education – Page 2 – Deborah's Deliberations

August 26, 2019

Review 1: 50 Below Zero by Robert Munsch

50 Below Zero by Robert Munsch is an eBook with an engaging storyline for children. The edition read for this review is available through the South Australian Public Library Network. The story uses repetitive elements to encourage reader participation, and harnesses suspense to keep the reader interested. 50 Below Zero could be used for English class to discuss the narrative format, and specific elements of storytelling. The recommended age group for this text is 5-10 years.

Guernsey (2011) highlights the need to for digital features to improve comprehension and engagement with the text. In the creation of this eBook version, Munsch took the opportunity to record his narration of the text and include background music and sound effects. The music is relevant to the content of the story and adds suspense and action to keep the story engaging. Munsch’s narration keeps the story moving. As the writer, he knows exactly what interpretation of the text he intended. As such, his narration includes changes to speed, voice and volume. In addition, the text is highlighted in red lettering as Munsch reads, this allows readers to follow along. These enhancements are optional extras. It is still possible to read the text as a simple reproduction of print. There is no additional interactive features, animations or videos included; therefore I am assessing this text as an eBook.

50 Below Zero uses the print text as its basis, as such, the layout of the eBook format follows the same design as the print format. A double page spread on the screen shows an illustration on one half of the page and text on the other half of the page. This is a common layout for picture books. The double page spread view will change proportionally dependent on the size of the device screen for viewing. Martinez & Harmon (2012) recognise the connection that illustration and text have with each other to build understanding. This is important, as without viewing image and text side by side, some interpretation and understanding for younger readers may be lost. When viewed on a smart phone held landscape, the double page can be seen, however, when held portrait, only a single page is accessible at a time.

This edition is easily accessible for free to South Australian Public Library Network patrons through Libby by OverDrive. Other editions are also available for Kindle and digital download, and may incur a small cost. The read aloud feature of this text makes it easily accessible to readers of all ages and abilities. 50 Below Zero uses literary elements to maintain reader interest. This includes character development, interesting plot, setting, point of view and tone (Martinez & Harmon, 2012). In addition, the literary device of repetition is used throughout the story. Students will begin to anticipate the repetitive content and be able to read along with the text.

The integrity of the story is not lost through the transition to a digital environment. The eBook is a direct reproduction of the physical book. The additional features in this eBook (narration and sound effects) do not detract from the story line. The music provides an indication of how the reader might be feeling during the story and helps them to get into the main character (Jason’s) mindset.

50 Below Zero contains elements of quality literature, including the progression of the story in a sequential manner, a realistic setting (for those who experience extreme cold temperatures), empathetic or humorous response, and opportunities for questioning and creative tasks. Munsch (2019) describes varying reactions to this story: those who have not experienced extreme cold think it is funny, those who have react with empathy. Questioning examples include ‘what would you do if you were Jason?’, and for creativity, ‘where will he end up next?’

50 Below Zero by Robert Munsch is an eBook replication of the printed text. There are some additional features which add to the eBook’s readability and longevity. This text exhibits traits of quality literature through empathy, language used, and problem-solving opportunities. 50 Below Zero would be a good inclusion to a classroom library to support literacy learning.

References

Guernsey, L. (2011). Are ebooks any good? School Library Journal, 57(6), 28-32. Retrieved from https://www.slj.com/

Martinez, M. & Harmon, J. (2012). Picture/text relationships: An investigation of literary elements in picturebooks. Literacy Research and Instruction, 51, 323-343. doi: 10.1080/19388071.2012.695856

Munsch, R. (1986). 50 below zero [Libby edition]. Available from https://onecard.network

Munsch, R. (2019). The Official Website of Robert Munsch. Retrieved from https://robertmunsch.com/book/50-below-zero

Walsh, M. (2013). Literature in a digital environment. In L. McDonald (Ed.), A literature companion for teachers (pp. 181-194). Marrickville, NSW: Primary English Teaching Association Australia (PETAA). Retrieved from https://doms.csu.edu.au/csu/file/863c5c8d-9f3f-439f-a7e3-2c2c67ddbfa8/1/ALiteratureCompanionforTeachers.pdf

July 26, 2019July 26, 2019

Digital Narratives: A Beginning

Context

As a Teacher-Librarian it is important for me to explore different types of literature and the what they can bring to teaching and learning. I am looking to develop my understanding of digital narratives and how they can be used in a classroom environment. Personally, I mainly use print texts, I prefer the tactile sensation and being able to flick backwards and forwards with ease. The South Australian Public Library Network provides access to eBooks and digital magazines, as such I have started using them when the text is more readily available this way.

