Schools are in a technology implementation crisis. While education technology best practices have a significant positive impact, they are not widely and consistently practiced. The Project Red Research documents nine key implemntation factors are linked most strongly to education success.
• Very few schools implement technology properly despite knowing that technology improves learning only when deployed frequently in appropriate learning environments.
• Very few schools implement most of the key implementation factors (KIFs) despite previous large investments in infrastructure and hardware.
Redesigning assessment and feedback - landscape review and areas for developmentJisc
An opportunity to discuss findings to date from our research into the assessment and feedback landscape and to input your thoughts on the future direction of this work.
A presentation by Lisa Gray, senior consultant (HE learning and teaching), Jisc and Gill Ferrell, consultant and IMS Europe program director, IMS global learning consortium.
- Studies have found that students who use computer-based instruction score higher on standardized tests compared to those who don't, especially special education students who saw improvements of 22 points. Students also learn more in less time and develop more positive attitudes toward their classes.
- However, technology does not always have positive effects. A cost-benefit analysis found computers to be more cost-effective than class size reductions, increased instructional time, or cross-age tutoring for improving achievement.
- Most teachers have easy access to photocopying and printers, but fewer have their own computers, Internet access in the classroom, or laptops for both work and home use.
Learning in the 21st Century: 2009 Trends Update Data and DiscussionBlackboard
Learning in the 21st Century: 2009 Trends Update, examines the growing student interest in online learning and how schools are meeting that demand. This report, which is the third in a series of reports published by Project Tomorrow®, a national education nonprofit organization, in collaboration with Blackboard, examines the Speak Up 2008 survey data collected online in Fall 2008 from more than 335,000 K-12 students, teachers, administrators and parents from across the nation.
Through this report you will gain insight, from schools and districts across the nation, about why students and teachers want access to classes online, the current challenges faced by districts with online learning implementations, and how online learning presents unprecedented opportunities for meeting the needs of our 21st century learner.
More at www.blackboard.com/k12/education21c
Designing an impact curriculum | Kevan Collins, EEFWholeeducation
This document discusses harnessing evidence to improve student outcomes and curriculum design. It advocates starting from established evidence, prioritizing evaluation of innovations to determine impact, and sharing both successes and failures. Specific areas discussed include marking practices, technology use, addressing attainment gaps, and within-school variation in teacher effectiveness. Schools are encouraged to overcome barriers to using research through networking and support from research organizations. The Education Endowment Foundation's Families of Schools database and funding opportunities are also highlighted.
Using ROI to Justify Your Online Learning InitiativeJulie Evans
This document discusses justifying online learning initiatives through return on investment (ROI) and value of investment (VOI) analyses. It introduces the Online Learning Justification Ladder, a new tool for district leaders to structure the data collection and analysis needed for ROI or VOI analyses when planning online learning projects. The ladder includes steps to determine how the analysis will be approached, which audiences it will focus on, specifics of the online learning project, timing, delivery methods, and reasons for the investment.
A New Vision for 21st Century Learning: Students "Speak Up" about Emerging Te...Julie Evans
Students envision a new vision for 21st century learning that leverages emerging technologies. This vision includes three essential elements: social-based learning using tools for collaboration and communication, un-tethered learning that transcends classroom walls using mobile devices, and digitally-rich learning using interactive, relevant digital content and resources. The document discusses findings from the Speak Up research project regarding students' perspectives and desires around technology use in education.
Redesigning assessment and feedback - landscape review and areas for developmentJisc
An opportunity to discuss findings to date from our research into the assessment and feedback landscape and to input your thoughts on the future direction of this work.
A presentation by Lisa Gray, senior consultant (HE learning and teaching), Jisc and Gill Ferrell, consultant and IMS Europe program director, IMS global learning consortium.
- Studies have found that students who use computer-based instruction score higher on standardized tests compared to those who don't, especially special education students who saw improvements of 22 points. Students also learn more in less time and develop more positive attitudes toward their classes.
- However, technology does not always have positive effects. A cost-benefit analysis found computers to be more cost-effective than class size reductions, increased instructional time, or cross-age tutoring for improving achievement.
- Most teachers have easy access to photocopying and printers, but fewer have their own computers, Internet access in the classroom, or laptops for both work and home use.
Learning in the 21st Century: 2009 Trends Update Data and DiscussionBlackboard
Learning in the 21st Century: 2009 Trends Update, examines the growing student interest in online learning and how schools are meeting that demand. This report, which is the third in a series of reports published by Project Tomorrow®, a national education nonprofit organization, in collaboration with Blackboard, examines the Speak Up 2008 survey data collected online in Fall 2008 from more than 335,000 K-12 students, teachers, administrators and parents from across the nation.
Through this report you will gain insight, from schools and districts across the nation, about why students and teachers want access to classes online, the current challenges faced by districts with online learning implementations, and how online learning presents unprecedented opportunities for meeting the needs of our 21st century learner.
