connecting the dots with digital learning

© Project Tomorrow 2011

Julie Evans, Project Tomorrow CEO July 23, 2012

Speak Up 2011 National Results

Connecting the Dots with Digital Learning


Today’s Discussion: The Big Questions

What are the expectations of K-12 students for

personalizing learning with digital tools?

How well are today’s K-12 schools meeting the

expectations and needs of students? What are the

realities around educational technology in K-12?

What are the key trends and issues that we should

all be watching?


Discussion Agenda:

Speak Up National Research Project

Student Vision of Personalized Learning

K-12 Landscape and Trends

Enabling technologies

Intermediate outcomes

“Sticky wickets”

Speak Up 2011 National Findings

Views of K-12 Students, Teachers,

Parents and Administrators


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


+ 2.6 million surveys since 2003


Learning & Teaching with Technology

21st Century Skills: Digital Citizenship

Science and Math Instruction

Career Interests in STEM and Teaching

Professional Development / Teacher Preparation

Internet Safety

Administrators’ Challenges

Emerging Technologies in the Classroom

Mobile Devices, Online Learning, Digital Content, E-textbooks

Educational Games, Web 2.0 tools and applications

Designing the 21st Century School

Speak Up survey question themes


K-12 Students 330,117

Parents (in English & Spanish) 44,006

Teachers 36,477

Librarians 2,025

School Site Administrators 3,319

District Office Administrators 814

About the participating schools & districts

o 5,616 schools and 1,250 districts

o 24% urban / 35% rural / 41% suburban

o Over ½ of the schools are Title 1 eligible

o All 50 states + DC

National Speak Up 2011 Participation: 416,758


Speak Up 2011 Congressional Briefings

Washington DC

April 24 and May 23, 2012


Other Speak Up 2012 Reports

Online learning trends report:

Learning in the 21st Century: A 5 Year Retrospective

on the Growth of Online Learning

Social learning white paper:

Defining the Emerging Role of Social Learning Tools to Connect

Students, Parents & Educators

Intelligent adaptive learning white paper – fall release

Print to digital migration considerations white paper – fall release

Mobile learning report – fall release

Aspiring teachers report – winter release


What can the Speak Up

findings tell us about the

future of learning?



Key Findings: Speak Up 2003 – 2011

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


The Student Vision for Personalized Learning

Social–based learning

Un–tethered learning

Digitally–rich learning


Let’s set some context . . . .


Administrators’ Realities



What has the greatest potential to enhance student

achievement?

School Site District Level

Enhancing teacher effectiveness

59% 59%

21st century skills integration

49% 55%

Leveraging technology

38% 52%

Common Core Standards

39% 34%

Engaging parents as co-teachers

37% 31%


How important is the effective use of

technology within instruction?



How does your ed tech budget today compare to

your budget in 2008/09?



Impact of recent fiscal crisis on budgets

What tech solutions are you considering to help with

your budget situation?

1. Digital textbooks 43%

2. Tablets instead of laptops for students 39%

3. Online teacher PD 37%

4. Cloud computing solutions 35%

5. Online classes for students 30%

6. Allowing student use of personal devices 27%


Parents’ top concerns about their child’s future

Concerns CA Parents – English Survey

CA Parents – Spanish Survey

Learning the right skills to be successful in the future

72% 68%

Getting into a good college

53% 68%

My child doing better financially than I have done

39% 40%

My child graduating from high school

18% 61%


0%

10%

20%

30%

40%

50%

60%

70%

80%

Good grades Getting into a goodcollege

Family pride School honors Personal learninggoals

Gr 6-8 Gr 9-12

Students: How do you define success with

your schoolwork?


Enabling Technologies

Online learning Social media for collaborations Games Mobile learning


Student interest in taking an online class

5 year retrospective

24%

47%

33%

45%

53%

38%

42%

32%

Students Gr 6-8(2007)




Yes I am interested No I am not interested

Enabler: Online learning


Why take an online class?

For high school students, traditional reasons:

scheduling and college credit.

For middle school students, it’s about changing the

learning paradigm.

Get extra help in a tough subject

More comfortable asking questions

In control of my own learning

More motivated to learn

Work at my own pace

Review class materials whenever I want

Share ideas with my classmates



Yes, students should be required to take an online

class for graduation

31% 26%

36%

27%

49%

40%

46%

69%

Students Gr 6-8 Students Gr 9-12 Parents Administrators

2008 2011



Educators’ experiences with online learning

Online Learning

Experience

Teachers School Site

Administrators

District

Administrators

Took a fully online

class for PD

52% 52% 65%

Took a blended

online class for PD

18% 25% 30%



Teachers and online professional development

30% say online courses are #1 choice for PD

• Already taken an online course . . . . . . ? 43% say online PD is #1!

