The document summarizes key findings from the 2012 Speak Up National Research Project conducted by Project Tomorrow. Some of the main points covered include:
- Students have a vision for digital learning that incorporates social learning, personalized and un-tethered learning experiences with rich digital content.
- While administrators see technology as important, teachers, parents and students see it as even more critical to student success.
- Students are adopting mobile devices and want to use their own devices for schoolwork, though many schools still restrict this.
- Online and blended learning are growing trends, though full implementation faces obstacles.
- Students are actively using digital content and social media for informal "DIY" learning outside of
“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.
Speak Up 2012 Research and Trends: Enabling Technologies & Sticky WicketsJulie Evans
The document discusses findings from the Speak Up research project regarding trends in educational technology use from the perspectives of students, teachers, parents and administrators, including enabling technologies like digital content, online learning and mobile devices, as well as challenges or "sticky wickets" in realizing a new vision for digital learning. Key opportunities and barriers related to technology adoption, online assessment, teacher training needs, and differing views on the importance of ed tech are also examined.
The Real Scoop: What the Speak Up Data Tells usJulie Evans
The document summarizes key findings from the Speak Up research project, which surveys K-12 students, teachers, parents, and administrators about technology use in education. Some main points include:
- Students are more comfortable with technology than teachers and see it as important for personalized learning. However, school policies often limit technology use.
- Parents and students want more access to online classes and digital content. Many parents are experienced with online learning themselves.
- Teachers desire training to incorporate new technologies like mobile devices, digital content, and flipped learning into instruction. A lack of teacher skills and interest poses a barrier to online learning adoption.
- Administrators recognize the importance of technology but face challenges around supporting teacher training
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.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, including 34,000 students from California, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
For the past 14 years, the Speak Up Research Project has collected and reported on the views of 4.5 million K-12 students, educators and parents regarding digital learning. Using current and longitudinal Speak Up data, we will provide new insights into the use of games, mobile devices and digital content within learning, and counter mythology with the authentic views of students, teachers and parents regarding technology use within instruction. Going beyond anecdotes and assumptions, this interactive and eye-opening presentation will provide leaders with new metrics for evaluating the pulse of elearning in their school or district.
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.
Using Digital Tools to Personalize Learning and Empower Student ThinkingDreamBox Learning
In this webinar you’ll hear from Julie Evans, CEO of Project Tomorrow, about the latest findings from the Speak Up National Research Project, and how digital tools are transforming teaching and learning. Topics will include learning with technology, 21st century skills, and STEM instruction. She will be joined by Dr. Tim Hudson, former high school math teacher and K–12 Math Curriculum Coordinator for Parkway School District in Missouri, and now Senior Director of Curriculum Design at DreamBox Learning, Inc., who will lead the discussion on how digital experiences in the K–8 math classroom can empower students to think independently, receive specific feedback, and self-direct their learning to achieve rigorous learning outcomes.
“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.
Speak Up 2012 Research and Trends: Enabling Technologies & Sticky WicketsJulie Evans
The document discusses findings from the Speak Up research project regarding trends in educational technology use from the perspectives of students, teachers, parents and administrators, including enabling technologies like digital content, online learning and mobile devices, as well as challenges or "sticky wickets" in realizing a new vision for digital learning. Key opportunities and barriers related to technology adoption, online assessment, teacher training needs, and differing views on the importance of ed tech are also examined.
The Real Scoop: What the Speak Up Data Tells usJulie Evans
The document summarizes key findings from the Speak Up research project, which surveys K-12 students, teachers, parents, and administrators about technology use in education. Some main points include:
- Students are more comfortable with technology than teachers and see it as important for personalized learning. However, school policies often limit technology use.
- Parents and students want more access to online classes and digital content. Many parents are experienced with online learning themselves.
- Teachers desire training to incorporate new technologies like mobile devices, digital content, and flipped learning into instruction. A lack of teacher skills and interest poses a barrier to online learning adoption.
- Administrators recognize the importance of technology but face challenges around supporting teacher training
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.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, including 34,000 students from California, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
For the past 14 years, the Speak Up Research Project has collected and reported on the views of 4.5 million K-12 students, educators and parents regarding digital learning. Using current and longitudinal Speak Up data, we will provide new insights into the use of games, mobile devices and digital content within learning, and counter mythology with the authentic views of students, teachers and parents regarding technology use within instruction. Going beyond anecdotes and assumptions, this interactive and eye-opening presentation will provide leaders with new metrics for evaluating the pulse of elearning in their school or district.
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.
Using Digital Tools to Personalize Learning and Empower Student ThinkingDreamBox Learning
In this webinar you’ll hear from Julie Evans, CEO of Project Tomorrow, about the latest findings from the Speak Up National Research Project, and how digital tools are transforming teaching and learning. Topics will include learning with technology, 21st century skills, and STEM instruction. She will be joined by Dr. Tim Hudson, former high school math teacher and K–12 Math Curriculum Coordinator for Parkway School District in Missouri, and now Senior Director of Curriculum Design at DreamBox Learning, Inc., who will lead the discussion on how digital experiences in the K–8 math classroom can empower students to think independently, receive specific feedback, and self-direct their learning to achieve rigorous learning outcomes.
