This document summarizes a presentation on mobile learning given by Julie Evans from Project Tomorrow. It discusses key findings from Project Tomorrow's annual Speak Up survey regarding students' vision for mobile learning and how mobile devices can support learning. It also shares results from the Project K-Nect mobile learning pilot that found benefits like increased student motivation, confidence, and development of 21st century skills. The panel discussion addressed challenges to mobile learning adoption and how the student vision for technology-enabled learning can transform teaching.
“The New Student Vision for 21st Century Learning: CPS Students “Speak Up” ab...Julie Evans
This document summarizes a presentation about findings from the Speak Up research project regarding students', parents', teachers', and administrators' perspectives on 21st century learning.
Some key points discussed include:
- Students expect to use emerging technologies like mobile devices, online learning, and digital content in their education, but often find schools do not integrate these technologies well.
- Both students and parents show interest in online learning and are willing to take or support online classes, especially for subjects like math.
- Barriers to greater adoption of online learning and use of digital content include lack of infrastructure, concerns about quality and student-teacher interaction, and teachers' skills with these tools.
Engaging and Empowering Today’s Student’s through Mobile LearningJulie Evans
This document summarizes key findings from the National Speak Up Survey on student and educator views about mobile learning. The survey found that students have a vision for mobile learning that is social, un-tethered, and digitally rich. However, educators have concerns about distraction and equity that are holding back adoption of mobile devices in schools. There are also differences between student and educator views on the benefits of mobile learning and the technologies that should be used in an ideal school environment. Overall, the survey highlights both the potential and challenges of realizing students' vision for empowering, engaging mobile learning.
Enabled, Engaged, Empowered: The Student Vision for Personalized Learning and...Julie Evans
The document summarizes key findings from the Speak Up national research project conducted by Project Tomorrow regarding K-12 students' expectations for personalized learning and STEM education. It finds that students want more mobile learning opportunities, access to online classes and digital content. Major trends include the use of mobile devices for schoolwork, students' interest in online and blended learning models, and a desire for more relevant, collaborative and technology-enabled classroom experiences. The presentation raises questions about how well schools are meeting these expectations and implications for teacher preparation programs.
A New Vision for 21st Century Learning: Speak Up 2012 FindingsJulie Evans
The document discusses findings from the Speak Up 2011 National Research Project conducted by Project Tomorrow, which surveyed over 2 million K-12 students, educators, and parents about their perspectives on 21st century learning. Key findings included a disconnect between how students envision leveraging emerging technologies for learning and reality in schools, as well as trends around increased student use of mobile devices, interest in online learning, and desire for digital content and resources.
Connecting the Dots with Digital LearningJulie Evans
Students are increasingly taking ownership of their own learning by using digital tools and online resources to supplement what they are learning in school ("DIY learning"). Some key findings about students' independent learning activities included that many students have tweeted about academic topics, taken self-directed online classes, tutored peers online, used mobile apps to organize schoolwork, and found supplemental online videos. This independent approach to learning illustrates students taking the initiative to personalize their education beyond classroom instruction.
Personalizing Learning: New Speak Up FindingJulie Evans
The document discusses a presentation given by Julie Evans, the CEO of Project Tomorrow, about their Speak Up research project findings regarding K-12 students' perspectives on personalized learning and STEM education. Some key points discussed include:
- Project Tomorrow is a nonprofit that conducts an annual national research project called Speak Up to understand students', teachers', parents', and administrators' views on technology use in education.
- Speak Up findings show that students are adopting emerging technologies independently and want more personalized and technology-enabled learning experiences in school.
- Students report using mobile devices extensively outside of school but face obstacles to using them for schoolwork, and want schools to leverage the capabilities of mobile devices to enhance learning.
- Many students
The document discusses findings from the Speak Up research project regarding students' perspectives on digital content and technology use for learning. Some key points:
- Students have a vision for leveraging emerging technologies to drive achievement through social, untethered, and digitally-rich learning.
- Students are using digital content like e-textbooks, games, and simulations more than teachers currently provide it in the classroom.
- Students want interactivity, relevance, collaboration tools, and personalization in digital content like e-textbooks.
- Barriers to greater technology use in schools include limited access, rules restricting devices/websites, and teachers limiting technology use.
“The New Student Vision for 21st Century Learning: CPS Students “Speak Up” ab...Julie Evans
This document summarizes a presentation about findings from the Speak Up research project regarding students', parents', teachers', and administrators' perspectives on 21st century learning.
Some key points discussed include:
- Students expect to use emerging technologies like mobile devices, online learning, and digital content in their education, but often find schools do not integrate these technologies well.
- Both students and parents show interest in online learning and are willing to take or support online classes, especially for subjects like math.
- Barriers to greater adoption of online learning and use of digital content include lack of infrastructure, concerns about quality and student-teacher interaction, and teachers' skills with these tools.
Engaging and Empowering Today’s Student’s through Mobile LearningJulie Evans
This document summarizes key findings from the National Speak Up Survey on student and educator views about mobile learning. The survey found that students have a vision for mobile learning that is social, un-tethered, and digitally rich. However, educators have concerns about distraction and equity that are holding back adoption of mobile devices in schools. There are also differences between student and educator views on the benefits of mobile learning and the technologies that should be used in an ideal school environment. Overall, the survey highlights both the potential and challenges of realizing students' vision for empowering, engaging mobile learning.
