Wireless Ed Tech Conference Breakout
- 1. Mobile Learning Case Study Shawn Gross – Project K-Nect Dr. Kathy Spencer – Onslow County Schools
- 2. Agenda • Introductions • Our definition of mobile learning • Needs Assessment • Overview of Project K-Nect – Technical and Instructional Orientation • Research Outcomes • Impact on Instructional Practices in Onslow County
- 3. Agenda • Introductions • Our definition of mobile learning • Needs Assessment • Overview of Project K-Nect – Technical and Instructional Orientation • Research Outcomes • Impact on Instructional Practices in Onslow County
- 4. What is Mobile Learning?
- 5. mLearning is ubiquitous access
- 8. Mobile Learning Devices TABLETS SMARTPHONES MEDIA/GAME PLAYERS NETBOOKS/LAPTOPS
- 9. All you need is an iPad iPhone HTC Evo Dell Mini 10 Android Tablet Blackberry Tablet Window 7 Tablet Sony PSP Macbook Pro Lenovo Thinkpad Windows 7 Phone Motorola Droid X iTouch Nintendo DSi
- 11. Stop the debate over the correct device……..
- 12. Agenda • Introductions • Our definition of mobile learning • Needs Assessment • Overview of Project K-Nect – Technical and Instructional Orientation • Research Outcomes • Impact on Instructional Practices in Onslow County
- 13. Onslow County Profile • Onslow County is situated on the eastern coast line of North Carolina and is the proud home of US Marine Corp Base Camp Lejeune. • Onslow County encompasses over 767 square miles and has a population of over 150,000 people according to the 2006 US Census Bureau. • Student population ~24,000 • 37 educational facilities – 20 elementary schools – 8 middle schools – 7 high schools – 1 early childhood development center – 1 alternative learning program.
- 14. OCPS Mission The Onslow County Schools community will prepare students to be globally competitive leaders and responsible citizens in the 21st Century.
- 15. OCPS Goals • Students will be globally competitive through the mastery of a relevant and rigorous curriculum. • Schools and students will be led by creative, passionate, and technologically skilled professionals. • Students will learn in a safe and civil environment to be ethical, healthy and productive citizens. • Leadership will foster innovation in the Onslow County School System in cooperation with families and community partners. • Schools will be supported by effective and efficient processes and systems.
- 16. Students are disengaging Source: KRC Research
- 17. • The average science score of U.S. students in eighth grade lagged behind those in 16 of 30 countries in the Organization for Economic Cooperation and Development* • U.S. students in eighth grade were further behind in math, trailing counterparts in 23 countries* • Employment in science and engineering will increase about 70% faster than the rate for all occupations (BLS, 2006), and unemployment is very low for experienced engineers (1.3%) and computer scientists (2.7%)as compared to the national average(4.4%) (BLS, 2006). *Source: Program for International Student Assessment Math and Science Skills Deficit
- 18. Student lack skills employers are seeking Eighty-four percent of employers say K-12 schools are not doing a good job of preparing students for the workplace; 55 percent say schools are deficient in preparing students with basic employability skills (such as attendance, timeliness and work ethic); 51 percent cite math and science deficiencies. Skills like creativity, problem-solving, communication and analytical thinking are necessary for all levels of success, from entry-level jobs to engineering and technical fields 2005 Skills Gap Report—A survey of the American Manufacturing Workforce”, Deloitte Development LLC , 2005
- 19. © Project Tomorrow 2010 Students face obstacles using technology at school Top responses from students: 1. I cannot use my mobile device (56%) 2. School filters and firewalls block websites I need (53%) 3. Teachers limit our technology use (37%) 4. Too many rules! (30%) Cannot access my communications tools Rules that limit use of my school’s technology
- 20. © Project Tomorrow 2010 How schools could make it easier to use technology – the student point of view Students say: 1. Let me use my own mobile device (64%) 2. Let me use my own laptop (46%) 3. Give me unlimited Internet access on campus (45%) 4. Access my school projects from any computer – home or at school (44%) 5. I want to access my social networking site tools (39%) 6. Access school network from my device (38%)
- 21. © Project Tomorrow 2010 Do students with smart phones have different expectations? How to improve student use of technologyat school 0% 10% 20% 30% 40% 50% 60% 70% 80% Provide outlets Provide tools Access Facebook Access network Use mylaptop Use mymobile device Students w/Smartphones Students
- 22. Agenda • Introductions • Our definition of mobile learning • Needs Assessment • Overview of Project K-Nect – Technical and Instructional Orientation • Research Outcomes • Impact on Instructional Practices in Onslow County
- 23. WHAT IS PROJECT K-NECT?
