Speak Up Presentation ACTFL Nov. 2014

Personalizing Language
Learning with Digital Tools
Julie Evans, Project Tomorrow CEO

“Personalized learning means…that
the teacher becomes aware of
students' individual learning needs
and strives to meet them.”
High School World Language Teacher
Pomona Unified School District (CA)
(c) Project Tomorrow 2014

Personalizing Language
Learning with Digital Tools
 About Project Tomorrow
 Highlights from the Speak Up Research
 5 things to know about today’s learners
 5 things that distinguish the New Digital
World Language Teacher
 Your thoughts, comments, questions

ProjectTomorrow, a national
education nonprofit organization
Programs:
• Research & evaluation studies
• Student 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

A big thank you to:

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

Speak Up 2013
National Reports
www.tomorrow.org

Speak Up Congressional Briefing
June 2014
Sharing national data findings annually to inform federal
policies, programs and funding for K-12 education

What can the Speak Up
findings tell us about how to
personalize learning?

 Students function as a “Digital Advance Team”
 Students regularly adopt and adapt emerging
technologies for learning
 Students’ frustrations focus on the unsophisticated use
of technologies within education
 Persistent digital disconnect between students and
adults
 Exacerbation of lack of relevancy in current education
 Students want a more personalized learning
environment
What have we learned over the past 11 years?

Social–based learning
Un–tethered learning
Digitally–rich learning
Students & Digital Learning
Personalized
Learning
Student Vision for Digital Learning

5 Things
o About today’s learners
o About the New Digital World
Language Teacher

5Things Everyone Should Know
aboutToday’s Digital Learners

Use of digital tools for
learning

Current uses of technology
Four types of technology usage by students:
 In school:
o teacher directed
o student self – initiated
 Out of school time:
o supporting schoolwork
o supporting personal learning

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

15%
18%
31%
40%
49%
56%
13%
21%
22%
38%
50%
46%
Tweeted about an academic topic
Found an expert online to answer questions
Used online writing tools
Watched a video to help with homework
Played an online game to learn something
Researched a website to learn more about
a topic
Boys Girls
Middle School Students’ Use of DigitalTools for
Self-Directed Learning Outside of School
(AdvancedTechnology Users)

ImprovedTechnology Use Solutions
Students in
Grades 6-8
Students
in Grades
9-12
Allow greater access to websites I need
for learning
63% 68%
Let me use my own mobile device 55% 51%
Let me recharge my mobile device 42% 43%
Provide schoolwide Internet access 46% 42%
Provide access to my social media 35% 39%
Provide 24/7 access to my teachers 28% 28%
Provide me with a mobile device to use
at school (if I cannot use my own)
33% 21%
Students’ Ideas for ImprovingTechnology Use at
School

Mobile Devices

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

“What mobile device I use depends upon the task”
Read a book?
Take notes in class?
Play games?
Use social
media and play
games?
Create content?
Different tools for different tasks

Internet

Home
Internet
Access
Gr 6-8
Students
Out of School Internet Access – redefining
digital divide
10%
4%
56%
71%
57%
63%
Title 1 Schools Non‐Title 1 Schools
The computer I use at home does not have Internet
access
The computer I use at home has broadband Internet
access
I access the Internet primarily thru a wifi or 3G/4G
mobile device

Digital Footprint Actions
Gender CommunityType
Girls Boys Urban Sub Rural
I am careful about posting and
texting information about myself
or others
52% 41% 46% 44% 48%
I have advised friends to not post
certain things about me or
others
34% 25% 30% 28% 30%
I have stopped interacting with
someone based upon their
online profile
29% 20% 24% 23% 26%
I use digital footprints to find
people to connect with
12% 12% 13% 12% 12%
I think it is important to have a
positive online profile
38% 27% 32% 31% 33%
High School Students’Views on their Digital
Footprint

Social Media

Social media:
tools to connect, collaborate, create
Texting:
2/3rds of students Gr 6-12
(growth of 37% since 2008)
Twitter:
28% of students in Gr 9-12
Creating videos:
only 15% in 2007

Massively multi-player
online games (MMOG)
¼ of students in Gr 6-8
Facebook
decrease of 41% since 2007
Social media:
tools to connect, collaborate, create

Online and Blended
Learning

Online learning in schools
41% of high schools offering online classes for
students in:
 Math
 Science
 History
 English/Language Arts
1/3 of high schools offering classes in World
Languages
Only 17% report not offering any online classes

Why online learning?
High School
Principals
Provide academic remediation 66%
Keep students engaged in staying in school 63%
Provide options for students that need credit recovery 61%
Provide options for home‐bound students 53%
Provide options for at risk students 50%
Provides students with options for advanced coursework 49%
Provide options for gifted students 41%
Provides students with dual enrollment options with local
colleges
39%
How online learning is supporting the
needs of many types of students

Middle school students’ interest in online learning
Advantages of personalized learning:
I would be in control of my learning 49%
To work at my own pace 46%
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 40%
I would be more motivated to learn 39%
More comfortable asking questions in class 39%

What percentage of students say their
#1 preference is to take a World
Languages class online?

