Tag Archives: report

Students Prioritize Mobile Devices over Internet Access

Mobile Learning DevicesStudents prioritize the use of “a variety of digital learning tools such as mobile devices” over Internet access, according to From Chalkboards to Tablets: The Emergence of the K-12 Learner, a new report from Project Tomorrow.

The report also found that students increasingly see benefits to online learning, with 57 percent of respondents in high school saying that it would put them in control of their learning, up from 40 percent in 2009, and 56 percent saying that it would allow them to work at their own pace, a five percent increase over the same period. Students also said that it would provide other benefits, such as improved ability to review materials, a greater sense of independence, and an improved opportunity to succeed in class, in greater numbers than they did in 2009, though they are still not in the majority.

Part of the organization’s national Speak Up initiative, the report marks the 10th anniversary of the data collection project and returned to the students, now in grade 12, interviewed in the 2003 sample.

Read more: Report: Students Prioritize Devices, Variety over Internet Access — THE Journal.

Keeping Pace with K-12 Online Learning

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Keeping Pace with K-12 Online Learning: An Annual Review of Policy and Practice (2012) is the latest in a series of annual reports that began in 2004 that examine the status of K-12 online education across the country. The report provides an overview of the latest policies, practices, and trends affecting online learning programs across all 50 states.

Keeping Pace is researched and published as a service to the educational and governmental communities through the generous support of our sponsors. Distribution of the report and graphics for presentations are free.

Free Download: Reports & Graphics « Keeping Pace.

The Blended & Virtual Learning Frontier Special Report

BlendedLearningReport

A Research Report from the Centre for Digital Education and Converge.

These are inTeresTing Times in the education field, and a bit hectic for education leaders at all levels. The digital revolution has hit full force and a whole new education frontier is emerging.

It is important to remember, however, that the revolution in banking took under a decade. The ATM greatly improved convenience for users and significantly lowered costs for banks. I can’t even remember the last time I went to a field branch. Similarly, the peak of evolution in education with blended and online learning has been the fundamental restructuring of the delivery mechanism. It will continue to evolve into the future, like in other fields. Banking, for instance, is now personalized online in so many ways and there is even micro-banking and micro-lending.

The Center for Digital Education sees that schools everywhere are grappling with the rather vast new frontier of blended and virtual learning. As such, we wanted to start defining the territory. This Special Report describes the various terms in blended and virtual learning, and gives education leaders more than a few ideas of what their peers are already doing in this new frontier.

Download: Blended and Virtual Learning 101

Student Insight Hot Topics – Portrait of a Transnational Education Student

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This report is the latest in a series of publications that reports on the responses given in in-depth on-line surveys and highly focused interviews, and presents a comprehensive analysis of the attitudes of present and prospective students, as well as administrators and alumni, towards the growing phenomenon of transnational education (TNE).

The report begins with an overview of the evolving TNE concept – which is ot as new as many believe – and clarifies what TNE encompasses: for many, TNE means simply ‘distance learning’, however this report introduces the idea of a much larger and more complex concept, and one that is demanding the attention of students, parents and higher education providers around the world. The current market situation is then explored and changing levels of student interest are given as supporting evidence of the developing nature of the TNE market.

The report then presents a series of indicators that highlight the similarities between students within the worldwide TNE community. These indicators cover interest in and experiences of both undergraduate and postgraduate TNE programmes. By analysing and presenting the feedback given by a wide range of respondents, from secondary-school graduates to employed professionals, this report is able to create a portrait of the TNE student that challenges both the narrower perception TNE and the more widely held understanding of the importance of institution branding and reputation.

The indicators assessed are broken into two main areas. The first presents the characteristics of a TNE student by compiling data on the age, employment status and subject interests of respondents, broken down by interest in TNE programmes offered locally and overseas. The second and largest section addresses the motivations and priorities of TNE students, covering the crucial factors of course availability and ease of admission, time commitment, the quality of teaching, mode of delivery and relevance of the qualification, the reputation of the institution, and the overall TNE student experience.

