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.
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.
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
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.
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
Pink of Blue? Examining gender sensitivity in games - SXSWedu 2016Julie Evans
Contrary to what we may want to believe, emerging research indicates that use of digital tools and content within learning is not gender-blind. While girls and boys share a common interest in technology to support personalized learning, their uses of and aspirations for digital learning are often quite different. This is especially true with game-based learning. In this workshop, we will roll up our sleeves and interact with a variety of games that are popular in education. Using a new evaluation tool, participants will gain an insider perspective on gender-bias or sensitivity within games by examining the characterization, imagery and language, storyline and results of the game play.
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Education leaders are perplexed by parents’ views on technology use: parents worry about too much screen time but say digital learning is important. This session will unpack current research on parents’ views and provide K-12 leaders with insights to address screen time concerns with effective messaging and real data.
Pink of Blue? Examining gender sensitivity in games - SXSWedu 2016Julie Evans
Contrary to what we may want to believe, emerging research indicates that use of digital tools and content within learning is not gender-blind. While girls and boys share a common interest in technology to support personalized learning, their uses of and aspirations for digital learning are often quite different. This is especially true with game-based learning. In this workshop, we will roll up our sleeves and interact with a variety of games that are popular in education. Using a new evaluation tool, participants will gain an insider perspective on gender-bias or sensitivity within games by examining the characterization, imagery and language, storyline and results of the game play.
Too Much Screen Time: Fake News or Real Parental Concern?Julie Evans
Education leaders are perplexed by parents’ views on technology use: parents worry about too much screen time but say digital learning is important. This session will unpack current research on parents’ views and provide K-12 leaders with insights to address screen time concerns with effective messaging and real data.
Digital tech in the classroom is helping American school children stay fiercely global, and on path to play successfully in the 21st century education.
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.
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.
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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.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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Embracing GenAI - A Strategic ImperativePeter 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.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Ndla ten things_speakup_j_evans_022516
1. Ten Things Everyone Should Know
about Today’s Students and Digital
Learning
Julie Evans
@JulieEvans_PT
CEO, Project Tomorrow
2. Today’s Discussion:
Introduction to Project Tomorrow and the
Speak Up Research Project
Countdown of “Top 10 Things” about
students & digital learning
Invitation to participate in Speak Up 2016
Your ideas/comments/questions
4. Project Tomorrow, a national
education nonprofit organization
Programs:
• Research & evaluation studies
• STEM education programs
• Advocacy for digital learning
Mission: To ensure that today’s
students are prepared to become
tomorrow’s leaders, innovators and
engaged citizens of the world.
5. Annual research project
Using online surveys + focus groups
Surveys for: K-12 Students, Teachers, Parents,
Administrators, Community Members
Special: Pre-Service Teachers in Schools of
Education
Open for all K-12 schools and schools of education
Schools, districts & colleges receive free report
with their own data
Questions about how eLearning = 21c education
Speak Up Research Project
4.5 million
surveys
since 2003
Data informs: policies,
programs, funding at
local, state and federal
levels
6. Learning & Teaching with Technology
College and Career Ready Skills
Students’ Career Interests in STEM
Professional Development / Teacher Preparation
Internet Safety / Data Privacy Issues / Homework Gap
Administrators’ Challenges / Bandwidth Capacity
Emerging Technologies both in & out of the Classroom
Mobile Devices, Online Learning, Digital Content, E-texts
Educational Games, Social Media tools and applications
New Classroom Models, Print to Digital, Online
Assessments
Designing the Ultimate School/Classroom
Speak Up survey question themes
7. 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
What have we learned over the past 13 years?
10. K-12 Students
415,617
Teachers & Librarians 40,208
Parents (in English & Spanish) 37,655
School/District Administrators/Tech Leaders
4,536
Community Members 6,251
About the participating schools & districts
o 7,825 schools and 2,676 districts
Speak Up 2015 national participation:
504,267
11. Use of digital tools
for learning
Ten Things Everyone Should Know
about Today’s Students and Digital
Learning
12. Current uses of technology for learning
Four types of technology usage by students:
In school:
o teacher directed
o student self – initiated
Out of school time:
o supporting schoolwork
o supporting personal learning
14. Sample Digital Activities
Grades
6-8
Grades
9-12
Look up info on a mobile
device – in class
41% 58%
Text classmates for help 38% 56%
Find videos to help with
homework
34% 39%
Use social media sites to
facilitate peer
collaborations
23% 27%
What are examples of student self-directed
technology use to support learning?
