Learning in the 21st Century: Digital Experiences and Expections of Tomorrow's Teachers

TCEA 2013 Convention & Exposition

Special Report Release

Learning in the 21st Century: Digital Experiences and

Expectations of Tomorrow’s Teachers

Julie Evans, Project Tomorrow CEO February 7, 2013

© 2013 Project Tomorrow

A big thank you to:


Our discussion agenda

  About the Speak Up National Research Project

  Context for this new research

  Introduction of key report findings

  Questions for further consideration

  Discussion

Speak Up 2012 National Findings Views of Tomorrow’s Teachers in

College Teacher Preparation Programs


Project Tomorrow, a national education nonprofit organization

Programs:

•  Research & evaluation studies •  School and community programs •  Events for students

Mission: To ensure that today’s students are prepared to become

tomorrow’s leaders, innovators and engaged citizens of the world.


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

Speak Up National Research Project

+ 3 million surveys since 2003


  Learning & Teaching with Technology

  21st Century Skills: Digital Citizenship & Global Awareness

  Math and Science Instruction

  Students’ Career Interests in STEM

  Professional Development / Teacher Preparation

  Internet Safety

  Administrators’ Challenges

  Emerging Technologies both in & out of the Classroom   Mobile Devices, Online Learning, Digital Content, E-textbooks   Educational Games, Social Media tools and applications   Flipped Classroom, Print to Digital, Online Assessments

  Designing the 21st Century School

Speak Up survey question themes


  Learning & Teaching with Technology   21st Century Skills: Digital Citizenship & Global Awareness   Math and Science Instruction   Students’ Career Interests in STEM   Professional Development / Teacher Preparation   Internet Safety   Administrators’ Challenges   Emerging Technologies both in & out of the Classroom

  Mobile Devices, Online Learning, Digital Content, E-textbooks   Educational Games, Social Media tools and applications   Flipped Classroom, Print to Digital, Online Assessments

  Designing the 21st Century School

Speak Up survey question themes

Activities Value Propositions Aspirations


  1,351 college student respondents   81% female, 19% male   75% enrolled in undergrad programs   25% in grad programs   41% aspiring to a multi-subject credential   46% aspiring to a single subject credential   Future teaching goals:

o 4% pre-school, early education o 43% elementary school o 14% middle school o 35% high school

National Speak Up for Aspiring Teachers

Survey open period: 3/12 – 6/1 2012


Let’s set some context . . . .


Administrators’ Realities

28%

30%

35%

40%

40%

44%

45%

48%

0% 20% 40% 60%

Adequate technology

Using data to assess achievement

School safety

Student behavior

Adequate funding

Curriculum standards

Staff morale

Test scores

Wake Up in the Middle of the Night Issues


Administrators’ Realities

What has the greatest potential to enhance student achievement?

School Site District Level

Enhancing teacher effectiveness 57% 58%

21st century skills integration 49% 54%

Leveraging technology 37% 49%

Common Core Standards 49% 48%

Engaging parents as co-teachers 37% 31%

Enhancing pre-service preparation programs

20% 23%


A “must have” for the ultimate school:

Students Gr 9-12 46%

Students Gr 6-8 41%

Students Gr 3-5 38%

Parents 36%

Administrators 51%

Increasing demand for online classes


Administrators’ Realities: teachers’ adoption

Administrators acknowledge criticality of teacher training and comfort with using technology as key to implementation Enabling Technology Administrator Concern

Mobile learning Teachers don’t know how to incorporate mobiles within instruction – 35%

Online classes Cannot find teachers interested/skilled in teaching online classes – 26%

Digital content Teachers need training on how to leverage digital content effectively – 42%

Teachers are reluctant to use digital content we have – 20%


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

Teachers

Parents

Principals

District Admin

Extremely important Important

Somewhat important

Realities: different views on value of ed tech

How important is the effective use of technology to student success?


Do we have a shared vision for the future of digital learning in our schools?

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

BYOD

CollaboraPon tools

Games

Online classes

Online textbooks

Students

Teachers

Principals


Principals’ expectations for the next generation of teachers

Ability to use technology to:

1.  Communicate with parents & students 70%

2.  Create and use multi-media 69%

3.  Facilitate student collaborations 63%

4.  Differentiate instruction 60%

5.  Conduct online assessments 61%

6.  Integrate digital content/e-textbooks 58%

7.  Incorporate student owned mobiles 49%

8.  Leverage social media effectively 45%


Learning in the 21st Century:

Digital Experiences and Expectations of Tomorrow’s Teachers

A special collaborative report with Blackboard, Inc.


Learning in the 21st Century: Digital Experiences and Expectations of Tomorrow’s Teachers

Research questions:

1.  What technologies are pre-service teachers using in their personal and educational lives?

2.  How are they learning to integrate technology into instruction? What are they learning?

3.  How do the expectations of principals align with the actual experiences of pre-service teachers?

4.  What are the expectations of pre-service teachers for using technology in their future classroom?



Key Finding #1:

Tomorrow’s teachers are using a wide

range of emerging technologies in their

personal lives as well as to prepare for

their future teaching assignments.



