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Chapter 6: Technology Implementation in Schools

The Technology Factor: Nine Keys to Student Achievement and Cost-Effectiveness

Chart 6.2. How do teachers and students in your school use technology in instruction? (Q16)

Learning Activities: Students and Teachers 88% 79% 74%

• Using a wide range of electronic materials: 1:1 schools report 37 points higher frequency (83% vs. 46%) than schools with 4:1 or higher ratios. • Using problem-based learning: 1:1 schools report 32 points higher frequency (75% vs. 43%) than schools with 4:1 or higher ratios.

83% 75%

75% 62% 46%

57%

54%

43%

40%

• Taking control of their own learning: 1:1 schools report 35 points higher frequency (75% vs. 40%) than schools with 4:1 or higher ratios.

Project RED Commentary • e behaviors surveyed here describe the key activities in studentcentered environments where students can take control of their learning, the major desire of students as indicated in the Project Tomorrow 2009 survey.

Teachers spend more time on small-group and individual instruction

1:1

Students use a wide range of electronic materials

2:1 or 3:1

Students use problem-based learning

Students take control of their learning

4:1 or higher

Percentage of Respondents by Student-Computer Ratio Responding at Least Weekly

Read As • 88% of respondents in 1:1 schools report frequent use of individualized and small-group instruction, compared with 79% of 2:1 or 3:1 schools and 74% of 4:1 or higher-ratio schools. • Significance of 1:1 technology: ere is a considerable difference between the behavior of teachers and students in 1:1 schools and that of teachers and students in schools with higher studentcomputer ratios. Students who have continuous access to a computing device can clearly take more control of their own learning than students with infrequent access to a variety of different devices, where links and materials cannot be stored and exploration is limited.

• Individualized instruction is perhaps the most important use of technology in education—students can move at their own pace. Whether advanced or remedial, they can engage at exactly the right entry point. • Technology-based solutions provide almost limitless opportunities for personalization. If one approach is not working, other approaches can easily be tried. • In the technology-transformed classroom, the teacher is no longer the sage on the stage. Teachers have more time for one-on-one instruction to address more difficult educational challenges. • Personalization provides more time on task. • Students in control of their learning are more productive than passive learners. • e effect of a technology transformation is similar to that of a class size reduction from 30 to 10 students, when measured by student-teacher face time. • e wide range of materials available electronically means that students can easily find alternative materials more suited to their learning style or previous experiences.

Projectred thetechnolgyfactor  
Projectred thetechnolgyfactor  
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