More at www.blackboard.com/k12/education21c
Designing an impact curriculum | Kevan Collins, EEFWholeeducation
This document discusses harnessing evidence to improve student outcomes and curriculum design. It advocates starting from established evidence, prioritizing evaluation of innovations to determine impact, and sharing both successes and failures. Specific areas discussed include marking practices, technology use, addressing attainment gaps, and within-school variation in teacher effectiveness. Schools are encouraged to overcome barriers to using research through networking and support from research organizations. The Education Endowment Foundation's Families of Schools database and funding opportunities are also highlighted.
Using ROI to Justify Your Online Learning InitiativeJulie Evans
This document discusses justifying online learning initiatives through return on investment (ROI) and value of investment (VOI) analyses. It introduces the Online Learning Justification Ladder, a new tool for district leaders to structure the data collection and analysis needed for ROI or VOI analyses when planning online learning projects. The ladder includes steps to determine how the analysis will be approached, which audiences it will focus on, specifics of the online learning project, timing, delivery methods, and reasons for the investment.
A New Vision for 21st Century Learning: Students "Speak Up" about Emerging Te...Julie Evans
Students envision a new vision for 21st century learning that leverages emerging technologies. This vision includes three essential elements: social-based learning using tools for collaboration and communication, un-tethered learning that transcends classroom walls using mobile devices, and digitally-rich learning using interactive, relevant digital content and resources. The document discusses findings from the Speak Up research project regarding students' perspectives and desires around technology use in education.
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
Much Ado about Digital Content: What do the Students Say?Julie Evans
The document summarizes a presentation by Project Tomorrow about their Speak Up research findings regarding students' use of and vision for digital content and e-textbooks. Key points discussed include students wanting interactive, relevant, and personalized digital resources that allow for collaboration. Barriers to more digital content adoption include equity, teacher skills, and content quality concerns. Students envision e-textbooks incorporating social learning tools, unrestricted access, and rich multimedia.
Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at classroom level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal’s perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.
This document provides an introduction to the Speak Up research project, which collects feedback from K-12 stakeholders annually to inform education policies and programs. It discusses Project Tomorrow as the nonprofit organization that facilitates Speak Up. Key points include an overview of the annual Speak Up surveys of students, teachers, parents and others; examples of how survey data has been used; and an invitation for schools and districts to participate in Speak Up 2018 by administering online surveys to various stakeholder groups.
This document discusses evaluating technology implementation programs in schools. It provides several reasons for evaluating such programs, including determining if the programs are an effective use of funding and if they improve student outcomes. The document also discusses what can happen if programs are not evaluated, such as an inability to show what is and is not working. It then offers guidance on developing an evaluation plan, including determining the program purpose and goals and identifying measurable indicators and data sources. An example is provided of evaluating a program intended to improve math results for all students. The document introduces the CITEd EdTech Locator tool, which can help schools assess their progress in implementing technology and set goals. It emphasizes that evaluating progress toward goals requires monitoring each stakeholder group.
The document outlines the agenda and content for an ICT Mark Assessors' conference. The agenda includes opening and closing sessions as well as workshops on quality report writing, handling borderline schools, processes and procedures, and safeguarding. The workshops provide activities and discussions around evaluating sample assessment reports, developing strategies for borderline schools, and ensuring schools meet e-safety requirements.
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.
This document summarizes the results of the 2010 Speak Up survey conducted by Project Tomorrow. The survey gathered input from over 379,000 K-12 students, teachers, parents, and administrators across the United States about issues related to technology use in education. Key findings include that students see themselves as self-directed learners who make use of online resources, social media, and mobile devices to direct their own learning. Students also expressed a preference for hands-on and collaborative learning over traditional lectures. The survey results suggest that schools will need to adapt to support more flexible, personalized, and digitally-rich learning environments in order to engage today's students.
2021_01_15 «Applying Learning Analytics in Living Labs for Educational Innova...eMadrid network
The document describes research being conducted at Tallinn University in Estonia on applying learning analytics in living labs for educational innovation. It discusses 6 key points:
1) The research group uses living labs and involves practitioners in each step of the research to study new pedagogical methods and support teacher training and innovation adoption.
2) Six living lab case studies are exploring learning analytics for STEM education across 300+ schools, 800+ teachers, and 5000+ students.
3) The research aims to help gather evidence on innovations, support teacher professional development and decision making, and be flexible based on stakeholder needs.
4) Examples of research projects include using sensors and mobile analytics for outdoor collaborative learning
Mathletics is an online mathematics program for students aged 5-18 that is used by students, teachers, and parents worldwide. The presentation explains how teachers are using Mathletics in their classrooms to boost student knowledge and confidence in math. It engages students interactively and helps teachers reinforce math concepts while tracking student progress. Teachers can integrate Mathletics into daily lessons and assign tasks for students to complete.
The document discusses the effective use of multimedia technology at Perkins Middle School. It describes how two technologies - the Classroom Performance System (CPS) and TI-Navigators - are being used to enhance learning and teaching. CPS allows for real-time feedback and assessment from every student. TI-Navigators provide a wireless system for students to solve math problems collaboratively on their calculators while the teacher monitors progress. Studies found these technologies increased student engagement, participation, and math achievement on standardized tests.
