Category Archives: Flipped Learning

Flashback Friday: “Students Speak Up: Trust Us With Devices”

Happy Flashback Friday! Every Friday we focus on Speak Up data, articles, and press releases from the past. This week we’re highlighting MindShift’s article, “Students Speak Up: Trust Us With Devices” from June 2013, which features data from Speak Up 2012 and notes that students want technology in their schools. Check out this snippet from MindShift’s article:

Of the more than 364,000 students surveyed, 65 percent of middle schoolers and 80 percent of high schoolers have access to a smartphone — nearly triple the number reported from the 2008 survey. Speak Up reports that, in the decade since they’ve been collecting data on how new technological tools can transform education, there have been big, dramatic changes. When they took their first survey in 2003, students’ biggest classroom hurdles were access to the Internet and working on outdated computers. Today’s students, however, have surpassed those original blockades to digital learning and are now most concerned that they aren’t able to access the full range of learning tools available to them, due to firewalls that keep them from social networks and a range of websites, as well as school restrictions on their smartphones.

On top of being experts at technology, students are also advocates for the use of technology in schools. A student from Brooklyn Tech High School in Brooklyn, New York, states that his school is “a bit technologically stunted” due to its lack of computers – some that aren’t even connected to the Internet. He also notes that his school’s ban on cell phones, iPads, and laptops is a huge mistake that limits students’ ability to find information quickly and even promotes the use of cell phones for unrelated purposes, such as texting in class. However, having access to devices and high-speed Internet is just one problem that’s waiting to be solved – teachers should also be trained in technology in order to stay up to date with their tech-savvy students.

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Every year, Speak Up offers students an opportunity to share their opinions and ideas about technology use in school to their teachers, principals, superintendents, and even local governments. An example of a question from the student survey is:
Besides not having enough time in your school day, what are the major obstacles to using technology in your school? 

Speak Up provides an easy way for students, parents and educators to participate in local decisions about technology, as well as contribute to the state and national dialogue about educational technology. Data from the surveys – including data regarding online classes – will be released in February 2015. Click here to register for Speak Up 2014 and mark your calendars for the survey’s launch date on October 6!

Speak Up 2013 National Research Project Findings

A second year review of flipped learning
Speak Up 2013 National Findings

March 2014

Students, teachers and administrators are increasingly interested in tapping into digital tools such as video to transform the classroom experience. From this research, it is evident that the flipped learning model is gaining the attention of educators who are interesting in improving student achievement and teacher effectiveness by leveraging digital tools to enable innovation.”
Julie Evans, CEO of Project Tomorrow
Speak Up 2013 National Research Project Findings: A Second Year Review of Flipped Learning is a collaborative effort between Project Tomorrow and The Flipped Learning Network using data from the more than 403,000 K-12 students, parents, teachers, administrators and community members that participated in the 11th annual Speak Up online surveys in the Fall of 2013. For the second year in a row, specific questions were asked of students, educators and administrators on flipped learning and use of videos in the classroom. Teachers and school administrators were asked to comment on their current or planned implementation of this innovative strategy.
This new whitepaper reveals significant growth in just one year in interest and implementation of flipped classrooms and a drop in concerns about student online access. Teacher interest in professional development on making quality instructional videos and on how to best use class time in a flipped classroom remained high, but this concern among administrators has declined while some are beginning to provide this training.
Speak Up 2013 flipped learning findings include:
  • One out of six math and science teachers are implementing a flipped learning model using videos that they have created or sourced online.        
  • 16 percent of teachers say they are regularly creating videos of their lessons or lectures to students to watch.   
  • 45 percent of librarians and media specialists are regularly creating videos and similar rich media as part of their professional practice. 
  • 37 percent of librarians are helping to build teacher capacity by supporting teachers’ skills in using and creating  video and rich media for classroom use.
  • While, almost one-fifth of current teachers have “learning how to flip my classroom” on their wish list for professional development this year,  41 percent of administrators say pre-service teachers should learn how to set up a flipped learning class model before getting a teaching credential.
  • 66 percent of principals said pre-service teachers should learn how to create and use videos and other digital media within their teacher preparation programs.  
  • 75 percent of middle and high school students agree that flipped learning would be a good way for them to learn, with 32 percent of those students strongly agreeing with that idea.  
Click here to download a copy of the five-page white paper.
About Flipped Learning Network 
The mission of the Flipped Learning Network™ (FLN) is to provide educators with the knowledge, skills, and resources to successfully implement Flipped Learning. The goals of the FLN are to 1) Serve as the hub connecting educators engaged in Flipped Learning; 2) Facilitate and collaborate on research relevant to Flipped Learning; and 3) Provide access to professional learning opportunities on Flipped Learning. www.flippedlearning.org

