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Schools all over the country are developing technology plans to implement “ubiquitous computing” in some form. By “ubiquitous computing,” people usually mean a combination of two key ingredients: wireless networking which provides high-speed Internet access, and a 1-to-1 computer-to-student ratio, achieved in most cases by the acquisition of laptops. The educational press has reported on many experiments such as the Maine Laptop Initiative, and similar programs at the local and state level. The new XO, “$100” computer provides an added dimension of affordability and innovation, along with the attractive vision of universal access to computer power and the many gifts of the World-Wide Web.

This paper summarizes the 2007-2008 evaluation results of the leadership survey distributed the to Michigan Freedom to Learn (FTL) program teachers, in their effort to improve student learning and achievement in Michigan schools through the integration of laptop computers with teaching and learning in K-12 classrooms.

This report describes the initial findings of several workshops convened in 2009 to consider the future of education and in particular the role of technology and computer science in education. Through a series of facilitated collaborative workshops, leaders in several disciplines engaged in conversations that cast computers in the role of facilitating education in the future and recommended a research agenda for federal funding.

This project was guided by several fundamental values and beliefs, primarily the view that cyberspace can be a collaborative and cognitively supportive learning space and that global (online) education, based on customized teaching provides a powerful component of education for the 21st century. The participants suggested several pilot programs that should be funded to identify the education and technology challenges, for example, assessment and interoperability. They proposed coordinated pilot programs that provide concrete examples to inform our continuing discussions. Another belief is that the educational advances we propose can only be accomplished through intense, concerted, long-term efforts championed by federal agencies, led by committed researchers and involving breakthroughs in computational science, cognitive psychology, and the science of learning and education.

This report is not about predicting the future. Instead, our starting point was simply to consider some of the greatest challenges and opportunities for education in the 21st century. From there, we considered how computing and technology needs to, and can, play a vital role in realizing advances in education. Finally, we considered what needs to happen in computing and technology — as well as in education policy — to accelerate advances that can then help address key global challenges with a 20 year time horizon. Workshop participants identified educational needs, outlined perceived challenges, defined future impacts, and articulated a roadmap to achieve strong educational results.

Research Projects Presented at Annual Research Forum

Wake Forest University
Department of Education
Winston-Salem, NC
December, 2009
Leah P.

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.

This interim report serves as an overview and introduction to the Year 3 Berkshire Wireless Learning Initiative student results. Currently, the Boston College research team is analyzing three years of teacher and student survey data collected across five 1:1 laptop settings and two comparison sites where 1:1 technology did not exist. In addition, we are exploring the different uses of student and teacher technology use with measures of student achievement. The final report will be issued on or before March 31, 2009.

A collaboration between the New Media Consortium and Educause Learning Initiative. 3/18/2008

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.

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.

Creating a good plan for the future of your organization begins with knowing where you are now. Implementing a 1:1 program in your school is no different. Our Dynamic Technology Planning program will help you get started.

Get your organization on track to 1:1 success! Let this presentation walk you through completing the companion piece, our Dynamic Technology Planning program.

This report summarizes the results of a yearlong effort to integrate laptop computers among all the students and teachers in grade three of the Eastern Townships School Board.

This report summarizes the 2006-2007 evaluation results of the Michigan Freedom to Learn (FTL) program

A study of the 1:1 laptop program at Denver School of Science and Technology

 
 

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21st century education through the implementation of one-to-one technology
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