Enabled, Engaged, Empowered: The Student Vision for Personalized Learning and...Julie Evans
The document summarizes key findings from the Speak Up national research project conducted by Project Tomorrow regarding K-12 students' expectations for personalized learning and STEM education. It finds that students want more mobile learning opportunities, access to online classes and digital content. Major trends include the use of mobile devices for schoolwork, students' interest in online and blended learning models, and a desire for more relevant, collaborative and technology-enabled classroom experiences. The presentation raises questions about how well schools are meeting these expectations and implications for teacher preparation programs.
A New Vision for 21st Century Learning: Speak Up 2012 FindingsJulie Evans
The document discusses findings from the Speak Up 2011 National Research Project conducted by Project Tomorrow, which surveyed over 2 million K-12 students, educators, and parents about their perspectives on 21st century learning. Key findings included a disconnect between how students envision leveraging emerging technologies for learning and reality in schools, as well as trends around increased student use of mobile devices, interest in online learning, and desire for digital content and resources.
Connecting the Dots with Digital LearningJulie Evans
Students are increasingly taking ownership of their own learning by using digital tools and online resources to supplement what they are learning in school ("DIY learning"). Some key findings about students' independent learning activities included that many students have tweeted about academic topics, taken self-directed online classes, tutored peers online, used mobile apps to organize schoolwork, and found supplemental online videos. This independent approach to learning illustrates students taking the initiative to personalize their education beyond classroom instruction.
Personalizing Learning: New Speak Up FindingJulie Evans
The document discusses a presentation given by Julie Evans, the CEO of Project Tomorrow, about their Speak Up research project findings regarding K-12 students' perspectives on personalized learning and STEM education. Some key points discussed include:
- Project Tomorrow is a nonprofit that conducts an annual national research project called Speak Up to understand students', teachers', parents', and administrators' views on technology use in education.
- Speak Up findings show that students are adopting emerging technologies independently and want more personalized and technology-enabled learning experiences in school.
- Students report using mobile devices extensively outside of school but face obstacles to using them for schoolwork, and want schools to leverage the capabilities of mobile devices to enhance learning.
- Many students
The document discusses findings from the Speak Up research project regarding students' perspectives on digital content and technology use for learning. Some key points:
- Students have a vision for leveraging emerging technologies to drive achievement through social, untethered, and digitally-rich learning.
- Students are using digital content like e-textbooks, games, and simulations more than teachers currently provide it in the classroom.
- Students want interactivity, relevance, collaboration tools, and personalization in digital content like e-textbooks.
- Barriers to greater technology use in schools include limited access, rules restricting devices/websites, and teachers limiting technology use.
Mobile Devices + Social Media = Engaged and Empowered LearnersJulie Evans
The document outlines a presentation about a research project that explored how students, educators, and parents view the use of mobile devices and social media for
Learning in the 21st Century: Mobile + Social Media = Personalized LearningJulie Evans
The document discusses how mobile devices and social media can enable personalized learning in the 21st century. It finds that combining these technologies allows for more customized education for both students and teachers. It also notes growing parental acceptance is changing views on mobile learning, while changing teacher practices remains a challenge. Additionally, many schools are exploring student-owned devices as a solution. An overall shared vision of personalized learning using these tools will shape the future of mobile education.
The K-12 Student Vision for Personalized Learning and STEM EducationJulie Evans
The document summarizes key findings from a report on personalized learning with mobile devices and social media. It finds that mobile devices and social media are enabling more personalized learning for students and educators. It also finds that increased parental support for mobile learning is changing discussions, though changing teacher practices remains a challenge. Additionally, many schools are exploring student-owned devices and that the future of mobile learning depends on a shared vision for personalized learning.
Mobile Learning and Social Media Use – Views of Ohio’s K-12 Students, Parents...Julie Evans
Ohio students have high personal access to mobile devices like cell phones and smartphones. They want to use their own mobile devices more at school to help with schoolwork by checking grades, creating presentations, taking online tests, and accessing online textbooks. Students see the potential of mobile devices to help personalize their learning through collaborating on social networks, using educational apps and games, and watching videos to support homework.
Taking It Mobile: Success Stories from the New Frontier of Un-tethered Learning Julie Evans
The document is an agenda for a presentation on mobile learning. It introduces the topic and expert panelists. It discusses preliminary findings from the Speak Up research project that show students' personal access to mobile devices is increasing and that they want mobile devices incorporated into their ideal school experience. Students see the main uses of mobile devices for schoolwork as checking grades, doing research, taking notes, and communicating with classmates and teachers about schoolwork.
Speak Up 2010 National Findings Teachers, Librarians & AdministratorsJulie Evans
The document summarizes a congressional briefing held on May 11, 2011 about the findings of the Speak Up 2010 survey. The briefing included welcome remarks, a discussion of the national findings regarding teachers, librarians, and administrators, and a panel discussion with education leaders from Maryland and Virginia. Some of the key findings presented were that students have a vision for technology use that mirrors their desires for learning in general, and that educators have the potential to enable, engage, and empower students' new vision for learning through the effective use of technology.
