Blending, Flipping and Personalized: How Online Learning is Transforming Teacher Practice
1. Blending, Flipping and
Personalized:
How Online Learning is
Transforming Teacher Practice
Speak Up 2012 National Findings
Julie Evans, Project Tomorrow CEO
October 29, 2013
6. Speak Up National Research Project
Annual national research project
Online surveys + focus groups
Open for all K-12 schools and schools of education
Institutions receive free report with their own data
Collect ideas ↔ Stimulate conversations
K-12 Students, Teachers, Parents, Administrators
Pre-Service Teachers in Schools of Education
Inform policies & programs
Analysis and reporting of findings and trends
Consulting services to help transform teaching and learning
+ 3 million surveys since 2003
(c) Project Tomorrow 2013
7. Speak Up survey question themes
Learning & Teaching with Technology
21st Century Skills: Digital Citizenship & Global Awareness
Math and Science Instruction
Students’ Career Interests in STEM
Professional Development / Teacher Preparation
Internet Safety
Administrators’ Challenges
Emerging Technologies both in & out of the Classroom
Mobile Devices, Online Learning, Digital Content, E-textbooks
Educational Games, Social Media tools and applications
Flipped Classroom, Print to Digital, Online Assessments
Designing the 21st Century School
(c) Project Tomorrow 2013
8. National Speak Up 2012 Participation: 466,303
K-12 Students
Teachers & Librarians
Parents (in English & Spanish)
School/District Administrators
Technology Leaders
364,233
56,346
39,713
5,511
500
About the participating schools & districts
o 8,020 schools and 2,431 districts
o 30% urban / 43% rural / 27% suburban
o All 50 states + DC
Honor Roll of States with highest participation:
TX, CA, OH, IN, AL, NC, WI, AZ, FL, PA
(c) Project Tomorrow 2013
9. Why schools, districts & communities
participate in Speak Up?
Power of local data
Use data as input for planning
To justify budget and purchasing decisions
.
Inform new initiatives – as an evaluation tool
As a tool to engage parents
Demonstrate interest in students’ ideas
Use for grant writing and fund development
Content for professional development
As a competitive tool
To counteract mythology . . . . . . .
(c) Project Tomorrow 2013
10. Commonly heard mythology
“New teachers don’t need any training in how to use
technology within teaching”
“Online learning will solve all of the ills of American
education.”
“Online learning undercuts the role of the
teacher in learning.”
“There is so much great content online for teachers to use
in the classroom – so, what is the problem?”
“Put any technology in the classroom and magically students
will learn more!”
(c) Project Tomorrow 2013
13. What is the state of online and blended
learning today?
District audiences for online learning
Online teacher professional
development
40%
Virtual conferences and webinars
33%
Blended learning classes for
students
28%
Fully online classes for students
20%
Building your own online courses
Fee based online summer school
17%
11%
District Administrators
(c) Project Tomorrow 2013
15. Who is learning within a fully online
environment?
Types of virtual online learning
experiences
100% online school
Students:
Gr 6-8
6%
Students:
Gr 9-12
7%
Online self study class
8%
15%
Teacher led online class
9%
15%
Online class for personal
interests
8%
10%
(c) Project Tomorrow 2013
16. Online classes for students: A “must have”
for the ultimate school
Students Gr 9-12
46%
Students Gr 6-8
41%
Students Gr 3-5
38%
Parents
36%
Administrators
51%
(c) Project Tomorrow 2013
17. Parents have first hand experience with
online learning
I have taken an online class:
For work or job training
For an academic/college program
To learn new skills
To explore a hobby
For traffic school
43%
29%
22%
13%
7%
23% who have not taken an online
class would like to!
(c) Project Tomorrow 2013
18. Why take an online class?
For high school students, traditional reasons
are important such as scheduling and college
credit.
For middle school students, it’s about
changing the learning paradigm.