Concepts and Practices

I find the transformation from printing press to digital publication quite interesting, and the speed at which the transitions have been happening is amazing. I think that the key point from Module 1.1 is that, as educators, we need to stay on top of developments in technology and learn how to integrate them successfully into teaching and learning programs. In order to keep 21^st Century students engaged in their learning, resources need to be provided which they can interact with and follow a path of interest for themselves. It is important for teachers to assess the digital tools being used to ensure that they are adding value to lessons.

I had not previously considered there being different types of digital literature. As Walsh discusses they can range from eBooks to electronic game narratives. Digital literature use in classrooms depends on the level of ICT embedded there. As mentioned in Learning 2030: From Books to Screen, students can tell the difference between light and fluffy tasks and those with deep meaning. Students are more likely to engage deeper with tasks where they can see the potential of what they are learning and the tools they are using. Identifying the right type of digital literature for your audience is a key point in evaluating the literature that is used, and maintaining student engagement.

I think digital literature in classrooms has a range of benefits – it allows students access to textbooks and novels without having to physically carry a book, it allows access to a wider range of texts than might be available within a library, allows access to materials which support understanding and engagement of the text – for example embedded weblinks for definitions or further explanations, interactive maps related to the character’s story. These additions can help students connect with content and relate to the characters.

The premise of Leu, Forzani, Timbrell & Maykel’s paper resonated with me, that teaching online reading and learning is necessary for student who will be finding more and more information in digital formats. They highlight four skills for online research and comprehension: Reading to locate information, reading to critically evaluate information, reading to synthesise information, and reading and writing to communicate information. With my TL hat on, there are strong connections between these 4 areas and Inquiry/Information Literacy skills, which are a necessity for 21^st Century learners.

I am looking forward to expanding my understanding of the types and uses of digital narratives available.

References

The Agenda with Steve Paikin. (2013, October 4). Learning 2030: From books to screen [Video file]. Retrieved from https://youtu.be/215NPpHsQPk

Garrison, K. (2019). INF533, Module 1.1, Gutenberg to Kindle [Course notes]. Retrieved from Faculty of Arts and Education, Charles Sturt University, LMS web site: https://interact2.csu.edu.au

Leu, D.J., Forzani, E., Timbrell, N., Maykel, C. (2015). Seeing the forest, not the trees. The Reading Teacher, 69(2), pp.139-145. doi: https://doi-org.ezproxy.csu.edu.au/10.1002/trtr.1406

Walsh, M. (2013). Literature in a digital environment. In L. McDonald (Ed.), A literature companion for teachers (pp.181-194). Marrackville, NSW: Primary English Teaching Association Australia. https://doms.csu.edu.au/csu/file/863c5c8d-9f3f-439f-a7e3-2c2c67ddbfa8/1/ALiteratureCompanionforTeachers.pdf

July 21, 2019

Initial Thoughts on TL Leadership

Beginning my journey into learning about leadership of the Teacher-Librarian I am interested in finding out about different leadership styles and what suits my personality and way of working best. I understand that often TLs are leading from the middle to implement changes with classes and teachers and filtering change upwards through faculty leadership towards the principal.

From ETL401 I learnt about advocacy and identifying ways to help other members of the school team by finding something the TL can do to support the goals of others. I think this is a form of leadership which would be particularly useful when dealing with Principals and higher leadership, and those who are resistant to change.

I am looking forward to this topic and developing my understanding of leadership and how it can be applied by a TL. I am also keen to work through the case study scenario. I have only worked in two person teams before, with good group dynamics. The case studies will be valuable for identifying ways of working with people in different roles and with a range of personalities.

June 2, 2019

Part B: Critical Reflection INF530

My views, knowledge and understandings of an education professional in digital environments has developed over the course of this subject. I was hoping to better understand digital technologies which could be used to broaden student learning experiences and collaborative opportunities. This subject has given me some insight into this area, but I am not confident with my application of this knowledge at this time.