The document discusses the results of the Speak Up 2012 survey conducted by Project Tomorrow. It provides an overview of the organization and its annual Speak Up National Research Project, which collects data through online surveys from K-12 students, teachers, parents, and administrators. Some key findings from the 2012 survey are presented, including growing access to mobile devices and a willingness from parents to allow students to use their own devices in class. There is also interest from students, parents, and administrators in expanding online and blended learning opportunities. The document concludes by questioning whether schools have a shared vision for digital learning.
Mobile Learning: Lessons Learned and Next StepsJulie Evans
This document summarizes three initiatives that are exploring the use of mobile devices in education:
1) Onslow County's 1:1 math initiative provided smartphones, netbooks, and tablets to students to personalize learning and improve math achievement.
2) Chicago Public Schools' "Making Learning Mobile" project equipped 150 5th grade students with tablets to use in class and at home, focusing on improving research skills.
3) The EcoMOBILE augmented reality project used mobile devices to enhance a field trip experience for 8th grade students in Washington D.C.
Taking It Mobile: Success Stories from the New Frontier of Un-tethered LearningJulie Evans
This document introduces a presentation on mobile learning from Project Tomorrow's annual Speak Up survey. It summarizes key findings from the survey showing high student interest in using mobile devices for schoolwork. It then introduces an expert panel to discuss opportunities and challenges of mobile learning in K-12 schools.
Town Hall Meeting: Trekking the Education LandscapeJulie Evans
This document summarizes a town hall meeting about trends in education based on the Speak Up research project. It discusses findings that students want social-based, un-tethered, and digitally rich learning. Students see potential in using tools like IM, email and social media for collaboration. They also want to use their own mobile devices for un-tethered learning beyond the classroom. However, many schools currently limit technology use. The document calls for enabling students through greater access to digital tools, content and resources to engage them in learning.
The Demand Gap for Online Learning: Latest Trends from the Speak Up ResearchJulie Evans
Project Tomorrow conducted a national research project called Speak Up to survey K-12 students, teachers, parents, and administrators about technology use in education. The document summarizes key findings from Speak Up surveys between 2003-2010 which indicate that students envision a more social, un-tethered, and digitally-rich model of online learning compared to current implementation. It also found disconnects between students' vision and how educators are currently using technology in the classroom.
Tech-Enabled Social Learning Environments An Executive BriefingJulie Evans
The document discusses social learning environments and the findings of the Speak Up 2011 survey. Some key points:
- The survey collected over 400,000 responses on learning with technology from students, teachers, parents and administrators.
- Students expressed a vision for more digitally-rich, un-tethered, and social-based learning that leverages emerging tools and networks.
- While administrators see benefits of social learning like engagement and collaboration, concerns around safety, privacy and monitoring remain challenges to implementation.
- Defining appropriate social learning tools that connect students, teachers and parents while addressing issues of access, training and protecting student data will be important moving forward.
“Using Technology to Promote Student Success: The New Student Vision for 21st...Julie Evans
The document summarizes key findings from the 2011 Speak Up national research project on K-12 students', teachers', parents', and administrators' perspectives on digital learning. Some of the main points include:
- Students expect to use digital tools and mobile devices for social, untethered, and digitally-rich learning.
- While students see opportunities to leverage technology, administrators face challenges around budgets, achievement gaps, and effective technology integration.
- Parents are concerned about class sizes, testing emphasis, and their children learning 21st century skills to compete globally.
- Mobile learning, online learning, and digital content are emerging trends according to the student vision for the future of learning.
Town Hall Meeting: Trekking the Education LandscapeJulie Evans
This document summarizes a town hall meeting about trends in education based on the Speak Up 2010 national research project. It discusses findings that students want learning to be social-based using collaboration tools, un-tethered allowing the use of personal mobile devices, and digitally-rich incorporating interactive simulations and online resources. However, many schools currently limit technology use. The bottom line is that students want engaging, empowered learning enabled by technology.
Blending, Flipping and Personalized: How Online Learning is Transforming Teac...Julie Evans
This document provides an overview of a presentation on online learning and how it is transforming teacher practice. It discusses key findings from the Speak Up 2012 national research project on views of K-12 students, parents, teachers, librarians and administrators. The presentation addresses administrator and teacher views on online learning, how teachers are using blended, flipped and virtual learning, and the impact of online learning on student success and teacher effectiveness. It also introduces the panel of experts and gives background on Project Tomorrow and the goals and methodology of the Speak Up research project.
This document summarizes the results of the 2010 Speak Up survey conducted by Project Tomorrow. The survey gathered input from over 379,000 K-12 students, teachers, parents, and administrators across the United States about issues related to technology use in education. Key findings include that students see themselves as self-directed learners who make use of online resources, social media, and mobile devices to direct their own learning. Students also expressed a preference for hands-on and collaborative learning over traditional lectures. The survey results suggest that schools will need to adapt to support more flexible, personalized, and digitally-rich learning environments in order to engage today's students.
Much Ado about Digital Content: What do the Students Say?Julie Evans
The document summarizes a presentation by Project Tomorrow about their Speak Up research findings regarding students' use of and vision for digital content and e-textbooks. Key points discussed include students wanting interactive, relevant, and personalized digital resources that allow for collaboration. Barriers to more digital content adoption include equity, teacher skills, and content quality concerns. Students envision e-textbooks incorporating social learning tools, unrestricted access, and rich multimedia.
