As a result of increased access and increased use, there was a noticeable shift in teachers’ interest in the professional development types they needed. Data precisely from teachers during the school closure period reflected their desire to understand how to implement new learning environments due to their experience. There was a 120 percent increase in teachers saying they want to learn how to teach an online class as well as increased interest in the use of social media to communicate with parents and students, how to create videos, and facilitate an online discussion forum or a blended or flipped classroom.
Students, teachers, and parents all agreed communication between students and teachers in grades 6 -12 increased significantly–an outcome of school closures and digital tools outside of school.
Emerging education transformation
Some interesting perspectives from teachers and parents became apparent during the Speak Up research project. Whereas many teachers had previously thought of technology exclusively as a tool for student engagement, there was evidence that with the sudden shift to digital learning, technology was the learning platform. As a result of the teachers’ increased experience using technology, mainly digital content, they become better informed about what constitutes high quality in that digital content and what they wanted to see in the products for use in the classroom. Digital tools added value for both teachers and parents as the tools facilitated more student-centered learning focused on individual student’s strengths and support needs. It led to another key finding from the Speak Up research this year: parents are much more supportive of the value of effective technology use in supporting their child’s future success.
What remained consistent before school closures and after school closures was student perspectives on online and virtual learning environments. Forty-nine percent of students surveyed agreed that their best learning experiences involve solving real-world, hands-on, project-based learning. They also felt that online gaming gave them opportunities to problem solve, collaborate, and use critical-thinking skills. Fifty percent of students in grades 6-12 stated that digital tools help them develop a greater sense of personal ownership of the learning process.
The research conducted by Dr. Evans and Project Tomorrow plays a vital role in uncovering growth and opportunity in K-12 education, underscored Fleming. The information provided in the Speak Up National Findings will support district and state leaders to make policy decisions “that will share the future of our educational system, and by virtue, shape the future of our children.”
About the presenters
Dr. Julie A. Evans is the CEO of Project Tomorrow and the founder of the heralded Speak Up Research Project. She serves as the chief researcher on the Speak Up Project as well as leading research efforts on the impact of innovative learning models and interventions in both K-12 and higher education. As a national thought leader and influencer, Julie leverages her career experiences as a tech entrepreneur and nonprofit leader to stimulate new discussions within the education ecosystem. She is a graduate of Brown University and earned her doctorate in educational leadership from the University of California, San Diego. Julie serves on several boards and advisory councils and is a frequent speaker and writer on digital learning. She was named in 2020 as the winner of EdTech Digest’s National Leader award and is the longest serving woman executive in the education technology nonprofit sector.
Christina Fleming is Vice President of K-12 Product Management and Marketing at Blackboard. In this capacity, Christina oversees management of Blackboard’s education technology portfolio designed for K-12. This includes the Blackboard Learn and Blackboard Classroom Learning Management Systems, as well as various communication tools including Blackboard Connect and the Blackboard Communications Suite. She is responsible for managing the product roadmap, the overall K-12 P&L, as well as marketing strategy and client communications. Christina has a Bachelor’s in Business with a concentration in Marketing from The University of Notre Dame. She lives in Maryland.
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