Three key trends are discussed in the document:
1. Redesigning learning spaces to be more hands-on and support new models like flipped classrooms. Wireless bandwidth and large displays are being upgraded.
2. Rethinking how schools work by making them more flexible, project-based, and multidisciplinary to prepare students for the real world.
3. Increasing collaborative learning both in person and online to improve engagement and allow global collaboration between students and teachers.
Taking It Mobile: Success Stories from the New Frontier of Un-tethered LearningJulie Evans
This document introduces a presentation on mobile learning from Project Tomorrow's annual Speak Up survey. It summarizes key findings from the survey showing high student interest in using mobile devices for schoolwork. It then introduces an expert panel to discuss opportunities and challenges of mobile learning in K-12 schools.
Administrators applying technology to schooleholmes45
This document provides recommendations for administrators to successfully integrate technology in schools. It suggests that administrators should work with teachers to become proficient with technology, advocate the benefits to build confidence, and showcase examples to other teachers. It also advises assembling a team of teachers experienced with technology integration to advise others and serve as examples to generate excitement about technological tools.
Speak Up 2010 National Findings Students and ParentsJulie Evans
This briefing discussed findings from the 2010 Speak Up survey on K-12 education and technology. Key findings included:
- Students want to use mobile devices like smartphones and tablets for schoolwork to access online textbooks, collaborate with peers, and do research.
- However, many administrators are reluctant to allow personal devices in school due to concerns about network security, theft, and being a distraction.
- Parents overwhelmingly support providing mobile devices for their children to use at school, and their support increases as children get older.
The briefing highlighted trends toward more mobile, social, and empowered learning models leveraging emerging technologies, according to student and parent perspectives.
Town Hall Meeting: Trekking the Education LandscapeJulie Evans
This document summarizes a town hall meeting about trends in education based on the Speak Up 2010 national research project. It discusses findings that students want learning to be social-based using collaboration tools, un-tethered allowing the use of personal mobile devices, and digitally-rich incorporating interactive simulations and online resources. However, many schools currently limit technology use. The bottom line is that students want engaging, empowered learning enabled by technology.
For many schools, enabling 1-to-1 learning is an important next step. This involves equipping every student with a suitable device. In doing so, many strategic decisions come into play – everything from device choice to who should supply devices in the absence of centralised funding models.
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.
The GET project aims to analyze learning characteristics of new generations of students in order to develop models based on surveys and prototype applications. This will help evolve teaching methods. The project created Google Glass Enhanced TextBooks to improve course materials by enriching paper resources with video accessed through Google Glass. A trial with students provided mostly positive feedback, liking the multimedia resources and links between text and media, though some found the glasses difficult to use and navigation between resources perturbing. Future work will evaluate the impact of different types of video on learning.
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
Much Ado about Digital Content: What do the Students Say?Julie Evans
The document summarizes a presentation by Project Tomorrow about their Speak Up research findings regarding students' use of and vision for digital content and e-textbooks. Key points discussed include students wanting interactive, relevant, and personalized digital resources that allow for collaboration. Barriers to more digital content adoption include equity, teacher skills, and content quality concerns. Students envision e-textbooks incorporating social learning tools, unrestricted access, and rich multimedia.
Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at classroom level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal’s perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.
This document provides an introduction to the Speak Up research project, which collects feedback from K-12 stakeholders annually to inform education policies and programs. It discusses Project Tomorrow as the nonprofit organization that facilitates Speak Up. Key points include an overview of the annual Speak Up surveys of students, teachers, parents and others; examples of how survey data has been used; and an invitation for schools and districts to participate in Speak Up 2018 by administering online surveys to various stakeholder groups.
This document discusses evaluating technology implementation programs in schools. It provides several reasons for evaluating such programs, including determining if the programs are an effective use of funding and if they improve student outcomes. The document also discusses what can happen if programs are not evaluated, such as an inability to show what is and is not working. It then offers guidance on developing an evaluation plan, including determining the program purpose and goals and identifying measurable indicators and data sources. An example is provided of evaluating a program intended to improve math results for all students. The document introduces the CITEd EdTech Locator tool, which can help schools assess their progress in implementing technology and set goals. It emphasizes that evaluating progress toward goals requires monitoring each stakeholder group.
The document outlines the agenda and content for an ICT Mark Assessors' conference. The agenda includes opening and closing sessions as well as workshops on quality report writing, handling borderline schools, processes and procedures, and safeguarding. The workshops provide activities and discussions around evaluating sample assessment reports, developing strategies for borderline schools, and ensuring schools meet e-safety requirements.
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.
This document summarizes the results of the 2010 Speak Up survey conducted by Project Tomorrow. The survey gathered input from over 379,000 K-12 students, teachers, parents, and administrators across the United States about issues related to technology use in education. Key findings include that students see themselves as self-directed learners who make use of online resources, social media, and mobile devices to direct their own learning. Students also expressed a preference for hands-on and collaborative learning over traditional lectures. The survey results suggest that schools will need to adapt to support more flexible, personalized, and digitally-rich learning environments in order to engage today's students.
