The impact of broadband in schools

The report reviews evidence for the impact of broadband in English schools, exploring; Variations in provision in level of broadband connectivity; Links between the level of broadband activity and nationally accessible performance data; Aspects of broadband connectivity and the school environment that contribute to better outcomes for pupils and teachers; Academic and motivational benefits associated with educational uses of this technology

Independent Evaluation of the uses of Espresso online digital resources in primary schools: Final Report - School Uses and Learning Impacts

In 2010, Espresso commissioned an academically-based and fully independent evaluation study to explore outcomes of uses of its online resources in primary schools. The aims of the study were to explore how Espresso resources are used to support teaching and learning, to assess cost and associated benefits arising, and to explore whether levels or types of use in schools might be associated with measures of pupil achievement and school performance. The evaluation that was undertaken drew on a range of different forms of evidence, analysed in ways to match the needs of the specific aims being explored. In order to make the full report of the study and its findings more easily accessible, and to enable the reader to focus on selected aspects of specific interest, the entire report has been divided into four sections. Section 1 Summary – this section contains two main elements, Report Headlines and an Executive Summary. Section 2 School Uses and Learning Impacts – this includes an introduction and background to the study, details of the structure of the study relating to school uses and learning impacts, descriptions of schools providing evidence, details of how Espresso resources are used in schools and learning outcomes related to these, the pedagogies that teachers adopt when using the resources, and key aspects of learning that are impacted by uses of Espresso resources. Section 3 Management, Time and Cost Benefits – this includes an introduction and background to the study, details of the structure of the study relating to management, time and cost benefits, details of benefits arising, and how these are calculated at school and wider levels. Section 4 Attainment and Usage Levels – this includes an introduction and background to the study, details of the structure of the study relating to attainment, performance and usage levels, the forms of data that were gathered and used for this element of the study, and the forms of analysis that were undertaken, together with a range of detailed statistical findings

Digital Literacy Among Teachers: Identifying Digital Divide Among Interactive Whiteboard Users in Public High Schools

Since No Child Left Behind Act pressure has been placed on teachers for higher achievements and accountability. Teachers are required to balance learning and integrating new technology into their curriculum, but not all teachers are. In order for teachers’ to learn how to successfully integrate new technology, they must be motivated to use new technology. This study examines the roles of digital literacy in high schools in order to identify digital divides among Digital Immigrant and Digital Native teachers who teach grades 9th through 12th that adopt or choose not to adopt the use IWB. This study investigates why available technology is not being used when it’s available, and what causes this type of behavior to occur. This is a mixed method study. Ninety-four Mississippi high school teachers participated in phase I quantitative online survey, and eight Mississippi high school teachers were interviewed in phase II qualitative. All interviews were recorded, transcribed, and coded. All survey responses were analyzed using SPSS software. Findings in the quantitative phase revealed a statistical significant relationship exist with behavior and motivation to use interactive whiteboards based on geographical area, education, age, gender, and level of experience using technology. No regression model was run for research question 2 because of multiple subscale questions. All responses to question 2 were based on phase II qualitative interview. Findings for phase II qualitative identified age was a strong determinant for behavior differences and motivational effects of using interactive whiteboards. This study identified problems teachers experienced were due to a lack of resources. Digital divides identified in this study were based on age, lack of resources, lack of training, and the lack of motivation

