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Digital tools are transforming learning and teaching, and Project Tomorrow’s Speak Up National Research Project surveys provide insights into how these tools are being used, 21st century skills and STEM instruction in classrooms today. Attend this web seminar to hear from Julie Evans, CEO of Project Tomorrow, who will share recent survey findings and discuss what the future of personalized, blending learning is expected to look like. She will be joined by a curriculum administrator who led his district’s transition to a blended learning model—a 12-school pilot with a new “Centers Approach.” Topics will include: The student vision for digitally-rich, personalized learning How administrators are leveraging technology solutions to decrease costs How technology is being used to personalize learning across the U.S. Julie Evans CEO Project Tomorrow Alec Iogman Elementary Math Curriculum Associate Stamford Public Schools (Conn.) Joe Trahan Curriculum Designer DreamBox Learning Who will benefit: Superintendents, curriculum directors, technology directors, principals and others involved with personalized or blended learning. Anyone may attend.
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New Research: Digital Tools and Personalized Learning, Today and Tomorrow
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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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Housekeeping
Don’t see a panel? Click the “expand panel” triangle in front of the panel name. No computer speakers? Prefer to listen privately? Click the “Request Telephone” icon under your name in the
Attendee panel. For technical support: Use the Chat panel at the right of your screen. Direct your query
to the event Host.
To submit a question to our panel: Use the Q&A panel at the right of your screen. Send your question
to All Panelists, the default option. Want to download a copy of our speakers’ slides? All attendees will get an email with a link for downloading the
slide decks after our presentation.
New Research: Digital Tools and Personalized Learning,
Today and Tomorrow
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
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
©Project Tomorrow 2014
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
©Project Tomorrow 2014
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
©Project Tomorrow 2014
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
©Project Tomorrow 2014
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
©Project Tomorrow 2014
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
©Project Tomorrow 2014
Social–based learning
Un–tethered learning
Digitally–rich learning
Students & Digital Learning
Path to more personalized
learning
Student Vision
©Project Tomorrow 2014
Speak Up 2013 National Reports
©Project Tomorrow 2014
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
©Project Tomorrow 2014
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%)
©Project Tomorrow 2014
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
©Project Tomorrow 2014
Learning modalities: Digital Online Mobile
©Project Tomorrow 2014
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
©Project Tomorrow 2014
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?
©Project Tomorrow 2014
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%
©Project Tomorrow 2014
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%
©Project Tomorrow 2014
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%
©Project Tomorrow 2014
©Project Tomorrow 2014
Learning modalities: Digital Online Mobile
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%
©Project Tomorrow 2014
What subject would students prefer
to take using an online format or
content?
©Project Tomorrow 2014
©Project Tomorrow 2014
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)
©Project Tomorrow 2014
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%
©Project Tomorrow 2014
©Project Tomorrow 2014
Learning modalities: Digital Online Mobile
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
©Project Tomorrow 2014
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
©Project Tomorrow 2014
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
©Project Tomorrow 2014
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
©Project Tomorrow 2014
©Project Tomorrow 2014
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
©Project Tomorrow 2014
Thank you.
Let’s continue this conversation.
Julie Evans
Project Tomorrow
jevans@tomorrow.org
949-609-4660 x15
Twitter: JulieEvans_PT
SpeakUpEd
Copyright Project Tomorrow 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.
Stamford Public Schools
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
47
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
© DreamBox Learning
Strong Support for Differentiation
© DreamBox Learning
Sign up for a FREE School-Wide Trial www.dreambox.com/free-trial
© DreamBox Learning
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
DreamBox Learning
(Please stay tuned following the Q&A session for additional slides with important
resources and Web seminar archive access information.)
Kylie Lacey Associate Editor
District Administration
About District Administration
District Administration is the leader in editorial coverage of the current trends
and pressing issues facing leaders of K12 education.
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