- 25. 2006 Research Methodology • Research initiated with US Department of Education, Office of Education Technology, to investigate how technology can be maximized to increase student achievement in STEM (Science, Technology, Engineering and Mathematics) • Interviewed students in the DC Metropolitan area in grades 9-12 from DC, Arlington, Montgomery County and Fairfax • Students were asked a series of questions concerning why they felt so disengaged in Science and Math
- 26. Why do you dislike math and science? • The subject matter is abstract • I do not understand how I will use this in the real world • The delivery methods for instruction cause me to “power down” my brain • Instructional resources are not engaging
- 27. How can technology help? • I would like access to manipulatives and more use of multimedia in these subjects • I want to see the cause and effect relationships that exist through multimedia • I want to have access to a support network of students, teachers and tutors anytime, anywhere. • I want to be able to utilize social networking technologies (instant messaging and blogging)
- 28. Do you have device preferences? 90% OF STUDENTS INTERVIEWED PREFERRED MOBILE DEVICES
- 29. Short Term GoalsShort Term Goals • To develop, implement and test an integrated system that will deliver supplemental digital instructional content and foster peer to peer collaboration through mobile devices to increase mathematic achievement for 9th grade students in the State of North Carolina. • To test the efficacy and viability of mobile devices as digital assets that can be utilized as both a social communications tool and educational resource for students in US secondary education institutions. • To foster the design of a system that enables safe closed social, educational communications between students, teachers and parents. • To empower students with 21st century skills through secondary education institutions • To determine if mobile devices can be utilized as a mechanism for reducing the disparity between those who are and are not connected with particular attention on rural areas within the State.
- 30. Long Term GoalsLong Term Goals • Increase students’ levels of interest in mathematics by allowing them to leverage their current lifestyle technologies and enabling them to access dynamic, engaging and meaningful educational content in order to address the nations math and science skills deficit. • Motivate U.S. students and adults, using a variety of incentives, to study and enter science, technology, engineering and mathematics careers, with a special effort geared to those in currently underrepresented groups. • Gain acceptance and adoption of parents, teachers and administrators that mobile devices can be used as educational resources to support students’ efforts to increase academic performance in secondary education institutions.
- 31. K-Nect Teacher PortalK-Nect Teacher Portal K-Nect Student SystemK-Nect Student System Administration of Problem setsAdministration of Problem sets eContent Management SystemeContent Management System Monitoring & Reporting SystemMonitoring & Reporting System System Administration of DevicesSystem Administration of Devices Virtual Hard DriveVirtual Hard Drive Assessment SystemAssessment System Access to comprehensive problem setsAccess to comprehensive problem sets eContent RepositoryeContent Repository Instant MessagingInstant Messaging BlogsBlogs AssessmentAssessment Virtual Hard DriveVirtual Hard Drive Project K-Nect Overview
- 32. Problem Based Learning • A particular emphasis of the design of the Problem of the Week (PoW) environment is rich problem-solving contexts which allow learners to draw on their range of math knowledge skills in problem solving. • This places the emphasis on thinking about the context of the problem rather than simply drawing on an algorithm for problem solution. • The design also involves explaining the solution strategy, a practice that leads the learner to reflect on choices and to revise.
- 33. Problem Set Design • Project K-Nect’s curriculum is based on Drexel University’s Math Forum. • curriculum is research-based with emphasis on problem solving and scaffolding. • The repository of 18 math problems is aligned with state standards and can be easily assigned by teachers into students’ devices. • The focus is to engage the students in the application of problem-solving strategies as tools for thinking about and solving problems. • The curricular foundation is animated problem-based learning, which has the capability to be relevant to youth today and reflect multiculturalism.
- 34. • Problem sets include the following: – a multimedia review of the lesson plan unit – video describing the utilization of the problem solving strategy; – presentation of the problem – applying the problem solving strategy – multimedia simulations providing the student with an audio/visual view of the problem • The problems will have content that stems from real-world situations and will be represented using visual effects, e.g. animation, simulation, pictorial, graphical, tabular along with oral and verbal representations. • Problems contain content of interest to students in grade 9, age 14-15 years, such as NASCAR racing; music; and sports. Problem Set Orientation
- 35. 35 Problem Solving Progression 1. Structured Guess and Check: reading comprehension and pattern recognition. 2. Use Tables/Charts: Organize problem information and data to make patterns and relationships visible. 3. Generate Expressions and Equations: Use symbols to summarize and manipulate quantitative relationships.