2021_01_15 «Applying Learning Analytics in Living Labs for Educational Innova...eMadrid network
The document describes research being conducted at Tallinn University in Estonia on applying learning analytics in living labs for educational innovation. It discusses 6 key points:
1) The research group uses living labs and involves practitioners in each step of the research to study new pedagogical methods and support teacher training and innovation adoption.
2) Six living lab case studies are exploring learning analytics for STEM education across 300+ schools, 800+ teachers, and 5000+ students.
3) The research aims to help gather evidence on innovations, support teacher professional development and decision making, and be flexible based on stakeholder needs.
4) Examples of research projects include using sensors and mobile analytics for outdoor collaborative learning
Mathletics is an online mathematics program for students aged 5-18 that is used by students, teachers, and parents worldwide. The presentation explains how teachers are using Mathletics in their classrooms to boost student knowledge and confidence in math. It engages students interactively and helps teachers reinforce math concepts while tracking student progress. Teachers can integrate Mathletics into daily lessons and assign tasks for students to complete.
The document discusses the effective use of multimedia technology at Perkins Middle School. It describes how two technologies - the Classroom Performance System (CPS) and TI-Navigators - are being used to enhance learning and teaching. CPS allows for real-time feedback and assessment from every student. TI-Navigators provide a wireless system for students to solve math problems collaboratively on their calculators while the teacher monitors progress. Studies found these technologies increased student engagement, participation, and math achievement on standardized tests.
Three key trends are discussed in the document:
1. Redesigning learning spaces to be more hands-on and support new models like flipped classrooms. Wireless bandwidth and large displays are being upgraded.
2. Rethinking how schools work by making them more flexible, project-based, and multidisciplinary to prepare students for the real world.
3. Increasing collaborative learning both in person and online to improve engagement and allow global collaboration between students and teachers.
Taking It Mobile: Success Stories from the New Frontier of Un-tethered LearningJulie Evans
This document introduces a presentation on mobile learning from Project Tomorrow's annual Speak Up survey. It summarizes key findings from the survey showing high student interest in using mobile devices for schoolwork. It then introduces an expert panel to discuss opportunities and challenges of mobile learning in K-12 schools.
Administrators applying technology to schooleholmes45
This document provides recommendations for administrators to successfully integrate technology in schools. It suggests that administrators should work with teachers to become proficient with technology, advocate the benefits to build confidence, and showcase examples to other teachers. It also advises assembling a team of teachers experienced with technology integration to advise others and serve as examples to generate excitement about technological tools.
Speak Up 2010 National Findings Students and ParentsJulie Evans
This briefing discussed findings from the 2010 Speak Up survey on K-12 education and technology. Key findings included:
- Students want to use mobile devices like smartphones and tablets for schoolwork to access online textbooks, collaborate with peers, and do research.
- However, many administrators are reluctant to allow personal devices in school due to concerns about network security, theft, and being a distraction.
- Parents overwhelmingly support providing mobile devices for their children to use at school, and their support increases as children get older.
The briefing highlighted trends toward more mobile, social, and empowered learning models leveraging emerging technologies, according to student and parent perspectives.
Town Hall Meeting: Trekking the Education LandscapeJulie Evans
This document summarizes a town hall meeting about trends in education based on the Speak Up 2010 national research project. It discusses findings that students want learning to be social-based using collaboration tools, un-tethered allowing the use of personal mobile devices, and digitally-rich incorporating interactive simulations and online resources. However, many schools currently limit technology use. The bottom line is that students want engaging, empowered learning enabled by technology.
For many schools, enabling 1-to-1 learning is an important next step. This involves equipping every student with a suitable device. In doing so, many strategic decisions come into play – everything from device choice to who should supply devices in the absence of centralised funding models.
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.
The GET project aims to analyze learning characteristics of new generations of students in order to develop models based on surveys and prototype applications. This will help evolve teaching methods. The project created Google Glass Enhanced TextBooks to improve course materials by enriching paper resources with video accessed through Google Glass. A trial with students provided mostly positive feedback, liking the multimedia resources and links between text and media, though some found the glasses difficult to use and navigation between resources perturbing. Future work will evaluate the impact of different types of video on learning.
This document discusses lessons learned from districts that have undertaken digital conversions to transform their schools. It emphasizes that successful digital conversions require more than just acquiring devices and technology - they require strategically leveraging technology to advance instructional practices and accelerate student learning. The document outlines 10 key lessons learned, including that digital conversions work best when they provide teachers with structured digital curricula and resources to aid instruction, rather than expecting teachers to create all new digital content themselves. It also stresses the importance of designing digital conversions to benefit all teachers and students, not just those who are most tech-savvy.
