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New Research: Digital Tools and Personalized

Learning, Today and Tomorrow

Web Seminar for K12 Leaders

Julie Evans CEO

Project Tomorrow

Alec Iogman Elementary Math

Curriculum Associate

Stamford Public Schools

(Conn.)

Joe Trahan Curriculum Designer

DreamBoxLearning

Kylie Lacey Associate Editor

District Administration

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slide decks after our presentation.

New Research: Digital Tools and Personalized Learning,

Today and Tomorrow




Julie Evans CEO

Project Tomorrow




(Conn.)


DreamBoxLearning



New Research: Digital Tools and Personalized Learning,

Today and Tomorrow

Julie Evans, CEO – Project Tomorrow Speak Up 2013 National Research & Trends

June 10, 2014

How is learning and teaching being transformed by

digital tools?

How are administrators, teachers, and students using

technology to support learning?

What is the future for personalized, blended learning

in the elementary and middle school classroom?

Today’s Discussion Topics

©Project Tomorrow 2014

Project Tomorrow, a national education nonprofit organization

Programs:

• Research & evaluation studies

• STEM education programs

• Advocacy for digital learning

Mission: To ensure that today’s

students are prepared to become

tomorrow’s leaders, innovators and

engaged citizens of the world. ©Project Tomorrow 2014

Annual national research project

Using online surveys + focus groups

Surveys for: K-12 Students, Teachers, Parents,

Administrators, Community Members

Special: Pre-Service Teachers in Schools of Education

Open for all K-12 schools and schools of education

Schools, districts & colleges receive free report with their

own data

Inform policies, plans & programs

Local: your stakeholder data

State: state level data

Federal: national findings

Speak Up National Research Project

+ 3.4 million

surveys since

2003


Learning & Teaching with Technology

21st Century Skills: Digital Citizenship & Global Awareness

Math and Science Instruction/ Digital Writing

Students’ Career Interests in STEM

Professional Development / Teacher Preparation

Internet Safety/Digital Footprints

Administrators’ Challenges/Bandwidth Capacity

Emerging Technologies both in & out of the Classroom

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

Educational Games, Social Media tools and applications

Flipped Classroom, Print to Digital, Online Assessments

Designing the 21st Century School

Speak Up survey question themes


K-12 Students 325,279

Teachers & Librarians 32,151

Parents (in English & Spanish) 39,986

School/District Administrators 4,530

Community Members (new this year!) 1,346

About the participating schools & districts o 9,005 schools and 2,710 districts

o 90% public schools—10% private/parochial/charter/other

o 32% urban / 31% rural / 37% suburban

o 30% school wide Title 1; 43% majority minority school

o All 50 states + DC + Guam + DODEA schools

National Speak Up 2013 Participation: 403,292


Why do schools and districts participate in

Speak Up?

.

Power of local data

Use data as input for planning

To justify budget and purchasing decisions

Inform new initiatives – as an evaluation tool

As a tool to engage parents

Use for grant writing and fund development

Content for professional development

To counteract mythology


Commonly heard ed tech mythology

“New teachers don’t need any training in how to use

technology within teaching”

“Parents won’t accept online textbooks”

“Kids only want to use mobiles so that they can

text & play games in class”

“Online learning undercuts the role of the

teacher in learning.”

“There is so much great content online for teachers to use in the

classroom – so, what is the problem?”

“Just put technology XYZ in the classroom and magically students will

learn more!” ©Project Tomorrow 2014

District administrators’ views on solutions that have

greatest potential to transform teaching & learning

1. Enhancing teacher effectiveness (58%)

2. Integrating 21st century skills into curriculum

(49%)

3. Leveraging technology more effectively (46%)

Digital content

Blended learning

Tablets and other mobile devices

1:1 programs

Online textbooks and content

Flipped learning models


How important is the effective implementation of

technology within instruction on student success?

