Predicting the future is challenging, but Global Education Futures has developed a thoughtful and optimistic view of the future--one that is a bit different in language and tone than the U.S. dialogue.


Our new paper with Buck Institute of Education, 'Preparing Students for a Project-Based World,' discusses the need to provide today's students access to high-quality project-based learning for future success.


The majority of graduation requirements in today's schools have looked similar for over a century. It's time to rethink what today's graduates should know and be able to do, as well as the teaching approach.


With rapid changes in technology over the next decade, it might turn out that the patterns of disruption that have created a project-based world might also redefine what we mean by "project."


An illustrative list of 20 U.S. schools implementing Place-Based Education by taking advantage of local geography to create authentic, meaningful and engaging personalized learning for students.


CK-12, an open resource nonprofit launched in 2007 by Neeru Khosla, continues to innovative with new simulations and interactives released just in time for the new school year.


A chat with Virginia Edwards, Education Week's chief editor and president of Editorial Products in Education (EPE), about what she has witnessed in education transformation over the three decade span of her career.


Here are two examples of how New Tech Network schools often engage in project-based and place-based learning experiences that leverage partnerships and community assets for authentic and meaningful student learning.


We have set out on a journey with Nate McClennen and Teton Science Schools to learn more about Place-Based Education: what it is, why it works and who is doing it.


In their new book, Platform Revolution, authors Geoffrey Parker, Marshall Van Alstyne and Sangeet Choudary explore how digital platforms are transforming our lives-especially in EdTech.


The opinions expressed in Vander Ark on Innovation are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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