This comprehensive analysis presents useful insights drawn from a growing body of data and carefully sourced qualitative information on the experiences of TNE students today. The findings should be of value to any provider interested in learning more about its TNE demographic or keen to take advantage of the burgeoning TNE market, as well as any person interested in exploring an area of education that is becoming of interest to a broadening spectrum of prospective students.

Purchase: Student Insight Hot Topics – Portrait of a Transnational Education Student | Internationalising Higher Education.

Schools Open Doors to New E-Learning Rules

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The world of virtual schooling is experiencing a host of major policy shifts that are opening doors for its expansion, but at the same time holding it up to greater scrutiny. This special report, part of Education Week’s ongoing series on virtual education, examines how state policymakers, educators, and schools are rethinking and changing the rules for e-learning. It provides analyses on the benefits and drawbacks of these changes, and what to expect during this school year and beyond.

Full Text: Education Week: Schools Open Doors to New E-Learning Rules.

Study: ’21st-Century Learning’ Demands Mix of Abilities

Study: '21st-Century Learning' Demands Mix of Abilities - Inside School Research - Education Week

The modern workplace and lifestyle demand that students balance cognitive, personal, and interpersonal abilities, but current education policy discussions have not defined those abilities well, according to a special report released this afternoon by the National Research Council of the National Academies of Science in Washington.

A “who’s who” team of experts from the National Academies’ division of behavioral and social sciences and education and its boards on testing and on science education collaborated for more than a year on the report, intended to define just what researchers, educators, and policymakers mean when they talk about “deeper learning” and “21st-century skills.”

“Staying in school and completing degrees clearly have very strong effects,” said James W. Pellegrino, a co-editor of the report and co-director of the Interdisciplinary Learning Sciences Research Institute at the University of Illinois in Chicago. Americans get about 7 to 11 percent return in higher career earnings based on their years of schooling, “and cognitive skills don’t explain all the effects of schooling. Schooling is probably a proxy for some combination of different clusters of skills,” he said.

Full Text: Study: ’21st-Century Learning’ Demands Mix of Abilities – Inside School Research – Education Week.

Download Free prepublication PDF: https://download.nap.edu/login.php?record_id=13398&page=%2Fcatalog.php%3Frecord_id%3D13398

Naace: The iPad as a Tool For Education – a case study

Girl using an iPad

Author: Jan Webb

In the first two terms of implementing an iPad programme, Longfield Academy in Kent have noticed a great impact on teaching and learning. Research carried out on behalf of Naace and supported by 9ine consulting will be published here next week.

It’s really exciting to be able to announce our research into the use of iPads. After a successful implementation at Longfield Academy in Kent and two terms of embedded use, the research shows some incredibly positive impacts on teaching and learning. The report on the research, carried out on behalf of Naace and supported by 9ine Consulting is available below. It outlines the conclusions of one of the most extensive studies so far undertaken into the use of tablets for learning. As one teacher put it, “The iPads have revolutionised teaching”, with appropriate use of iPads helping to enhance learning across the curriculum and encouraging collaborative learning. Whilst it’s early days for evaluating the impact on achievement, there are significant gains in quality and standard of pupil work and progress and potential for extending use even further. As more schools across the country consider adopting the use of tablets in classrooms, the messages from this research will be incredibly helpful for those who are deciding on their next steps.

Download the report: Naace: The iPad as a Tool For Education – a case study.

New Survey Finds “Learn Now, Lecture Later” Model Emerging in Education

Apple iPhone with Social Media Apps

Teachers and Students Report Shift Away from Lecture-Only Classes, Along with Increased Use of Classroom Technology Compared to Just Two Years Ago

ISTE Annual Conference, SAN DIEGO, Calif. – June 26, 2012 – The traditional lecture model – with a teacher standing at the front of the classroom conveying information – is changing. Across the country, high schools and universities are exploring alternative ways to connect with students and how technology can help support this change.

According to “Learn Now, Lecture Later,” a new report released by CDW-G today, nearly half (47 percent) of teachers surveyed said they are moving beyond the lecture-only model, and 71 percent of students and 77 percent of teachers say they are using more classroom technology today than just two years ago, including laptops/netbooks, digital content and learning management systems. Other technologies are on the rise in the classroom, too, including smartphones, student response systems and blogs.