Module 1.3: Trends in Technology highlighted the various skills for the 2020 workforces, and the idea of a ‘Global One Room Schoolhouse’ by John Seely Brown.

The ideas posed in ‘Future Work Skills 2020’ showed the importance of 21^st Century graduates possessing a wide skill set. I found these ideas interesting and saw connections of the key skills to some of the Australian Curriculum General Capabilities and Cross-Curriculum Priorities. To ensure my students can become effective and efficient workers, I now feel more confident to incorporate the General Capabilities and Cross-Curriculum Priorities more explicitly into my classes.

The ‘Global One Room Schoolhouse’ is associated with the idea of connected learning through social or collaborative tools. From the video, I considered the potential of this type of learning to connect with experts in different fields and across the globe. I would like to try incorporating Skype meetings to engage students in first-hand commentary from professionals in fields of study.

Module 1.4 introduces Helen Haste’s concept of Problem Solver vs Tool User. She discusses how the tools we have available change how we approach a problem. I considered that problem solvers were tool users, just using a wider range of tools. To apply this understanding, I would have my students consider the tools and skills they have available to them and how they could be used to solve a problem or information need. In doing so, my students and colleagues become aware of what the student brings to the classroom, and can assist in developing other tools/skills to enhance learning.

Connectivism was a new concept to me this semester, but I have referred to it many times since learning of it. I think this concept has the potential to link to my previous comment of problem solver vs tool user. By using digital environments (tools), students can respond to information needs, and create and share new knowledge and understandings. I can apply this concept through using digital platforms (GoogleDocs, social curation tools, flipboard) for students to share understandings or questions for their peers to respond to.

Through Module 4: Globalisation of Learning, I discovered that globalising learning can challenge how and why we learn (Selwyn 2012) . We are now learning through digital interfaces from ebooks, online courses, including video-based lessons and online collaboration. The reason for our learning, and for teaching students to learn digitally, is to provide learners with the knowledge and skills to compete in a knowledge-based economy, where their learning here would allow them to work elsewhere.

Geo-spacial learning (Module 4.2) provided me with some ways to involve students in the world around them. I enjoyed learning of ways to do this in the set readings and the discussion forum. I had not heard of some of the tools before now. This is an area which I need to further research to better understand these tools and possibilities into inquiry learning.

I greatly enjoyed the content associated with digital literacy (1.5), information behaviour (2.2), Information Fluency (3.2), and curation (3.7). These topics showed the connections of library skills and behaviours to all aspects of learning. I have added these different perspectives to my own understanding.

In my role as an education professional in digital environments, I think it is important for students to know how to solve problems and use the tools available to them. They need to know how to learn. It is also important for students to have opportunities to interact with and explore the world around them to gain a bigger picture of the impact their learning could have on their lives.

References

Connected Learning Alliance. (2012, September 18). The global one room schoolhouse: John Seely Brown. Retrieved from https://youtu.be/fiGabUBQEnM

Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. Retrieved from http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf

Haste, H. (2009, June 25). Technology and youth: Problem solver vs tool user. Retrieved from https://youtu.be/YZRoS5QlJ44

Selwyn, N. (2012). Education in a digital world: Global perspectives on technology and education. [Routledge]. Retrieved from ProQuest Ebook Central.

May 27, 2019

Part C – Final Reflection

When I started this topic, I was aiming to expand my understanding of Information Literacy, and explore the role the Teacher-Librarian (TL) further. This has occurred, specifically in the area of advocacy. I have reflected on my past practice and how I could improve now with this extra growth in knowledge, application and understanding.

Information Literacy

Prior to undertaking this topic (ETL401) I understood the basics of Information Literacy (IL) to be research skills, referencing, and ethical use of digital information. I have come to understand that there are more than 3 types of literacy (Re-Defining Literacy), and the aim of IL skill development is to help students to develop skills for success in the 21^st Century information environments.

One of my biggest take-aways from the readings and Module 5 discussions was the importance of context and purpose when defining IL and implementing it in the classroom. I have also been introduced to the concept of Information Fluency (IF). I have come to understand this as being associated with IL, but with a focus on fluency of application instead of just understanding and literacy. I am curious about this terminology and the implications of using different terminology within the field of IL. I lean towards seeing IF as an overarching term which encompasses IL and Digital Literacy (DL).