Key Finding #1: Social Media Usage Aspiring

Teachers Current Teachers

ParPcipaPng in an online community 17% 14%

Blogging 20% 11%

Using TwiSer to communicate or follow others

30% 10%

WriPng via a Google Docs™ program or similar product

35% 16%

CommunicaPng via discussion boards, chat sites and social networking

74% 50%

UpdaPng a personal social networking site

80% 55%



Key Finding #1:

Aspiring teachers are tapping into tech-enabled, self-directed learning to support their career preparation

  Online podcasts and video (45%)

  Finding mentors online (42%)

  Facebook as a collaboration site (35%)

  Taking online assessments (22%)

  Twitter as a professional learning tool (20%)



Key Finding #2:

Tomorrow’s teachers look to field study

and student teaching mentors as well as

university professors as role models of

using technology effectively.



Key Finding #2:

What is the best way for you to learn about how to integrate technology into instruction?

1.  Field observations and student teaching 68% 2.  Observation of college professors 62% 3.  Classmates 56%



Key Finding #2:

What is the best way for you to learn about how to integrate technology into instruction?

1.  Field observations and student teaching 68% 2.  Observation of college professors 62% 3.  Classmates 56%

Big question: are these always the most effective role models?



Key Finding #2:

What technology tools or techniques are you learning to use in your methods classes?

Top 3:

1.  How to use Office tools 71% 2.  Create a multi-media presentation 64% 3.  How to use an interactive whiteboard 55%



Key Finding #2:

What technology tools or techniques are you learning to use in your methods classes?

Top 3:

1.  How to use Office tools 71% 2.  Create a multi-media presentation 64% 3.  How to use an interactive whiteboard 55%

Another big question: Are these the right priorities?



Key Finding #3:

School principals’ expectations for the

digital experiences of pre-service teachers

does not align with actual experiences in

teacher prep programs.


Learning in the 21st Century: Digital Experiences and Expectations of Tomorrow’s Teachers Key Finding #3:

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

How to teach an online class

Using social media within instrucPon with students

IncorporaPng student owned mobile devices

IdenPfying and evaluaPng quality digital content to use in class

Ability to create and use video, podcasts and other media

Aspiring Teachers Principals

Principals’ expectations vs. pre-service teachers’ experiences – are we in alignment?



Key Finding #3: Evolving needs in the classroom

Principals’ Expectations

2008 2011

Ability to integrate student owned mobile devices within instruction

24% 45%

Experience and training in teaching an online class

12% 25%



Key Finding #4:

Tomorrow’s teachers place a higher value

on the role of technology in student

success and their own productivity than

current in-service teachers do.



Key Finding #4: Impact of technology within my classroom on:

Aspiring Teachers

Current Teachers

My students’ academic success

Develop their creaPvity 76% 35%

More moPvated to learn 75% 50%

More parPcipatory in discussions 68% 25%

Able to apply knowledge to problem solving

64% 26%

Deeply explore their ideas 59% 17%

Own their own learning 57% 22%

Work together more oZen 52% 22%



Key Finding #4:

Impact of technology within my classroom on:

Aspiring Teachers

Current Teachers

My effec0veness as a teacher

Create more interacPve lessons 86% 51%

BeSer organizaPon 70% 47%

Student centered learning approach 59% 37%

More connected to my students 59% 23%

Create more relevant lessons 57% 38%

Encourage students to be more self-‐directed

57% 30%

Facilitate student collaboraPons 54% 20%



Key Finding #4:

Thinking about your future teaching assignment, what will be most important for your success?

1.  Engaged parents 77%

2.  Supportive colleagues 71%

3.  Supportive principal 70%

4.  Classroom facilities 64%

5.  Technology tools and resources 63%



Key Finding #5:

Tomorrow’s teachers have a long wish list

of their own expectations for technology in

their future classrooms.



Key Finding #5: Technology Tools and Strategies I want in my UlJmate School

Aspiring Teachers

Ability to access the Internet anywhere on campus 71%

Laptop or netbook for every student to use at school 71%

AdapPve learning soZware which adjusts levels and content to student needs

63%

InteracPve whiteboards 59%

Online textbooks 48%

Digital content for classroom use 45%

Digital media creaPon tools 42%

Handheld student response systems 42%

Tablet computers 42%

Ability for students to use their own mobile devices 39%



Questions for further consideration

K-12 Leadership:

•  How are communicating your needs for new

teachers’ skills to your higher ed partners?

•  Are you prepared to meet the expectations of

tomorrow’s teachers?

•  How can you tap into their digital interests to

spur school or district wide innovation?



Questions for further consideration

Schools of Education Leadership:

•  How well are your prep programs meeting the

needs of your partnering K-12 districts?

•  Are you evaluating student teacher placements

based upon the cooperating teachers’ tech

expertise?

•  How can you leverage your students’ digital

skills for additional informal learning?


Learning in the 21st Century:

Digital Experiences and Expectations of Tomorrow’s Teachers

Available at: Tomorrow.org Blackboard.com/teacherreport


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

Presentations, podcasts and webinars

Services: consulting, workshops, evaluation and efficacy studies

More Speak Up? www.tomorrow.org


A big thank you to:


Thank you. Let’s continue this conversation.

Julie Evans Project Tomorrow

[email protected] 949-609-4660 x15

Twitter: JulieEvans_PT and SpeakUpEd

Copyright Project Tomorrow 2013 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.