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Impact of Technology onEducation

PUSD School Board

January 17, 2006

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Background

Growing trend toward globalization

Increasing importance of technology insociety

Students need to develop 21st century skills

Students of today have grown up with digitaltechnology

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Technology in US schools

Over $10 Billion spent since 1996 on

educational technology Students to computer ratios:

1983: 125:1

2002: 4:1

Over 8 million computers in US schools

98% of schools have Internet access

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Use of laptops in schools

12% of US schools have used laptops for

instruction Growing trend toward 1:1 programs with 24/7

access

Maine: laptops to all middle & some high

schools Large programs in Virginia, Georgia & Texas

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Current educational applications

of technology

Online blogs

Voice over IP Interactive

whiteboards

E-books replacingtextbooks

iPods for vocab.Development

Online reference

tools Video clips

Science probes

Laptops to write,communicate &research

Spreadsheets

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Research results

Limitations of research

Need for evaluation & accountability for multi-billion dollar investments

Direct impacts: increased test scores &/orgrades

Indirect impacts: PBL, collaborative learning,increased student engagement/motivation

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Sample research findings

4th & 8th grade students using simulation &

higher order thinking software showedincreased math scores on 1998 NAEP

Use of word processor had a positive impacton quantity & quality of student writing

5th grade students enrolled in BasicSkills/Computer Education earned higherreading, writing & math scores on Stanford 9

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1:1Laptop research results

Microsoft's Anytime, Anywhere Project ('96-

00): More collaborative work

More writing & higher quality writing

Improved research & analysis skills

Direct own learning Readily engage in problem-solving & critical

thinking skills

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Laptop results (con't)

6 New Hampshire middle schools (2005)

Teachers report: Greater student participation in class

Higher levels of student motivation/engagement

Increased ability to work in groups

Increase in positive interaction with peers &teacher

Improvement in quality of writing

Slightly higher ability to retain content

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PUSD's laptop immersion at

Harvest Park Middle School

Began as 6th grade pilot in 01/02, expanded to

7th

& 8th 04/05 enrollment of 259 students

No significant demographic variation withschool population

Study looked at student achievementvariables for laptop vs. non-laptop students

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Harvest Park Laptops (con't)

Findings regarding laptop students at HP:

Higher GPAs Higher grades in English & math

Met or exceeded expectations on District WritingAssessment

Scored at or above national average on languagearts portion ofCAT 6

Scored proficient or advanced on English & mathportions ofCalifornia STAR tests

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Barriers to technology

implementation in schools

Funding infrastructure & maintenance

Need for substantial professional development Integration with curriculum & overall

educational goals

Potential for student misuse

Lack of standards for technological literacy

Teacher attitudes

Accountability measures: beyond test scores

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Summary

Evidence supports positive relation between

use of technology & student achievement Direct & indirect impacts

Provision of laptops appears promising

Need for clear plan; adequate funding;

sufficient professional development & ongoingsupport; broader based evaluations.

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Impacts of Class Size Reduction

PUSD School Board

January 17, 2006

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Background

CSR: reducing # students in a classroom

assigned to 1 teacher Education reform that is publically & politically

popular

One of the most studied education reforms -

>1,100 studies in past 20 years

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Tennessee STAR

project

Largest & most enduring study ofCSR

Longitudinal study of 7,000 students in 70schools over a 4-year period: '85-'89

Applied to K-3rd grade classes

Small: 13-17; Regular: 22-25; Regular & aide

Follow-up studies as these studentsprogressed through K-12 schooling

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Tennessee STAR

results

Outperformed peers in all achievement

categories Especially true for minority students

Strongest gains for those who entered in K &stayed in program for 4 years

Enduring benefits to program shown throughmiddle & high school grades, test scores,graduation rates & college entrance

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Wisconsin SAGE Project

K-3 classes of 15:1 beginning in 1986

Phased in over 3 years with priority to schoolsserving low income students

Largest impact on math test scores

+ impact on reading/language arts scores

Greatest impact was for African-Americanstudents

Gains in achievement persisted for up to 6 yrs

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California's

CSR

Class sizes K-3 from 29 to 19

$4.1 billion: $3.3 operations; $0.8 facilities Implemented quickly: lack of qualified

teachers and available classrooms

No testing of students until end of 2nd grade

Modest gains in student achievement wereidentified

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Additional benefits ofC

SR

Higher teacher morale

Less time on classroom management Greater enthusiasm for school & participation

Higher attendance levels

C

reating more responsible, productive citizens

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Why doesC

SR

work?

Focus on instruction

More individualized attention Teachers gets to know each student

Wider range of learning activities (e.g. PBL,hands-on)

More positive classroom environment

Greater student engagement/participation

Greater parent involvement

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Challenges ofCSR

implementation

Availability of qualified teachers

Availability of facilities Debate regarding role of professional

development in success ofCSR

Not a quick fix for poor levels of studentachievement

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Financial considerations ofC

SR

One of the costliest education reforms

Reduce cost through shifting teacherspecialists to classrooms & reducing aides

Added benefits ofCSR may reduce overallcosts in long-run due to teacher retention;

reduced special ed referrals; safer schools;reduced need for remediation; & reduced dropout rates

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CSR

in higher grade levels

Less evidence due to fewer # studies

LAUSD: 20 in 8th

grade English & ELD 4th & 8th NAEP math scores with class sizes of

20

No clear link between smaller class size at

middle & high school with gains in studentachievement

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Conclusions

Positive relation between class size & student

achievement at K-3 levels, especially fordisadvantaged students

Debate re: optimum size: 15, 17, 20

Enhanced with rigorous curriculum & qualified,

well-trained teachers No conclusions re: CSR at higher grades