Class project for EdTech 501
A sample Technology Use Plan for a fictional school as a ppt presentation to a school and community team as an educational technician
This document discusses the need for change in how technology is used in schools to improve student achievement. It outlines that simply having computers does not boost scores, but more meaningful integration could. The resources available in the district are analyzed, as well as ideas for project-based learning and tracking software. A plan is proposed to create a shared technology curriculum and transition teaching methods to higher stages of technology integration, with the goal of redefining instructional models. Teachers are challenged to make these changes to maximize the impact of technology on learning outcomes.
This chapter discusses the importance of systemic change with technology through strategic partnerships and personnel. It emphasizes:
1) Analyzing student data to improve learning and guide changes
2) Partnering within the district and community to support innovative practices
3) Hiring and evaluating technology-savvy teachers and using data and emerging tools to improve performance.
This chapter discusses the importance of systemic change with technology through strategic partnerships and personnel. It emphasizes:
1) Analyzing student data to improve learning and guide changes
2) Partnering within the district and community to support innovative practices
3) Hiring and evaluating "tech-savvy" teachers and using technology to develop them.
FI Presentation to State Board of Educationmjsamber
Glenn Kleiman and Phil Emer gave a presentation to the NC State Board of Education about developing a digital learning plan for the state. They discussed establishing foundations for digital learning, conducting a planning process that involves stakeholders, and next steps. The presentation addressed topics like preparing teachers and infrastructure, developing standards for digital resources, and engaging in a needs assessment. The goal is for the plan to help North Carolina schools implement digital learning strategies to better meet the needs of modern students.
The document provides an overview of the goals and requirements of the Enhancing Education Through Technology State Grant Program under the No Child Left Behind Act. It discusses priorities such as improving student achievement through technology, ensuring access to technology for all students, and developing accountability measures to evaluate programs. States must submit a consolidated application outlining strategies and goals for using technology to enhance education.
The document discusses the No Child Left Behind Act's commitment to enhancing education through technology. It outlines the goals of improving student achievement with technology, ensuring technology literacy, and encouraging effective integration of technology into instruction. States must develop accountability measures to evaluate how technology impacts student outcomes and ensure equitable access to technology for all students.
This document outlines a proposal to create a collaborative instructional technology policy and strategy at Rutgers University. It discusses problems with the current approach, such as a lack of training and support for faculty. Successful models at other universities are presented, including centralized IT departments and online learning programs. A 6-phase plan is proposed to establish a Rutgers Information Technology department, develop training, improve hardware and collaboration, pilot online classes and video conferencing, and assess outcomes. Initial budget estimates include costs for equipment and staff. The presentation aims to spark discussion on how to enhance educational capabilities through a new instructional technology strategy.
This study examined the impact of a one-to-one laptop initiative on business and marketing high school teachers over eight years through surveys, observations, and focus groups. The findings showed that while technology access increased, most teachers' instructional practices did not fundamentally change and challenges with professional development, access issues, and classroom management emerged. Exemplary teachers were transitioning to more interactive, collaborative approaches. The need for adequate technology-based professional development was discussed to help teachers better integrate technology into instruction.
The document outlines best practices for using media and technology in schools based on a program called IMPACT. It finds that IMPACT schools saw significant growth in student test scores and computer use. IMPACT schools also had larger media collections, higher circulation, and more classes visiting their media centers compared to non-IMPACT schools. The document recommends that schools prioritize collaboration between teachers and media/technology staff, provide flexible access to resources, and regularly schedule professional development opportunities to integrate technology into teaching.
The document summarizes the results of a technology needs assessment conducted at Kempf J. Huffman Elementary School. It found that while teachers feel technology enhances instruction, they lack training in using software applications and individualizing instruction with technology. Parents want more information about available technologies. The assessment recommends focusing funding first on teacher training to increase proficiency in creating student-centered technology lessons, before purchasing additional equipment.
This 3-year technology plan aims to: 1) improve learning through staff training on technologies like SMART Boards and tools for collaboration; 2) better communicate with stakeholders using Skype, newsletters, and social media; and 3) provide digital citizenship education for all. Goals include increasing teacher integration of technology, engaging students, and building leadership skills for 21st century learning. A staff survey found that most teachers want more professional development on educational technologies and integrating them into lessons. The plan aims to support teachers' technology needs through continued training opportunities.
White Paper: Engage Every Student with Personalized LearningLenovo Business
Recent research has found that K-12 schools that have implemented personalized, technology-supported learning programs known as "1-to-1" programs are seeing improved student outcomes. These schools have lower dropout rates, fewer disciplinary issues, higher test scores, and long-term financial benefits. Studies from seven states show students in 1-to-1 programs have greater engagement, improved achievement, and teachers make better use of technology for instruction. However, proper implementation is critical for success, including factors like strong leadership, quality teacher training, and robust technology infrastructure.
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.
Changing current practice to meet the needs of learners and societyJisc
A presentation from Connect More by Dale Clancy, independent learning specialist, Borders College.
Pre-COVID alterations to the way that the electrical apprenticeship has been delivered, in a remote wide reaching area, has brought around positives in student engagement, skills and achievement during the current crisis.
