White Paper: Engage Every Student with Personalized Learning
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Recent research has found that K-12 schools that have implemented personalized, technology-supported learning programs known as "1-to-1" programs are seeing improved student outcomes. These schools have lower dropout rates, fewer disciplinary issues, higher test scores, and long-term financial benefits. Studies from seven states show students in 1-to-1 programs have greater engagement, improved achievement, and teachers make better use of technology for instruction. However, proper implementation is critical for success, including factors like strong leadership, quality teacher training, and robust technology infrastructure.
White Paper: Engage Every Student with Personalized Learning
- 1. SPONSORED BY New Research: K-12 Education Leaders Enhance Learning Outcomes Through Personalization
- 2. 2SPONSORED BY INTEL AND LENOVO Studies conducted by groups such as Project Red and North Carolina State University’s Friday Institute for Educational Innovation have found that personal access to computers is particularly critical to success. The research demonstrates that “technology- transformed schools”–those that have effectively implemented and integrated learning technology– are delivering notable results. Such schools have: • Lower dropout rates • Fewer disciplinary actions • Improved high stakes test scores • Substantial short- and long- term financial benefits Indeed, the research provides firm grounding for further efforts to bring 1-to-1 programs to schools. Project Red researchers encourage schools to “personalize learning for all students by frequent, appropriate use of technology in all classrooms and other learning places.” As they see it, “Technology is no longer a supplement. It’s an integral part of students’ lives outside of the classroom and is most effective when it becomes an integral part of the core curriculum.” RESEARCH FROM SEVEN STATES DEMONSTRATES THE IMPACT OF 1-TO-1 The Friday Institute’s research looked at six major 1-to-1 initiatives: Florida’s Leveraging Laptops, Maine’s Learning Technology Initiative (MLTI), North Carolina’s 1-to-1 Learning Technology Initiative (NCLTI), Michigan’s Freedom to Learn (FTL), Pennsylvania’s Classrooms for the Future (CFF), Texas’s Immersion Pilot (TIP), and Henrico County, Virginia’s Teaching and Learning Initiative. In a survey of existing studies, the researchers focused on findings related to student behavior and achievement, changes to instructional practices, and planning and implementation. First, researchers found significant evidence that using laptops and other personal computing devices in the classroom increases student engagement. Not only did students themselves report a greater interest in learning, but the findings were particularly impressive among at-risk students and children with disabilities. While students often found technology-rich projects to be more challenging and time-consuming than Schools are in a technology implementation crisis. While education technology best practices have a significant positive impact, they are not widely and consistently practiced. Project Red Using technology to deliver personalized coursework is increasingly essential if K-12 education leaders– superintendents, principals and headmasters–are to maximize student learning outcomes. According to recent research, schools that have embraced personalized, technology- supported learning strategies–often described as “1-to-1” learning programs–are outperforming their counterparts.
- 3. 3SPONSORED BY INTEL AND LENOVO other projects, students also reported they were more interested in learning. In Texas, teachers contended that immersion in the technology improved the quality of students’ work. Perhaps even more important to district leaders is that teachers and students in some states report that using laptops had a positive impact on student achievement. Florida teachers, for instance, reported significant gains as measured by test scores, in higher-level thinking skills, retention, and transfer of learning. In a different study in Maine of 1-to-1 programs at nine middle schools, researchers found that students scored significantly higher in science, math and social studies than students at the comparison schools. Technology-transformed schools also make a significant impact on teacher behavior and instructional practices. Researchers found teachers use the technology devices for many tasks relevant to learning and instruction. Not only are the tools used to develop instructional material (e.g., plan instruction, create integrated lessons, present lessons, and create student assignments), but for assessment and feedback as well. Interestingly, 1-to-1 programs tended to encourage a shift in roles among teachers and students. Once the programs had been implemented, teachers often moved away from traditional pedagogical approaches to become facilitators and coaches. And, finally, the planning and implementation research identified the factors most critical to the success of 1-to-1 programs. Among them: effective leadership, high-quality professional development, and robust technology infrastructures and technical support. BIGGEST THREAT TO PROGRAM SUCCESS? POOR IMPLEMENTATION While the research on the impact of personalized learning programs generally points to successful outcomes, research also suggests that such programs can be compromised by poor implementation. ACTION STEPS FOR TECHNOLOGY IMPACT Effectiveness as a leader depends on bold steps that demonstrate the power and potential of learning technology. According to the Consortium for School Networking, principals and superintendents can take several “action steps” to provide technology leadership. Among them: • Reflect on your own use of technology and explore new ways to use technology to improve your knowledge, skills, personal productivity and leadership effectiveness. • Commit to attending at least one regional, state or national conference focused on technology use in education every year. • Collaborate as a leadership team to identify and implement technology-based approaches to communicating, interacting and engaging with students, parents and your community. Videoconferencing technologies, for example, are an easy-to-use, effective tool for communications and collaboration. • Revise annual performance goals to include action steps for developing technology skills; identifying opportunities to test technology systems to strengthen administrative functions or improve student learning; and modeling uses of hardware, software and compelling learning environments for the school community. • Understand the value of technology in terms of its costs and benefits. By having principals take a leading role in change management and professional development efforts, schools tend to be more successful in effecting systemic change and achieving support at all levels, according to Project Red.