Learning in the 21st Century: A 5 Year Retrospective on the Growth in Online ...Julie Evans
The document summarizes key findings from a retrospective report on the growth of online learning over 5 years:
1) A majority of teachers, administrators, and district administrators have taken online classes for professional development, increasing 148% for teachers since 2007.
2) Teachers value online professional development for its flexibility and opportunities for collaboration, with 30% now preferring it. Their value proposition is directly related to their previous online experiences.
3) Educators with more online experience are more interested in mobile learning in schools.
Online Learning Expectations and Experiences of Tomorrow’s TeachersJulie Evans
The document summarizes key findings from a study on the online learning expectations and experiences of pre-service teachers. The study found that:
1) Tomorrow's teachers are using a wide range of emerging technologies in their personal and educational lives to prepare for their future teaching assignments. They are tapping into self-directed learning through online resources.
2) Pre-service teachers look to mentors during field observations and student teaching, as well as university professors, as models for effectively integrating technology. However, the tools and techniques taught in methods classes, like using Office tools and interactive whiteboards, may not be the highest priorities.
3) School principals' expectations for pre-service teachers' digital experiences, like
Learning in the 21st Century: A 5 Year Retrospective on the Growth in Online ...Julie Evans
The document summarizes key findings from a 5-year retrospective report by Project Tomorrow on the growth of online learning. Some of the main findings include: over half of teachers have taken an online class for professional development purposes; teachers who have taken online classes value online learning more for professional development; and nearly 70% of administrators think students should be required to take an online class to graduate high school.
Using Digital Tools to Personalize Learning and Empower Student ThinkingDreamBox Learning
How is learning and teaching being transformed by digital tools? How do administrators, teachers, parents, and students really use technology right now? And what does the future of personalized learning look like? In this webinar for the edWeb.net Blended Learning community, Julie Evans, CEO of Project Tomorrow, shared survey findings from the Speak Up National Research Project and discussed learning and teaching with technology, 21st Century Skills, and STEM instruction. She was joined by Christie Gibson, Principal of Crull Elementary School, who shared insights from her Board of Education Report on state reporting, as well as comparisons of student growth with the amount of time digital tools are used in each classroom. View the webinar to hear the latest on digital tools and personalized learning, today and tomorrow.
"2013 Trends In Online Learning Virtual Blended And Flipped Classrooms"Julie Evans
This document summarizes a presentation about trends in online learning from a 2013 Project Tomorrow event. It discusses administrators' growing acceptance of online learning as part of digital conversion efforts. It also examines how teachers are using virtual, blended, and flipped classroom models and the perceived impact on student success and teacher effectiveness. Students' increasing demand for online opportunities is also covered, with a panel of experts discussing these topics.
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.
This document summarizes the key findings from the Speak Up 2012 National Research Project conducted by Project Tomorrow. The project surveyed over 466,000 K-12 students, teachers, parents, and administrators about technology use in education. Some major findings included the widespread ownership and use of mobile devices by students, the desire for more personalized and flexible learning environments that incorporate technology, and the gap between how students use technology in their daily lives and how it is used for schoolwork. While students, parents, and many administrators and teachers see benefits to incorporating more digital tools and online learning opportunities, bringing school practices up to students' expectations for technology remains a challenge.
This document summarizes findings from the 2013 Speak Up survey conducted by Project Tomorrow, a national nonprofit focused on digital learning. The survey gathered responses from over 34,000 individuals in Alabama, including students, teachers, parents and administrators. Key findings include:
- Mobile device access among Alabama students, teachers and parents has grown significantly since 2008. Many see benefits of mobile learning like extending learning outside of school.
- While online and blended learning are growing, most Alabama instruction remains primarily face-to-face. Students see advantages to personalized online learning like controlling their own pace.
- Use of social media and digital tools varies - teachers commonly text colleagues but less so with students, while a quarter of high school students
Speak Up Congressional Briefing 09/08/17Julie Evans
This document summarizes a presentation about the findings from the 2016 Speak Up research project on digital learning. It introduces the panel of students and administrators, provides an overview of the Speak Up project methodology and topics covered, and shares key findings about how students use technology in and out of school daily. The presentation discusses challenges schools face with technology integration and visions for the ultimate learning environment. It closes by highlighting available Speak Up resources and encouraging participation in the 2017 surveys.
Trends in Online Learning: Blended, Flipped and Virtual ClassroomsJulie Evans
This document summarizes key findings from a report by Project Tomorrow on trends in online learning, including virtual, blended, and flipped classrooms. Some of the main findings are:
- Students are increasingly taking online classes for benefits like controlling their own learning and working at their own pace. Around 7-8% of students are enrolled in fully online schools.
- Parents and administrators see benefits like keeping students engaged and providing flexible scheduling. However, interactions between students and teachers is a top concern among administrators.