- 37. eContent Resources Web Resources Videos Word Documents PowerPoint Presentations Blogs Instant Messaging
- 38. eContent Resources Web Resources Videos Word Documents PowerPoint Presentations Blogs Instant Messaging
- 39. Instant Messaging Web Resources Videos Word Documents PowerPoint Presentations Blogs Instant Messaging
- 40. Assessment Web Resources Videos Word Documents PowerPoint Presentations Blogs Instant Messaging
- 41. Blogs Web Resources Videos Word Documents PowerPoint Presentations Blogs Instant Messaging
- 42. Student Video Blogs Web Resources Videos Word Documents PowerPoint Presentations Blogs Instant Messaging
- 43. Examples of Blogs - Video
- 44. Examples of Blogs - Video
- 45. Examples of Blogs - Video
- 46. Agenda • Introductions • Our definition of mobile learning • Needs Assessment • Overview of Project K-Nect – Technical and Instructional Orientation • Research Outcomes • Impact on Instructional Practices in Onslow County
- 47. 2010 Research Report Full report can be downloaded at www.tomorrow.org , just click on the Project K-Nect evaluation report link on the homepage.
- 48. Research Results - 2007 Quantitative • 4 out of the 4 cohort Project K-Nect Algebra I classes outperformed the other Algebra classes taught by the same teachers on the NC End of Course Exam (EOC) for Algebra I • All 4 cohort Project K-Nect classes outperformed the other Algebra classes taught by the same teachers with their final grades • 2 of the 4 teachers reported that students achieved at least a 10% gain in Algebra I over their peers as a result of the program • The aggregate gain of all 4 cohorts between the pre-test and post-test administered by the research team was 20% Qualitative • Students’ report using the phone for at least an hour everyday to complete their Algebra work • Students reported increased parental support with their instruction in Algebra. • Students reported increased communication and collaboration with their teachers • Students reported increased communication and collaboration with their peers regarding questions they had regarding their homework assignments • Students felt supported by the project team and their teacher for communicating via the device for remote support • Students reported a better understanding of the mathematics because of real world applications associated with the curriculum • Students indicated that because they had continuous access to mathematical resources on the mobile device, their instructional time dedicated to Algebra significantly increased
- 49. Research Results – 2008/9 (Algebra I)
- 50. Research Results – 2008/9 (Geometry)
- 51. Research Results – 2008/9 (Algebra II)
- 52. Research Results – 2008/9 (Biology)
- 53. Agenda • Introductions • Our definition of mobile learning • Needs Assessment • Overview of Project K-Nect – Technical and Instructional Orientation • Research Outcomes • Impact on Instructional Practices in Onslow County
- 55. Paradigm shifts in education Past Present Future • knowledge adoption • knowledge production • knowledge navigation • behaviourism • objectivism • cognitivism • constructivism • navigationism • connectivism • instruction • learning facilitation • coaching and mentoring • information gathering • information generation • information navigation • knowledge provision • knowledge management • sense making Brown (2005 & 2006) Changes to Instruction
- 56. • Learning is personal • Classes do not learn • Learning is constructed • Learning is meaningful • Learning is interactive • Learning is emotional • Learning occurs in the brain • Learning is a social activity • Learning is predictable • Memory is largely an associative process • Conceptual Learning is a spontaneous learning that we do naturally • Learning that utilizes higher level thinking 56 Changes to Instruction
- 57. Onslow Connect Overview • 2.5 million dollars awarded by Department of Defense Education Activity (DoDEA) from October 1, 2009- September 30, 2012 • Will support the most comprehensive math technology program in the nation and a model counseling program for highly transient students • S2S Transition Program • Honors the partnership that exists between the school system and the military installations served
- 58. Mobile Math Program Overview • All 7 high schools are participants within the program in Onslow County, NC. • Program targets 9th grade algebra I students and teachers • 9th grade algebra I students and teachers will be provided with Netbooks • Southwest, Richlands and Dixon began the project implementation in January-February 2010 • The program is funded through September 30, 2012
- 61. Now What? • Invite students to bring their mobile learning devices in class • Sign up for polleverywhere and generate warm up questions and brainstorming discussions • Sign up for drop.io to create a project based communication and collaboration site • Check out www.cellphonesinlearning.com • Get the book, “At-Risk Student” • Develop project based learning plans • Talk to your student and solicit their feedback • Visit www.onslowconnect.org for PD resources on project based learning • Get this presentation by sending me an email at shawngross@projectknect.org (uploaded onto slideshare)
- 62. Contact Details Shawn Gross Mobile: : 202-215-7448 Skype ID: Shawn Gross Twitter: #knected Email: shawngross@projectknect.org http://www.projectknect.org http://projectknect.blogspot.com http://www.youtube.com/user/DigitalMillennial