Evaluation of Educational Innovations
Executive Summary: Evaluation Study of the Progress of the North Carolina 1:1 Learning Initiative (Year 1)
Executive Summary: Evaluation Study of the Progress of the North Carolina 1:1 Learning Initiative (Year 1)
Student-Reported Differences in Technology Use and Skill After the Implementation of One-to-One Computing
| This two-year, mixed methods study with surveys, observations, and interviews, documented student technology use and skill before and after the implementation of a new one-to-one tablet computing program at a private middle school in the United States. After one year with tablets, several differences in students' technology use and skill were documented, including: higher satisfaction with school technology, greater frequency of technology use in specific subjects such as math and science, greater frequency of certain classroom activities such as two-way communicating, and greater technology skills on competencies such as editing collaborative wikis. New modes of student collaboration were evident after implementing the tablet program, including sharing notes and co-editing wikis. Differences were inconsistent across grade levels and subjects, suggesting teachers are adopting the tablet innovation differentially. In general, technology use increased most in math, science, and social studies classrooms, with smaller increases in language arts and foreign language classrooms. |
Using Educational Technology Standards to Gauge Teacher Knowledge and Application of One-to-One Computing at Implementation
A recent pilot study of seven Early College High Schools implementing 1:1 computing depicted teacher readiness for using laptops based on how well they met and addressed standards for intensive technology environments (ISTE 2000). Key findings suggest teachers entered the pilot with mixed expertise and leveraged each other and students to address knowledge deficiencies. Curriculum-based professional development was desired as were networks of teachers collaborating to share resources and lessons. Study findings are relevant to school leaders, technology facilitators, and staff developers supporting new 1:1 computing initiatives and to teacher educators whose graduates may require advanced preparation to meet the unique challenges of ubiquitous computing placements.
Mid-Year Evaluation Report on the Progress of the North Carolina 1:1 Learning Technology Initiative (Fall Semester, Year 2)
The Friday Institute for Educational Innovation at the NC State University College of Education submitted an evaluation report of the first year of implementation of the One-to-One (1:1) Learning Pilot Initiative in September 2008. This report presents the evaluation of progress at mid-year of the second year as the next step in the planned three-year evaluation. These pilot schools include seven Early College High Schools (ECHS) and one large traditional high school, with a total across the eight schools of approximately 2300 students and 200 school staff. In these schools, every teacher and student received a laptop computer and wireless Internet access was provided throughout the school. The goal of the initiative is to use the technology to improve teaching practices, increase student achievement, and better prepare students for work, citizenship, and life in the 21st century.
Evaluation Study of the Progress of the North Carolina 1:1 Learning Initiative (Year 1)
The Friday Institute for Educational Innovation at NC State University conducted an evaluation of the first year implementation of the one-to-one (1:1) learning pilot initiative, which involved seven Early College High Schools (ECHS) and one traditional high school with a total across the eight schools of approximately 2000 students and 200 school staff. In these schools, every teacher and student received a laptop computer and wireless Internet access was provided throughout the school. The goal of the initiative is to use the technology to improve teaching practices, increase student achievement, and better prepare students for work, citizenship, and life in the 21st century.
Appendices: Evaluation Report on the Progress of the North Carolina 1:1 Learning Technology Initiative (Year 2)
Submitted October 2009 (199 pages)
Appendices A-D include instruments used during the evaluation.
Evaluation Report on the Progress of the North Carolina 1:1 Learning Technology Initiative (Year 2)
Submitted October 2009 (110 pages)
The Friday Institute for Educational Innovation at the NC State University College of Education submitted an evaluation report of the first year of implementation of the NC 1:1 Learning Technology Initiative (NC1:1LTI) pilot schools in September 2008 and a mid-year report in January 2009. The current report, submitted October 2009 presents the evaluation of progress at the end of the second year in the planned three-year evaluation. These pilot schools included seven Early College (EC) high schools and five large traditional high schools, with a total of approximately 6000 students and 400 school staff across the 12 schools. In these schools, every teacher and student received a laptop computer and wireless Internet access was provided throughout the school. The overall goal of the initiative is to use the technology to improve teaching practices, increase student achievement, and better prepare students for work, citizenship, and life in the 21st century.
Critical Issues Summary: Evaluation Report on the Progress of the North Carolina 1:1 Learning Technology Initiative (Year 2)
Submitted October 2009 (9 pages)
The following cumulative Year 2 evaluation report provides the results from data collected in spring 2008, fall 2008, and spring 2009. The results include detailed information from the participating 1:1 schools about changes in infrastructure and support systems, technology attitudes and skills, technology use for teaching and learning, and student learning outcomes. Looking across the cohorts of schools and over past two years of 1:1 implementation, certain critical issues emerge that are highlighted in this summary. These critical issues focused on the following four major areas: 1) leadership, 2) technology use for instruction, 3) student learning outcomes, and 4) infrastructure.
Published Article: Issues Surrounding the Deployment of a New Statewide Virtual Public School
The North Carolina Virtual Public School (NCVPS) completed its first session during the summer of 2007. Evaluation results revealed differences between accelerated and credit recovery students, including a significantly higher likelihood for accelerated students to rate their courses as high quality, to express interest in taking another online course, and to possess the necessary prerequisite technical skills to be successful online. Three themes emerged from qualitative comments: advantages of online learning, course design issues, and student readiness for online learning. Teacher comments suggested several readiness factors impacted student performance online including appropriate technical skill, proper technology resources for full participation, and self-direction.
Published Article: What Are Secondary Students' Expectations for Teachers in Virtual School Environments?
The new North Carolina Virtual Public School (NCVPS) was evaluated in its first academic year (2007-2008) with findings suggesting secondary students' possessed significant expectations for their virtual school teachers. While students generally agreed their teachers provided a high quality online course experience, their recommendations reflect many suggestions within the extant literature relating to quality online teaching. Specifically, students have a clear idea of what they view as “teaching” in an online environment, which goes beyond merely moderating a course shell. Students also look for teachers to provide for content interaction as well as peer-to-peer collaboration, to assign meaningful projects based on relevant content, to frequently communicate with students and provide individualized attention, and to provide speedy, instructionally useful feedback. These results emphasize how institutions can establish expectations for online teachers and design professional development experiences that prepare teachers to undertake divergent roles unique to online instruction.