CDW-G surveyed more than 1,000 high school and college students, teachers and IT professionals to understand how different learning models, such as hands-on and group projects, independent study, virtual learning and one-on-one tutoring, are impacting high school and college classrooms. CDW-G also sought to further understand the role that technology plays in helping students and teachers maximize their time in the classroom.

When asked how the shift to different learning models is impacting the way they learn, one student noted, “I think it makes the learning real. You are able to take the concepts you learn in lectures and use them in real, hands-on situations.” Another student said, “Technology makes you ready for a real-world experience and makes school work seem more like a job.”

“Students told us they want more interaction with teachers during class, as well as the opportunity to incorporate more technology into their classes,” said Andy Lausch, vice president of higher education, CDW-G. “In fact, students who are very satisfied with how their teachers use class time, also use more technology in class with all types of learning models.”

Shifting away from the lecture-only model may make sense for many educators, but 88 percent reported challenges to making the shift. “Lack of budget continues to be the top roadblock for both high schools and higher education institutions,” said Julie Smith, vice president of K-12 education, CDW-G. “But more importantly, the other challenges differ depending on who you ask. Teachers and IT professionals have very different ideas of how to make the move easier – ranging from access to technology and lack of professional development to class size and lack of time. We need to ensure that educators and IT are talking to one another.”

Despite the challenges, students and teachers are open to moving away from lecture only, with requests coming in many forms. CDW-G’s Learn Now, Lecture Later identified requests for:

  • More help: Seventy-six percent of IT professionals report increased teacher requests for help with technology integration and related professional development
  • More tech: High school and higher education teachers both want laptops, netbooks, tablets and digital content to help them move away from the traditional lecture model
  • More IT: IT professionals noted that in order to support a change in instruction, their institutions need to add or improve servers/storagewireless infrastructure and cloud computing

To download the full report visit: http://www.cdwg.com/LearnNowLectureLater

6 Obstacles to Using Technology in Schools

NMC Horizon Report

Though educators are finding smart ways to integrate technology and learning, the road has been and continues to be challenging on multiple fronts. The NMC Horizon Report: 2012 K-12 Edition, a collaboration between the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education, takes the birds-eye view and encapsulates some of the significant challenges that must still be addressed and offers the following assessment.

Behind the challenges listed here is also a pervasive sense that local and organizational constraints are likely the most important factors in any decision to adopt — or not to adopt — a given technology. Even K-12 institutions that are eager to adopt new technologies may be constrained by school policies, the lack of necessary human resources, and the financial wherewithal to realize their ideas. Still others are located within buildings that simply were not designed to provide the radio frequency transparency that wireless technologies require, and thus find themselves shut out of many potential technology options. While acknowledging that local barriers to technology adoptions are many and significant, the advisory board focused its discussions on challenges that are common to the K-12 community as a whole. The highest ranked challenges they identified are listed here, in the order in which the advisory board ranked them.

  1. Digital media literacy continues its rise in importance as a key skill in every discipline and profession, especially teaching.
  2. K-12 must address the increased blending of formal and informal learning.
  3. The demand for personalized learning is not adequately supported by current technology or practices.
  4. Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies.
  5. Learning that incorporates real life experiences is not occurring enough and is undervalued when it does take place.
  6. Many activities related to learning and education take place outside the walls of the classroom and thus are not part of traditional learning metrics.

The report can be read in full by registering here, and can be accessed on mobile devices here.

Full Text: Six Lingering Obstacles to Using Technology in Schools | MindShift.

Report on the Re-use and Adaptation of Open Educational Resources

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by Ishan Sudeera Abeywardena (Author)

COL (June 2012)

Executive Summary

Open Educational Resources (OER) are a relatively new phenomenon which is fast gaining academic credibility as well as the attention of policy makers on a global scale. With increased funding by governmental and non-governmental organisations paired with generous philanthropy, the volume of rich OER available freely to the masses has grown exponentially. As with any new academic movement, the initial challenge for the OER movement was to spread this new philosophy into mainstream academia whereby the use of OER in teaching and learning becomes accepted practice. With strong advocacy by Open Distance Learning (ODL) institutions buttressed by organisations such as the Commonwealth of Learning (COL) and UNESCO, OER is currently achieving this objective and is rapidly gaining acceptance as a credible source of knowledge in many an academic community.

