Vander Ark reviews "BLENDED: Using Disruptive Innovation to Improve Schools" and discusses with authors Michael Horn and Heather Staker.


By 2020 I'm confident the learning landscape will dramatically improve. Here are 10 successes, 10 LX attributes and 10 system attributes that will make up next gen learning.


The Communications Act of 1934 still governs telecommunications in America and while updated periodically, it has not been modernized in 18 years. From phones to television to technology that hadn't previously existed, a lot has changed but dated regulations continue to view the communications sector in silos for distinct services.


In a back to school meeting last week, a 5th year teacher had a "Who Moved My Cheese" moment over the loss of her desk due to a shift to blended learning.


Let's drop the debating and move to a more inclusive discussion on how relationships, partnerships, technology, and new strategic instructional models can make teaching and learning more effective and efficient for all.


Here are 5 EdTech trends recently discussed with teachers and education providers.


While more than 90 percent of parents take advantage of free public education, they and other citizens pay for it through income and property tax (and, for college, lots of student loan debt). It is time to develop better and cheaper learning options.


Innovations in learning are creating more of a good thing and supporting great learning environments for students and teachers.


Badges are a visual representation of demonstrated knowledge, they provide an efficient way for employer groups to signal requirements for job clusters and a way for learners to accumulate and share a growing portfolio of skills.


This shift to personal digital learning is inevitable; nearly all of our kids already live in the personal digital future. Combining organizational design, technology integration, and large-scale change management is challenging and complex, but it can be done.


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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