Making Learning Mobile

Research Findings from the

Making Learning Mobile
Project

Presented by Julie Evans, Project Tomorrow CEO
December 5, 2013

Michael Flood
Vice President, Education Markets

Today’s Discussion Topics
About the Evaluation Study
•
•
•
•
•

Objectives
Methodology
Participants
Key Findings
Lessons Learned

Expert Panel Discussion with School and District
Representatives
Your thoughts, comments and questions

© 2013 Project Tomorrow

Meet our Panel of Experts

LeeAnn Eanes
IT Project Manager, Department of Information Technology
Fairfax County Public Schools (VA)

Michael Flood
Vice President, Education Markets
Kajeet for Education

Rob Residori
Manager, Ed Tech Department
Chicago Public Schools (IL)

Christine Sciabica
Assistant Principal, Stone Middle School
Fairfax County Public Schools (VA)

Ariana Vilcins
Technology Teacher, Falconer Elementary School
Chicago Public Schools

Project Tomorrow, a national
education nonprofit organization
Programs:

• Research & evaluation studies
• School and community programs
• Events for students
Speak Up National Research Project:
Collecting and reporting on the views of
K-12 and higher ed students on their digital
learning activities and aspirations

84

Projects

33

Countries

Infrastructure
Digital Content
Safety/Security

Professional
Development
6

Making Learning Mobile Project

Two studies within one project
Stone Middle School

130 8th grade students
Falconer Elementary School
136 5th grade students


Evaluation Study Objectives

 How would students and teachers use a
personally assigned tablet to impact learning?
 What were the benefits of that 24/7 access?
 How would the access impact teacher practice?
 What challenges would we encounter?
 What lessons would we learn about mobile
learning from this project?


Evaluation Study Methodology

 Data collection components included:
o Pre and post surveys

o Pre and post student focus groups
o Instructor interviews and focus groups

o Classroom observations
o Speak Up survey data
o Usage data


Evaluation Study Methodology

Study Deliverables:
 Two reports on the findings from the evaluation

studies
o Stone Middle School (VA)

o Falconer Elementary School (IL)



Stone Middle School

 130 8th grader students
 HTC Android tablets


Stone Middle School Study: Key Findings
1. Student engagement with the tablet = more sophisticated
usage
2. Tablets changed learning environment with ubiquitous
access to the Internet at school
3. Personally assigned tablets eliminated competition at

home for Internet access
4. Teachers’ benefits included personal productivity

5. Critical importance of teacher professional development


Study Participants : Stone Middle School

 Approximately 130 8th grade students and their teachers
at a suburban middle school in Fairfax County VA
 66% of the students assess their tech skills as average
compared to their peers; 31% consider their skills
advanced
 50% of the teachers assess their tech skills as
average – 50% say they are advanced
 73% of the students say that they have high speed
Internet access at home
 56% say that they access the Internet at home
through a personal (not school provided) 3G/4G
mobile device

Stone Middle School Study

Analysis Lens
Student responses – quantitative and qualitative
• All student participants
• Girls vs. Boys
• Highly engaged students
Teacher responses – qualitative


Perceptions vs. reality of usage
How would you like to use your tablet for
schoolwork?
(September 2012)

How did you use your tablet for
schoolwork this past school year?
(May 2013)

Access online textbooks (84%)

Access Blackboard (96%)

Take notes in class (78%)

Use calculator (83%)

Do Internet research (68%)

Use Google Drive/Docs (82%)

Check grades (67%)

Do Internet research (76%)

Do homework assignments (60%)

Access online textbooks (72%)

Play educational games (58%)

Take notes in class (66%)

Access school network from home (57%)

Do homework assignments (46%)

Receive reminders/alerts re: schoolwork
(56%)
Organize schoolwork (53%)

Work on projects with classmates (38%)

Communicate with classmates/teachers
(53%)

Communicate with classmates/teachers
(34%)
Organize schoolwork (21%)


How did you use the tablet for schoolwork?
All
Students
83%

Boys

Girls

77%

90%

Engaged
Students
82%

Do Internet research

76%

88%

65%

78%

Take notes in class

66%

59%

73%

78%

Do homework
assignments
Work on projects
with classmates

46%

43%

48%

63%

38%

28%

50%

57%

Communications
with
classmates/teachers

34%

26%

53%

50%

Use the calculator


How did you use the tablet for schoolwork?

“In English class, we used our tablets and
Google Drive to write a short story with a
partner. I liked being able to work both at
home and at school to edit the story while
my partner could see the changes that I
made.”
8th grade student, Stone Middle School,
Centreville VA

Use of the tablet for Internet access

How often did you use your tablet to access the
Internet for schoolwork in school?

At least weekly:
All students

83%

Girls

89%

Engaged students

96%


Use of the tablet for Internet access

How often did you use your tablet to access the
Internet for schoolwork outside of school?

At least weekly:
All students

33%

Girls

38%

Engaged students

57%


Students: Benefits of using the tablet
1. Not having to share the device

67%

2. Makes it easier to access the Internet in class

61%

3. Ability to review class materials anytime

60%

4. Access to online textbooks

55%

5. Improved access to the Internet beyond school 38%

6. Better organized

36%

7. More engaged in learning

32%


What did you like about having the tablet?