Teaching and learning has had to be adapted across the world, but in most cases assessment has not or has been less flexible. Is there a case now to alter the way learners are assessed now more than ever?
This session briefly highlights the tools used to engage learners, skills they have developed, and obstacles in assessment which could be adopted to suit modern learners and society in both theory and practical environments.
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.
Similar to Project Red: 9 Technology Practices That Improve Education the Most (20)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
2. The Project RED Team
• Thomas Greaves, CEO, The Greaves Group, Co-Author, America’s
Digital Schools www greavesgroup comDigital Schools, www.greavesgroup.com
• Jeanne Hayes, President, The Hayes Connection, Co-Author,
America’s Digital Schools, www.HayesConnection.comg , y
• Leslie Wilson, President, One-to-One Institute, www.one-to-
oneinstitute.org
• Michael Gielniak, Ph.D., Director of Programs and Development,
One-to-One Institute, www.one-to-oneinstitute.org
• Eric Peterson, President, Peterson Public Sector Consulting,
ppscllc@comcast.net
3. The Project RED Mission
R h th j i l t d t U S d tiResearch three major issues related to U.S. education:
• Improving student achievement.Improving student achievement.
Unlike other segments, public education has seen only isolated
benefits attributable to technology. Project RED seeks to define
technology models that lead to improved student achievement.
• Evaluating the financial impact of technology on budgets.
Little work has been done to show the positive financial Impact ofLittle work has been done to show the positive financial Impact of
educational technology. Project RED identifies cost savings, cost
avoidance, and revenue enhancements.
• Assessing the impact of continuous access to a
computing device by every student.
Does continuous access increase education outcomes? What
conditions are necessary to lead to increased academic achievement
and financial benefits? What are best practices regarding technology?
4. Unprecedented Scope
Unique scope, breadth, and depth:
• 997 schools, representative of the U.S. school universe
• 11 diverse Education Success Measures (ESMs)
136 i d d t i bl i 22 t i• 136 independent variables in 22 categories
• Comparison of findings by student/computer ratios (1:1, 2:1, 3:1,
4:1, or more)
• Comprehensive demographic data correlated to survey results
5. Education Success Measures (ESMs)
Wh t th t i h t i ?What are the outcomes we wish to improve?
All Schools
1. Fewer disciplinary actionsp y
2. Lower dropout rates
3. Less paperwork
4. Lower paper and copying expenses4. Lower paper and copying expenses
5. Higher teacher attendance
6. Higher test scores
High SchoolsHigh Schools
7. Higher AP course enrollment
8. Higher college attendance plans
l ti t9. Higher course completion rates
10. Higher dual/joint enrollment in college
11. Higher graduation rates
6. Key Implementation Factors (KIFs)
Whi h t h l ti i l i th t?Which technology practices improve learning the most?
(rank order of predictive strength)
1. Intervention classes: Technology is integrated into every intervention class.
2. Change management leadership by principal: Leaders provide time for teacher
professional learning and collaboration at least monthly.
3. Online collaboration: Students use technology daily for online collaboration
(games/simulations and social media.)
4. Core subjects: Technology is integrated into core curriculum weekly or more
frequentlyfrequently.
5. Online formative assessments: Assessments are done at least weekly.
6. Student/computer ratio: Lower ratios improve outcomes.
7 Virtual field trips: With more frequent use virtual trips are more powerful The best7. Virtual field trips: With more frequent use, virtual trips are more powerful. The best
schools do these at least monthly.
8. Search engines: Students use daily.
9 Principal training: Principals are trained in teacher buy-in best practices and9. Principal training: Principals are trained in teacher buy-in, best practices, and
technology-transformed learning.
7. Key Finding 1
Key Finding 2 ‐ An Implementation CrisisNine key implementation factors are linked
most strongly to education success.
Schools are in a technology implementation crisis. While education
technology best practices have a significant positive impact, they are not
widely and consistently practiced.
• Very few schools implement technology properly despite knowing that
technology improves learning only when deployed frequently intechnology improves learning only when deployed frequently in
appropriate learning environments.
• Very few schools implement most of the key implementation factorse y e sc oo s p e e t ost o t e ey p e e tat o acto s
(KIFs) despite previous large investments in infrastructure and hardware.
9. Key Finding 2
Properly implemented technology saves money.
• Most discussions focus on the high costs of technology, not theg gy,
potential for savings.
• Project RED shows that properly implemented technology can
provide immediate short-term savings at all levels.
• For example, LMS features can reduce copy machine and bubble
sheet expenses (through the switch to online formative
assessment).
T th t t th t h l t illi t h ti• To the extent that school systems are willing to change practices
and states are willing to change policy, the savings can grow
substantially over time.
• For example longer term state level savings can come from• For example, longer-term state-level savings can come from
reduced dropouts and dual/joint enrollment.
The projected savings in 13 areas average $448/student/year.The projected savings in 13 areas average $448/student/year.