- Teachers using blended, flipped, and fully online models tend to have more advanced tech skills and participate in online professional development. They also make greater use of digital content and tools in their classrooms.
- Teachers
Engage, Enable, Empower: How math & science teachers are transforming learnin...Julie Evans
The document discusses findings from the Speak Up research project conducted by Project Tomorrow regarding how math and science teachers are using digital tools to transform learning. Some key findings include:
- Science and math teachers report advanced tech skills and use a variety of digital tools for professional tasks like online professional learning communities.
- Teachers see benefits of technology use in increasing student engagement and supporting mobile, blended, and personalized learning.
- Professional development needs center around using technology to differentiate instruction and identifying high-quality digital content and apps.
- While teachers value social media for collaboration, most students have moved away from Facebook towards other platforms.
The document summarizes the results of the 2012 Speak Up research project conducted by Project Tomorrow, which surveyed over 450,000 K-12 students, parents, teachers, and administrators about online and blended learning. Key findings include:
- Ohio students have significant experience with and interest in online learning opportunities, particularly for the flexibility and control over their own learning they provide.
- While parents, teachers, and administrators also see benefits to online and blended learning, there are concerns around quality and a lack of shared vision between groups.
- Blended learning models where students access some online content and instruction in a traditional classroom setting are most common in Ohio currently.
- Developing rigorous online content, evaluating quality
Project Tomorrow is a nonprofit organization that conducts an annual Speak Up survey to understand how K-12 students, teachers, parents and administrators use technology for learning. Their new white paper discusses findings showing an increase in teachers' use of digital content and games in the classroom. It highlights benefits like improved student engagement and motivation, and challenges like evaluating quality and providing sufficient devices and bandwidth. The paper provides considerations for schools in effectively adopting digital content.
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.
Beyond the Digital Conversion: Educational Technology Trends Driving InnovationJulie Evans
This document summarizes a presentation given by Julie Evans, CEO of Project Tomorrow, about key findings from their 2013 Speak Up survey on educational technology trends. Some of the main points include:
- The concept of "digital conversion" refers to both a shift in how education is delivered using technology as well as changes in attitudes and values towards technology use.
- Factors driving more momentum for digital conversions include the Common Core standards, educators' own technology use, budget pressures, demands from employers, and changing student expectations.
- Survey results show growing student access to and use of mobile devices for learning activities. Students see benefits like improved communication and increased engagement.
- Both students and teachers are using social media
Online and Blended Learning – Views of Ohio’s K-12 Students, Parents, Teacher...Julie Evans
The document discusses findings from the Speak Up 2012 research project conducted by Project Tomorrow regarding views on online and blended learning among K-12 students, parents, teachers, and administrators in Ohio. Key findings include that Ohio students see benefits to online learning like working at their own pace and controlling their own learning. Many Ohio parents have taken online classes themselves and see benefits for their children. While some blended learning models are used in Ohio schools, over half of principals reported primarily face-to-face instruction with supplemental online resources.
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.
Digital literacy: from a definition to a graduate attribute to a measure of l...Rhona Sharpe
This document discusses digital literacy from several perspectives:
- It defines digital literacy as the skills, practices, and identities needed to operate in digital contexts that change over time.
- It examines digital literacy as a graduate attribute focusing on the abilities graduates need to apply knowledge in new contexts.
- It explores how students develop and perceive their digital literacy gains through practices like online collaboration, managing their studies digitally, and using technology creatively in their coursework.
Digital Content within Instruction - Views of Ohio’s K-12 Students, Parents, ...Julie Evans
This document summarizes the findings of the 2012 Speak Up research project conducted by Project Tomorrow. The project surveyed over 450,000 K-12 students, teachers, parents and administrators across the US about their views on digital learning. In Ohio specifically, over 53,000 participants shared their perspectives. Key findings include that students see value in digital content and social media for learning, while teachers and administrators have concerns about access, training and quality. There appear to be gaps between student expectations for technology use and current school practices. The presentation explores these disconnects and discusses opportunities for shared visions of digital learning.
Learning in the 21st Century: Digital Experiences and Expections of Tomorrow'...Julie Evans
This document summarizes key findings from a study conducted by Project Tomorrow on the digital experiences and expectations of aspiring teachers. The study found that:
1) Aspiring teachers are using a wide range of emerging technologies in their personal and educational lives to prepare for teaching.
2) Aspiring teachers look to observations during field studies and student teaching as the best ways to learn how to integrate technology, rather than their university professors.
3) School principals' expectations for aspiring teachers' digital skills do not fully align with what aspiring teachers are learning in their teacher preparation programs.
4) Aspiring teachers place a higher value on the role of technology in student success and their own productivity than current in-
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.
Learning in the 21st Century: A 5 Year Retrospective on the Growth in Online ...Julie Evans
The document summarizes key findings from a retrospective report on the growth of online learning over 5 years:
1) A majority of teachers, administrators, and district administrators have taken online classes for professional development, increasing 148% for teachers since 2007.
2) Teachers value online professional development for its flexibility and opportunities for collaboration, with 30% now preferring it. Their value proposition is directly related to their previous online experiences.