For all students, potential for personalization
of learning is highly valued.
(c) Project Tomorrow 2013
19. Why take an online class? Students say:
Benefits of
taking an
online class
Students
Gr 6-8
Students
Gr 9-12
Work at my own
pace
56%
56%
Be in control of my
own learning
54%
57%
Review class
materials whenever I
need to
47%
46%
Easier for me to
succeed
43%
35%
Greater sense of
independence
39%
42%
(c) Project Tomorrow 2013
21. Why offer online learning? Principals say:
Benefits to our
students
2011
2012
Keep students
engaged in school
47%
62%
Provide programs for
gifted/at risk
students
38%
54%
Eliminate textbook
costs
38%
47%
Offer scheduling
alternatives for
students
30%
40%
(c) Project Tomorrow 2013
24. New profiling research on teachers
Teaching Model
# of Teachers
Teaching one or more fully online
courses
3,051
Teaching in a blended learning
environment
28,856
Teaching in a flipped learning
classroom
3,561
Let’s compare technology usage and value
propositions!
(c) Project Tomorrow 2013
25. Who are these teachers?
Self assess their tech skills as more advanced
48% of flipped teachers say they are advanced
tech users (only 26% of all teachers say the
same)
Social media is their friend!
18% of flipped teachers are on Twitter
Prior personal experience with online learning
58% of virtual teachers and 45% of blended
teachers have taken an online PD course
Participate in online professional development
such as webinars
43% see this as key part of self-directed PD
(c) Project Tomorrow 2013
26. And are they using technology differently?
Teachers’ use of digital content in the classroom
Online curriculum
Online videos
Animations
Digital textbooks
Real time data
0%
10%
20%
30%
40%
50%
60%
All teachers
Flipped teachers
Blended teachers
Online teachers
(c) Project Tomorrow 2013
70%
80%
27. What is the impact of online learning on
student success?
Teachers’ perspectives on the
impact of online learning on
their students
My students are more
motivated to learn
My students are developing
creativity
My students are developing
problem solving and critical
thinking skills
My students are applying
knowledge to practical
problems
My students are taking
ownership of their learning
In the fully In the
online class blended
learning
class
56%
59%
In the
flipped
learning
class
60%
52%
43%
57%
48%
36%
49%
48%
34%
54%
45%
32%
45%
(c) Project Tomorrow 2013
28. What is the impact of online learning on
teacher effectiveness?
Teachers’ perspective on the
impact of online learning on
their own productivity
In the
fully
online
class
65%
I am better organized
In the
blended
learning
class
54%
In the
flipped
learning
class
63%
I am creating more interactive
lessons
I am facilitating more student
centered learning
I am more productive
56%
51%
65%
53%
40%
55%
49%
38%
50%
I am managing my class more
effectively
I am personalizing learning for
my students
47%
34%
46%
39%
23%
39%
(c) Project Tomorrow 2013
31. More Speak Up? www.tomorrow.org
National Speak Up Findings and reports
Targeted and thematic reports
Online learning trends – new!
Mobile learning & social media
Print to digital migration
Social learning
Intelligent adaptive software
New digital parent series
Presentations, podcasts and webinars
Services: consulting, workshops, evaluation and efficacy studies
Participate in Speak Up 2013!
Online surveys open now thru Dec 20
www.tomorrow.org/speakup
(c) Project Tomorrow 2013
33. Thank you.
Let’s continue this conversation.
Julie Evans
Project Tomorrow
jevans@tomorrow.org
949-609-4660 x15
Twitter: JulieEvans_PT
and SpeakUpEd
Copyright Project Tomorrow 2013
This work is the intellectual property of the author. Permission is granted
for this material to be shared for non-commercial, educational purposes,
provided that this copyright statement appears on the reproduced
materials and notice is given that the copying is by permission of the
author. To disseminate otherwise or to republish requires written
permission from the author.
(c) Project Tomorrow 2013