A New Vision for 21st Century Learning: Students "Speak Up" about EmergingJulie Evans
The document summarizes key findings from the Speak Up research project, which surveys students, teachers, parents, and administrators about technology use in K-12 education. It discusses that students envision a more social, un-tethered, and digitally-rich model of 21st century learning compared to educators' current reality. Students want to leverage tools for social learning, access learning from anywhere using mobile devices, and have richer digital learning experiences.
The document summarizes a discussion about online learning based on data from the Speak Up research project. It introduces expert panelists to discuss key questions: students' vision for online learning and how it compares to educators' realities and parents' perspectives, challenges to implementing online learning and benefits realized, and how the student vision can influence future online solutions. The agenda covers an overview of Speak Up data on online learning trends and a conversation with stakeholders.
The document discusses a training course on agribusiness management for producers' associations. The course aims to help participants understand agriculture and agro-industry as interconnected systems and analyze their roles within food chains. It provides an overview of agrofood systems and chains, emphasizing the importance of public policy frameworks and cooperation between different actors.
Mobile Devices + Social Media = Engaged and Empowered LearnersJulie Evans
The document outlines a presentation about a research project that explored how students, educators, and parents view the use of mobile devices and social media for
Learning in the 21st Century: Mobile + Social Media = Personalized LearningJulie Evans
The document discusses how mobile devices and social media can enable personalized learning in the 21st century. It finds that combining these technologies allows for more customized education for both students and teachers. It also notes growing parental acceptance is changing views on mobile learning, while changing teacher practices remains a challenge. Additionally, many schools are exploring student-owned devices as a solution. An overall shared vision of personalized learning using these tools will shape the future of mobile education.
The K-12 Student Vision for Personalized Learning and STEM EducationJulie Evans
The document summarizes key findings from a report on personalized learning with mobile devices and social media. It finds that mobile devices and social media are enabling more personalized learning for students and educators. It also finds that increased parental support for mobile learning is changing discussions, though changing teacher practices remains a challenge. Additionally, many schools are exploring student-owned devices and that the future of mobile learning depends on a shared vision for personalized learning.
Mobile Learning and Social Media Use – Views of Ohio’s K-12 Students, Parents...Julie Evans
Ohio students have high personal access to mobile devices like cell phones and smartphones. They want to use their own mobile devices more at school to help with schoolwork by checking grades, creating presentations, taking online tests, and accessing online textbooks. Students see the potential of mobile devices to help personalize their learning through collaborating on social networks, using educational apps and games, and watching videos to support homework.
Taking It Mobile: Success Stories from the New Frontier of Un-tethered Learning Julie Evans
The document is an agenda for a presentation on mobile learning. It introduces the topic and expert panelists. It discusses preliminary findings from the Speak Up research project that show students' personal access to mobile devices is increasing and that they want mobile devices incorporated into their ideal school experience. Students see the main uses of mobile devices for schoolwork as checking grades, doing research, taking notes, and communicating with classmates and teachers about schoolwork.
Speak Up 2010 National Findings Teachers, Librarians & AdministratorsJulie Evans
The document summarizes a congressional briefing held on May 11, 2011 about the findings of the Speak Up 2010 survey. The briefing included welcome remarks, a discussion of the national findings regarding teachers, librarians, and administrators, and a panel discussion with education leaders from Maryland and Virginia. Some of the key findings presented were that students have a vision for technology use that mirrors their desires for learning in general, and that educators have the potential to enable, engage, and empower students' new vision for learning through the effective use of technology.
The document discusses the results of the Speak Up 2012 survey conducted by Project Tomorrow. It provides an overview of the organization and its annual Speak Up National Research Project, which collects data through online surveys from K-12 students, teachers, parents, and administrators. Some key findings from the 2012 survey are presented, including growing access to mobile devices and a willingness from parents to allow students to use their own devices in class. There is also interest from students, parents, and administrators in expanding online and blended learning opportunities. The document concludes by questioning whether schools have a shared vision for digital learning.
Mobile Learning: Lessons Learned and Next StepsJulie Evans
This document summarizes three initiatives that are exploring the use of mobile devices in education:
1) Onslow County's 1:1 math initiative provided smartphones, netbooks, and tablets to students to personalize learning and improve math achievement.
2) Chicago Public Schools' "Making Learning Mobile" project equipped 150 5th grade students with tablets to use in class and at home, focusing on improving research skills.
3) The EcoMOBILE augmented reality project used mobile devices to enhance a field trip experience for 8th grade students in Washington D.C.
Taking It Mobile: Success Stories from the New Frontier of Un-tethered LearningJulie Evans
This document introduces a presentation on mobile learning from Project Tomorrow's annual Speak Up survey. It summarizes key findings from the survey showing high student interest in using mobile devices for schoolwork. It then introduces an expert panel to discuss opportunities and challenges of mobile learning in K-12 schools.
Town Hall Meeting: Trekking the Education LandscapeJulie Evans
This document summarizes a town hall meeting about trends in education based on the Speak Up research project. It discusses findings that students want social-based, un-tethered, and digitally rich learning. Students see potential in using tools like IM, email and social media for collaboration. They also want to use their own mobile devices for un-tethered learning beyond the classroom. However, many schools currently limit technology use. The document calls for enabling students through greater access to digital tools, content and resources to engage them in learning.