3) Educators with more online experience are more interested in mobile learning in schools.
Online Learning Expectations and Experiences of Tomorrow’s TeachersJulie Evans
The document summarizes key findings from a study on the online learning expectations and experiences of pre-service teachers. The study found that:
1) Tomorrow's teachers are using a wide range of emerging technologies in their personal and educational lives to prepare for their future teaching assignments. They are tapping into self-directed learning through online resources.
2) Pre-service teachers look to mentors during field observations and student teaching, as well as university professors, as models for effectively integrating technology. However, the tools and techniques taught in methods classes, like using Office tools and interactive whiteboards, may not be the highest priorities.
3) School principals' expectations for pre-service teachers' digital experiences, like
Learning in the 21st Century: A 5 Year Retrospective on the Growth in Online ...Julie Evans
The document summarizes key findings from a 5-year retrospective report by Project Tomorrow on the growth of online learning. Some of the main findings include: over half of teachers have taken an online class for professional development purposes; teachers who have taken online classes value online learning more for professional development; and nearly 70% of administrators think students should be required to take an online class to graduate high school.
Using Digital Tools to Personalize Learning and Empower Student ThinkingDreamBox Learning
How is learning and teaching being transformed by digital tools? How do administrators, teachers, parents, and students really use technology right now? And what does the future of personalized learning look like? In this webinar for the edWeb.net Blended Learning community, Julie Evans, CEO of Project Tomorrow, shared survey findings from the Speak Up National Research Project and discussed learning and teaching with technology, 21st Century Skills, and STEM instruction. She was joined by Christie Gibson, Principal of Crull Elementary School, who shared insights from her Board of Education Report on state reporting, as well as comparisons of student growth with the amount of time digital tools are used in each classroom. View the webinar to hear the latest on digital tools and personalized learning, today and tomorrow.
"2013 Trends In Online Learning Virtual Blended And Flipped Classrooms"Julie Evans
This document summarizes a presentation about trends in online learning from a 2013 Project Tomorrow event. It discusses administrators' growing acceptance of online learning as part of digital conversion efforts. It also examines how teachers are using virtual, blended, and flipped classroom models and the perceived impact on student success and teacher effectiveness. Students' increasing demand for online opportunities is also covered, with a panel of experts discussing these topics.
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.
This document summarizes the key findings from the Speak Up 2012 National Research Project conducted by Project Tomorrow. The project surveyed over 466,000 K-12 students, teachers, parents, and administrators about technology use in education. Some major findings included the widespread ownership and use of mobile devices by students, the desire for more personalized and flexible learning environments that incorporate technology, and the gap between how students use technology in their daily lives and how it is used for schoolwork. While students, parents, and many administrators and teachers see benefits to incorporating more digital tools and online learning opportunities, bringing school practices up to students' expectations for technology remains a challenge.
This document summarizes findings from the 2013 Speak Up survey conducted by Project Tomorrow, a national nonprofit focused on digital learning. The survey gathered responses from over 34,000 individuals in Alabama, including students, teachers, parents and administrators. Key findings include:
- Mobile device access among Alabama students, teachers and parents has grown significantly since 2008. Many see benefits of mobile learning like extending learning outside of school.
- While online and blended learning are growing, most Alabama instruction remains primarily face-to-face. Students see advantages to personalized online learning like controlling their own pace.
- Use of social media and digital tools varies - teachers commonly text colleagues but less so with students, while a quarter of high school students
Speak Up Congressional Briefing 09/08/17Julie Evans
This document summarizes a presentation about the findings from the 2016 Speak Up research project on digital learning. It introduces the panel of students and administrators, provides an overview of the Speak Up project methodology and topics covered, and shares key findings about how students use technology in and out of school daily. The presentation discusses challenges schools face with technology integration and visions for the ultimate learning environment. It closes by highlighting available Speak Up resources and encouraging participation in the 2017 surveys.
Trends in Online Learning: Blended, Flipped and Virtual ClassroomsJulie Evans
This document summarizes key findings from a report by Project Tomorrow on trends in online learning, including virtual, blended, and flipped classrooms. Some of the main findings are:
- Students are increasingly taking online classes for benefits like controlling their own learning and working at their own pace. Around 7-8% of students are enrolled in fully online schools.
- Parents and administrators see benefits like keeping students engaged and providing flexible scheduling. However, interactions between students and teachers is a top concern among administrators.
- Teachers using blended, flipped, and fully online models tend to have more advanced tech skills and participate in online professional development. They also make greater use of digital content and tools in their classrooms.
- Teachers
Engage, Enable, Empower: How math & science teachers are transforming learnin...Julie Evans
The document discusses findings from the Speak Up research project conducted by Project Tomorrow regarding how math and science teachers are using digital tools to transform learning. Some key findings include:
- Science and math teachers report advanced tech skills and use a variety of digital tools for professional tasks like online professional learning communities.
- Teachers see benefits of technology use in increasing student engagement and supporting mobile, blended, and personalized learning.
- Professional development needs center around using technology to differentiate instruction and identifying high-quality digital content and apps.