15. Using technology in my classes
increases my interest in
learning
Agree:
53% of middle
school students
43% of high
school students
16. Obstacles to tech
use at school
Ten Things Everyone Should Know
about Today’s Students and Digital
Learning
17. Students: Obstacles to using technology at
school
38%
45%
43%
52%
39%
45%
41%
36%
39%
42%
61%
46%
49%
57%
Can't text
Can't use my own mobile
Can't access social media
Internet is too slow
Teachers limit tech use
Too many rules
Edu websites are blocked
Gr 9-12 Gr 6-8
18. I would learn more if my
classes used more technology
to support my learning
Agree:
37% of middle
school
students
29% of high
school
students
20. Social media:
tools to connect, collaborate, create
Instagram:
60% of HS students
53% of MS students
Twitter:
35% of students in Gr 9-12
Creating/watching videos:
79% of students in Gr 6-8
21. Massively multi-player
online games (MMOG)
36% of students in Gr 6-8
Facebook
35% of students in Gr 9-12
48% say rarely/never use
Social media:
tools to connect, collaborate, create
Snapchat
61% of high school students
22. Digital Footprint Actions
Gr 9-12
student
s
2013
Gr 9-12
students
2015
I am careful about what I post about
myself or others online
64% 75%
I have advised my friends not to post
certain things online
39% 45%
I have stopped interacting with someone
based upon what they posted online
32% 43%
I think it is important to have a positive
online profile
43% 59%
I don’t regularly post about myself online 34% 47%
Digital footprints – change in behaviors
24. 2012 2015
K-2 students 36% 57%
Gr 3-5 students 20%
23%
Gr 6-8 students 28%
34%
Who is watching online videos for learning?
25. Student question: In what
class are you watching
videos for learning?
What do middle
school students
say?
26. In what class are you watching videos
for learning?
Middle school students say:
1.Science (69%)
2.Math (63%)
3.Social Studies/History (57%)
4.English/Language Arts (48%)
27. What do students say are the benefits of
watching online videos to support
schoolwork?
.
Benefits of videos K-2 Gr 3-
5
Gr
6-8
Gr
9-12
I can watch videos to self-
remediate
47% 45% 62% 60%
Easy to find a variety of videos 54% 49% 56% 49%
Makes it easier to understand
difficult concepts
53% 49% 55% 54%
Teaches me in a different way
than my teacher does
43% 36% 42% 43%
30. Student access to technology in the
classroom
I most often use … Grade 6-8 Grade 9-
12
My own mobile device 30% 64%
A school provided laptop 36% 39%
A school provided tablet 21% 12%
A school provided
Chromebook
33% 21%
School computers in a lab,
library, media center
43% 37%
Do not regularly use 18% 10%
31. Students’ use of mobile devices to support learnin
64% of high school students say they use their
own mobile device to support learning while at
school
56% text classmates about schoolwork questions
51% take photos of assignments or text book
pages
50% use mobile apps for learning
35% take notes on a mobile device
15% text their teachers with questions also!
32. It is important for every student
to be able to use a laptop, tablet
or Chromebook during the
school day to support learning
Agree:
75% of middle
school
students
76% of high
school
students
33. Different tasks =
different mobile
devices
Ten Things Everyone Should Know
about Today’s Students and Digital
Learning
34. Read a
book
or
article
s
Take notes in class
Use social media
Communicate w/peers & teacher
Create/watch videos
Create presentations
Take online tests
Write reports
What device I use depends upon the task to do
36. Home internet access
Type of access Urban Suburba
n
Rural Title 1
Fast, broadband
access
56% 57% 48% 52%
Access through
Wifi
71% 75% 50% 69%
No or slow
access
17% 14% 22% 20%
Students in grades 6-8 nationwide:
37. Do we have a “homework gap?”
Homework gap is about more than at home Internet
access:
o 1/5 of students say that they often have a problem
doing digital or Internet-dependent homework when
outside of school
o 25% regularly go to school early or stay late to use
school Internet
o Parents are making decisions about who has priority for
limited home digital resources
o 68% of teachers say they don’t assign digital projects
or homework due to concerns re: homework gap
38. It is important for students to
have consistent, safe Internet
access outside of school time
to be successful in school.