- 4. 4SPONSORED BY INTEL AND LENOVO According to Project Red, “Schools are in a technology implementation crisis. While education technology best practices have a significant positive impact, they are not widely and consistently practiced.” The researchers point to an array of key implementation factors (KIFs) that must be addressed if the projects are to be successful. And the lower the student/ computer ratio, the better schools fare on measures of academic performance. In fact, Project Red researchers found that “properly implemented technology” can produce immediate short-term savings throughout a school or district. One way savings are generated is by reducing copy and printing expenses. Project Red also reported projected savings from reduced dropouts and increased enrollment, averaging $459 per student per year. Among the KIFs, the researchers highlighted the ability of principals to lead change, recognizing this as the single-most important variable across 11 success measures. By having principals take a leading role in change management and professional development efforts, schools tend to be more successful in effecting systemic change and achieving support at all levels. In order to ensure successful implementation, researchers determined that daily use of technology, particularly in core classes, resulted in a higher return on investment. In fact, daily technology use led to better discipline, better attendance, and, eventually, increased college attendance. CONCLUSION Education administrators are under pressure to achieve enhanced learning outcomes with constrained budgets. They are challenged to personalize learning–an objective that might seem like a budget buster to some. However, pioneering educators from many states are now demonstrating that the appropriate implementation of technology can raise performance by many measures. ONLINE LEARNING AS FORCE FOR PERSONALIZATION Online learning is growing, offering a potentially cost- effective means of personalizing learning and enhancing outcomes. In 2009, more than 3 million students took an online learning course—up from a mere 45,000 in 2000, according to the U.S. Department of Education. Most of the growth is occurring in the realm of blended learning—where students rely on online technology to attain greater personalization in adult-supervised environments. Initially, these efforts were focused on credit recovery labs and dropout recovery schools. But now a growing number of schools are introducing blending learning to their mainstream students. Indeed, it promises to deliver better results—through personalization—at lower cost than conventional classroom education. In a survey of 44 K-12 blended learning programs, the Innosight Institute found that such approaches made it possible for students to move at their own pace and achieve mastery in their subjects, while enabling teachers to play the role of guide and advisor—focusing on helping students overcome key hurdles in their own learning paths. In a survey of 44 K-12 blended learning programs, the Innosight Institute found that such approaches made it possible for students to move at their own pace and achieve mastery in their subjects, while enabling teachers to play the role of guide and advisor— focusing on helping students overcome key hurdles in their own learning paths.
- 5. 5SPONSORED BY INTEL AND LENOVO SOURCES Belissent, Jennifer (2011). “Schools Move Beyond the Basics: Competition Will Drive Technology into the Education Market,” Forrester Research, February 2011. Christensen, Clayton, Michael Horn and Curtis Johnson (2008). Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns, McGraw Hill. “Empowering the 21st Century Superintendent,” Consortium for School Networking, 2010. Horn, Michael, and Heather Staker (2011). “The Rise of K-12 Blended Learning,” Innosight Institute, January 2011. “Laptop Initiatives: Summary of Research Across Six States,” North Carolina State University’s Friday Institute for Educational Innovation, March 2011. “The Intellectual and Policy Foundations of the 21st Century Skills Framework,” Partnership for 21st Century Skills, 2011. “The Technology Factor: Nine Keys to Student Achievement and Cost-Effectiveness,” Project Red, 2010.