Within my practice I would like to explore IF further and compare it against IL and DL. I would do this to become more knowledgeable about different 21^st Century learning processes, and to build my capacity to implement and advocate for a particular IL method. I think IF should be the aim of information skill develop in 21^st Century teaching and learning.

Information Literacy Models

I was aware of some IL models prior to this topic, but have not had the opportunity to explore them thoroughly. Through readings and Module 5 discussions, I have come to understand some differentiating details between IL models. I have also found that there many similarities, and trying to identify in-depth reasoning behind not using a particular model can be challenging.

I found this area of learning relevant to my previous context where I was endeavouring to integrate inquiry units into HASS. For that task I chose the 5As as my IL model because another school in the region also used it and shared their resources. I now understand that the 5As are linked to Information Fluency. I was pleasantly surprised when I made this connection.

This module has caused me to re-think other IL models and the process of integrating them across the curriculum. Based on Lupton’s paper and various exemplars of practice in implementing an IL model from Module 4, I would like to explore GID, and the 5As further to identify which model would be best suited to my circumstances. As I mentioned, I think IF is a good way to achieve 21^st Century skill development. I might explore this model first.

TL Role in Inquiry Learning

The role the TL must play in advocating for IL within schools has become clearer to me throughout this topic. This is in addition to developing relationships and collaborative opportunities with students and staff. This topic has solidified for me the need for the TL to be involved in faculty planning and curriculum development to ensure integration of IL skills. Discussion in Module 4.3 indicates a TL’s involvement in curriculum development is necessary as they can see the big picture and know where IL skills can be best integrated.

Advocacy is an area I do not have much experience in. These discussions in Module 3 and Bonanno’s video were significant to me as I began to consider data collection and advocacy as not just for usage statistics, but as a way to get staff and the Principal on-side with developing IL across the school. Module 3 also made me reflect on the ways I could have practiced advocacy with a supportive teacher audience and converted Principal.

Reflection and assessment tools to collect data on student learning is something I would like to explore further in the future. I would do this through the use of competency-based questionnaires and reflective toolkits, as discussed in Module 4. A common theme through 4.2 discussions was making yourself available in small ways and taking baby steps to convince staff that working collaboratively with the TL is a good idea. When I start in my next TL role, I will take this approach to ‘test the waters’ on staff opinion and practice.

While I thought I knew much coming in, I have added new areas to my TL knowledge which will enable me to provide a greater impact in schools, and better advocate for the use of a TL in schools. I am still learning to apply my critical thinking skills to a range of concepts.

May 22, 2019May 24, 2019

Module 4 & 5: TL and the Curriculum & Information Literacy: Reflection

In these modules I really considered my interpretation and teaching of information literacy based on purpose and context.

As an overarching concept IL being linked to lifelong learning and its development in an ever changing information landscape is highly relevant to the context of learning for today’s students, and their development of 21^st Century skills.

The connection between digital and information literacies is strong and they are often used interchangeably. I consider that Information Fluency is the overarching concepts and digital literacy and information literacy fit underneath it’s umbrella. To be fluent in something means that you can understand connections between concepts and apply them in different situations. Within each type of literacy there are smaller concepts which need to be explicitly taught and understood. For example, for information literacy the concepts include research skills (those included in various IL models), for digital literacy the concepts include ethical use of ICT, and use of software & hardware.

It has become clearer to me that I need to fully understand my own definition of these literacies in order to be most effective in applying them to unit and teaching them. My understanding so far encompasses use, analysis and synthesis of information and resources to achieve a goal.

Transition from outcomes-based learning to inquiry, Constructivist learning is an important part of changing the education system. Outcomes-based learning reflects what students know, what they can do with it and how confident they are in expressing their knowledge. An inquiry learning model allows students to explore areas of interest within a topic, they are introduced to inquiry process skills, and begin to learn how to learn. Use of inquiry learning has links to my module in INF530 about information fluency and digital age learners.

I have used adaptations of the Big6 model of information literacy and the NSW Information Search Process and Backwards by Design in the creation of collaborative inquiry units. I reviewed the SA TfEL framework for areas of connection to inquiry learning and found them throughout the document in Domain 3 and 4.