• Top benefits:

• Better fit for schedule (89%) • Ability to review materials as needed

(55%) • Customize the learning process (52%)



Teachers’ Wish List for Professional Development on Digital Content Usage

Digital Content Wish List Teachers

Access to an online collection of vetted, grade level, content specific resources

56%

Face to face professional development 38%

Mentoring by an onsite coach 23%

Participation in a PLC at my school 32%

Video clips of teachers demonstrating use of digital content in my content area

33%

Online course 26%

Collection of relevant podcasts 23%

Support from a librarian media specialist who can help with content identification and usage

20%



How would you design the ultimate math class? Middle school students say: Collaborate with classmates on problem solving 50%

Ability to text my teacher with questions 42% I have a connection with my teacher 38% My teacher is excited about math 37%

Solving real world problems 32%

Ability to use mobile devices to video problems 32% Access to online tutors 30% Access to online textbooks 31% Take an online math class 27%

Enabler: Social media for collaborations


How Teachers and Administrators are Using Technology for Professional Tasks

Technology Use Teachers Principals District

Administrators

Participate in webinars 28% 68% 85%

Create multi-media presentations 54% 66% 71%

Participate in online professional learning

communities 38% 50% 65%

Create and upload videos, music and photos

65% 56% 55%

Read and/or post to blogs and wikis

34% 33% 43%

Update a social networking site 45% 27% 35%

Use Twitter to communicate or follow others

8% 12% 20%

Enabler: Social media for collaborations


How Teachers and Administrators are Using Technology for Professional Tasks

Technology Use Teachers Principals District

Administrators

Participate in webinars

28% 68% 85%

Create multi-media presentations

54% 66% 71%

Participate in online professional

learning communities

38% 50% 65%

Create and upload videos, music and

photos 65% 56% 55%

Read and/or post to blogs and wikis 34% 33% 43%

Update a social networking site 45% 27% 35%

Use Twitter to communicate or

follow others 8% 12% 20%

Teachers:

21% in 2007

Enabler: Social media for collaborations Enabler: Social media for collaborations


How would you like your district to use technology

to create a professional development community?

1. Provide tools to collaborate with teachers at my school

2. Provide tools to collaborate with other teachers

3. Provide online courses

4. Partner with universities for grad courses

5. Provide easy access to student data to inform teaching

6. Provide a centralized repository of teaching resources

Enabler: Social media for collaborations Enabler: Social media for collaborations


Why would you use digital or

online games with your

students?

Math

Teachers

K-2

Teachers

Gr 3-5

Teachers

Gr 6-8

Teachers

Gr 9-12

Teachers

As a student engagement and

motivation tool

78% 82% 83% 78% 71%

Address different learning

styles in the classroom

64% 74% 73% 66% 56%

To differentiate instruction 55% 60% 61% 55% 46%

Reinforce understanding and

skill knowledge

52% 55% 56% 53% 45%

Provide opportunities for

students to practice skills

52% 54% 56% 50% 43%

Provide ways to students to

visualize difficult concepts

44% 43% 49% 45% 40%

As a vehicle for introducing

new concepts

42% 43% 45% 44% 39%

Enabler: Games


18% 17%

8%

33%

17%

25% 21%

9%

52%

18%

48%

37%

17%

77%

26%

49% 50%

13%

82%

21%

Cell phone (nointernet access)

Smartphone Digital reader MP3 Tablet device

Students’ personal access to mobile devices

K-2 Gr 3-5 Gr 6-8 Gr 9-12

Enabler: Mobile learning


How would you use a mobile device to help you with schoolwork?

A. Increase effectiveness of school:

Check grades 81%

Take notes for class 67%

Access online textbooks 62%

Write papers and do homework 56%

Use the calendar 50%

Learn about school activities 47%



How would you use a mobile device to help you with schoolwork?

B. Leverage capabilities to increase personalization of learning process:

Anytime, anywhere research 72%

Receive reminders & alerts 61%

Collaborate with peers & teachers 55%

Organize schoolwork assignments 53%

Access school network from home 51%



75% 77% 72%

55% 59%

53%

Urban Suburban Rural

High School Student Internet Access Outside of School: Broadband vs. Mobile

My home computer has fast internet access (such as DSL)

I access the internet through 3G/4G mobile device



If your child’s school allowed for the use of mobile devices for educational purposes, how likely is it that you would purchase one for your child?