- While teachers value social media for collaboration, most students have moved away from Facebook towards other platforms.
The document summarizes the results of the 2012 Speak Up research project conducted by Project Tomorrow, which surveyed over 450,000 K-12 students, parents, teachers, and administrators about online and blended learning. Key findings include:
- Ohio students have significant experience with and interest in online learning opportunities, particularly for the flexibility and control over their own learning they provide.
- While parents, teachers, and administrators also see benefits to online and blended learning, there are concerns around quality and a lack of shared vision between groups.
- Blended learning models where students access some online content and instruction in a traditional classroom setting are most common in Ohio currently.
- Developing rigorous online content, evaluating quality
Project Tomorrow is a nonprofit organization that conducts an annual Speak Up survey to understand how K-12 students, teachers, parents and administrators use technology for learning. Their new white paper discusses findings showing an increase in teachers' use of digital content and games in the classroom. It highlights benefits like improved student engagement and motivation, and challenges like evaluating quality and providing sufficient devices and bandwidth. The paper provides considerations for schools in effectively adopting digital content.
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.
Beyond the Digital Conversion: Educational Technology Trends Driving InnovationJulie Evans
This document summarizes a presentation given by Julie Evans, CEO of Project Tomorrow, about key findings from their 2013 Speak Up survey on educational technology trends. Some of the main points include:
- The concept of "digital conversion" refers to both a shift in how education is delivered using technology as well as changes in attitudes and values towards technology use.
- Factors driving more momentum for digital conversions include the Common Core standards, educators' own technology use, budget pressures, demands from employers, and changing student expectations.
- Survey results show growing student access to and use of mobile devices for learning activities. Students see benefits like improved communication and increased engagement.
- Both students and teachers are using social media
Online and Blended Learning – Views of Ohio’s K-12 Students, Parents, Teacher...Julie Evans
The document discusses findings from the Speak Up 2012 research project conducted by Project Tomorrow regarding views on online and blended learning among K-12 students, parents, teachers, and administrators in Ohio. Key findings include that Ohio students see benefits to online learning like working at their own pace and controlling their own learning. Many Ohio parents have taken online classes themselves and see benefits for their children. While some blended learning models are used in Ohio schools, over half of principals reported primarily face-to-face instruction with supplemental online resources.
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.
Digital literacy: from a definition to a graduate attribute to a measure of l...Rhona Sharpe
This document discusses digital literacy from several perspectives:
- It defines digital literacy as the skills, practices, and identities needed to operate in digital contexts that change over time.
- It examines digital literacy as a graduate attribute focusing on the abilities graduates need to apply knowledge in new contexts.
- It explores how students develop and perceive their digital literacy gains through practices like online collaboration, managing their studies digitally, and using technology creatively in their coursework.
Digital Content within Instruction - Views of Ohio’s K-12 Students, Parents, ...Julie Evans
This document summarizes the findings of the 2012 Speak Up research project conducted by Project Tomorrow. The project surveyed over 450,000 K-12 students, teachers, parents and administrators across the US about their views on digital learning. In Ohio specifically, over 53,000 participants shared their perspectives. Key findings include that students see value in digital content and social media for learning, while teachers and administrators have concerns about access, training and quality. There appear to be gaps between student expectations for technology use and current school practices. The presentation explores these disconnects and discusses opportunities for shared visions of digital learning.
Learning in the 21st Century: Digital Experiences and Expections of Tomorrow'...Julie Evans
This document summarizes key findings from a study conducted by Project Tomorrow on the digital experiences and expectations of aspiring teachers. The study found that:
1) Aspiring teachers are using a wide range of emerging technologies in their personal and educational lives to prepare for teaching.
2) Aspiring teachers look to observations during field studies and student teaching as the best ways to learn how to integrate technology, rather than their university professors.
3) School principals' expectations for aspiring teachers' digital skills do not fully align with what aspiring teachers are learning in their teacher preparation programs.
4) Aspiring teachers place a higher value on the role of technology in student success and their own productivity than current in-
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.
The Self-Directed Professional Development Lives of Online LeadersJulie Evans
This document summarizes key findings from a Project Tomorrow report on online educator leaders and self-directed professional development. It found that 7% of teachers surveyed teach online classes. These online teachers engage in self-directed professional development using online tools like webinars and videos. They want more training on integrating technology into instruction and identifying digital resources. Both online teachers and students use technology to support self-directed learning outside of the classroom.
“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.
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.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and 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.
Ten Things Everyone Should Know about Today’s Students and Digital LearningJulie Evans
Ten Things Everyone Should Know about Today’s Students and Digital Learning summarizes key findings from the Project Tomorrow Speak Up research on how K-12 students use technology. The summary identifies that students see themselves as digital learners both in and out of school, using various devices for different tasks. It also notes obstacles to technology use at school including slow internet and too many rules.
