The Technology Factor: Nine Keys to Student Achievement and Cost ...

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30 Chapter 4: School Leadership The Technology Factor: Nine Keys to Student Achievement and Cost-Effectiveness Chart 4.4. How frequently do students actually use technology in the following activities? (Q18) Technology Tools Used: Actual Use Estimated – Top Five 94% 76% 70% Google or other search engines Read As 80% 52% 38% Collaboration with peers in own school 74% 42% 33% Communication with teachers via email, chat, or other electronic methods 73% 1:1 2:1 or 3:1 4:1 or higher 40% 39% Learning Management System (LMS) to receive assignments and submit homework 67% Percentage of Respondents by Student-Computer Ratio Responding at Least Weekly 57% 56% Games and simulations • �e highest rate of consistency between the expected and actual rates of student behavior in 1:1 environments is around the use of online search engines. 97% of respondents expect weekly use, and 94% of respondents report actual weekly use. • �e second highest correlation in 1:1 environments is between the expected and actual use of peer collaboration tools. 89% of respondents expect weekly use, and 80% of respondents report actual weekly use. • Respondents in environments where the student-computer ratio is higher than 1:1 have larger percentage gaps between the expected and actual student use of technology tools. • Significance of 1:1 technology: For over 50 years, education research has pointed to the influence of educators’ expectations on student performance. Today, those expectations make the difference between whether or not students use technology tools integrated into learning, affecting their level of preparation for the global economy. �e chart shows the top five usage categories, and Table 4.4 shows the remaining seven categories. Table 4.4. Student use as observed by principal by studentcomputer ratio Category 1:1 (%) 2:1 or 3:1 (%) 4:1 or Higher (%) Spreadsheets, graphs, tables, and charts 66 43 32 Social media (e.g., blogs, tweets, wikis) 60 33 22 Online formative assessments 50 26 18 Student response systems (including clickers) 40 31 20 Online summative assessments 36 19 16 Collaboration with peers in any school 30 19 13 Virtual field trips 20 12 12
©2010 The Greaves Group, The Hayes Connection, One-to-One Institute Chapter 4: School Leadership 31 Chart 4.5. Did the principal receive training to prepare to lead a technology-transformed school? (Q19) Principal’s Preparation for Leadership in Technology Initiative N: 979 The role of the principal in leading change Read As Best practices for improving academic success What a technologytransformed classroom looks like How to get teacher buy-in Communicating with the community 17% 13% 13% 15% 12% 9% 45% 42% 44% 55% 46% 37% 28% 32% 31% 19% 30% 40% 14% 14% 15% 13% 14% 16% Percentage of Respondents Preparing for a successful computer distribution Course Ongoing No training Don’t know • 45% of respondent schools say that the principal receives ongoing professional training in leading change, and 42% say that the principal is engaged in ongoing professional development around best practices for improving academic outcomes. • 46% of respondents believe that their principals are being prepared on an ongoing basis to communicate with their communities about the technology-transformed school. Demographic Highlights Leading change • In general, schools in the West provide less training than all other regions of the country. • Schools with low and medium instructional materials expenditures are more likely to provide principals with short courses, while schools with high instructional materials expenditures are more likely to provide principals with ongoing training. • Schools in the Central and Southeast regions are more likely than schools in the West to provide ongoing training. Leading a technology-transformed school • Schools in suburban areas are more likely than are schools in rural areas to provide ongoing training to principals on how to lead a technology-transformed school. Ensuring teacher buy-in • Schools with high instructional materials expenditures or high household incomes are more likely than schools with lower expenditures or lower incomes to provide principal training in getting teacher buy-in. Best practices for improving academic success • Schools with high expenditures or household incomes are more likely than schools with lower expenditures or incomes to provide principal training in best practices for academic success. • Schools in suburban and urban areas are more likely then schools in rural areas to provide principal training in best practices for academic success.
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