Annotated Bibliography: Five Year Horizon For K-12 Schools (Annotated Bibliography Sample)

Annotated Bibliography
Student’s Name
Institutional Affiliation
Annotated Bibliography
Adams, B. S., Freeman, A., Giesinger H. C., Cummins, M., & Yuhnke, B. (2016). NMC/CoSN horizon report: 2016 K-12 edition. Austin, Texas: The New Media Consortium.
This report examines the five-year horizon for K-12 schools in the world, with a specific focus on identifying technologies and trends driving change, the challenges being experienced, and the potential solutions. The authors examine six trends identified by an expert panel and categorized into short-, long-, and mid-term trends, which are likely to have a lasting impact on leadership, policy, and practice. The two long-term trends are redesigning learning spaces and rethinking how schools work. The mid-term trends entail collaborative learning and deeper learning approaches. Finally, short-term trends encompass implementing coding as a form of literacy and perceiving learners as creators.
Concerning problematic areas, the authors identify solvable challenges including rethinking teachers’ roles and improving authentic learning experiences. In contrast, the difficult challenges encompass scaling teaching innovations and advancing digital equity. The report also acknowledges the diverse nature of the field of technology and provides areas where innovation could be pursued with the help of internet technologies, consumer technologies, digital strategies, learning technologies, visualization, social media, and enabling technologies.
Finally, the authors conclude the report by exploring the use and implementation timeframe for the wearable technologies, artificial intelligence, virtual reality, robotics, online learning, and makerspaces. The report, as a whole, is an important resource to me as a future teacher since it offers practical ideas regarding the utilization of technology to enhance learning. What stood out for me is that the authors were able to cover virtually everything relating to the inclusion of technology in learning in a brief manner.
Dawley, L., & Dede. C. (2014). Situated learning in virtual worlds and immersive simulations. In J.M. Spector, M.D Merrill, J. Elen, & M.J. Bishop (Eds.), The handbook of research for educational communications and technology (4th ed.). New York: Springer.
In this article, the authors explore the emerging immersive simulations and virtual worlds that are designed in a manner that supports student learning by providing opportunities for collaborative, compelling, and participatory experiences. The advantage of these technologies is that they offer some form of a real world, which is critical in improving learners’ involvement. Essentially, situated learning occurs when a learner experiences a setting or an environment that has its own physical, social, and cultural variables. Consequently, immersive technologies offer alternative learning contexts due to the broad virtual contexts available.
One of the exciting discussions in the article is the debate regarding whether virtual worlds are educative or merely for entertainment purposes. In their view, the authors offer some of the features of immersive technologies that would make one educational. They also give suggestions regarding the age-appropriate virtual worlds that a teacher could implement. In spite of all the benefits of virtual worlds, there are a number of limitations such as access problems, technical issues, suitability, and the difficulty of aligning design and learning goals. In my future work as a teacher, I hope to utilize virtual worlds and immersive simulations to improve student outcome and the article offers practical suggestions that a teacher could use.
Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In J.M. Spector, M.D Merrill, J. Elen, ...