What percentage of students say their
#1 preference is to take a World
Languages class online?
23% of Gr 9-12 students
32% of Gr 6-8 students

Are you a Digital
World Language
Teacher?

Survey results from 882 World
LanguageTeachers
Where they teach:
76% high schools
19% middle schools
Degree level:
64% have a master’s degree
Professional experience:
64% have 11+ years of experience
Tech skills?:
63% say they have average technology skills

26% teach in a school where students can
use their own laptop, tablet or smartphone
in class
15% have implemented a “flipped learning”
model in their classroom (2X other teachers)

• 95% say effective technology use in
education is important for college and
career preparation
– 30% say it is extremely important
for their students to have access to
technology within learning

5Things that Distinguish the New
Digital World LanguageTeacher

Using digital tools to
personalize learning

29%
30%
32%
38%
42%
48%
68%
23%
31%
20%
26%
39%
34%
59%
Facilitate group collaborations
Examine student data to inform practice
Support student content creation
Provide feedback to students
Customizing content to meet student needs
Post class info for parents & students
Developing student assessments
All Teachers WL Teachers
Personalizing learning with digital tools

Digital Content in the
Classroom

Types of Digital
Content
All Teachers World Language
Teachers
Multi-media
presentations
60% 75%
Online videos 46% 53%
Online textbooks 23% 35%
Games 30% 29%
Skill software 23% 26%
Self-created videos 9% 13%
What digital content are you using in your
classroom?

Mobile learning

Benefits of mobile devices within instruction
48%
56%
57%
65%
71%
46%
55%
54%
54%
64%
Teachers improve tech skills
Extend learning beyond the school day
Students take ownership of learning
Enable student self‐remediation
Access to online textbooks
All teachers WL teachers

Flipped Learning

• 15% of WL teachers say they have flipped
their classroom (compared to 8% of all of
the teachers)
• 19% are interested in learning more about
this model
• 46% want PD on how to flip their class –
compared to 35% of other teachers
Flipping world language classes

Professional Development
Wish List

PD Topics All Teachers World Language
Teachers
Differentiate
instruction using
digital tools
45% 47%
Id high quality digital
content
34% 41%
Id mobile apps 36% 40%
Create instructional
videos
19% 31%
Implement blended
learning
23% 27%
Implement flipped
learning
16% 22%
What is on your wish list for PD? How to ….

Benefits of Digital
Tools to Support
Personalized
Learning

What are the major benefits of using digital
tools in World Language classes?
1. Student mastery of content
2. Development of college & career ready
skills
3. Improves teacher productivity

1. Student mastery of content
 More motivated to learn
 Increased understanding of course material
 Spend more time mastering basic skills

2. Development of college & career ready
skills
• Develop creativity
 Expand problem solving and critical
thinking skills
 Increase collaboration opportunities
 Apply skills to real world problems
 Promotes self-directed learning

3. Improves teacher productivity
 Better organized
 More productive and efficient
 Create more interactive, relevant lessons
 Improves ability to do personalized
assessment
 Facilitates greater differentiation of learning

What Does the
Ultimate World
Language Class
Look Like?

Ubiquitous Internet access
Laptop or tablet for every
student to use
Interactive whiteboard
Intelligent adaptive software
 Digital content: podcasts,
videos, animations,
online textbooks,
mobile apps
 Online tests and
assessments
 Digital creation tools
For the New Digital World Language Teacher, here
are some classroom “must haves”:
Benefits translate into a vision for the future

The New Digital World Languages Classroom

Leveraging digital tools and resources to
personalize learning:
Engaging the learner
Enabling mastery and skill
development
Empowering new expectations
The New Digital World Languages Classroom

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
New digital parent series
Presentations, podcasts and webinars
Services: consulting, workshops, evaluation and efficacy
studies
Speak Up 2014 surveys open now!
More Speak Up? www.tomorrow.org

◦ K-12 students
◦ Parents – English and Spanish
◦ Teachers and Librarians/Media Specialists
◦ School Site Administrators
◦ District Administrators
◦ Technology Leaders
◦ Community Members
Participate in Speak Up 2014!

Your thoughts, comments, questions

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.

Speak Up Presentation ACTFL Nov. 2014

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Speak Up Presentation ACTFL Nov. 2014