Digital Tools and Personalized Learning Seminar

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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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New Research: Digital Tools and Personalized Learning,
Today and Tomorrow

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.

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!”

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 School
Teachers
Elementary/Middle School
Principals
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 ofTeacher-FacilitatedTechnology 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%

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%

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 home
communications
Increases student engagement
Personalizes learning
Extends learning beyond school
day
Provides way for students to review
materials 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

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
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.

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

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

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
(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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