Effective Use of Interactive Technology in Elementary Classrooms

Statement of the Problem While there was ample literature highlighting the limited use of interactive technology by teachers, minimal research was located which identified the critical resources and supports that need to be in place in school districts and classrooms to assist teachers in engaging students through interactive technology in the elementary classroom. The findings from this study are intended to provide school and district administrators with information regarding essential resources and supports to assist elementary classroom teachers in their use of interactive technology. Study Purpose and Overview The purpose of the mixed-method study was to determine how school and district leaders can provide support and resources to elementary classroom teachers in the implementation and use of interactive technology in the elementary classroom. The study examined resources provided to teachers to actively engage students in using interactive technology in meaningful instruction to increase student engagement, motivation, and ultimately learning outcomes. The following research questions were designed to support these aims: What resources did select school district superintendents, technology personnel, principals, report were provided to elementary classroom teachers to support use interactive instructional technology in their classrooms? What did select elementary teachers report as their frequency of use of specific methods of interactive technology in their elementary classrooms? What resources and supports did select elementary classroom teachers report were essential to implement interactive technology in their elementary classrooms? What did select elementary teachers identify as the level of importance of the specific district and site resources/supports needed for the integration of interactive technology in the elementary classroom? What types of interactive technologies did select elementary teachers report were used for assessment, instruction and student activities? In order to address the research questions, the research questions, the researcher created an online survey that gathered data from 3 school districts, totaling over 120 respondents’ perceptions of their perceptions regarding essential resources and supports needed to effectively implement interactive technology in the elementary classroom. In order to enrich the study findings, one-on-one phone interviews were conducted with six respondents who volunteered to expand upon survey questions with the researcher. Key Findings The study results found that Administration, Technology Personnel, as well as Elementary Classroom Teachers valued the use of interactive technology for instructional purposes. Both reported that internet connectivity is a critical component in the school districts surveyed and essential to effective interactive technology implementation. The survey participants reported a willingness and interest to use technology effectively in their classrooms to provide authentic learning experiences for their students. Dedication This dissertation is dedicated to my family, for their endless support and encouragement throughout this journey. They have been my cheerleaders from the beginning of my journey, always respecting the time commitment needed to make my dream a reality. I also dedicate this to the classroom teachers who work tirelessly before and after school; building their skills to ensure they are providing students with the most meaningful, effective education. They understand the impact interactive technology can have on students’ learning and are willing to be lifelong learners to provide it for them. Attitude + Ambition = Achievemen

Effective Use of Interactive Technology in Elementary Classrooms

Statement of the Problem While there was ample literature highlighting the limited use of interactive technology by teachers, minimal research was located which identified the critical resources and supports that need to be in place in school districts and classrooms to assist teachers in engaging students through interactive technology in the elementary classroom. The findings from this study are intended to provide school and district administrators with information regarding essential resources and supports to assist elementary classroom teachers in their use of interactive technology. Study Purpose and Overview The purpose of the mixed-method study was to determine how school and district leaders can provide support and resources to elementary classroom teachers in the implementation and use of interactive technology in the elementary classroom. The study examined resources provided to teachers to actively engage students in using interactive technology in meaningful instruction to increase student engagement, motivation, and ultimately learning outcomes. The following research questions were designed to support these aims: What resources did select school district superintendents, technology personnel, principals, report were provided to elementary classroom teachers to support use interactive instructional technology in their classrooms? What did select elementary teachers report as their frequency of use of specific methods of interactive technology in their elementary classrooms? What resources and supports did select elementary classroom teachers report were essential to implement interactive technology in their elementary classrooms? What did select elementary teachers identify as the level of importance of the specific district and site resources/supports needed for the integration of interactive technology in the elementary classroom? What types of interactive technologies did select elementary teachers report were used for assessment, instruction and student activities? In order to address the research questions, the research questions, the researcher created an online survey that gathered data from 3 school districts, totaling over 120 respondents’ perceptions of their perceptions regarding essential resources and supports needed to effectively implement interactive technology in the elementary classroom. In order to enrich the study findings, one-on-one phone interviews were conducted with six respondents who volunteered to expand upon survey questions with the researcher. Key Findings The study results found that Administration, Technology Personnel, as well as Elementary Classroom Teachers valued the use of interactive technology for instructional purposes. Both reported that internet connectivity is a critical component in the school districts surveyed and essential to effective interactive technology implementation. The survey participants reported a willingness and interest to use technology effectively in their classrooms to provide authentic learning experiences for their students. Dedication This dissertation is dedicated to my family, for their endless support and encouragement throughout this journey. They have been my cheerleaders from the beginning of my journey, always respecting the time commitment needed to make my dream a reality. I also dedicate this to the classroom teachers who work tirelessly before and after school; building their skills to ensure they are providing students with the most meaningful, effective education. They understand the impact interactive technology can have on students’ learning and are willing to be lifelong learners to provide it for them. Attitude + Ambition = Achievemen

Smart Education Environment System

This paper proposes a Smart Education Environment System (SEES) framework that upgrades the traditional, book-based library to meet the interests of an emerging IT-aware generation. The library will remain as the information center of the university but will also become the base for knowledge exchange using cutting-edge technology. As described in the paper, high-bandwidth wireless technology, social networks, and integrated databases can all facilitate the role of the library, which is to act as a centralized resource in support of research and learning. The framework consists of three sub-systems: electronic bookshelves (for ease of access and management of the book stock); virtual white space (for discussion of information found within the library and, by extension to the whole of the academic environment); and a social network with an integrated innovation database (to disseminate new ideas). The paper shows how these sub-systems can be arranged to support the SEES