Agree:
64% of middle
school
students
71% of high
school
students
40. What model best represents the majority of
your classes?
Classroom Model Grade 6-8 Grade 9-
12
Traditional 55% 58%
Blended 28% 31%
Flipped 10% 7%
Virtual 3% 2%
Other 3% 3%
41. In their own words … how students value
digital learning
As a result of using technology for learning, I am …
Developing new skills
• Creativity
• Critical thinking and problem solving
Changing my learning behavior
• More likely to complete homework
• Collaborating more with my classmates
• Communicating with my teacher more often
• Participating more in class discussions
Enhancing my self-efficacy as a learner
• Learning at my own pace
• Learning in a way that fits my learning style
• In control over my learning
43. Grade 6-8 Students:
Are you interested in a career in a STEM field?
24%
17%
38%
21%
17%
15%
36%
32%
Not interested
No opinion
Somewhat interested
Very interested
Boys Girls
44. Grade 6-8 students:
Are you interested in a career in teaching?
31%
19%
33%
17%
49%
23%
19%
9%
Not interested
No opinion
Somewhat interested
Very interested
Boys Girls
45. Grade 6-8 students: different ways to explore ca
What would be most helpful in exploring
a career?
Gr 6-8
Students
Traditional Approaches:
o Get real life experience – PT job, internship,
volunteering
71%
o Take field trips to see career in action 63%
o Shadow a career professional for the day 48%
New Digital Approaches:
o Watch videos about different jobs 50%
o Play a digital or online game about a career 43%
o Learn about careers through social media 39%
46. Student interest in learning how to code
Yes, I am
interested in
learning how
to code or
program a
computer
Girls Boys
Grades 3-5 55% 62%
Grades 6-8 47% 57%
Grades 9-
12
37% 51%
Sweet spot for nurturing interest is
Grades 3-5
47. I am learning things that are
important for my future on my
own outside of school
Agree:
54% of middle
school
students
50% of high
school
students
48. Designing the
Ultimate School for
Today’s Learners
Ten Things Everyone Should Know
about Today’s Students and Digital
Learning
49. “Imagine you are designing the
ultimate school for today’s
students, what technologies would
have the greatest impact on
learning?”
Favorite Speak Up Question:
Superintendents & School Boards
50. .
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Online classes
Tablets
E-textbooks
Games
Schoolwide Internet
Principals Teachers Parents Gr 6-8 students
Do we have a shared vision around
digital learning solutions?
51. Context for why digital
“Customer” knowledge
Input for plans, programs & PD
Community buy-in
Myth busting
52. National Speak Up reports and infographics
Targeted and thematic reports
Digital learning trends
Mobile learning & social media
Games in the classroom
Blended learning outcomes
Presentations, podcasts and webinars
Services: consulting, workshops, evaluation
and efficacy studies
More Speak Up? www.tomorrow.org
New national report to be released in April 2016
53. Online surveys for:
o K-12 students – individual + group
o Parents – English and Spanish
o Teachers
o Librarians/Media Specialists
o School Site & District Administrators
o Technology Leaders
o Community Members
All schools are
invited to
participate
Surveys open
October 2016
Participate in Speak Up!
Sign up to receive
information at:
www.tomorrow.org
55. Thank you for this discussion today!
For additional information about Speak Up please
contact:
Julie Evans
jevans@tomorrow.org
949-609-4660 x15
Twitter: JulieEvans_PT and SpeakUpEd
Copyright Project Tomorrow 2016
This work is the intellectual property of the author. Permission is granted
for this material to be shared for non-commercial, educational purposes,
provided that this copyright statement appears on the reproduced
materials and notice is given that the copying is by permission of the
author. To disseminate otherwise or to republish requires written
permission from the author.