The document summarizes key findings from Project Tomorrow's national research on blended learning outcomes. It discusses trends identified in the research including that learning is now a 24/7 endeavor for students and self-directed collaborative learning is preferred. A case study on Poudre School District Global Academy finds improved student achievement, growth, and teacher effectiveness with their blended model. Lawrence Public Schools' implementation focuses on student achievement, engagement, teacher effectiveness, and parental support.
Speak Up Survey Insights for Private School Leaders
The Speak Up national findings have been helping private schools define education technology policies for 12 years. Each year, the views of private school stakeholders are captured to identify key trends and help plan for 21st century education. Join us to discover:
• What technology solutions administrators want most
• Where schools are prioritizing technology investments
• Which technologies students and parents want at school
• How students learn to write digitally and manage their digital footprint
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.
Online Learning Institute - Roundtable SessionJulie Evans
The document summarizes findings from Project Tomorrow's 2014 survey on online learning and technology use among K-12 students and teachers. Some key findings include: 41% of middle school and 38% of high school students want to take online classes; 17% of teachers are interested in teaching online classes. Blended learning is common, with 46% of teachers using videos in class. While most new teachers feel prepared to use technology, fewer experienced teachers do. The document also outlines principals' expectations for technology skills in new teachers and areas teachers want more professional development.
Online Learning Institute - Keynote SessionJulie Evans
Project Tomorrow conducted the Speak Up 2013 national research project to understand views on learning and teaching with technology. Over 400,000 K-12 students, parents, teachers, librarians, and administrators participated through surveys and focus groups. Key findings included a disconnect between the skills administrators said were important, like technology skills and critical thinking, and what students said they were learning. While access to devices is increasing, use of digital tools and content in the classroom remains limited. District goals around technology often do not align with current classroom practices.
The document summarizes key findings from the 2012 Speak Up national research project conducted by Project Tomorrow. Over 466,000 K-12 students, teachers, parents, and administrators provided input on technology use and online learning. Key findings include a growing demand for online and blended learning opportunities that is outpacing supply, with parents and students expecting more flexible options. While administrators see benefits, concerns around quality and teacher engagement remain barriers. The presentation calls for rethinking models of teaching and learning to better incorporate online and blended approaches.
The document discusses findings from the Speak Up 2013 national research project conducted by Project Tomorrow. Some key findings from Texas Region 4 include:
- Over 26,000 K-12 students, 3,812 teachers, and 1,311 parents from the region participated in the Speak Up 2013 surveys.
- A majority of Region 4 students have personal access to mobile devices and believe they can enhance learning. Many teachers also see benefits to mobile learning.
- Online learning is expanding, with 41% of high schools offering online classes and many parents having experience with online education. Region 4 middle school students show interest in online options.
- Use of digital content, educational games, and social media for learning is growing,
A survey of over 800 teachers and 800 parents found broad support for increased use of technology in K-12 education. Majorities of both groups saw technology as important for preparing students for the future and believed schools have fallen behind other sectors in adopting technology. They saw technology helping make learning more engaging, hands-on, personalized, and connected to the real world. Both supported additional spending on devices over textbooks and saw problems if technology use did not improve. Low-income parents particularly emphasized technology's role in addressing education goals.
This document summarizes key findings from a two-year study on the impact of using digital content in classrooms. The study involved teachers at McKinley Technology High School providing students access to Gale digital resources. Results showed that digital content improved student engagement, supported the development of research skills, and enabled new forms of project-based learning. Teachers reported that digital content made lessons more interactive, relevant, and improved their effectiveness. However, barriers like limited devices and internet access, as well as a need for teacher training, can hold schools back from fully realizing the benefits of digital content.
Similar to Enabled, Engaged, Empowered: The New Student Vision for Digital Learning (18)
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. Big Questions
What are the expectations of K-12 students for
digital learning?
How does that student vision compare with the
teachers’ & administrators’ reality?
What is the unique parent perspective on digital
learning?
How well are our K-12 schools meeting the
expectations of students?
What are the key trends on the horizon?
3. Discussion Agenda
Speak Up National Research Project
Student Vision for Digital Learning
Parent, Teacher & Administrator Perspective
Speak Up 2012 National Findings
Views of K-12 Students, Teachers,
Parents and Administrators
4. Project Tomorrow, a national
education nonprofit organization
Programs:
• Research & evaluation studies
• School and community programs
• Events for students
Mission: To ensure that today’s
students are prepared to become
tomorrow’s leaders, innovators and
engaged citizens of the world.