The Demand Gap for Online Learning: Latest Trends from the Speak Up ResearchJulie Evans
Project Tomorrow conducted a national research project called Speak Up to survey K-12 students, teachers, parents, and administrators about technology use in education. The document summarizes key findings from Speak Up surveys between 2003-2010 which indicate that students envision a more social, un-tethered, and digitally-rich model of online learning compared to current implementation. It also found disconnects between students' vision and how educators are currently using technology in the classroom.
Tech-Enabled Social Learning Environments An Executive BriefingJulie Evans
The document discusses social learning environments and the findings of the Speak Up 2011 survey. Some key points:
- The survey collected over 400,000 responses on learning with technology from students, teachers, parents and administrators.
- Students expressed a vision for more digitally-rich, un-tethered, and social-based learning that leverages emerging tools and networks.
- While administrators see benefits of social learning like engagement and collaboration, concerns around safety, privacy and monitoring remain challenges to implementation.
- Defining appropriate social learning tools that connect students, teachers and parents while addressing issues of access, training and protecting student data will be important moving forward.
“Using Technology to Promote Student Success: The New Student Vision for 21st...Julie Evans
The document summarizes key findings from the 2011 Speak Up national research project on K-12 students', teachers', parents', and administrators' perspectives on digital learning. Some of the main points include:
- Students expect to use digital tools and mobile devices for social, untethered, and digitally-rich learning.
- While students see opportunities to leverage technology, administrators face challenges around budgets, achievement gaps, and effective technology integration.
- Parents are concerned about class sizes, testing emphasis, and their children learning 21st century skills to compete globally.
- Mobile learning, online learning, and digital content are emerging trends according to the student vision for the future of learning.
Town Hall Meeting: Trekking the Education LandscapeJulie Evans
This document summarizes a town hall meeting about trends in education based on the Speak Up 2010 national research project. It discusses findings that students want learning to be social-based using collaboration tools, un-tethered allowing the use of personal mobile devices, and digitally-rich incorporating interactive simulations and online resources. However, many schools currently limit technology use. The bottom line is that students want engaging, empowered learning enabled by technology.
Blending, Flipping and Personalized: How Online Learning is Transforming Teac...Julie Evans
This document provides an overview of a presentation on online learning and how it is transforming teacher practice. It discusses key findings from the Speak Up 2012 national research project on views of K-12 students, parents, teachers, librarians and administrators. The presentation addresses administrator and teacher views on online learning, how teachers are using blended, flipped and virtual learning, and the impact of online learning on student success and teacher effectiveness. It also introduces the panel of experts and gives background on Project Tomorrow and the goals and methodology of the Speak Up research project.
This document summarizes the results of the 2010 Speak Up survey conducted by Project Tomorrow. The survey gathered input from over 379,000 K-12 students, teachers, parents, and administrators across the United States about issues related to technology use in education. Key findings include that students see themselves as self-directed learners who make use of online resources, social media, and mobile devices to direct their own learning. Students also expressed a preference for hands-on and collaborative learning over traditional lectures. The survey results suggest that schools will need to adapt to support more flexible, personalized, and digitally-rich learning environments in order to engage today's students.
Much Ado about Digital Content: What do the Students Say?Julie Evans
The document summarizes a presentation by Project Tomorrow about their Speak Up research findings regarding students' use of and vision for digital content and e-textbooks. Key points discussed include students wanting interactive, relevant, and personalized digital resources that allow for collaboration. Barriers to more digital content adoption include equity, teacher skills, and content quality concerns. Students envision e-textbooks incorporating social learning tools, unrestricted access, and rich multimedia.
A New Vision for 21st Century Learning: Students "Speak Up" about EmergingJulie Evans
The document summarizes key findings from the Speak Up research project, which surveys students, teachers, parents, and administrators about technology use in K-12 education. It discusses that students envision a more social, un-tethered, and digitally-rich model of 21st century learning compared to educators' current reality. Students want to leverage tools for social learning, access learning from anywhere using mobile devices, and have richer digital learning experiences.
The document summarizes a discussion about online learning based on data from the Speak Up research project. It introduces expert panelists to discuss key questions: students' vision for online learning and how it compares to educators' realities and parents' perspectives, challenges to implementing online learning and benefits realized, and how the student vision can influence future online solutions. The agenda covers an overview of Speak Up data on online learning trends and a conversation with stakeholders.
The document discusses a training course on agribusiness management for producers' associations. The course aims to help participants understand agriculture and agro-industry as interconnected systems and analyze their roles within food chains. It provides an overview of agrofood systems and chains, emphasizing the importance of public policy frameworks and cooperation between different actors.
Introducing the New Student Vision for Enabled, Empowered and Engaged LearningJulie Evans
This new student vision focuses on social-based learning, un-tethered learning using personal mobile devices anywhere and anytime, and digitally rich learning using tools like virtual reality, digital textbooks, games, and tablets.
This document discusses information architecture and related topics. It includes quotes and ideas from experts in fields like information architecture, interaction design, and user experience. Key topics discussed include search patterns, ambient findability, augmented reality, cross-media integration, and heuristics for pervasive information architecture. Concepts like mental models, tasks, and features are also mentioned in relation to designing usable information environments and experiences.
