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Research Library

Under its Common Core Technology Project (CCTP), the Los Angeles Unified School District (LAUSD) plans to deliver technology devices to every teacher and student in the district. The effort began in August 2013, with the delivery of devices to the first wave of schools, and will continue through three stages that unfold over five years. The external evaluation of the project, conducted by American Institutes for Research (AIR), will address the implementation and outcomes of the program. This Interim Report is intended to provide formative feedback toward program improvement based on the evaluation of the program’s first year of implementation.

This introduction provides a description of CCTP and an overview of the evaluation approach that was employed in the first year.

This addendum to the Michigan 2007-2008 Freedom to Learn Evaluation Report highlights information recently obtained in a study of 1648 teachers and principals at 65 Tennessee schools.

Although this study’s original purpose was to investigate hypotheses concerning the impact of discrepancies in leader-follower perceptions on desired school outcomes, its results offer not only additional “construct validity” evidence for the Leadership Effectiveness Assessment Device (LEAD) but also an external frame of reference that enables the responses of FTL Lead and Classroom Teachers to the LEAD to be better understood.

This report summarizes the 2007-2008 evaluation results of a leadership survey given to Michigan Freedom to Learn (FTL) program teachers. The major goal of the FTL program was to improve student learning and achievement in Michigan schools through the integration of 21st Century technology tools with teaching and learning in K-12 classrooms. A key component of FTL was a rigorous and comprehensive evaluation study designed to gauge the impacts of the program relative to its primary goals.

Evaluation of Michigan’s Freedom to Learn Program

Connectivity and infrastructure continues to be a key area of the education sector and most Wi-Fi and networking vendors were exhibiting. 802.11ac Access Points (APs) were being shown by most vendors as well as Wi-Fi switches and controllers.

The management of mobile devices is still an issue for the education market, especially with the proliferation of personal computing devices within the school. Several companies were showing MDM platforms such as Cisco Meraki and AirWatch, the latter displaying its MDM platform as well as teacher tools platform. Impero were also demonstrating its MDM platform as well as the recent announcement it made around the expansion of its iPad management capabilities prior to the show.

3D printing was also a key theme of the show with a number of companies showing how the technology can be utilised in education. Some of the key companies showing this technology were Leapfrog 3D and Ricoh who announced a partnership to supply the Leapfrog Creatr HS 3D printer to customers at BETT, as well as Vector 3

Classroom collaboration solutions are plentiful with many providers offering display/tablet interaction, quizzes, rollcall solutions and classroom management. This market sector is cluttered with a range of suppliers offering overlapping solutions (Interactive Display vendors, Classroom Management vendors, dedicated app/web based software providers).

Learning theory has been a contested scientific field for most of its history, with conflicting contributions from many scientific disciplines, practice and policy positions. With the continuing and disruptive influence of technology on information, knowledge and practice in all sectors of society it is no wonder that innovators, drawn to the interactive potential that computers bring to learning, are challenged by the theoretical basis for their innovations.

Formal education is also a high stakes, culturally & institutionally conservative activity, which serves more than one societal purpose, including:

The internationally recognized NMC Horizon Report series and regional NMC Technology Outlooks are part of the NMC Horizon Project, a comprehensive research venture established in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe.

Online learning can expand student options, provide new distribution models for staffing for hard-to-fill subjects, and power blended learning. It shares many critical success factors with traditional education, such as relying on excellent educators providing instruction and agency, but there are other differences that require a solid plan and well-developed strategy.

Online learning offers a break from the factory model and a path to personalization for students and for teachers. As online learning opportunities grow, so too does the body of evidence that replaces outdated myths with a more realistic picture of student and teacher experiences with online learning.

This report summarizes findings from analysis of Irving ISD parent survey data gathered from 107 elementary school parents, 91 middle school parents, and 111 high school parents, during the spring of 2006.

The Irving Independent School District (ISD) TIP Vertical Integration Laptop Project was evaluated during spring 2006 based on data gathered through six avenues.

In comparison to ISTE 2014, this years show saw almost every Wi-Fi Networking vendor showcasing new 802.11ac access points, along with Wi-Fi controllers and switches. 802.11ac has now become the de facto standard and e-rate is driving adoption but adoption is expected to quicken in the next 12-18 months as funding is approved.

The Project RED research team, which has strong ties to the One-to-One institute, recently released a report that identifies best practices for implementing technology in schools to see improvement in student achievement and cost savings.


One-to-One Institute is an international non-profit committed to igniting
21st century education through the implementation of one-to-one technology
in K-12 education environments.

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