46%

62%

45%

41%

52%

35%

55%

57%

Parents of K-8 school students

Elementary/Middle SchoolTeachers

Elementary/Middle SchoolPrincipals

District Administrators

Not important Important Extremely important


Social–based learning

Un–tethered learning

Digitally–rich learning

Students & Digital Learning

Path to more personalized

learning

Student Vision


Speak Up 2013 National Reports


The New Digital Learning Playbook:

Current uses of technology

Four types of technology usage for learning

In school:

o teacher directed or sponsored

o student self – initiated to support learning

Out of school time:

o doing assignments and homework

o supporting personal learning


Teachers’ use of digital tools for professional

tasks

Teachers who self assess their skills as “advanced”

compared to peers:

Internet research to info a lesson (90%)

Watch an online video to learn something (74%)

Text with colleagues (67%)

Customize digital content for class use (56%)

Participate in online PLC (55%)


Digital Activity Elementary School

Grades 3-5 Middle School

Grades 6-8

High School Grades 9-12

Access class information through online portal 31% 68% 75%

Take tests online 44% 47% 52%

Use online textbooks 14% 32% 37% Use a mobile device provided by school 25% 30% 32%

Watch teacher created videos 14% 22% 22%

Students’ Use of Teacher-Facilitated Technology in the

Classroom


Learning modalities: Digital Online Mobile


Teachers’ use of digital content in the classroom

6%

19%

21%

22%

35%

47%

11%

22%

19%

29%

21%

49%

Videos that I create

Animations

Real time data

Online textbooks

Game environments

Videos that I find online

Middle school teachers Elementary school teachers


2007 2013

K-2 students 60% 68%***

Gr 3-5 students 47% 60%***

Gr 6-8 students 40% 48%***

Gr 9-12 students 23% 30%

*** no gender differentiation in frequency of game playing

Who is playing games for learning?


Benefits of games within the classroom

Elementary teachers say:

Increase student engagement 79%

Address different learning styles 72%

Reinforce understanding 53%

Provide practice opportunities 52%

Visualize difficult concepts 43%

Gain immediate feedback 38%

Personalize learning process 34%


What do students say are the benefits of playing

educational games?

.

Benefits of Games Students

K-2

Students

Gr 3-5

Students

Gr 6-8

Students

Gr 9-12

Helps me understand

difficult learning

concepts

57% 48% 56% 48%

School would be

more fun 48% 43% 52% 44%

Games engage me in

learning 43% 40% 47% 43%

Learn more about a

subject 49% 44% 39% 31%


Particular interest in intelligent adaptive software

benefits

Elementary school principals say:

2012 2013

Providing “just right” instruction 67% 74%

Differentiating instruction within large classes 66% 72%

Enabling self-directed learning 65% 73%

Supporting teachers with real time reporting 54% 56%

Increasing the effectiveness of using technology 46% 52%


Middle school students’ interest in online

learning

Advantages of personalized learning:

To work at my own pace 52%

I would be in control of my learning 52%

To get extra help in a tough subject 47%

It will make it easier for me to succeed 42%

I could review materials whenever I needed 41%

I would be more motivated to learn 38%


What subject would students prefer

to take using an online format or

content?


How widespread is “blended learning?”

Primarily face-to-face instruction with some

use of online curriculum, resources and

tools to supplement or remediate instruction

• 46% of teachers are using videos within class

Other models per Christensen Institute

• Regular rotation between online & F2F

• Online curriculum w/onsite teacher

• Off site teacher – onsite students

• Occasional online class

• Primarily online class

62%

21% (total)


Why offer online learning? Principals say:

Reasons for online learning 2013

Keep students engaged in

school

66%

Academic remediation 60%

Provide programs for gifted/at

risk students

51%

Motivate teachers to change

teaching methods

40%

Personalize instruction 40%


21%

50%

73%

89%

41%

62%

66%

66%

41%

58%

61%

50%

18%

39%

48%

39%

Gr K-2

Gr 3-5

Gr 6-8

Gr 9-12

Digital Reader Tablet Laptop Smartphone

K-12 Students’ Personal Access to Mobile Devices


52%

63%

49%

49%

55%

52%

54%

55%

58%

75%

48%

57%

62%

67%

86%

Improves school to homecommunications

Increases student engagement

Personalizes learning

Extends learning beyond schoolday

Provides way for students to reviewmaterials anytime

Principals Teachers Parents

Benefits of mobile devices for schoolwork


Parents are mobilists also – and believe in

potential of mobile learning

6 out of 10 parents want

their child in a class

where they can use a

mobile device for

learning


Parent by Community / Age of Child(ren)