Domain 3: Develop expert learners focuses on teaching students how to learn and processes they can use to construct knowledge. It looks at promotion of learning through modelling and promotion collaboration and dialogue. To give students the responsibility to create, critique and apply knowledge in a variety of contexts. This description lends itself to the explicit teaching of inquiry skills (eg. identifying questions, note-taking, reflecting) and use of an inquiry model to gain deep understanding, journalling of thoughts, feelings and processes, collaborative discussions, using scaffolds to record information.

I found starting with the end point in mind with Backwards by Design planning a useful way of ensuring the end goal was met. My lesson content was then planned around what skills and knowledge do students need to achieve success at the end of the unit. I try to incorporate this thinking into any planning I do now, including that for inquiry learning.

In this module I enjoyed reading about different inquiry models and looking at the similarities and differences. I like the depth the Guided Inquiry Design (GID) goes into and the pace at which each stage is implemented. It seems like students would achieve a solid grounding in a range of skills at each stage. But I also think that the Big6 or NSW ISP might be simpler models to implement. There may be more transferrable techniques into the outside world as there are fewer steps to work through. I have worked with the Big6 and NSW ISP previously, but without comprehensive background knowledge into ways to fully explore each stage.

The connections with the Australian Curriculum General Capabilities (CCT and ICT) are evident but they are not obviously associated with GID. This does provide a large scope for TLs to create a process which fits their school context. I am keen to further explore Guided Inquiry Design and the work of Lupton and Bonnano in aligning parts of the AC general capabilities to this framework.

I am interested in further exploring the IFLA School Library Guidelines to develop my understanding of pedagogical and technological change and how it could be implemented.

21^st century skills are integral to the learner of today. Students need to leave school having the skills and dispositions to answer their own questions accurately and to apply them in a professional setting. Students need to know how to evaluate information sources and search efficiently and effectively. Integration of GID into curriculum will assist students in developing these skills.

While assessing student success in inquiry skills can be difficult, it is necessary for TLs to collect data on student achievement and progress through their inquiry sessions. Like the AITSL video showed, I would collect pre and post data surveys on students’ self-assessment of the information skill being highlighted in the topic. It is important not to overload on the skills teaching during a single unit; but allow students multiple opportunities to practice and develop several well integrated skills. These can then be built upon in future inquiries.

I enjoyed these modules and would like the opportunity to put some the ideas about evidence-based practice and collaborative opportunities into practice.

May 19, 2019

ASLA Evidence Guides

I would use the ASLA Evidence Guides for Teacher Librarians as a benchmark for TL achievement. They provide a non-exhaustive list of practical ways to meet each of the AITSL Teacher Standards through a TL position. I use the documents to inform my practice with the examples provided for whichever standard I am trying to address. They are also useful as a basis to further explore the role – again through reviewing the examples provided. Comparing the proficient document to the highly-accomplished document could provide ideas about how I might need to lift my gain to achieve that level.

May 7, 2019May 7, 2019

Information Literacy

My interpretation of information literacy encompasses the development of skills to engage and interact with, and create new understandings from information, and to learn how to learn in an ever changing 21^st Century, global information landscape.

I strongly agree with the arguments from this module (ETL401 – module 5.2) around context and purpose being important to information literacy instruction. I have experienced that integrated IL lessons have higher levels of student engagement than stand-alone lessons, as students can see a connection between IL skills and other curriculum tasks.

Take-aways from IL discussion into my IL role include:

Have a focus on context and purpose when preparing IL learning opportunities
Identify Information Literacy skills graduates should have
Have opportunities to work collaboratively to identify cross-curriculum IL opportunities

April 21, 2019

Are school librarians an endangered species?

No, school librarians are NOT an endangered species.

The key point from Karen Bonanno’s 2011 ASLA speech was to see the glass half full, have your rhetoric resonate with your audience and put the 5-finger plan in place. By doing these things the school librarian can integrate themselves and remain relevant. She highlights maintaining a single focus until it is achieved and finding a way to connect our skills and expertise with the audience and curriculum. Bonanno’s 2015 paper continues this theme by focusing on remaining relevant by aligning goals of the library with the whole school strategic direction. She also highlights here having evidence and data to back up what you do is ‘necessary for the future sustainability of the profession’ (Bonanno, 2015 p19).

By integrating into the inner workings of the school and aligning what we do with the school strategic direction TLs make themselves invaluable to schools.