The document describes the need for designing cross-channel experiences that are consistent, convenient, connected, contextual, and span different touchpoints and times. It discusses examples of both good and bad cross-channel experiences, and outlines five principles for designing holistic experiences. Tools mentioned for mapping cross-channel experiences include stakeholder interviews, field research, touchpoint matrices, service inventories, and experience maps. The overall message is that users interact with brands through many different channels, so the design must consider the entire experience across all touchpoints.
This document provides a summary of key findings from the Speak Up research project conducted by Project Tomorrow. It discusses national participation in the project, characteristics of students and schools, and trends identified in the data. Some of the main trends highlighted include the prominence of mobile devices among students, a growing interest in online and blended learning models, and the potential for digital content like e-textbooks to engage students. The document also notes that students envision social-based, un-tethered, and digitally-rich learning experiences enabled by emerging technologies.
Speak Up 2010 National Findings Students and ParentsJulie Evans
This briefing discussed findings from the 2010 Speak Up survey on K-12 education and technology. Key findings included:
- Students want to use mobile devices like smartphones and tablets for schoolwork to access online textbooks, collaborate with peers, and do research.
- However, many administrators are reluctant to allow personal devices in school due to concerns about network security, theft, and being a distraction.
- Parents overwhelmingly support providing mobile devices for their children to use at school, and their support increases as children get older.
The briefing highlighted trends toward more mobile, social, and empowered learning models leveraging emerging technologies, according to student and parent perspectives.
The Demand Gap for Online Learning: Latest Trends from the Speak Up Research Julie Evans
This document summarizes a presentation given by Julie Evans from Project Tomorrow about findings from their Speak Up research project regarding trends in online learning. Some key findings discussed include a growing number of students experiencing online learning, students seeing benefits like flexibility and pacing in online classes, and a disconnect between students wanting more technology-enabled learning and realities in schools. The presentation also covers administrators' perspectives and priorities around online learning and barriers to adoption.
Learning in the 21st Century: 2011 Trends UpdateJulie Evans
The document summarizes key findings from the 2011 Speak Up report on online learning trends. It finds that more administrators, teachers, and students see value in online learning for keeping students engaged, increasing graduation rates, and offering flexible scheduling. However, barriers like limited funding, evaluating course quality, and teacher comfort level still exist. Motivating teachers to teach online may require flexibility, compensation, and professional development opportunities. Overall, online learning has grown and enables a more personalized learning process, but challenges remain in transforming education.
A New Vision for 21st Century Learning: Students "Speak Up" about Emerging Te...Julie Evans
Students envision a new vision for 21st century learning that leverages emerging technologies. This vision includes three essential elements: social-based learning using tools for collaboration and communication, un-tethered learning that transcends classroom walls using mobile devices, and digitally-rich learning using interactive, relevant digital content and resources. The document discusses findings from the Speak Up research project regarding students' perspectives and desires around technology use in education.
Parents and Educators Speak Up about Online LearningJulie Evans
This document summarizes key findings from a 5-year retrospective review of the Speak Up national research project on online learning. Some of the main findings discussed are that a majority of teachers and administrators have now taken an online class for professional development, teachers' value of online learning increases with their own online experience, and there is a growing interest in mobile learning that correlates with educators' online experiences. The profile of a typical student interested in online classes is also described.
Much Ado about Digital Content: What do the Students Say? Julie Evans
This document summarizes a presentation by Project Tomorrow about their Speak Up research findings related to students' use and desires around digital content and e-textbooks. Key points include: students want interactive, collaborative, personalized learning enabled by mobile devices; they see potential benefits of digital content but barriers like digital equity need addressing; and students envision e-textbooks facilitating social learning, un-tethered access, and rich interactive content. Educators generally agree with this vision but face challenges in evaluating and implementing digital resources.
Balancing Students' Aspirations with District RealitiesJulie Evans
This document summarizes findings from the Speak Up 2010 national research project regarding balancing student aspirations for 21st century learning with current school and district realities. Key findings include:
- Students want social-based, un-tethered, and digitally-rich learning using technologies like online/blended learning, mobile devices, and digital content. However, administrators and tech leaders report barriers to implementation related to funding, training, and policies.
- While online learning is growing, barriers around funding, course quality, and evaluation remain. Mobile device use is also increasing but policies and training are still issues.
- Digital content can increase engagement if issues around access, training, quality, and costs are addressed.
This document summarizes key findings from the 2010 Speak Up survey conducted by Project Tomorrow with Florida high school students. Some of the main points are:
- Florida high school students see the best teacher role as a resource recommender and coach rather than solely a content expert.
- Students prefer learning through hands-on experiments and small group projects over traditional lectures.
- They want flexibility to learn at their own pace using various digital tools and resources.
- A personalized, mastery-based science class allowing choice and collaboration was seen as very beneficial.
- Trends include more student-directed learning and the development of personal expert networks anytime, anywhere.
This document summarizes key findings from the Speak Up 2009 survey conducted by Project Tomorrow. The survey gathered input from over 370,000 K-12 students, teachers, parents and administrators regarding technology use in education. Three main themes emerged from the student responses: 1) a preference for social-based learning using communications and collaboration tools, 2) being "un-tethered" from the classroom through technology-enabled learning, and 3) having access to digitally-rich resources for learning. The survey found that students are already independently using technology outside of school and want to see more technology integration and mobile access to support learning.