Parents: Willingness to Purchase a Mobile Device for Child

62%

13%

8%

15%

Likely

Unlikely

Unsure

School responsibility



Intermediate Outcomes

DIY learning Personal usage drives value Print to digital migration


1 in 10 students have sent out a Tweet about an academic topic

12% have taken an online class they found on their own

15% have tutored other students online or found an expert to help

them

1/5 have used a mobile app to help organize their school work

1 in 4 have used a video that they found online to help them with

homework (i.e. Kahn Academy effect)

30% of Gr 6-8 students and 46% of Gr 9-12 have used Facebook

as an impromptu collaboration tool for classroom projects

“DIY Learning” at work . . . .

Outcomes: DIY learning


Outcomes: Personal use drives value



Americans in general:

46% have a smartphone

10% have a tablet Pew Internet & American Life Project – March 2012


41%

13%

29%

19%

7%

13%

Currently evaluating a BYOT

approach

Currently piloting a BYOT

approach

Provide school owned devices

for student use

Different Views of BYOT by District

Administrators

District Administrators who use a smartphone or tablet

All District Administrators



Teachers more highly value digital

content if they are digital content users



What do you prefer to read?

Online digital text

Printed text

Outcomes: Print to digital migration


Preferred format for reading: digital



It’s situational!

Students:

• Short articles? Read online 37%

• Greater distractions with digital 37%

• Study for a test? Give me print! 39%


Teachers: It takes too much time and is too much

work to grade papers online for all of my students!


Sticky wickets – a sampling

Teacher adoption Assessment Shared vision development


Welcome to Math Class!

Traditional class with teacher directed instruction – lectures, textbook assignments, group projects or labs

Traditional class with teacher directed instruction but with some technology used to support instruction

Traditional class with a mix of teacher directed instruction and student directed learning and the use of technology tools to support both the teacher and students






43% 33% 9%

Sticky wickets: Teacher adoption






20% STEM Interest? 27%



What digital content are you using in your classroom?


What barriers do administrators identify regarding digital content into classroom instruction?



What factors are most important when evaluating the quality of digital content for classroom use?


0% 10% 20% 30% 40% 50% 60%

Student achievement

Teacher evaluation

Created by teachers

Ed assoc. certified

Source is content expert

Content is free

State Ed Dept list

Referred by a colleague

District Administrators Teachers


Online assessments 2014-15: what are your challenges?

Sticky wickets: Assessments

Challenges School site administrators

District office administrators

Need to train teachers and students 51% 50%

Not enough computers 50% 50%

Costs to modernize infrastructure 41% 43%

Need more tech staff 40% 37%

Not enough bandwidth 19% 30%

Creating safeguards for data privacy 17% 21%


What kind of assessments make sense today?

Sticky wickets: Assessments

1/3 of students in grades 6-12 say that test scores don’t really

reflect what they know

Students are increasingly content producers, not just content

consumers; how to evaluate academic value of content

development

24/7 learning – how to measure the impact of informal or DIY

learning

Measuring 21st century workforce skills vs. content knowledge

When is it collaboration and when is it cheating?


Imagine you are designing the ultimate

school for today’s students,

what technologies would have the

greatest impact on learning?

Sticky wickets: Shared vision development


Sticky wickets: Shared vision development

0% 10% 20% 30% 40% 50% 60% 70% 80%

Schoolwide Wifi

Digital content

Digital media tools

Games

E-textbooks

Virtual reality

Administrators

Teachers

Parents

Students

Do we have a shared vision for the future of

digital learning in our schools?


What is the bottom line?

Today’s K-12 students

want learning that is:

Enabled

Engaging

Empowered


Key trends we are watching:

• Continuing “digital disconnects”

• Spectrum of digital native-ness

• 24/7 access redefined

• Inadequacy of the 1-to-1 paradigm

• Everyone needs a personal learning network

• Responsible use vs. acceptable use

• Blurring of informal & formal learning lines


Key trends we are watching:

• Collaborations driving 21st century skills

• Game-ification momentum – learning as process

• Students as content producers

• Changing ideals for assessment

• It’s really all about productivity!

• Maximizing personalized learning

• Emergence of Free Agent Learners!


• National Speak Up Findings and reports

• Speak Up 2011 data: Apr 24 and May 23

• Presentations, podcasts and webinars

• Evaluation services & reports

• Consulting services

• Speak Up 2012!

More Speak Up? www.tomorrow.org


Start planning now for Speak Up 2012!

Speak Up 2012 – 10th Anniversary Special online surveys to collect and report on the views of the

K-12 students, teachers, librarians, administrators and parents

on the role of technology within teaching and learning.

Surveys open Oct 3 – Dec 17

Sign up to receive

information and alerts

www.tomorrow.org


Thank you.

Let’s continue this conversation.

Julie Evans

Project Tomorrow

[email protected]

949-609-4660 x15

Twitter: JulieEvans_PT

Copyright Project Tomorrow 2011.

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.

mailto:[email protected]