11. 1 1 h l l i k i l t ti f t
Key Finding 3
1:1 schools employing key implementation factors
outperform all schools and all 1:1 schools.
A 1:1 student/computer ratio has a higher impact on studentA 1:1 student/computer ratio has a higher impact on student
outcomes and financial benefits than other ratios, and the key
implementation factors (KIFs) increase both benefits.
• In general, schools with a 1:1 student/computer ratio outperformg , p p
non-1:1 schools on both academic and financial measures. The
lower the student/computer ratio, the better the student outcomes.
• Performance of all schools can be improved by adherence to known• Performance of all schools can be improved by adherence to known
best practices. The chart on the next slide illustrates the positive
impact of the Top Four of our key technology implementation
factors:
Technology is deployed:
– Intervention Classes Every Period
– Principal Leads Change management
O– Online collaboration Daily
– Core Curriculum weekly
12. 1:1 Works When Properly Implemented
P t f R d t
100%
Pct. of Respondents
Reporting Improvement
60%
80%
40%
60%
0%
20%
Paperwork
Disciplinary High- Drop-out Paper and
Graduation
Proper 1:1* 100% 92% 90% 89% 83% 63%
All 1:1 88% 65% 70% 58% 68% 57%
77% 50% 69% 45% 65% 51%
Paperwork
Reduction
action
reduction
stakes test
scores
rate
reduction
Copy
Machine
Graduation
Rates
All Other Schools 77% 50% 69% 45% 65% 51%
•Proper 1:1: Those schools practicing the top 4 Key Implementation Factors (13 schools) Rev.
Intervention Classes Every Period, Principal Leads Change management, Online collaboration Daily, Core Curriculum weekly
13. Key Finding 4
The principal’s ability to lead change is critical.
• The impact of a good principal has been widely documented.
P j t RED h th t th i i l i th i l t i t tProject RED shows that the principal is the single most important
variable across many of the 11 ESMs.
• Change management training for principals involved in large scale• Change management training for principals involved in large-scale
technology implementations is of paramount importance.
• All schools benefit from technology with more benefits in 1:1All schools benefit from technology, with more benefits in 1:1
schools.
• When principals receive specialized training and technology isp p p g gy
properly implemented, the benefits increase even more.
• The goal is systemic change, not dependent on an individual, so
collaboration at all levels from supt. and school board to
classrooms is key.
15. K M d l P di t
Improving Dropout Rates
Key Model Predictors
Relative
Importance
DescriptionFactor
13 Intervention classes - Technology integrated into every class period 29.4
9 Principal enabling Professional Learning, Collaboration and leading Change Management 23.4
5 Core Subjects: Technology integrated into curriculum at least weekly 17.25 Core Subjects: Technology integrated into curriculum at least weekly 17.2
17 Virtual Field Trips Occur (and effect strengthens with frequency) 15.0
Ratio 1:1 Student to Computing Device ratio 8.4
6 Principal trained in Teacher Buy-in, Best Practices and Technology-transformed Classroom 6.8
80%
100%
Dropout Rates Improvement By Predicted Model Quintile
Top Quintile Middle Quintiles Bottom Quintile
%Improved 72% 48% 25%
0%
20%
40%
60%
15
% Improved 72% 48% 25%
16. Key Finding 5
Technology-transformed Intervention improves learning.
• Technology-transformed interventions (ELL, Title I, special ed and
reading intervention) are the top-model predictor of improved high
t k t t d t t d ti d i dstakes test scores, dropout rate reduction, and improved
discipline.
• The only other top model predictor for more than one ESM is the• The only other top-model predictor for more than one ESM is the
student/computer ratio, with lower ratios (1:1) being preferable.
• A student-centric approach enabled by technology allows studentsA student centric approach enabled by technology allows students
to work at their own pace and teachers to spend more time with
individual students and small groups.
17. Improving Test Scores
Key Model Predictors
Factor Description
Relative
Importance
13 Intervention classes ‐ Technology integrated into every class period 28.0
9
Principal enabling Professional Learning, Collaboration and leading
Change Management 21.9
19 Online Formative and Summative Assessment frequency 19.2
5 Core Subjects Technology integrated into curriculum at least weekly 12 85 Core Subjects: Technology integrated into curriculum at least weekly 12.8
18
Online Collaboration (Games/Simulations and Social Media) –
Students utilizing technology daily 11.2
Ratio 1:1 Student to Computing Device ratio 7.0
60%
80%
100%
High Stakes Test Improvement By Predicted Model Quintile
Top Quintile Middle Quintiles Bottom Quintile
% I d 86% 71% 45%
0%
20%
40%
60%
17
% Improved 86% 71% 45%
18. Key Finding 6
Online collaboration increases learning productivity
and student engagement.
• Web 2.0 social media substantially enhance collaboration productivity,
erasing the barriers of time, distance, and money.
C ll b ti t d b d th i di t i l f f i d t• Collaboration can now extend beyond the immediate circle of friends to
include mentors, tutors, and experts worldwide.
R l ti ll b ti i t d t t f th• Real-time collaboration increases student engagement, one of the
critical factors for student success.
• One result of increased engagement and buy in is a reduction in• One result of increased engagement and buy-in is a reduction in
disciplinary actions.
• Online discussion boards and tutoring programs can extend the school• Online discussion boards and tutoring programs can extend the school
day and connectivity among learners and teachers.
20. Improving Discipline
Key Model Predictors
Factor Description
Relative
Importance
Online Collaboration (Games/Simulations and Social Media) ‐ Students
18
Online Collaboration (Games/Simulations and Social Media) Students
utilizing technology daily 35.2
13 Intervention classes ‐ Technology integrated into every class period 24.8
19 Online Formative and Summative Assessment frequency 14.1
Principal enabling Teacher Professional Learning, Collaboration and leading
9
p g g g
Change Management 13.5
Ratio 1:1 Student to Computing Device ratio 12.3
40%
60%
80%
100%
Discipline Improvement by Predicted Model Quintile
Top Quintile Middle Quintiles Bottom Quintile
% Improvement 72.8% 53.0% 35.4%
0%
20%
40%
20
21. Key Finding 7
Daily use of technology delivers the best
return on investment (ROI).
• The daily use of technology in core classes correlates highly to the
ESMs.
• Daily technology use is one of the top five indicators of better
discipline, better attendance, and increased college attendance.
• In 1:1 schools, daily use in core curriculum classes ranges from 57%
to 62%.
• Unfortunately, many schools report using technology only weekly or
less frequently for many classes.
22. Use of Digital Content in 1:1 Schools
100%
Pct. of 1:1 Respondents
60%
80%
20%
40%
0%
20%
Reading Math Science
Social
Studies
English/Lang
uage Arts
Daily Use 57% 57% 62% 62% 60%
Weekly 38% 34% 31% 28% 35%
Monthly 4% 7% 6% 9% 5%
Not At All 1% 2% 1% 1% 0%
23. Improving Graduation Rates
Key Model Predictors
Factor Description
Relative
Importance
13 Intervention classes Technology integrated into every class period 25 713 Intervention classes – Technology integrated into every class period 25.7
5 Core Subjects: Technology integrated into curriculum at least weekly 22.2
9 Principal enabling Professional Learning, Collaboration and leading Change Management 15.4
19 Online Formative and Summative Assessment frequency 14.3
32 Search Engines: Students using daily 13.4g g y
18 Online Collaboration (Games/Simulations and Social Media) ‐ Students utilizing technology daily 10.9
Ratio 1:1 Student to Computing Device ratio 6.9
Graduation Rates Improvement By Predicted Model Quintile
20%
40%
60%
80%
100%
Top Quintile Middle Quintiles Bottom Quintile
% Improved 71% 57% 26%
0%
20%
23
24. Savings due to Technology
Improving our children’s learning isImproving our children s learning is
essential.
Figuring out how to pay for it is the
h llchallenge.
25. Financial Impact Per Year ‐ $25B
Category National Impact Per Student
Student Data Mapping $605,000,000 $11
$ $Online Professional Learning $654,000,000 $12
Teacher attendance increase $718,200,000 $13
Power savings $861,666,667 $16
Digital core curriculum savings $935,000,000 $17
Disciplinary action reduction $1,100,000,000 $20
Post‐secondary remedial education $1,660,000,000 $30
Digital supplemental materials vs. print $1,700,000,000 $31
Copy machine cost calculations $2,200,000,000 $40
Online assessment savings $2,392,500,000 $44
Dual/joint/AP course enrollment $3,180,343,000 $58
Paperwork reduction $3,300,000,000 $60
End of course failure $5,865,200,000 $107
Total Per Student excluding Dropout Savings $25,171,909,667 $448
26. Cost of Dropouts
• Nationally, 25% of all students drop out, roughly a milliony p g y
students a year,[1], and the average dropout fails at least
six classes before dropping out.[2] Given an average
cost per class of $1,333, the direct avoidable cost isp
approximately $8,000.
• The human cost is incalculable and can span• The human cost is incalculable and can span
generations.
[1] NCES, Public School Graduates and Dropouts, 2010
[2]Project RED estimate
27. Dropout Reduction Benefits
• The number of Project RED schools reporting a
reduction in dropouts due to technology jumps to 89%
h k i l t ti f t (KIF ) l dwhen key implementation factors (KIFs) are employed.
• A student who graduates from high school could
$ $
g g
generate $166,000 to $353,000 in increased tax
revenues compared with a dropout.
• A dropout who would have gone on to college could
have generated $448,000 to $874,000 in tax revenue
over a career of 40 years.
28. The Biggest Financial Impact…
$Dropout Rate Reduction: $3.121 Trillion
D t h th hi h t• Dropouts have the highest
financial impact of any of the
variables discussed in this report.
• Students who complete high
school and go on to college have
substantially increased earning
power and consequently paypower and consequently pay
more taxes.
• The increased tax payments
continue throughout their
careers.