Schools around the country are starting to blend online learning into their instructional design as a means of personalizing students’ learning experiences. But with the myriad options for structuring the combination of online and face-to-face learning, teachers and administrators are faced with tough decisions on how to best implement technology for their students. In this webinar, our guests will explore the different blended-learning models that schools are using to support math instruction. They’ll discuss national trends emerging around blended-learning math programs, as well as take an up-close look at the challenges and successes one school has experienced with the blended math model.
The Future of Personalized Learning in Elementary SchoolsDreamBox Learning
Personalized learning is the “Absolute Priority 1” of the new Race to the Top—District competition, and the latest Speak Up National Research Project reports that 74 percent of administrators believe that digital content increases student engagement and 50 percent find that it helps to personalize instruction.
Attend this web seminar to learn what the Speak Up National Research Project and Project Tomorrow discovered about what students, teachers, parents and administrators see as the future of personalized learning, how new technologies and digital content are transforming learning in elementary schools, and how these factors affect the decisions administrators need to make today.
New Research: Digital Tools and Personalized Learning, Today and TomorrowDreamBox Learning
This web seminar provided an overview of digital tools and personalized learning. It discussed key findings from the Speak Up research project, including how students, teachers, and administrators are using technology to support learning. It also looked at trends in blended learning, online learning, mobile learning, and the use of digital games and adaptive software in K-12 classrooms. Examples were given of how different districts are implementing these tools to enhance instruction.
Speak Up Survey Insights for Private School LeadersJulie Evans
This document summarizes key findings from the Speak Up Survey conducted by Project Tomorrow, a national education nonprofit. The survey gathered data from over 400,000 K-12 students, teachers, parents, and administrators across the US. Key findings regarding private school participants include: 1) Private school students have greater access to one-to-one computing programs compared to public schools; 2) Lack of professional development is a top obstacle for private school teachers in using technology; 3) Private school students report fewer frustrations with technology access than public school students. The document provides detailed comparisons between private and public school stakeholders' views and experiences with digital learning.
Similar to Changing the Classroom Paradigm: Let’s Go Mobile! (14)
NSPRA Crossroad for Innovation and Transformation by Julie Evans July 18, 2022Julie Evans
The document discusses emerging parent preferences for communication and engagement with schools. It highlights findings from a national poll of nearly 5,000 parents during the 2021-2022 school year. Key findings include:
1) Parents' top concerns about their child's future are the impact of school disruptions on social/emotional health and academic achievement. Lower-income families expressed greater concern about these impacts.
2) Parents' feelings of engagement differ by grade level, with elementary parents feeling most connected and high school parents feeling least connected.
3) Parents' preferences for communication tools differ according to the type of message and the age of the parent. Younger parents prefer more digital tools while older parents prefer more traditional methods.
This document discusses Project Tomorrow's work listening to K-12 students' ideas through the Speak Up research project. It provides context about Project Tomorrow, an organization that has collected feedback from over 6.2 million students and stakeholders since 2003 to understand trends in education. The document summarizes a panel discussion with students sharing their perspectives on engagement in school and learning. It encourages education leaders to listen to students' views to help translate them into new ideas that can improve learning experiences for all.
Connecting the Dots: The Speak Up Research Project and AASL Stakeholder FeedbackJulie Evans
This document summarizes a presentation about the Speak Up Research Project conducted by Project Tomorrow. It introduces Project Tomorrow and the Speak Up surveys, which collect feedback from K-12 students, parents, teachers, and administrators. The presentation discusses current issues in K-12 education related to digital learning, student engagement, and pandemic impacts. It explains how Speak Up data can help education leaders understand stakeholder perspectives and priorities to inform decision-making in areas like learning loss, staff morale, funding, and technology use. The presentation encourages participants to have follow-up discussions to explore using Speak Up in their own schools and districts.
Connecting the Dots: The Speak Up Research Project and TCEA Stakeholder FeedbackJulie Evans
This document discusses using the Speak Up Research Project surveys to gather feedback from stakeholders like students, parents, teachers, and administrators. It notes realities around digital learning today and common issues keeping education leaders awake at night, like student learning loss and staff morale. The document advocates using Speak Up data to understand different perspectives and inform priorities like learning recovery, technology use, and student engagement and agency. It provides examples of questions Speak Up can answer about these issues from different audiences. Overall, the document promotes Speak Up as a way to collect trusted data connecting education priorities to stakeholder needs and views.
Are You As Smart As A 6th Grader About Digital Learning?Julie Evans
The document discusses findings from Project Tomorrow's Speak Up Research on digital learning and 6th graders. It shares that 6th graders report often taking online tests (63%) but less frequently engaging in other tech-based activities like creating media. Students prefer communicating with teachers via email or messaging apps. While virtual learning has benefits like less drama, students say it also has challenges like not fitting all learning styles and missing social aspects. Students are more engaged in self-directed online learning compared to in-school learning. The document advocates discussing these findings to inform improving education.
