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© Project Tomorrow 2011
Learning in the 21st Century: 2011 Trends Update – Report Release
Students, Parents & Educators Speak Up
about Online Learning
ISTE 2011 - PhiladelphiaBreakfast MeetingJune 28, 2011
© Project Tomorrow 2011
A big thank you to: A big thank you to: A big thank you to: A big thank you to:
© Project Tomorrow 2011
Series of Speak Up Reports in collaboration with Blackboard
© Project Tomorrow 2011
Today’s Agenda:
� Welcome remarks from John Canuel
� About Speak Up
� Highlights from the new report
� Panel discussion
� Conversation time
Speak Up Research Project: Views of Students, Parents, Teachers,
Librarians and Administrators
© Project Tomorrow 2011
Welcoming Remarks
John Canuel
Vice PresidentK-12 Education Strategy
Blackboard Inc.
© Project Tomorrow 2011
Today’s Discussion: The Big Questions
� Who is learning online?
� What is propelling this new interest in online
learning?
� Can online learning really transform the learning
process?
� What is the standing in the way of greater
adoption?
� What motivates teachers to teach online?
© Project Tomorrow 2011
• Annual national research project
� Online surveys + focus groups
� Open for all K-12 schools and schools of education
� Institutions receive free report with their own data
• Collect ideas ↔ Stimulate conversations
� K-12 Students, Teachers, Librarians, Parents, Principals
and District Administrators
• Inform policies & programs
� Analysis and reporting
� Services to help transform teaching and learning
Speak Up National Research Project
© Project Tomorrow 2011
� Learning & Teaching with Technology
� 21st Century Skills & Digital Citizenship
� Science and Math Instruction
� Professional Development / Teacher Preparation
� Internet Safety
� Administrators’ Challenges
� Emerging Technologies in the Classroom
� Online Learning, Mobile Devices, Digital Content
� Educational Games, Web 2.0 tools and applications
� Designing the 21st Century School
Speak Up survey question themes
© Project Tomorrow 2011
� K-12 Students 294,399
� Teachers 35,525
� Librarians 2,135
� Parents (in English & Spanish) 42,267
� School/District Administrators 3,578
� Technology Leaders 1,391
� Schools / Districts 6,541 / 1,340
Top 12 participating states:
TX, CA, AL, AZ, FL, NC, IL, MD, IN, NV, PA, WI
About Speak Up participating schools:
� 51% Title 1 eligible – indicating community poverty
� 34% urban, 29% suburban, 37% rural
National Speak Up 2010 Participation: 379,355
© Project Tomorrow 2011
Creating Our Future: Students Speak Up about their Vision for 21st Century Learning
Social–based learning
Un–tethered learning
Digitally–rich learning
© Project Tomorrow 2011
The New 3 E’s of Education:
Enabled, Engaged, Empowered
Report #1: How today’s students are leveraging
emerging technologies for learning
Report #2: How today’s educators are advancing a
new vision for teaching and learning
Speak Up 2010 National Findings
Two national releases in Washington DC
April 1 and May 11, 2011
© Project Tomorrow 2011
What can the Speak Up
findings tell us about the
future of learning?
© Project Tomorrow 2011
• Student vision for tech use mirrors desires for
learning in general
• Educators have potential to enable, engage and
empower this new learning vision
• By examining the synergies and the disconnects
we can develop a shared vision for the future of
learning
What can the Speak Up data tell us about the
future of learning?
© Project Tomorrow 2011
The New 3 E’s of Education: Enabled, Engaged, Empowered
Key Trends to Watch:
� Mobile Learning
� Online Learning
� E-Textbooks and Digital Content
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Introducing . . .
Learning in the 21st Century:
2011 Trends Update
A special collaboration with Blackboard, Inc.
© Project Tomorrow 2011
Online learning enables a greater personalization
of the learning process for both students and
educators and facilitates opportunities to
collaborate with peers and experts, thus
empowering a new sense of
personal ownership of the learning process.
© Project Tomorrow 2011
Who is learning online today?
16%10%At risk students
18%3%Students in continuation
schools
13%5%Home-schooled students
40%24%Traditional students
53%49%Teachers
36%21%Administrators
20102008Audience
Administrators: Who is your audience for online learning?
© Project Tomorrow 2011
Who is learning online today?
Figure 1: Administrators: Types of Online Learning Provided to Students
9%
7%
14%
4%
13%
9%
27%
6%
0% 5% 10% 15% 20% 25% 30%
100% class - our teachers
100% class - other teachers
Blended class
Self directed class
2009 2010
© Project Tomorrow 2011
Who is learning online today?
4%9%8%7%8%5%
Took an online class for
personal reasons
10%18%30%9%13%19%
Took an online class for
school
200820092010200820092010
High School Students
Middle School Students
Type of online participation
Table 1: Growth in student participation in online classes
© Project Tomorrow 2011
What is propelling this new interest?
