NEXT GENERATION LEARNING - SCHOOL 3.0

Impact Research: Interim ReportNovember 2015

ACKNOWLEDGEMENTS

We would like to thank the administrators, teacher technology coaches, teachers, and students of the participating schools who generously gave their time to participate in the first phase of the collaborative impact research.

Impact Research Team

Michelle Searle, Ph.D., Queen’s University

Lori Kirkpatrick, Ph.D., Brock University

Adrienne Sauder, Ph.D., Western University

Heather Brown, Ph.D., University of Alberta

METHODOLOGY

METHODOLOGY CONTINUED…

• Elementary teachers and administrators were asked to indicate whether they

believed that the distribution of iPads had affected equity and inclusion in

their schools.

• Responses from teachers and administrators who indicated that the

distribution of the iPads had affected equity or inclusion indicated

overwhelmingly positive impact. Elementary Teachers

Administrators

Improved Equity for Students

76% 88%

Improved Inclusion for Students

72% 88%

Increased Willingness to Access Supports

“I have noticed a new willingness in students to help themselves and access supports that they may have been unwilling to access in the past. For example, Kathleen may have struggled in math class to complete her work on fractions, but yet she would be unwilling to get up and get a fraction block to help support her learning. Since the implementation of Next Generation Learning, however, she will pull up an app that allows her to use a digital fraction block on her iPad likely because the iPad offers anonymity – no one knows that she needed to use the fraction block to answer the questions.”

Additional Indicators of Success

• Students can now use apps (e.g., text-to-speech) to work more independently.• Differentiation is easier.• The iPads allow for better collaboration between students with and without

exceptionalities.• Students are more engaged and willing to use assistive technology when needed.

IMPACT ON INSTRUCTIONAL PRACTICES

• Foster the effective use of technology to support student outcomes

• Students see the iPads as tools for discovery, collaboration, and creativity that enable them to have some autonomy in an inquiry-based learning environment.

“Learning is much easier when you can research for information at your fingertips. It makes learning complex math units easier when you can practice it on apps at home.”

Critical Thinking

“Learning is much easier when you can research for information at your fingertips. It makes learning complex math units easier when you can practice it on apps at home.”

Student Response

Collaboration

Students are collaborating more often by:

• Using Facetime to do homework• Sharing apps with their teachers• Working more productively in groups because students can see one another’s

work more easily and communicate more easily• New opportunities for students working together on productions for assessment

Creativity

“Students are often allowed free choice of manner in which to display their knowledge and explain themselves in their final project. Depending on their ideas, they choose the digital means necessary to convey info.”

Teacher Response

Problem Solving

“Students are much better problem solvers. When they experience a road block or question, they are now finding the solution on their own, such as searching for an answer on Google. They seem to be taking more ownership of their learning.”

Teacher Technology Coach

Communication

Students can share their work, thinking, and feelings with broader, more authentic and possibly even public audiences (e.g., through blogs and apps like Explain Everything).

One administrator noted effects of increased communication in terms of pride, engagement and motivation.

WHO COMPLETED THE ELEMENTARY SURVEYS?

101 Elementary Teachers

RESPONDENTS BY GRADE

Years of Elementary

TEACHING EXPERIENCE

WHO COMPLETED THE SURVEYS?ADMINISTRATORS:

23 Administrators

RESPONDENTS BY SCHOOL TYPE

Years of AdministratorExperience

Gr. JK - 8

Gr. 7 -12

Gr. 9 -12

24%

41%

12%

24%

YEARS 0 – 3 3 – 6 7 - 9 yrs 10+

WHO COMPLETED THE SURVEYS?STUDENTS:

704 Student Respondents

RESPONDENTS BY GRADE

iPad release dates

BY PHASE

Grade 6

Grade 7

Grade 8

Grade 9

iPad Release Dates

Teacher PerspectiveAccess to materials, internet, information, resources

Accessibility for all students

Student engagement

Flexibility in tasks; student choice

Autonomy with teacher

Guidance and direction

Doing research

Creating a product; Creativity

Students are provided a clear purpose and directions

Collaborating

Inquiry-based learning

Students are on task

HOW IPADS SUPPORT LEARNING IN THE CLASSROOM

Administrator PerspectiveIncreased levels of engagement in classrooms where teacher embraced the iPads.

Positive impact on Student Outcomes.

Teachers and Administrators are engaged as co-learners.

Increased interaction and communication with parents.

There are new ways of working through the curriculum in order to support the learning goals, inquiry and engagement.

HOW IPADS SUPPORT LEARNING IN THE CLASSROOM

HOW IPADS SUPPORT LEARNING IN THE CLASSROOM

Student PerspectiveBetter communication and feedback from teachers

Motivation

Increased engagement

Pride in their work

Increased autonomy

Learning and comprehension

Increased access to information

Increased opportunity for creativity

Increased student resourcefulness and resilience

More collaborative processes

ROADBLOCKS

Both Teachers and students mention the following challenges:

• The iPad can be a distraction for some students (inappropriate usage, off-task behaviour, poor self-regulation)

• Technical issues arise (e.g., wifi, apps)• Technological skills need to be developed for teacher/students• Broken/forgotten/uncharged devices

Teachers were also concerned about:

• Amount of screen time/addiction• Too much student autonomy (no direction); don’t follow directions

Students mentioned the following:

• iPad fatigue• Games can also be a distraction

KEY IDEAS AND SUGGESTIONS BASED ON EVIDENCE FROM PHASE ONE

NEXT STEPS FOR THE SYSTEM

• Create a district means for sharing resources and best practices

• Collect data to better understand which apps/tools are being used to accommodate and modify for exceptional learners

• Identify and reinforce the Student Outcomes in practice

• Sustain existing professional learning networks and collaborative inquiry groups related to system priorities, and in particular in the area of inclusive and differentiated practice

• Continue to develop professional learning that is responsive to learning needs

• Share the learnings both within and beyond the district

NEXT STEPS FOR EDUCATORS

• Remain supportive of Teacher Technology Coaches

• Focus on pedagogical practice rather than specific “apps”

• Encourage mechanisms for sharing the learning

• Provide explicit teaching related to learning skills, digital organization and device management

• Help secondary educators see what aspects of elementary NGL pedagogy have transferability to their contexts

• Seek to understand what is initially seen as distraction and teach self-regulation skills to improve engagement

NEXT STEPS FOR STUDENTS

• Continue to recognize and support student excitement and engagement

• Understand learning preferences and needs, advocate for differentiation as needed (e.g., bluetooth keyboards)

• Develop self-regulatory skills to maximize on-task behavior

• Consider ways to minimize negative impact of technological difficulties (e.g., have extra iPads on hand in case of breakage)

• Provide opportunities for students to give voice to their experiences

NEXT STEPS FOR THE RESEARCHERS

• Case studies will focus on Assessment and Equity/Inclusion

• Examining student achievement data as it relates to Writing

• Developing a sharing platform for emerging best practices