Five Year Study Preparing KentuckyTeachers for Mobile Anytime Anywhere LearningJulie Evans
This document summarizes a presentation about a 5-year study conducted in Kentucky to prepare teachers for mobile learning. The study involved collaboration between a university, school districts, and non-profit to train pre-service teachers and support in-service teachers in effectively using mobile devices. Results showed that teachers developed strong skills and positive mindsets about technology integration, and observed benefits for student engagement, critical thinking, and personalized learning. Next steps involve expanding the model to more schools and refining teacher training to develop competency in mobile learning.
Cybersecurity - Strategy, Policy and PracticeJulie Evans
The document summarizes a panel discussion on cybersecurity strategies, policies, and practices for K-12 schools. The panel discusses the disconnect in leadership awareness of cybersecurity issues, findings from a new report on the topic, and resources for improving cybersecurity culture and preparedness. Key insights from the report include the need for shared accountability, reassessing management of technology assets, and ensuring adequate funding to support readiness and mitigation efforts.
Connecting the Dots Between Equity and CommunicationsJulie Evans
The document summarizes key findings from the Speak Up Research project regarding equity in education. It finds that addressing equity concerns requires discussing equity more comprehensively and inclusively. It also finds inequities still exist in technology access and learning experiences despite increased investments. Additionally, empowering student agency and ownership over learning is important for equity but many teachers are still uncomfortable with student choice. Digital tools can help support greater equity if used to enable personalized, convenient communications and greater student control over learning.
Leading Towards Equity & Student AgencyJulie Evans
The document summarizes key findings from the Speak Up Research Project regarding the path forward for equity and student agency based on research insights. Some of the main points include:
1) The pandemic exposed inequities in access to technology and learning experiences, but districts have made progress in addressing the homework gap through initiatives like device and hotspot loan programs.
2) While access has improved, equity concerns remain regarding the efficacy of technology use, teachers' comfort levels with new learning models, and addressing students' diverse needs.
3) Students want more control and choice in their learning, seeing benefits to virtual learning like flexibility, but many still learn best with in-person interactions. Their vision for effective learning focuses
Here are some potential answers from each stakeholder group:
Students: Being able to learn in new ways like through videos, games and interactive lessons. Technology helps me learn and stay engaged better. I can learn at my own pace with technology.
Teachers: Topics like blended learning, project based learning and competency based models. Using technology like coding and robotics in lessons. Strategies for personalized learning and student choice.
Parents: Not being prepared for college or a career. Not having skills like problem solving, communication and teamwork for future jobs. Mental health issues, school safety, financial stability as an adult.
This document summarizes key findings from the Speak Up research project that were presented at sessions of the FETC 2022 conference. It provides an overview of Project Tomorrow and the Speak Up research, then lists several insights on issues like the impact of the pandemic on education, priorities for district administrators, the evolution of mobile learning, student and teacher views on technology benefits, and parents' concerns about their children's future success. It also shares findings from a new report on K-12 cybersecurity awareness and preparation. The document encourages contacting Project Tomorrow for more information.
Here are some potential answers from each stakeholder group:
Students: Being able to learn in new ways like through videos and interactive lessons. Technology helps me learn and do my work faster. I can learn at my own pace with technology.
Teachers: Topics like project-based learning, blended learning models, social-emotional learning strategies, classroom management techniques for 1:1 environments.
Parents: Not being prepared for college or a career, not being able to get a good job, struggling with mental health or substance abuse, being negatively impacted by economic or environmental issues.
This document summarizes a discussion about building teacher capacity for mobile learning in rural communities. It introduces an innovative mobile learning project in Kentucky led by the University of Kentucky and several school districts. The project trains pre-service teachers to effectively integrate mobile devices and apps into instruction. It also helps practicing teachers mentor pre-service teachers. Evaluations found the project improved student engagement and personalized learning. Next steps include expanding the program and always-connected devices to more schools.
This document provides an agenda for a workshop on creating and leading school culture through innovation, leadership, and communication. The workshop will be held on January 25, 2022 from 4:00-6:00 PM at the Orange County Convention Center - South 200B. It will be facilitated by Dr. Julie A. Evans of Project Tomorrow.
The workshop aims to support the development of a new culture of innovation in schools, help understand the role of individuals and organizations in an innovation culture, and stimulate new discussions and ideas to increase leadership effectiveness. Some topics that will be covered include understanding culture and innovation, communication strategies to support an innovation culture, and developing a culture built for today's adaptive challenges.
The document summarizes a panel discussion on addressing leadership disconnects regarding cybersecurity in K-12 districts. The panel included district leaders and national thought leaders. Key findings from a new report on cybersecurity attitudes and actions were presented. Three main insights from the research were that an effective plan requires shared responsibility, reassessing technology management is needed given increased reliance on tech, and preparation requires increased funding to support readiness and mitigation. The panel discussed best practices for districts to develop a shared culture and healthy cybersecurity posture.
The workshop discussed infusing computational thinking into elementary curriculum. It introduced Project Tomorrow's computational thinking project in New York City schools, which evaluates a model of personalized teacher professional learning and CT integration coaching. Teachers completed a readiness assessment to inform individualized professional development plans. Examples showed how to incorporate CT concepts into lessons through activities analyzing patterns in drawings, building earthquake-resistant structures, and other unplugged exercises. The session modeled CT integration and solicited teacher feedback to improve computational thinking resources and support.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.