New Speak Up Whitepaper

For Immediate Release:                                 
March 21, 2014         

Contact: Amber Taylor, 703-201-4893
amber@taylored-communications.com 
New Speak Up 2013 Findings Show Growth in Flipped Classroom Implementation and Interest
Washington, D.C. – A quarter of administrators identified flipped learning as having a significant impact on transforming teaching and learning in their school district, surpassing other digital learning trends such as educational games and mobile apps (21 percent) and even online professional learning communities for teachers and administrators (19 percent), according to new findings from Speak Up 2013 to be released during the CoSN 2014 Annual Conference on Friday. An additional 40 percent of administrators said they were interested in their teachers “trying flipped learning” this year.
The white paper, Speak Up 2013 National Research Project Findings: A Second Year Review of Flipped Learning, reveals significant growth in just one year in interest and implementation of flipped classrooms and a drop in concerns about student online access. Teacher interest in professional development on making quality instructional videos and on how to best use class time in a flipped classroom remained high, but this concern among administrators has declined while some are beginning to provide this training.
“Students, teachers and administrators are increasingly interested in tapping into digital tools such as video to transform the classroom experience. From this research, it is evident that the flipped learning model is gaining the attention of educators who are interesting in improving student achievement and teacher effectiveness by leveraging digital tools to enable innovation,” said Julie Evans, CEO of Project Tomorrow.
During the fall of 2013, more than 403,000 K-12 students, parents, teachers, administrators and community members participated in the 11thannual Speak Up online surveys facilitated by the national education nonprofit organization, Project Tomorrow. For the second year, in conjunction with the Flipped Learning Network, specific questions were asked of students, educators and administrators on flipped learning and use of videos in the classroom.
For the survey, flipped learning was defined as using lecture videos as homework while utilizing class time for more in-depth learning such as “discussions, projects, experiments and to provide personalized coaching to individual students.”  
“We know from other research that teachers who are flipping their classrooms report higher student achievement, increased student engagement and better attitudes toward learning and school,” said Kari M. Arfstrom, Executive Director of the Flipped Learning Network. “Many flipped teachers report that their job satisfaction has improved and they are feeling re-energized, so we are excited to see more teachers and administrators looking to implement this model in their schools.”
Speak Up 2013 flipped learning findings include:

  • One out of six math and science teachers are implementing a flipped learning model using videos that they have created or sourced online.
  • 16 percent of teachers say they are regularly creating videos of their lessons or lectures to students to watch.   
  • 45 percent of librarians and media specialists are regularly creating videos and similar rich media as part of their professional practice. 
  • 37 percent of librarians are helping to build teacher capacity by supporting teachers’ skills in using and creating  video and rich media for classroom use.
  • While, almost one-fifth of current teachers have “learning how to flip my classroom” on their wish list for professional development this year,  41 percent of administrators say pre-service teachers should learn how to set up a flipped learning class model before getting a teaching credential.
  • 66 percent of principals said pre-service teachers should learn how to create and use videos and other digital media within their teacher preparation programs.  
  • 75 percent of middle and high school students agree that flipped learning would be a good way for them to learn, with 32 percent of those students strongly agreeing with that idea.  

“These results show that both more professional development for teachers and tapping into librarians and media specialists to support teachers’ fledgling implementations of flipped learning show great promise,” said Arfstrom.
About Project Tomorrow
Project Tomorrow® is the nation’s leading education nonprofit organization dedicated to the empowerment of student voices in education. With 17 years of experience in the K-12 education sector, Project Tomorrow regularly provides consulting and research support about key trends in K-12 science, math and technology education to school districts, government agencies, business and higher education.  The Speak Up National Research Project annually polls K-12 students, parents and educators about the role of technology for learning in and out of school and represents the largest collection of authentic, unfiltered stakeholder voice on digital learning. Since 2003, over 3.4 million K-12 students, parents, teachers, librarians, principals, technology leaders and district administrators have shared their views and ideas through Speak Up. www.tomorrow.org

About Flipped Learning Network

The mission of the Flipped Learning Network™ (FLN) is to provide educators with the knowledge, skills, and resources to successfully implement Flipped Learning. The goals of the FLN are to 1) Serve as the hub connecting educators engaged in Flipped Learning; 2) Facilitate and collaborate on research relevant to Flipped Learning; and 3) Provide access to professional learning opportunities on Flipped Learning. www.flippedlearning.org