Henrico County Public Schools Final Report. Insights from a Pioneering Leader of One-to-One Mobile Computing
America’s Digital Schools 2006: A Five year Forecast
Compiled by Kimberly Tyson, Ph.D. twitter:@tysonkimberly
The Irving Independent School District (ISD) TIP Vertical Integration Laptop Project was evaluated during spring 2006 based on data gathered through six avenues.
Effective Models for Enhancing Student Achievement
This report summarizes the 2004-2005 evaluation study of the Michigan Freedom to Learn (FTL) program
Lessons Learned Starting New One to One Programs
Piscataquis Community High School Study - Final Report 2/1/2004
This project-based learning resource, created as part of a partnership between the Pearson Foundation and the National Academy Foundation, focuses on digital storytelling as a tool and instructional best practice for Academies. The information included in this primer is designed to supplement three exciting, project-based digital arts opportunities available to schools in the NAF network:
*Capturing a Career – a project where students create brief “video resumes” that highlight their interests, skills, experiences, and career aspirations.
*Digital Storytelling – a project where students from any Academy or course develop and communicate insights about a topic through short video documentaries.
*Professional Development Technology Workshops – a “teacher as student” professional development opportunity where participants build teamwork and technology skills as they create a useful video products to support their own programs.
These technology projects provide accessible models of project-based learning and serve as powerful opportunities to advance broader school reform goals through engaging project work.
Early Effect and Plans for Future Evaluation 12/1/2003
In the coming years, schools will be hit with a trio of potent reforms: teacher evaluations that will include student test scores, widespread adoption of higher academic standards, and the development of high stakes standardized tests aligned with these new standards. Each of these reforms challenges the status quo, demanding that schools systematically and continuously improve student performance, marking and measuring their progress each and every step along the way.
The new reforms will require significant changes in the classroom. The Common Core State Standards that have been adopted by 46 states and the District of Columbia, represent a retreat from the traditional rote, fact-based style of instruction toward teaching that fosters critical thinking and problem solving. Even non-Common Core states are pursuing a college and career-ready agenda that calls for the development of these skills among students and holds schools accountable for doing so. To meet these new standards, teachers will have to learn new teaching practices.
This is not just about providing professional development but about providing effective professional development. Availability alone is not an issue. In fact, in a recent study, researchers found that while 90 percent of teachers reported participating in professional development, most of those teachers also reported that it was totally useless (Darling-Hammond et al, 2009). Thus, the real issue isn’t that teachers aren’t provided professional development, but
that the typical offerings are ineffective at changing teachers’ practice or student learning.