The whole philosophy of OER rests on a foundation consisting of two fundamental concepts which are (i) free and open access to knowledge; and (ii) the ability to freely adapt and re-use existing pieces of knowledge. Even though the OER movement has been quite successful in firmly planting the first concept in the academic community, the second concept of re-use and adaptation is still to take flight on a larger scale. Although there are many inhibitors to the wider adoption of the re-use concept of OER, one of the major inhibitors is the current lack in capacities among the various stakeholders to effectively utilise existing technologies to adapt and re-use OER. This in turn has created a community of passive OER consumers who are not contributing to the expansion of the movement.

The objectives of this report are to (i) explore the current technology landscape with respect to both proprietary as well as Free and Open-source Software (FOSS) technologies; (ii) identify techniques, actual and in development, for re-use of OER materials; and (iii) discuss the implementation in the context of a typical ODL agency.

This peer-reviewed report is a detailed catalogue of technologies available to teachers as well as learners for the re-use of OER material in the forms of text, HTML, audio, video and data. It also compares the technologies based on access, openness, usability and availability. The report will serve as a resource for teachers and learners for re-using OER mater.

Download: Commonwealth of Learning – A report on the Re-use and Adaptation of Open Educational Resources (OER): An Exploration of Technologies Available.

Interactive Learning Online at Public Universities: Evidence from Randomized Trials

Published May 22, 2012

William G. Bowen, Matthew M. Chingos, Kelly A. Lack & Thomas I. Nygren

Online learning is quickly gaining in importance in U.S. higher education, but little rigorous evidence exists as to its effect on student learning outcomes. In “Interactive Learning Online at Public Universities: Evidence from Randomized Trials,” we measure the effect on learning outcomes of a prototypical interactive learning online (ILO) statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine-guided instruction accompanied by one hour of face-to-face instruction each week) or a traditional format (as it is usually offered by their campus, typically with 3-4 hours of face-to-face instruction each week).

We find that learning outcomes are essentially the same—that students in the hybrid format “pay no price” for this mode of instruction in terms of pass rates, final exam scores, and performance on a standardized assessment of statistical literacy. These zero-difference coefficients are precisely estimated. We also conduct speculative cost simulations and find that adopting hybrid models of instruction in large introductory courses have the potential to significantly reduce instructor compensation costs in the long run.

Download Report

Full Text: Interactive Learning Online at Public Universities: Evidence from Randomized Trials | Ithaka S+R.

Searching for the Reality of Virtual Schools (Report)

Patte Barth, director
Jim Hull, senior policy analyst
Rebecca St. Andrie, managing editor

Centre for Public Education
National School Boards Association

May 2012

Main findings:

  • Online courses and schools enrol a small fraction of the 52 million public school students, but they are rapidly gaining ground. P-12 students take nearly 2 million courses online annually. In addition, about 250,000 students were enrolled full-time in virtual schools in 2010-11, up from 200,000 the year before.
  • The development, management and staffing of online courses and schools is supported by both public and private providers. For-profit companies K-12, Inc., and Connections Academy together enrolled nearly half of all full-time online students in 2010-11.
  • Funding for online learning varies by state, and ranges from 70 to 100 percent of state and local per pupil rates. The impact on district funds also varies by state. In some states, districts are billed for each student enrolled online. In addition, accounting for the actual cost of virtual courses and schools is often lacking.
  • The jury is still out on the effect of online courses on P-12 student achievement. The U.S. Department of Education reviewed existing research and found a modest positive impact of online courses, but cautioned that the findings were based mostly on results for post-secondary students.
  • Emerging reports show a troubling overall picture of poor performance and low graduation rates for full-time online students. Two small-scale studies found positive effects for elementary students, however, suggesting that parental supervision could be an important factor.
  • There needs to be a clearer accountability path for online learning, especially in regard to monitoring student progress and performance as well as accounting for the cost of virtual schooling.

Full Report: http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/Searching-for-the-reality-of-virtual-schools-at-a-glance/Searching-for-the-reality-of-virtual-schools-full-report.pdf