Since the first implementation in 1989, one-to-one computing programs have dramatically grown and, today, the need for personal, portable technology in the classroom is more relevant than ever. However, in order to effectively implement such programs in their own classrooms, educators need guidance and best practices. In collaboration with Intel Corporation, the One-to-One Institute developed the first National One-to-One Computing Program Database.
This report is a synthesis of ongoing research, design, and implementation of an approach to education called “connected learning.” It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement. This model is based on evidence that the most resilient,
adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition.
The digital revolution is transforming our work, our organisations and our daily lives. This revolution is already in homes across the developed world and increasingly in the developing world too. And there, it is transforming the way children and young people play, access information, communicate with each other and learn. But, so far, this revolution has not
transformed most schools or most teaching and learning in classrooms.
Where technology is used, research findings on its impact on learner outcomes are disappointing. The technological revolution however, does not allow us to abandon our ambition to use technology in classrooms. Nor can we go back to teaching the way we have been so far: the teacher at the front transmitting knowledge and the children listening quietly. The research on brain activity by Rosalind Picard and her colleagues at MIT’s Media Lab suggests that students’ brain activity is nearly non-existent during lectures - even lower than when they are asleep. Lectures equal brain “flatlining” and, as Professor Eric Mazur of Harvard University’s Physics Department puts it, students “are more asleep during lectures than when they are in bed!”
Research Report: The Wireless Writing Program 2004-2005 Prepared for: Peach River North (SD 60), Fort St. John, British Columbia, Canada
A recent set of case studies from FSG concluded, “Blended learning has arrived in K-12 education. Over the past few years, technology has grown to influence nearly every aspect of the U.S. education system,” By the end of the decade, most U.S. schools will fully incorporate instructional technology into their structures and schedules. They will use predominantly digital instructional materials. The learning day and year will be extended. Learning will be more personalized, and the reach of effective teachers will be expanded.
Teachers Increasingly Rely on Media & Technology. The eighth annual PBS teacher survey on media and technology use reflects a deepening commitment to media and digital technology that connect teachers and their students to educational resources
A listing of district and central office resources for considering and implementing 1:1
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.
Education Elements has been privileged to work with schools from coast to coast that have fundamentally changed the student experience by shifting to a model that enables personalized learning. These schools have transformed learning by leveraging technology and blending learning to better meet students needs. Blended school models couple adaptive digital curriculum with powerful data-driven teaching to better address the varied needs of learners in schools today. Blended learning too frequently has been seen as simply adding computers to learning. Through our work with hundreds of schools, we’ve seen time and time again that skillfully employing blended learning models to begin to personalize learning requires thoughtful shifts in pedagogy.
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).
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.
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.
Mobile learning traditionally means any learning that is mediated by a mobile device such as a smartphone, tablet, or mini computer. In the bigger picture, mobile learners access their content, tools, and communities any time, any place, often in a mixed environment of multiple devices with 24/7/365 Internet access.
The Horizon Project Preview is a high-level summary of an upcoming edition’s findings used to elaborate on the particular definitions and framings to be used in the report, and to provide a snapshot of the topics that will be explored in the final edition. The contents of this Preview are a work-in-progress.
The New Media Consortium (NMC) and CoSN (the Consortium for School Networking) jointly released the NMC Horizon Report > 2015 K-12 Edition in a special session at the annual ISTE Conference. This edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in K-12 education.
Six key trends, six significant challenges, and six important developments in educational technology are identified across three adoption horizons over the next one to five years, giving school leaders, educational technologists, and teachers a valuable guide for strategic technology planning. The format of the report provides in-depth insight into how trends and challenges are accelerating and impeding the adoption of educational technology, along with their implications for policy, leadership, and practice.
2010 Lit Review
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.
(3/1/2004) Two recent studies of schoolwide one-to-one computing initiatives--one in the United States and one in Canada--suggest that using laptops in the classroom can help improve students' writing skills and bolster overall academic success. The studies come as an increasing number of states and school districts are rolling out laptop programs of their own.
Research Projects Presented at Annual Research Forum
Wake Forest University
Department of Education