Professional Documents
Culture Documents
EXECUTIVE SUMMARY
Effective eLearning comes from using information and communication technologies (ICT) Skills for the 21st Century
to broaden educational opportunity and help students develop the skills they—and Tomorrow’s citizens and work-
their countries—need to thrive in the 21st century. While conclusive, longitudinal studies ers deserve an education that
remain to be done, an emerging body of evidence suggests that eLearning can deliver prepares them—and their nation’s
substantial positive effects: economy—to thrive in a world
of rapid change and widespread
• Students are more engaged and able to develop 21st century skills.
globalization. The International
• Teachers have a more positive attitude toward their work and are able to provide Society for Technology in Educa-
more personalized learning. tion (ISTE) has identified a range of
• Family interaction and parental involvement may increase. skills that will help students work
• Communities benefit from bridging the digital divide. Economically disadvantaged and live in the 21st century. These
students and children with disabilities benefit particularly. skills include the ability to conduct
independent research, think critically
• Economic progress can result from direct job creation in the technology industry and solve problems, use technology
as well as from developing a better educated workforce. to communicate and collaborate, and
This paper summarizes some key research findings, to help educational leaders identify understand societal issues related
relevant eLearning benefits and make judicious decisions as they develop their eLearning to digital citizenship.1
strategies. To further aid in planning, we share findings relating to the challenges of
eLearning implementation, and provide a bibliography for additional reading.
Bibliography. . . . . . . . . . . . . . . . . . . . . 11
1:1
eLearning
Classroom
eLearning
PC
Labs
Basic
Learning Value
:1)
ICT Laptops (1 rams
her PC Prog
s or shared with Teac
-on-wheel
Computers her PC Prog
rams
ps , Te ac
deskto
teachers) verage
tudents & Broad, fast co
~25:1 (s
(WiFi, WiMAX)
Minimal ssroom
Wireless in cla
Technology Access Wired, lab only
Complete digital
Connectivity
Dial-up Some digital curriculum integration
curriculum integration
Focus on learning PCs
Digital Content
Student-centered learning
Project-based learning
Group collaboration
Improved Learning Methods
eLearning Continuum
eLearning becomes more effective as additional elements are introduced or increased. Full 1:1 eLearning is the optimum
learning environment: where teachers receive professional development and curriculum support, and each student and
teacher has a personal, mobile learning device; Internet access; and digitized education resources.
2
The Positive Impact of eLearning
3
The Positive Impact of eLearning
4
The Positive Impact of eLearning
• With this feedback, teachers can provide Attitudes and Productivity • In evaluating the Notebooks for Teachers
personalized learning opportunities, • Personal PC access has been shown and Principals Program implemented by
using remediation and enrichment to to increase teacher productivity. UK the Victoria Department of Education
deliver more differentiated instruction agency Becta cites a 2005 study by and Training, researchers found that
that better meets each child’s needs. PricewaterhouseCoopers indicating that teachers felt more valued as professionals
(Warschauer et al, USA) teachers creating a lesson plan from as a result of having their own laptops.
scratch using digital resources saved They also felt that parents viewed them
• In Maine’s state-wide eLearning deploy-
an average of 26 minutes compared to more respectfully, and that they were
ment, teachers with personal PC access
those who did not. (Becta 2007, UK) recognized as important by the govern-
said that technology helped them locate
When 400 teachers were surveyed ment. Some 70 percent of teachers
and develop better instructional materials
on how they used time saved on lesson said the program had increased their
and conduct research related to their
planning and other tasks, 31 percent professional competence in areas such
teaching assignments. Teachers gained
said they performed additional prepara- as teaching practices and assessing and
access to better quality curricula and
tion, planning and other core tasks, while reporting student learning. (Gough et
learning materials, especially when
47 percent performed new tasks or al, Australia)
schools created eLearning portals where
teachers could share resources they performed existing tasks to a higher
found or developed. (Silvernail, USA) standard. (PricewaterhouseCoopers, UK)
•A
review of 17 recent European studies In a Turkish study of primary school
• In a Turkish study of primary school
teachers and students, 87 percent reported that teachers’ roles can be teachers and students, 87 percent
of teachers surveyed said eLearning more rewarding in an effective eLearning
environment. Teachers who perceive of teachers surveyed said
improved their ability to conduct project-
based learning. They also stated that a highly positive impact from ICT tend eLearning improved their ability to
eLearning supported the shift from to use technology in project-oriented,
collaborative, and experimental ways. conduct project-based learning.
teacher-centered to student-centered
teaching, and enabled them to act as facili- Teachers function as advisors, dialogue
tators more than lecturers. (Aydin, Turkey) partners and facilitators for specific sub-
ject domains. (Balanskat et al, Europe)
5
The Positive Impact of eLearning
A recent study surveyed the head teachers of 181 British schools that
had improved enough to be removed from a “Special Measures and Notice
to Improve” list, and found that 82 percent of head teachers indicated
technology had played a key role in their school’s achievement.
6
The Positive Impact of eLearning
Dual Investment Strategy and curriculum resources help teachers lab access only was 71.7 percent,
for Optimal eLearning actually use technology to transform increasing to 87.2 percent when
Research indicates that eLearning teaching and learning, and adequate teachers had one PC in their class-
is most effective in a 1:1 eLearning technology access enables teachers to rooms and reaching 94.8 percent
environment where: apply what they learn in professional when teachers had access to two
development activities. to six classroom computers.
• