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.
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.
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.
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
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
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
The document discusses the results of the Speak Up 2012 survey conducted by Project Tomorrow. It provides an overview of the organization and its annual Speak Up National Research Project, which collects data through online surveys from K-12 students, teachers, parents, and administrators. Some key findings from the 2012 survey are presented, including growing access to mobile devices and a willingness from parents to allow students to use their own devices in class. There is also interest from students, parents, and administrators in expanding online and blended learning opportunities. The document concludes by questioning whether schools have a shared vision for digital learning.
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
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.
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.
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.
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
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
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
The document discusses the results of the Speak Up 2012 survey conducted by Project Tomorrow. It provides an overview of the organization and its annual Speak Up National Research Project, which collects data through online surveys from K-12 students, teachers, parents, and administrators. Some key findings from the 2012 survey are presented, including growing access to mobile devices and a willingness from parents to allow students to use their own devices in class. There is also interest from students, parents, and administrators in expanding online and blended learning opportunities. The document concludes by questioning whether schools have a shared vision for digital learning.
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
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.
"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.
Learning in the 21st Century: 2011 Trends UpdateJulie Evans
The document summarizes key findings from the 2011 Speak Up report on online learning trends. It finds that more administrators, teachers, and students see value in online learning for keeping students engaged, increasing graduation rates, and offering flexible scheduling. However, barriers like limited funding, evaluating course quality, and teacher comfort level still exist. Motivating teachers to teach online may require flexibility, compensation, and professional development opportunities. Overall, online learning has grown and enables a more personalized learning process, but challenges remain in transforming education.
Connecting the Dots with Digital LearningJulie Evans
Students are increasingly taking ownership of their own learning by using digital tools and online resources to supplement what they are learning in school ("DIY learning"). Some key findings about students' independent learning activities included that many students have tweeted about academic topics, taken self-directed online classes, tutored peers online, used mobile apps to organize schoolwork, and found supplemental online videos. This independent approach to learning illustrates students taking the initiative to personalize their education beyond classroom instruction.
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
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.
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.
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.
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.
Top 10 Things Tech Leaders Should Know about Today's Students and Digital Lea...Julie Evans
Project Tomorrow is a national nonprofit organization that conducts annual research on K-12 students, educators, and parents' use of and views on digital learning through their Speak Up research project. Some key findings from their 2014 Speak Up research in California include:
- Many students use technology both in school for teacher-directed activities and outside of school for self-directed learning. However, some students face obstacles to technology use at school like restricted access to devices, websites, and social media.
- Students engage with social media and games both formally and informally for learning, and see benefits to game-based learning like increased understanding and engagement.
- Most students have personal access to mobile devices and see their importance for supporting school
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.
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.
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.
Speak Up Online Learning Report Release 06/29/10Julie Evans
This document summarizes key findings from a report on online learning trends released in 2010. Some of the main points covered include:
- Participation in online classes by K-12 students has grown significantly between 2008 and 2009, with 18% of high school students and 13% of middle school students taking an online class for school in 2009.
- Over half of high school students and nearly half of middle school students see online learning as an important part of their vision for their ideal school.
- Administrators see online learning classes as primarily benefiting teachers, other administrators, and students in traditional classroom settings.
- Students value online learning for the opportunities to earn college credit, take classes not otherwise offered at
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.
Speak Up 2013 Results: the Views of North County Students, Parents & EducatorsJulie Evans
Project Tomorrow conducted the Speak Up 2013 survey to understand the views of K-12 students, parents, educators, and community members regarding digital learning. Over 400,000 stakeholders participated nationally, including over 15,000 in North San Diego County. Key findings included that most students have mobile devices and internet access, and use technology for schoolwork like online research and writing. However, students and teachers face obstacles to technology use like limited access to devices and internet connectivity issues. Students are developing skills for college and careers through technology, but more preparation is still needed for digital-centric futures.
A New Vision for 21st Century Learning: Students "Speak Up" about EmergingJulie Evans
The document summarizes key findings from the Speak Up research project, which surveys students, teachers, parents, and administrators about technology use in K-12 education. It discusses that students envision a more social, un-tethered, and digitally-rich model of 21st century learning compared to educators' current reality. Students want to leverage tools for social learning, access learning from anywhere using mobile devices, and have richer digital learning experiences.
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.
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 2013 Student Findings Congressional Briefing 4/8/2014Julie Evans
The document summarizes the key findings from the 2013 Speak Up survey conducted by Project Tomorrow. Over 400,000 K-12 students, teachers, parents, and others provided input. Key findings include:
- Students want greater access to technology at school, including websites, their own devices, and 24/7 access to teachers.
- When designing their ideal school, students cited technologies like online classes, tablets, e-textbooks, and games as having the greatest impact on learning.
- Students are using technology both in school, directed by teachers, and outside of school to support their schoolwork and personal learning.
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.
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.
"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.
Learning in the 21st Century: 2011 Trends UpdateJulie Evans
The document summarizes key findings from the 2011 Speak Up report on online learning trends. It finds that more administrators, teachers, and students see value in online learning for keeping students engaged, increasing graduation rates, and offering flexible scheduling. However, barriers like limited funding, evaluating course quality, and teacher comfort level still exist. Motivating teachers to teach online may require flexibility, compensation, and professional development opportunities. Overall, online learning has grown and enables a more personalized learning process, but challenges remain in transforming education.
Connecting the Dots with Digital LearningJulie Evans
Students are increasingly taking ownership of their own learning by using digital tools and online resources to supplement what they are learning in school ("DIY learning"). Some key findings about students' independent learning activities included that many students have tweeted about academic topics, taken self-directed online classes, tutored peers online, used mobile apps to organize schoolwork, and found supplemental online videos. This independent approach to learning illustrates students taking the initiative to personalize their education beyond classroom instruction.
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
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.
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.
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.
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.
Top 10 Things Tech Leaders Should Know about Today's Students and Digital Lea...Julie Evans
Project Tomorrow is a national nonprofit organization that conducts annual research on K-12 students, educators, and parents' use of and views on digital learning through their Speak Up research project. Some key findings from their 2014 Speak Up research in California include:
- Many students use technology both in school for teacher-directed activities and outside of school for self-directed learning. However, some students face obstacles to technology use at school like restricted access to devices, websites, and social media.
- Students engage with social media and games both formally and informally for learning, and see benefits to game-based learning like increased understanding and engagement.
- Most students have personal access to mobile devices and see their importance for supporting school
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.
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.
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.
Speak Up Online Learning Report Release 06/29/10Julie Evans
This document summarizes key findings from a report on online learning trends released in 2010. Some of the main points covered include:
- Participation in online classes by K-12 students has grown significantly between 2008 and 2009, with 18% of high school students and 13% of middle school students taking an online class for school in 2009.
- Over half of high school students and nearly half of middle school students see online learning as an important part of their vision for their ideal school.
- Administrators see online learning classes as primarily benefiting teachers, other administrators, and students in traditional classroom settings.
- Students value online learning for the opportunities to earn college credit, take classes not otherwise offered at
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.
Speak Up 2013 Results: the Views of North County Students, Parents & EducatorsJulie Evans
Project Tomorrow conducted the Speak Up 2013 survey to understand the views of K-12 students, parents, educators, and community members regarding digital learning. Over 400,000 stakeholders participated nationally, including over 15,000 in North San Diego County. Key findings included that most students have mobile devices and internet access, and use technology for schoolwork like online research and writing. However, students and teachers face obstacles to technology use like limited access to devices and internet connectivity issues. Students are developing skills for college and careers through technology, but more preparation is still needed for digital-centric futures.
A New Vision for 21st Century Learning: Students "Speak Up" about EmergingJulie Evans
The document summarizes key findings from the Speak Up research project, which surveys students, teachers, parents, and administrators about technology use in K-12 education. It discusses that students envision a more social, un-tethered, and digitally-rich model of 21st century learning compared to educators' current reality. Students want to leverage tools for social learning, access learning from anywhere using mobile devices, and have richer digital learning experiences.
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.
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 2013 Student Findings Congressional Briefing 4/8/2014Julie Evans
The document summarizes the key findings from the 2013 Speak Up survey conducted by Project Tomorrow. Over 400,000 K-12 students, teachers, parents, and others provided input. Key findings include:
- Students want greater access to technology at school, including websites, their own devices, and 24/7 access to teachers.
- When designing their ideal school, students cited technologies like online classes, tablets, e-textbooks, and games as having the greatest impact on learning.
- Students are using technology both in school, directed by teachers, and outside of school to support their schoolwork and personal learning.
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.
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.
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 outlines key findings from the Speak Up 2012 national research project on students' use of educational technology over the past 10 years, including the technologies students are using, how they are using tools for learning, and their aspirations for digital learning; it then introduces a panel of educators and students to discuss these issues.
Speak Up Congressional Briefing 2013 Parent and Educators FindingsJulie Evans
This document summarizes the key points from a presentation on the 2013 Speak Up survey results. The presentation included discussions on: defining the skills needed for college and career readiness; the relationship between technology use and developing these skills; how schools are building capacity to prepare students through technology integration and other means. A panel of experts also shared their views on these topics and how to create a new digital learning approach focused on student success.
2015 Spring Congressional Briefing - National Release of Speak Up 2014 K-12 S...Julie Evans
This document summarizes a briefing on digital learning given by Project Tomorrow. It includes an agenda for the briefing which involves releasing national findings from the Speak Up 2014 report on students and digital learning. A panel of student experts then discuss mobile, blended, and STEM learning environments based on the perspectives of over 430,000 K-12 students surveyed. Key findings are that most students have mobile devices and use them for social media and video creation. They prefer blended learning models and interest in online classes is growing. More support is needed to enable student-centric digital learning for all.
The document summarizes key findings from Project Tomorrow's 2013 Speak Up research project on students' perspectives on innovative classroom models. Some of the main findings are that students use mobile devices in the classroom to make learning more effective and transform how they approach learning. Students also use digital tools to support collaborative writing both in and out of class, reflecting skills needed for college and careers. Students in online learning environments feel more interested and motivated in their schoolwork compared to other students. The document also outlines Project Tomorrow's mission and annual Speak Up survey on trends in K-12 digital learning.
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.
The document summarizes the results of the 2012 Speak Up survey conducted by Project Tomorrow. It provided an overview of the participation in Alabama, including that 34,053 surveys were submitted. Several Alabama school districts were recognized for high participation. The document reviewed some of the key national findings on trends like digital conversion, personalized learning, and the evolving role of mobile devices. It encouraged participants to analyze the data to understand realities of ed tech and evaluate if there is a shared vision for the future.
Julie Evans from Project Tomorrow gave a presentation about the results of the Speak Up 2012 survey and planning for Speak Up 2013. The presentation discussed key findings from the 2012 Alabama data including that Alabama students are actively using social media and mobile devices for schoolwork and that parents, teachers, and administrators support allowing student-owned devices in the classroom. Evans encouraged districts to participate in Speak Up 2013 to inform planning with local data insights.
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.
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
The document summarizes key findings from the 2013 Speak Up national research project conducted by Project Tomorrow. Over 400,000 K-12 students, teachers, parents, and administrators shared their views on digital learning. A major finding was the emergence of self-directed learners who use digital tools outside of school to pursue their own interests. These students develop advanced technology skills and use videos, tutorials, apps, games and social media for independent learning. The report also highlights student views on using games and simulations for learning subjects like coding and medicine.
Students Speak Up: what everyone should know about students and digital learningJulie Evans
Students provide insights into digital learning through a national research project. Key findings include:
- Mobile device access is widespread, with over 70% of students in grades 6-12 having smartphones and over 50% having tablets. However, only about 30% have school-provided devices.
- Social media engagement varies, with 1/3 of high school students not regularly using social media. Gaming is popular across grades, seen as engaging and helping difficult concepts.
- Students conduct substantial writing digitally, with high school girls writing an average of 15-17 hours per week through blogs, essays, creative works and social media.
- Barriers to classroom technology use include slow internet, limited access to devices, and restrictions
The document summarizes a presentation given by Julie Evans of Project Tomorrow about their annual Speak Up survey on K-12 students', teachers', parents', and administrators' views and use of technology. Some key findings from the 2013 survey include an increase in students playing educational games, widespread use of mobile devices and social media by students, and a disconnect between how often students and teachers report using games for learning. The presentation also discusses addressing myths around digital learning and building teacher capacity to incorporate games and other technologies into instruction.
Julie Evans - By the Numbers: New Research on Games & LearningSeriousGamesAssoc
Today’s K-12 students see games as a gateway to more personalized learning and the opportunity to develop workplace ready skills. Educators are equally intrigued with the potential of games to increase students’ engagement. Since 2003, Project Tomorrow, a national education nonprofit organization, has conducted the annual Speak Up National Research Project to collect and report on the authentic, unfiltered views of K-12 students, parents and educators on digital learning, including the use of games both in and out of the classroom. In this talk, we will share the latest Speak Up research data from over 403,000 K-12 students, parents and educators on the benefits/challenges of incorporating games within instruction – and pose provocative questions for audience discussion on the future of serious games within both formal and informal learning.
“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.
The document summarizes key findings from the 2013 Speak Up research project conducted by Project Tomorrow regarding digital learning in Texas. Some of the main points include:
- Texas had the highest participation in the Speak Up surveys with over 79,000 responses.
- Access to mobile devices by students, teachers, and parents has grown significantly from 2008-2013.
- Students see value in using different mobile devices for different learning tasks.
- 65% of Texas parents want their child in a class where mobile devices can be used for learning and 70% would buy a device for their child to use at school.
Ten things mobile learning speak up j evans april 2015Julie Evans
This document summarizes key findings from Project Tomorrow's annual Speak Up survey on K-12 students', educators', and parents' views and use of digital learning and mobile devices. Some highlights include:
- Students' top frustration with school technology is slow internet and blocked educational websites, not school filters.
- Over 35% of middle and high school students are on Twitter, not just 10%.
- Students say different mobile devices are best for different tasks; tablets are not identified as the perfect device for all academic work.
- Elementary school girls show interest in learning computer programming, contrary to the statement.
Similar to Online and Blended Learning – Views of Ohio’s K-12 Students, Parents, Teachers and Administrators (19)
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.
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Online and Blended Learning – Views of Ohio’s K-12 Students, Parents, Teachers and Administrators
1. Ohio “Speaks Up” series
Online and Blended Learning
Views of Ohio’s K-12 Students,
Parents, Teachers and
Administrators
Julie Evans, Project Tomorrow CEO
Speak Up 2012 Results
March 18, 2013
(c) Project Tomorrow 2013
2. Big Questions
What are the expectations of Ohio’s K-12 students
for online or blended learning?
How does that student vision compare with the
teachers’ & administrators’ reality?
What is the unique parent perspective on online
learning?
How well are our K-12 schools meeting the
expectations of students?
(c) Project Tomorrow 2013
3. Discussion Agenda
Speak Up National Research Project
Student Vision for Online Learning
Parent, Teacher & Administrator Perspective
Discussion with you!
Speak Up 2012 National & Ohio Findings
Views of K-12 Students, Teachers,
Parents and Administrators
(c) Project Tomorrow 2013
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.
(c) Project Tomorrow 2013
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
(c) Project Tomorrow 2013
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 & Blended Learning, Digital Content, E-
textbooks, Educational Games, Social Media applications
Flipped Classroom, Print to Digital, Online Assessments
Designing the 21st Century School
(c) Project Tomorrow 2013
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
(c) Project Tomorrow 2013
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
(c) Project Tomorrow 2013
11. What can the Speak Up
findings tell us about the
future of learning?
(c) Project Tomorrow 2013
12. 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
(c) Project Tomorrow 2013
13. The New Student Vision for Learning
Social–based learning
Personalized
Un–tethered learning
Learning
Digitally–rich learning
(c) Project Tomorrow 2013
14. The New Student Vision for Learning
Social–based learning Online and
Un–tethered learning Blended
Digitally–rich learning Learning
(c) Project Tomorrow 2013
15. The New Student Vision for Learning
Key Trends:
Online and Blended
Learning
Mobile Learning (Apr 2)
Digital Content &
Social Media (Apr 11)
“Speak Up Snack”
(c) Project Tomorrow 2013
16. Be a Speak Up Analyst!
Your assignment:
Debunk myths
Uncover hidden digital divides
Evaluate your vision
Do you have a shared vision of
the future?
(c) Project Tomorrow 2013
17. The New Student Vision for Learning
Key Trends:
Online and
Blended
Learning
(c) Project Tomorrow 2013
18. Ohio districts are tapping into many types
of online learning
Online teacher professional
development
Blended learning classes for
students
Virtual conferences and webinars
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
(c) Project Tomorrow 2013
19. Who is learning online in Ohio?
Types of online learning Students: Students:
experiences Gr 6-8 Gr 9-12
100% online school 4% 7%
Online self study class 8% 12%
Teacher led online class 9% 10%
Online class for personal 7% 7%
interests
No experience but would like 39% 38%
to take an online class
(c) Project Tomorrow 2013
20. Why take an online class?
For high school students, traditional reasons
are important such as scheduling and college
credit.
For middle school students, it’s about
changing the learning paradigm.
For all students, potential for personalization
of learning is highly valued.
(c) Project Tomorrow 2013
21. Why take an online class?
Benefits of OH Gr 6-8 OH Gr 9-12
taking an
online class
Work at my own 60% 57%
pace
Be in control of my 56% 56%
own learning
Review class 48% 44%
materials whenever
I need to
Greater sense of 39% 40%
independence
Easier for me to 43% 33%
succeed
(c) Project Tomorrow 2013
22. Why take an online class?
OH Parents’ views:
1. Ability for my child to work at his/her own pace 62%
2. Ability to review materials when needed 59%
3. Take class not offered at the school 52%
4. Get college credit 46%
5. Increase motivation in learning 30%
(c) Project Tomorrow 2013
23. Ohio parents have first hand experience with
online learning
I have taken an online class:
For work or job training 46%
For an academic/college program 27%
To learn new skills 19%
To explore a hobby 11%
25% who have not taken an
online class would like to!
(c) Project Tomorrow 2013
24. Blended learning in Ohio – Principals’ View
New Speak Up question – how we defined blended learning:
“There is a lot of national discussion on the potential of
"blended learning" to transform education. In general, the
concept means that students are engaged to some
degree in face-to-face instruction in a traditional
classroom while also spending time driving their own
learning online. There are several different models of
blended learning. “
(c) Project Tomorrow 2013
25. Blended learning in Ohio – Principals’ View
Primarily F2F with online resource usage 54%
Mix of online and F2F on a regular schedule 7%
Online curriculum in a school setting with teacher onsite 13%
Online course in a school setting with remote teacher 7%
Random online course by traditional school students 9%
Primarily online from home with online teacher 5%
None of the above 27%
(c) Project Tomorrow 2013
26. What’s holding back online learning in Ohio?
1. Creating online courses that are academically
rigorous
2. Concern over quality of student-teacher interactions
3. Evaluating quality of online courses or curriculum
4. Lack of technology infrastructure
5. Students don’t have home internet access
6. Finding teachers interested or qualified to teach
online courses
(c) Project Tomorrow 2013
27. What’s holding back online learning in Ohio?
1. Creating online courses that are academically rigorous
2. Concern over quality of student-teacher interactions
3. Evaluating quality of online courses or curriculum
4. Lack of technology infrastructure
5. Students don’t have home internet access
6. Finding teachers interested or qualified to teach online courses
Only 16% of Ohio teachers say they are
interested in teaching online courses
(c) Project Tomorrow 2013
28. Looking to the future ….
What skills are Ohio’s administrators looking
for in the next generation of teachers?
Knowing how to differentiate using technology 61%
Knowing how to find and use digital content 61%
Experience learning in an online course 54%
Experience teaching an online course 43%
(c) Project Tomorrow 2013
29. Ohio teachers and technology
How often do you assign Internet-based homework?
41%
25%
19%
11%
5%
Never Few times a Once a One a week Almost daily
year month
(c) Project Tomorrow 2013
30. Comparing Ohio student and teacher values
Students, how often do you access Internet
content to help you with homework?
41%
38%
33%
30%
25% 25%
23%
19%
15%
13%
11%
8% 9%
4% 5%
Never Few times a year Once a month Once a week Almost daily
Teachers HS Students MS Students
(c) Project Tomorrow 2013
31. Evaluating the quality of online courses
What Ohio administrators say is most important
Top Voter Getters:
Alignment to curriculum standards 85%
Developed by organization with field expertise 70%
Ease of use by students and teachers 65%
Student achievement results 49%
Includes embedded assessments 40%
(c) Project Tomorrow 2013
32. Evaluating the quality of online courses
What Ohio administrators say is most important
Not as important:
Lack of commercial advertisements 21%
Course used by similar districts 18%
Recommended by a colleague 17%
Used at a virtual school 4%
(c) Project Tomorrow 2013
33. The New Student Vision for Learning
Social–based learning Online and
Un–tethered learning Blended
Digitally–rich learning Learning
(c) Project Tomorrow 2013
34. Imagine you are designing the ultimate
school for today’s students,
what technologies would have the
greatest impact on learning?
Do we have a shared vision
for online and blended
learning?
(c) Project Tomorrow 2013
35. Do we have a shared vision for online and
blended learning in Ohio?
Campuswide Internet
Online textbook
Online assessments
Online classes
Learning management
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
District Admin Principals Teachers Parents Students
(c) Project Tomorrow 2013
36. 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
Pre-service teachers view – NEW!
Presentations, podcasts and webinars
Services: consulting, workshops, evaluation and efficacy
studies
(c) Project Tomorrow 2013
37. More Speak Up for Ohio
Introducing a series of webinars on the
Ohio Speak Up data
April 2: Mobile learning
April 11: Digital content & social media
See you then …..
(c) Project Tomorrow 2013
38. More Speak Up for Ohio
Your questions or comments
(c) Project Tomorrow 2013
39. Thank you.
Let’s continue this conversation.
Julie Evans
Project Tomorrow
jevans@tomorrow.org
949-609-4660 x15
Twitter: JulieEvans_PT
SpeakUpEd
Copyright Project Tomorrow 2013
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.
(c) Project Tomorrow 2013