5. Speak Up National Research Project
Annual national research project
Online surveys + focus groups
Open for all K-12 schools and schools of education
Institutions receive free report with their own data
Collect ideas ↔ Stimulate conversations
K-12 Students, Teachers, Parents, Administrators
Pre-Service Teachers in Schools of Education
Inform policies & programs
Analysis and reporting of findings and trends
Consulting services to help transform teaching and learning
+ 3 million surveys since 2003
6. Speak Up survey question themes
Learning & Teaching with Technology
21st Century Skills: Digital Citizenship & Global Awareness
Math and Science Instruction
Students’ Career Interests in STEM
Professional Development / Teacher Preparation
Internet Safety
Administrators’ Challenges
Emerging Technologies both in & out of the Classroom
Mobile Devices, Online Learning, Digital Content, E-textbooks
Educational Games, Social Media tools and applications
Flipped Classroom, Print to Digital, Online Assessments
Designing the 21st Century School
7. Speak Up survey question themes
Learning & Teaching with Technology
21st Century Skills: Digital Citizenship & Global Awareness
Math and Science Instruction
Students’ Career Interests in STEM
Professional Development / Teacher Preparation
Internet Safety
Administrators’ Challenges
Emerging Technologies both in & out of the Classroom
Mobile Devices, Online Learning, Digital Content, E-textbooks
Educational Games, Social Media tools and applications
Flipped Classroom, Print to Digital, Online Assessments
Designing the 21st Century School
Activities Value Propositions Aspirations
8. National Speak Up 2012 Participation: 466,303
K-12 Students 364,233
Teachers & Librarians 56,346
Parents (in English & Spanish) 39,713
School/District Administrators 6,011
About the participating schools & districts
o 8,020 schools and 2,431 districts
o 30% urban / 43% rural / 27% suburban
o All 50 states + DC
Honor Roll of States with highest participation:
TX, CA, OH, IN, AL, NC, WI, AZ, FL, PA
9.
10. What can the Speak Up
findings tell us about the
future of learning?
11. Speak Up National Findings: 2003 - 2012
Students function as a “Digital Advance Team”
Students regularly adopt and adapt emerging
technologies for learning
Students’ frustrations focus on the unsophisticated use of
technologies within education
Persistent digital disconnect between students and
adults
Exacerbation of lack of relevancy in current education
Students want a more personalized learning
environment
12. The New Student Vision for Learning
Social–based learning
Personalized
Un–tethered learning
Learning
Digitally–rich learning
13. The New Student Vision for Learning
Three Essential Elements
Social–based learning
Students want to leverage
emerging communications
and collaboration tools to
create personal learning
networks of experts
14. The New Student Vision for Learning
Three Essential Elements
Un-tethered learning
Students envision
technology-enabled learning
that transcends classroom
walls
15. The New Student Vision for Learning
Three Essential Elements
Digitally-rich
learning
Students see the use of
relevancy-based digital
tools, content and
resources as key to
education productivity
17. School Site Administrators’ Realities
Wake Up in the Middle of the Night Issues
Test scores 48%
Staff morale 45%
Curriculum standards 44%
Adequate funding 40%
Student behavior 40%
School safety 35%
Using data to assess achievement 30%
Adequate technology 28%
0% 20% 40% 60%
18. Administrators’ Realities
What has the greatest potential to enhance
student achievement?
School Site District Level
Enhancing teacher effectiveness 57% 58%
21st century skills integration 49% 54%
Leveraging technology 37% 49%
Common Core Standards 49% 48%
Engaging parents as co-teachers 37% 31%
19. Administrators’ Realities
What tech solutions are you considering to help
with your budget situation?
1. Tablets instead of laptops for students 42%
2. Online teacher PD 40%
3. Cloud computing solutions 28%
4. Blended online classes for students 28%
5. Allowing student use of personal devices 26%
6. Digital textbooks 25%
7. Online classes for students 20%
20. Different views on value of ed tech
How important is the
District Admin effective use of
technology to student
success?
Principals
Parents
Extremely
important
Important
Teachers Somewhat
important
0% 10% 20% 30% 40% 50% 60%
21. The New Student Vision for Learning
Key Trends:
Mobile Learning
Virtual/Online Learning
Digital Content &
Social Media
22. Your assignment:
Debunk myths
Uncover hidden digital divides
Evaluate your vision
Do you have a shared vision of
the future?
23. The New Student Vision for Learning
Key Trends: Mobile Learning
24. Students’ personal access to mobile devices
80%
65%
59%58%
52%
47% 48%
45% 45% 45%
38%
36%
26%
19% 18%
12%
Cell Phone Smartphone Tablet Digital Reader
K-2 Gr 3-5 Gr 6-8 Gr 9-12
25. Students’ plans for using mobiles at school
How would you use a mobile device to help you
with schoolwork?
A. Increase effectiveness of school:
Check grades 78%
Take notes for class 69%
Access online textbooks 64%
Write papers and do homework 56%
Use the calendar 56%
Learn about school activities 47%
26. Students’ plans for using mobiles at school
How would you use a mobile device to help you
with schoolwork?
B. Leverage capabilities to increase personalization
of learning process:
Anytime, anywhere research 73%
Receive reminders & alerts 63%
Collaborate with peers & teachers 61%
Organize schoolwork assignments 54%
Access school network from home 52%
27. Students: different devices for different tasks
Create a presentation? Laptop
Communicate with classmates/teacher? Smartphone
Read a book or article? Digital reader
Take notes in class? Tablet
28. What obstacles do you face using
technology at school?
Students say:
1. Websites that I need are blocked 58%
2. I cannot access social media tools 47%
3. I cannot use my mobile device 46%
4. Too many rules! 46%
5. Teachers limit our tech use 41%
29. Let me use my own mobile device!
Gr 9-12 55%
Gr 6-8 55%
Gr 3-5 31%
30. The BYOD/BYOT trend – what a difference
a year makes!