25%14%Provide advanced coursework
20%15%Offer dual enrollment courses
29%23%Programs for at risk students
37%25%Providing scheduling alternatives
39%32%Offering academic remediation
44%32%Increasing graduation rates
46%37%Keeping students engaged in
school
District AdministratorsPrincipalsValue of Online Learning
Table 2: Value of Online Learning for Students
© Project Tomorrow 2011
Can online learning transform the learning process?
For high school students, traditional reasons: scheduling and college credit.
For middle school students, it’s about changing the
learning paradigm.
Students: Why do you want to take an online class?
© Project Tomorrow 2011
Why do you want to take an online class?
For high school students, traditional reasons: scheduling and
college credit.
For middle school students, it’s about changing the learning
paradigm.
� Get extra help in a tough subject
� More comfortable asking questions
� In control of my own learning
� More motivated to learn
� Work at my own pace
� Review class materials whenever I want
� Share ideas with my classmates
© Project Tomorrow 2011
Given the demand and the interest, what is standing in the way of greater adoption?
© Project Tomorrow 2011
Given the demand and the interest, what is standing in the way of greater adoption?
Figure 2: Administrators' identify barriers to offering online courses
14%
21%
20%
17%
8%
36%
12%
14%
15%
18%
26%
30%
0% 5% 10% 15% 20% 25% 30% 35% 40%
Teachers are reluctant to teach onl ine classes
Teachers are not comfortable teaching online courses
Teacher compensation
Lack of expertise to create online courses
Evaluating quali ty of onl ine courses or curriculum
Limited state funding
2009 2010
© Project Tomorrow 2011
Given the demand and the interest, what is standing in the way of greater adoption?
Figure 2: Administrators' identify barriers to offering online courses
14%
21%
20%
17%
8%
36%
12%
14%
15%
18%
26%
30%
0% 5% 10% 15% 20% 25% 30% 35% 40%
Teachers are reluctant to teach online classes
Teachers are not comfortable teaching online
courses
Teacher compensation
Lack of expertise to create online courses
Evaluating quality of online courses or curriculum
Limited state funding
2009 2010
© Project Tomorrow 2011
Which factors are most important when evaluating online course quality?
Administrators say:
1. Standards alignment 77%
2. Ease of use by students and teachers 63%
3. Student achievement results 54%
4. Source = teachers or curriculum specialists 42%
5. Includes imbedded assessments 36%
© Project Tomorrow 2011
Given the demand and the interest, what is standing in the way of greater adoption?
Figure 2: Administrators' identify barriers to offering online courses
14%
21%
20%
17%
8%
36%
12%
14%
15%
18%
26%
30%
0% 5% 10% 15% 20% 25% 30% 35% 40%
Teachers are reluctant to teach online classes
Teachers are not comfortable teaching online
courses
Teacher compensation
Lack of expertise to create online courses
Evaluating quality of online courses or curriculum
Limited state funding
2009 2010
© Project Tomorrow 2011
What would motivate a teacher to teach an online course?
Working conditions?
Professional development opportunities?
Professional satisfaction?
Curriculum support?
Job opportunities?
© Project Tomorrow 2011
What would motivate a teacher to teach an online course?
For teachers who express an interest:
Flexibility in working conditions 78%
Increased compensation 65%
Providing necessary tools/support 60%
Learning about job opportunities 58%
Working with more motivated students 53%
© Project Tomorrow 2011
What would motivate a teacher to teach an online course?
For teachers who say they are not interested:
Increased compensation 37%
Flexibility in working conditions 32%
Providing necessary tools/support 25%
Co-teaching an online course 22%
Providing curriculum 21%
© Project Tomorrow 2011
What would motivate a teacher to teach an online course?
Value of first hand experience by taking an online course?
Not that meaningful ….
Only 26% of the interested cohort and 9% of the
disinterested cohort said that would make a difference.
© Project Tomorrow 2011
What would motivate a teacher to teach an online course?
Key audience for recruitment:
• Teachers with less than 10 years of experience
• Prefer online courses for their own PD
• Explicitly state an interest in teaching an online course
© Project Tomorrow 2011
Learning in the 21st Century: 2011 Trends Update
Panel Discussion
Amy Colucci Education Technology Teacher
Jefferson County PS (KY)
Mary Fluharty Technology Integration Specialist
Alexandria City PS (VA)
Polly Haldeman FLVS Regional Liaison
Florida Virtual School (FL)
Alison Schleede Technology Facilitator
Mooresville Graded SD (NC)
© Project Tomorrow 2011
A big thank you to: A big thank you to: A big thank you to: A big thank you to:
© Project Tomorrow 2011
Thank you. Let’s continue this conversation.
Julie EvansProject Tomorrow
jevans@tomorrow.org949-609-4660 x15
Copyright Project Tomorrow 2011. This work is the intellectual property of the author. Permission is granted
for this material to be shared for non-commercial, educational purposes,
provided that this copyright statement appears on the reproduced
materials and notice is given that the copying is by permission of the
author. To disseminate otherwise or to republish requires written permission from the author.
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