between engineers, researchers and education practitioners occurring at
Americas top universities, such as at the University of Pennsylvania, will incubate new
ideas and develop understanding of ways that students can effectively learn through
technology.
Attitudes are also evolving, which will benefit and accelerate the adoption of
education technologies. Students, who already interact with digital technologies within
their personal lives, will come to increasingly expect and demand the use of technologies in
their classrooms. Young and innovative teachers will replace old and risk-averse ones,
creating a new generation of educators equally engaged with technology. These
generational changes will foster a more accepting attitude towards technology, while also
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reducing the financial and organizational burdens of preparing teachers to use new digital
tools.
The biggest adoption risks are near to medium-term. Education continues to be
dominated by insurmountable bureaucracy, which prevents new technologies from taking
root. At the local level, schools are overburdened by other priorities, so investing in
technology remains a peripheral issue. However, structural overhauls of the entire
education system are now being seriously discussed at a national level.
State and local governments, the biggest funders of K-12 education, are also
straining under the pressures of large, multibillion dollar deficits.44 Wall Street research
analysts estimate that up to 100 municipalities may default in the next few years. To avoid
fiscal crises, political leaders are likely to scale back their investments in educational
technology. Without this spending and support, new and unproven technologies are
unlikely to find broad adoption within schools.
In this void, new financing vehicles may emerge. Charities and the federal
government have become active supporters of technologization in recent years,
aggressively investing in schools, nonprofits and for-profits developing promising learning
products. The support of these organizations can help mitigate expected cuts at the state
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and local levels. Venture capitalists are turning their sights on the educational technology
market, bringing with them capital, experience and networks of mentors and users.
Therefore, the greatest uncertainty around educational technology adoption today
is timing, rather than direction. Structural inertia and financial challenges may defer the
dream of technology-enabled classrooms from being realized anytime soon. Nevertheless,
technology is the future, and the conditions for a disruptive technological revolution are
forming - changing user habits, investment, innovation and emerging political consensus
from key stakeholders. Once these forces converge, educational technologies will finally
reach a tipping point in scale and adoption, creating a radical new future for learning.
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