References

Australian School Library Association (ASLA) (2011). A profession at the tipping point: Time to change the game plan. Keynote presentation, Karen Bonanno . Retrieved from https :// vimeo .com/31003940

Bonanno, K. (2015). A profession at the tipping point (revisited). Access, 29(1), 14-21. Retrieved from https://search-informit-com-au.ezproxy.csu.edu.au/documentSummary;dn=064399679084070;res=IELHSS

April 8, 2019

Trends in Technology Developments

Recent trends in educational technology developments are varied. Ranging from transformation to 1:1 device schools, to integration of emerging technologies into teaching and learning.

Digital conversion is important in the discussion of technology developments (Project Tomorrow, 2013). It can occur incrementally via individual classes and teachers or a whole school project. In the incremental adoption, the Teacher-Librarian assists teachers in building their skills to create ‘individualised digital conversions’ (Project Tomorrow, 2013, p.1). Whole school digital conversion transforms teaching and learning, and communication with the community (Project Tomorrow, 2013, p.1).

Teacher access to, and experience with, emerging technologies is likely to boost their interest and skills in digital learning and the scope of tools for classroom integration (Project Tomorrow, 2013). According to From chalkboards to tablets: The digital conversion of the K-12 classroom, teachers want to develop skills in emerging technologies to facilitate differentiation and personalisation of learning opportunities (Project Tomorrow, 2013, p.16). We know that students adopt and adapt technologies daily, (Project Tomorrow, 2013, p.1). Teachers need to continue integrating these technologies to support deeper learning approaches (Freeman, Adams Becker, Cummins, Davis, & Hall Giesinger, 2017, p.14).

The NMC/CoSN Horizon Report: 2017 K-12 edition refers to ‘Advancing Cultures of Innovation’ (Freeman et al., 2017, p.12) and ‘Deeper Learning Approaches’ (2017, p.14) as a requirement for driving technology adoption in the long term. This includes focusing on teaching strategies, integrating prior learning, using tools and apps to support deeper learning, and enhancing Project Based Learning with technology to create a flipped classroom environment (Project Tomorrow, 2013, p.14, 16).

Specific emerging technological trends and their importance in education include Maker Spaces, Robotics, Virtual Reality and the Internet of Things. The NMC/CoSN Horizon Report: 2017 K-12 edition (Freeman et al., 2017) refers to these trends varying from short term to long term implementation.

Maker Spaces emphasize hands on and deep learning through technological tools (Freeman et al., 2017, p.40), providing opportunities to focus on higher order thinking, problem solving, and experimentation. They are often seen in an environment which nurtures creativity and collaboration and promotes individual and peer-peer learning (Freeman et al., 2017, p.41).

Robotics promotes critical and computational thinking, and coding. These skills aid students to develop resilience, collaboration and assessment of risks (Freeman et al., 2017, p.42). Robotics can promote engagement through a program called ‘TeachAssist’ which can provide interactive content, and track student progress (Freeman et al., 2017, p.42).

Virtual Reality provides computer generated environments to simulate the presence of physical items and provide realistic sensory experiences. They provide authentic learning experiences beyond STEM classes; increasing engagement and enabling experiential learning, or experiencing abstract concepts (Freeman et al., 2017, p.46-47).

Internet of Things refers to objects which have computing power and ability to transmit information over networks (Freeman et al., 2017, p.50). Within a school environment there are privacy and security considerations to be addressed, particularly if implementing Smart student ID cards (Freeman et al., 2017, p.50). These could track movements and interactions of students.

Technology will continue to change. Over 2009-2017 the Horizon K-12 Reports identify changes in the long-, middle- and short-term trends. Understanding technological developments is necessary to maintain engagement and development of 21^st Century classroom skills. Teacher understanding of apps and tools to assist with student centred deep learning opportunities is also integral.

References:

Project Tomorrow. (2013). From chalkboards to tablets: The digital conversion of the K-12 classroom. Retrieved from https://tomorrow.org/speakup/pdfs/SU12EducatorsandParents.pdf

Freeman, A., Adams Becker, S., Cummins, M., Davis, A., & Hall Giesinger, C. (2017). NMC/CoSN Horizon Report: 2017 K-12 edition. Retrieved from https://cdn.nmc.org/media/2017-nmc-cosn-horizon-report-k12-EN.pdf