by Leslie Wilson
Project Red’s early results are in. They provide a peak into what is happening in technology rich school environments around critical success factors. Findings directly speak to ‘Race to the Top’ criteria of ‘Teacher and Principal Reform’ which is 28% (highest value) of the grading criteria.
It is recognized that properly implemented ubiquitous technology (UT) in schools positively impacts student achievement, transformation of teaching and learning, and the overall education system’s efficiency/cost effectiveness.
One of the Project Red goals is to identify models of best practice in UT schools that lead to the above findings. We are seeing preliminary trends in technology rich schools relative to leadership, professional learning for teachers and administrators, funding, problem-based teaching and learning, ed tech sustainability and funding.
Following is an overview of these initial findings.
Teacher Professional Learning in Technology Rich Schools
Seventy-seven percent of the UT schools indicated that teachers’ professional learning has been very well and adequately implemented. To transform from traditional to student-centered teaching and learning, the professionals need consistent, high quality opportunities to grow and learn how to make the shift. In these schools, this has been clearly a top priority.
Rate of Effectiveness of Teachers’ Professional Learning in UT Schools
Use of Problem-Based Learning in Technology Rich Schools
Twenty-six percent of UT schools engage problem-based learning activities many times a day and daily. 32.3% do so on a weekly basis. Problem-based learning is a strategy for integrating 21st century skill development within curriculum and instruction. This technique engages collaboration, projects, high level thinking and strategizing within content areas.
Rate of Problem-Based Learning Use in UT Schools
Principal’s Professional Learning in Technology Rich Schools
Leadership is the single most important factor for transforming schools. To lead the required changes, unique professional growth experiences are needed. It is significant that the Project Red identified UT schools demonstrate strong commitment to the principals’ ongoing training opportunities. Thirty-eight percent of UT principals are engaged in ongoing professional development. 11% participated in short or long term courses.
Principals’ Professional Learning In Technology Rich Schools
Funding Sources for Technology Rich Schools
One hundred percent of the identified ubiquitous technology schools are funded through the district’s operating or capital outlay budgets. 38% are funded through state or federal competitive grants. Demonstrated here is ubiquitous technology schools’ district or school level commitment of existing funds to implement the vision. Allocation of operating and capital outlay budgets indicates internal control for present and future funding. Reliance on grants (soft money) to fund these initiatives comes with greater uncertainty for long term sustainability. Grants are not long term resource solutions and rely on others’ decision making to provide funding to districts/schools.
Stay tuned as the Project Red team continues to provide early insights into this groundbreaking research project!!
