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The NMC Horizon Report: 2011 K-12 Edition examines emerging technologies for their potential impact on and use in teaching, learning, and creative expression within the environment of pre-college education.

Covers "'The Rise of K-12 Blended Learning,' by Michael B. Horn, co-founder and executive director of education at the Innosight Institute, and Heather Clayton Staker, a senior research fellow for education practice at the institute, [which] describes how blended learning can affect education, but why it also could fall short of its potential" (¶3).

"A study published today reveals the demands, perceptions and needs of new and potential higher education students regarding online learning at universities and colleges. The report, 'Student perspectives on technology - demand, perceptions and training needs', explores the expectations and demand for online provision from future students, and what training they might need in order to use it effectively. "

"New Report from Pew Internet: Social Benefits of Internet Use Outweigh Negatives During Next Decade"

Teachers who use technology frequently in their classrooms perceive greater benefits to student learning--particularly learning 21st century skills--than teachers who are less frequent users. That's one of the major findings from a K-12 technology study released Monday by researchers out of the Richard W. Riley College of Education and Leadership at Minnesota's Walden University.

"A research by The National Literacy Trust on 3,001 children from England and Scotland showed that schoolchildren who blog or own social networking profiles on Facebook have higher literacy levels and greater confidence in writing."

"Nearly ten years' worth of research conducted by The Pew Internet & American Life Project examines the growing role of technology in our lives, our changing expectations about how to find and use information, and the impact these changes will have on libraries and other institutions in the future."

A research report: the Speak Up National Research Project has collected and shared the ideas and views of more than 1.5 million K-12 students, teachers, parents and administrators on education and technology

Personalisation in education has been discussed in research and policy papers for approximately ten years. Personalised learning, as a concept, first appeared in the United States and was subsequently expanded and deepened through work in the United Kingdom as it became embedded in a wider argument for the reform of all public services. This reform aimed to create services that responded more directly to the diverse needs of individuals rather than imposing uniform solutions on all people.

* "We contend that the future of learning institutions demands a deep, epistemological appreciation of the profundity of what the Internet offers humanity as a model of a learning institution"...and * "participatory learning is about a process and not always a final product"...and * "We advocate institutional change because we believe our current formal educational institutions are not taking enough advantage of the modes of digital and participatory learning available to students today"...and * "Networked learning, however, goes beyond these conversational rules to include correcting others, being open to being corrected oneself, and working together to fashion workarounds when straightforward solutions to problems or learning challenges are not forthcoming"

an independent review looking at the risks to children from exposure to potentially harmful or inappropriate material on the internet and in video games.

The Independent Review of ICT User Skills of Britain's population has just been published. It makes for some interesting reading.

"Our investigations have shown that social software tools support a variety of ways of learning: sharing of resources (eg bookmarks, photographs), collaborative learning, problem-based and inquiry-based learning, reflective learning, and peer-to-peer learning. Students gain transferable skills of team working, online collaboration, negotiation, and communication, individual and group reflection, and managing digital identities."