Policy/Position Admin 2011 Admin 2012
Do not allow 52% 37%
Discretion of building 16% 21%
principal
Discretion of teacher 21% 32%
We provide devices 13% 18%
Evaluating BYOD/T 19% 28%
BYOD/T in place 17% 30%
31. The New Student Vision for Learning
Key Trends:
Virtual/Online
Learning
32. Districts are tapping into many types of
online learning
Online teacher professional
development
Virtual conferences and webinars
Blended learning classes for students
Fully online classes for students
Building your own online courses
Fee based online summer school
0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
District Administrators
33. Who is learning online?
Types of online learning Students: Students:
experiences Gr 6-8 Gr 9-12
100% online school 6% 7%
Online self study class 8% 15%
Teacher led online class 9% 15%
Online class for personal 8% 10%
interests
34. Online classes for students: A “must have”
for the ultimate school
Students Gr 9-12 46%
Students Gr 6-8 41%
Students Gr 3-5 38%
Parents 36%
Administrators 51%
35. Parents have first hand experience with
online learning
I have taken an online class:
For work or job training 43%
For an academic/college program 29%
To learn new skills 22%
To explore a hobby 13%
For traffic school 7%
23% who have not taken an online
class would like to!
36. Why take an online class?
For high school students, traditional reasons:
scheduling and college credit.
For middle school students, it’s about changing the
learning paradigm.
Get extra help in a tough subject
More comfortable asking questions
In control of my own learning
More motivated to learn
Work at my own pace
Review class materials whenever I want
Share ideas with my classmates
37. The New Student Vision for Learning
Key Trends: Digital Content & Social Media
38. Social media for learning
Student “DIY Learning” at work ….
17% have sent out a Tweet about an academic topic
14% have taken an online class they found on their own
1 in 5 took an online assessment to find out how they
compared to other students
1/4 have used a mobile app to help organize their school
work
29% have used a video that they found online to help them
with homework (i.e. Kahn Academy effect)
30% have sought homework help thru their Facebook site;
38% regularly use Facebook as a collaboration site
39. New question area for Speak Up this year –
who is flipping?
Experience with flipped learning Teachers Principals
(about their
teachers)
Did this – with my own videos 3% 27%
Did this – with online videos 6% 19%
I’m interested in this 18% 27%
Concern: student home access 53% 47%
Concern: need PD in creating videos 27% 33%
Concern: need PD in finding videos 21% 31%
Concern: need PD in what to do in class 17% 31%
40. And what do students think?
Good way for me to learn:
Students Gr 9-12 63%
Students Gr 6-8 59%
41. What do you prefer to read?
Online digital text
Printed text
42. Pixel vs. Print Preferences
Gr 6-8 Gr 9-12
Personal
reading: 37% 27%
digital
Schoolwork
reading: 36% 29%
digital
43. The New Student Vision for Learning
Social–based learning
Personalized
Un–tethered learning
Learning
Digitally–rich learning
44. Other key trends we are watching
Continuing “digital disconnects”
Spectrum of digital native-ness
24/7 access redefined
Inadequacy of the 1-to-1 paradigm
Everyone needs a personal learning network
Responsible use vs. acceptable use
Blurring of informal & formal learning lines
45. Other key trends we are watching
Collaborations driving 21st century skills
Game-ification momentum – learning as
process
Students as content producers
Changing ideals for assessment
It’s really all about productivity!
Maximizing personalized learning
Emergence of Free Agent Learners!
46. How to use Speak Up data
Input for planning
Justify budget and purchasing decisions
Inform new initiatives – as an evaluation tool
.
Tool to engage parents
Demonstrate interest in students’ ideas
Use for grant writing and fund development
Content for professional development
As a competitive tool
And more . . . . . . .
47. More Speak Up? www.tomorrow.org
National Speak Up Findings and reports
Targeted and thematic reports
Online learning trends
Mobile learning & social media
Print to digital migration
Social learning
Intelligent adaptive software
Presentations, podcasts and webinars
Services: consulting, workshops, evaluation and efficacy
studies
48. Next up for us
School and district data release – February 6
◦ In conjunction with Digital Learning Day
National 2012 Speak Up Reports
◦ Congressional Briefings in Washington DC
◦ Reports available on our website
◦ April and May
New targeted reports
◦ Pre-service teachers report - Thursday
◦ Online learning trends report – ISTE
◦ More to come ….
49. How to participate with us
Focus groups with students, parents and educators
Evaluation and research projects
.
Participate in mini surveys
Follow us via social media and thru our listserv
Sharing ideas and best practices
Speak Up 2013 – sign up in spring, surveys in the fall
www.tomorrow.org
50. Thank you.
Let’s continue this conversation.
Julie Evans
Project Tomorrow
jevans@tomorrow.org
949-609-4660 x15
Twitter: JulieEvans_PT
Copyright Project Tomorrow 2013
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