“Having the tablet means that I will go on
Blackboard more than I used to and all of my
assignments will be right at my fingertips, no more
pen and paper.”
“With the tablet, I won’t have to always wait for
someone else to get off the computer
so I can do my homework.”
8th grade students, Stone Middle School
Centreville VA

Teachers: Benefits of using the tablet
• Changed way teachers approached teaching
• Research skill development
• Didn’t need to fight for computer lab time

• Decreased need for printing
• Access to information at students’ fingertips

• Using other media to support science labs
• Increased homework completions



Falconer Elementary School

• 136 5th grader students
• HTC Android tablets


Falconer Elementary School: Key Findings
1. Student use of tablets exceeded expectations
2. Tablets enabled greater access to learning resources at
home and at school
3. Access to the tablets changed students’ learning
behaviors and self-efficacy around learning

4. Students were more engaged in learning
5. Teachers creatively used tablets to change learning

environment


Falconer Elementary School Demographics
Pre-K - 6th grade
1,442 students
Technology Magnet Cluster School
100%
80%
60%
40%
20%
0%

94%

93%

45%

Low
Income
Families

Latino

English
Learners

11
%

Special
Education

About the participants

136 students and teachers from four 5th grade
classes at an urban elementary school in
Chicago IL
81% of the students assess their tech skills as
average compared to their peers
36% of students say that their Internet access at
home is slow or their only access is at school


About the participants

Falconer 5th Graders Grade 3-5 Students
in the MLM Study Speak Up National
Data
Laptop

56%

64%

Tablet

17%

48%

Smartphone

23%

45%

Cell phone (no
Internet)
MP3 Player

19%

47%

32%

64%


Falconer Elementary School Study

Analysis Lens
Impact of the devices determined by:
• Teacher implementation
• Students’ home access to the Internet
• Girls vs. Boys


Perceptions vs. realities of usage
Teacher
Directed
Activity

Student
Expectation
of Usage
(Oct)

Student
Actual
Usage
(May)

Student SelfInitiated
Activity

Student
Expectation
of Usage
(Oct)

Student
Actual
Usage
(May)

Do Internet
research
Use online
textbooks
Play education
games

56%

93%

Check grades

66%

86%

48%

42%

42%

47%

46%

80%

41%

64%

Do homework

45%

74%

Organize
schoolwork
Communicate
with
teacher/classm
ates
Learn about
school activities

41%

62%

Do projects

39%

58%

35%

58%

Create videos

6%

39%

Receive
reminders
Use the
calendar

25%

59%


Teachers’ implementation strategies varied
Use of the
tablet
To create
videos
Class
polling
Take notes
in class
Play
education
games
Check
grades
Use
calendar

Teacher 1

Teacher 2

Teacher 3

Teacher 4

93%

90%

4%

0%

63%

93%

24%

44%

89%

23%

24%

33%

89%

93%

72%

100%

100%

73%

76%

89%

59%

77%

40%

59%



“I think the benefit of having my own tablet to
help me with my schoolwork is that at my house I
don't have internet and the tablet comes with
internet. I can use the internet at home so I can
research important schoolwork. I can also do my
assessments on the tablet.”
5th grade student, Falconer Elementary School,
Chicago, IL


Extending learning both in school and
at home
Increased access to the Internet at school:

• Before the tablets – only 39% of the students accessed
the Internet from school on a weekly basis
• With the tablets – 88% said it was a weekly
occurrence; 35% said daily


Extending learning both in school and
at home
Increased access to the Internet at home:
• ¼ of the Falconer students used the tablet to go
online on a daily basis from home
• 30% of the girls
• 31% of the students with slow home access
• In T
-1’s class, 48% of the students used the tablet
from home on a daily basis
• ¾ of the access traffic from 3 to 9 pm
• Sites included: Edmodo, MathPlayground,
BrainPOP, ScienceBuddies, Scholastic,
Dictionary
• 84% said they were better digital citizens

1. Communicate more with my teacher

53%

2. School is easier for me now

50%

3. Easier and faster to access the Internet

47%

4. Better organized

43%

5. Improved teamwork skills

41%

6. More comfortable asking questions in class

40%

7. I like school more now

39%


Some gender differences in the value proposition



“I liked using the tablet for school. I think all kids
should have one!”
5th grade student, Falconer Elementary School,
Chicago IL


Lessons learned from both studies



Out of school access matters!



Fear should not hold back mobile learning projects



Teachers need support, usage models and professional
development



Establish clear goals for instructional use



Incorporate student ideas into the planning process


For more information
Making Learning Mobile Reports:
http://www.kajeet.com/4u/education/MLM-report.html

Kajeet for Education
http://www.kajeet.com/education
Qualcomm’s Wireless Reach Initiative
http://www.qualcomm.com/about/citizenship/wireless-reach

Project Tomorrow and the Speak Up National Research Project
http://www.tomorrow.org/speakup


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

Making Learning Mobile

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