At the ASU GSV Summit this week, we explored the current state of teachers’ readiness and willingness to adopt digital tools for learning with Alan Arkatov from USC Rossier School of Education, Ann Linson from East Noble School Corporation and Jessie Woolley-Wilson from DreamBox Learning.
Everyone see lots of technology in schools these days, but is that technology also changing teaching and learning? The classrooms of today still look a whole lot like the classrooms of yesterday:
Yes, the chalkboard is a white board and paper and pencils have been replaced with laptops, but other than that? Beyond the physical differences we see in classrooms, the other changes we have seen are minimal – despite the opportunities technology presents to transform learning.
While new Speak Up data shows us evidence of external indicators of change, they also indicate the lack of real systematic changes in activities, attitudes or aspirations of teachers. More than 38,000 teachers shared their views as part of the Speak Up 2016 Research Project for Digital Learning from October 2016 to January 2017.
More than two-thirds of teachers report external indicators of change:
- Using more videos in the classroom
- Texting with colleagues
- Relying upon cloud applications more
- Being in classrooms with student access to devices
But fewer than one-third say they:
- Use online primary sources within instruction
- Facilitate a class blog or discussion forum
- Use an online curriculum with students
- Create investigations for students w/digital tools
- Engage in online professional learning communities
If you’re attending the 2016 California STEM Symposium in Anaheim next week, don’t miss Julie’s session about the homework gap! Check out the details below:
The Impact of the Homework Gap on STEM Education
Monday, October 11 at 11am PT
Room 204 C, Anaheim Convention Center
Click here to learn more
As digital content, tools and resources are increasingly used within K-12 instruction, there is an amplified demand for safe and consistent Internet and technology connectivity for all students outside of school. Failure to address this new type of digital divide is becoming a social justice and educational equity issue. This is especially critical when we think about the value of STEM resources to drive students’ development of key workplace and college skills.
In this session, we will share the latest California and national level Speak Up data on the extent of the “homework gap” where students do not regular access to safe and consistent to technology and the Internet when they are beyond the boundaries of their school. Access from a parent’s smart phone is no longer sufficient to support students in flipped or blended learning environments. The Speak Up data documents where students are accessing the Internet for homework (14% of California high school students say they are doing their digital homework at an fast food restaurant or coffee shop), students’ attitudes about the importance of out of school access (64% of students say this is important for student success) and what California districts are doing or thinking about doing to resolve this equity issue. Using the research data as the foundation, we will then engage the session participants in a discussion about what they doing to address this issue in their school, and what policy/program/funding supports they believe ar needed to eliminate the homework gap. Additionally, given that science teachers are the most likely to be using technology within their instructional plans (per the Speak Up 2015 data), we will also discuss the implications of this new digital disconnect on science education in particular. Of special note will be how today’s students are increasingly using digital tools to self-direct learning in science and the impact of the disparity in home connectivity on students’ interests in STEM education and careers.
Audience members will leave this session with a clarified vision on the extent of the homework gap issue in CA, and especially how this trend is impacting science instruction in California classrooms right now.
To learn more about attending the 2016 California STEM Symposium, please click here.
Our friends from the National Coalition for Technology in Education and Training (NCTET) are hosting a special Congressional briefing on Monday, June 6 about the homework gap. This event features remarks from our very own Julie Evans – learn more below:
SEIZING THE MOMENT: PROGRESS ON BRIDGING THE HOMEWORK GAP BUT MORE WORK TO BE DONE
When: June 6, 2016 1:00-2:30
Where: 904 Hart Senate Office Building
In this installment of the Seizing Opportunity in the Digital Age Congressional briefing series, the National Coalition for Technology in Education and Training (NCTET) will discuss the progress made by the FCC and Congress in closing the “homework gap”: the chasm that exists between students who have home access to high speed broadband and those who do not. In addition to highlighting changes wrought through the Every Student Succeeds Act and the FCC’s recent Lifeline Modernization Order, this session will also explore the work that remains to be done to ensure all students have access to high speed broadband in the classroom as well as at home.
This event will feature remarks from:
- Senator Angus King (I-ME)
- FCC Commissioner Jessica Rosenworcel
- Project Tomorrow CEO Julie Evans
- Albemarle County Public Schools (VA) CIO Vincent Scheivert
Please RSVP by June 5th at firstname.lastname@example.org
Interested in learning more about the homework gap before attending this event? Click here to view our Speak Up 2015 homework gap data. We look forward to seeing you at this event!
Last school year we teamed up with our friends at Qualcomm at Alvin Dunn Elementary School in San Marcos, California, to launch a tablet program to study and close the “homework gap” – a term coined by the FCC to describe the problem that students face when they are unable to complete schoolwork due to lack of Internet access at home. Through this study, participating students received tablets with data plans – a transformative experience for those affected by the homework gap. Yesterday our study was featured on WIRED – check out the preliminary data that was featured in the article:
- Among the students who were previously affected by the homework gap, 96 percent said having at-home access made them better learners.
- 84 percent of all the students surveyed said they were using the device to write papers and complete homework assignments at home.
- After receiving tablets with data plans, students reported increases in confidence and collaboration with their peers.
- More than half of the students said home Internet access has made them more interested in what they were learning.
For Julie Evans, this data isn’t surprising – there have been similar impacts in schools across the country that have provided students Internet access at home. “At-home access facilitates the opportunity to be self-directed learners, and to take what they’re learning in school and extend it,” Evans says. “The idea of instilling in these students a desire for lifelong learning, and the resourcefulness to know how to go pursue that is something that transcends just learning algebra.”
With the homework gap becoming increasingly relevant, it’s interesting to see what connectivity can do for students. Interested in learning more about our study with Qualcomm? Read the article on WIRED, “Schoolkids Don’t Just Need iPads. They Need Data Plans” by Issie Lapowsky.
This year our Speak Up surveys feature questions about the homework gap. Is your school or district working to close the homework gap? Let us know by participating in Speak Up 2015 – open from October 1st through December 18th, 2015. Click here to register.