I want my child in a BYOD class

I would buy my child a device

Parents from urban communities 64% 65%

Parents from rural communities 64% 66%

Parents from suburban communities

59% 64%

Parents from Title 1 communities 63% 64%

Parents of elementary students 58% 62%

Parents of middle school students 63% 67%

Parents of high school students 65% 67%

Parents’ desires for mobile learning – in class with

devices / willingness to buy devices



Personalizing learning with transformational

technologies in the classroom

Key Trends Discussed Today

Students have wide access to a wide range of

digital tools – and ideas for effective usage

Parents are becoming an important driver for

digital learning and communications

Personal technology use by educators increases

value for learning

A disconnect exists between administrators’

aspirations and teachers’ implementation

Creating a shared vision increases success with

digital solutions ©Project Tomorrow 2014

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 Digital parent series

Presentations, podcasts and webinars Services: consulting, workshops, evaluation and efficacy studies

Speak Up 2014 opens on October 6

More Speak Up? www.tomorrow.org


Thank you.

Let’s continue this conversation.

Julie Evans

Project Tomorrow

[email protected]

949-609-4660 x15

Twitter: JulieEvans_PT

SpeakUpEd

Copyright Project Tomorrow 2014

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]


Presenter: Alec Iogman

Elementary Math Curriculum Associate

41

• More than 16,000 students in 21 schools

– 40.1% White

– 21.4% Black

– 31.5% Hispanic

– 7% Asian

– 0.1% Native American

• 12 Elementary Schools

Stamford Public Schools Overview

• More than 40% of students qualify for Federal Free/Reduced Meal programs

• More than 65 languages (other than English) spoken at home

• Spanish

• Haitian Creole

• Polish

Context

• Huge Transition Year for our district • New Teacher Evaluation Plan • New Version of Math Program • 2nd Year Math Workshop Model Initiative • 2nd Year of Language Arts Initiative • New Science Initiative • CCSS shifts and changes • End of significant GE grant, and over 4 Million

additional budget cuts

Challenges

• Teachers and administrators feeling extremely overwhelmed

• Highly resistant to yet another top down district mandate that would put greater demands on their time

• Limited professional development opportunity

The Stamford Implementation Story

• Dr. Lucero’s goal and research

• Westover jumps right in

1. Training and First impressions

• Pilot Discussion and the role of Davenport

• The Davenport Pilot

1. Math Workshop Model

• Point People Training and all school roll out

Usage Reports

Next Year

• All district PD with DreamBox staff

• Before after school program implementation

• DreamBox as part of Math workshop model

• At home usage plan

3 Essential Elements

Intelligent Adaptive Learning™ Engine • Millions of personalized learning

paths

• Tailored to each student’s unique needs

Motivating Environment • Motivating and empowering

environments

• Gaming fundamentals, rewards

Rigorous Mathematics • Common Core State

Standards, Texas TEKS, Virginia SOL, Canada WNCP & Ontario Curriculum

• Standards for Mathematical Practice

© DreamBox Learning

DreamBox Lessons & Virtual Manipulatives

Intelligently adapt & individualize

to:

• Students’ own intuitive strategies

• Kinds of mistakes

• Efficiency of strategy

• Scaffolding needed

• Response time

Robust Reporting


Strong Support for Differentiation


Sign up for a FREE School-Wide Trial www.dreambox.com/free-trial


http://www.dreambox.com/free-trial






Julie Evans CEO

Project Tomorrow




(Conn.)


DreamBox Learning

(Please stay tuned following the Q&A session for additional slides with important

resources and Web seminar archive access information.)



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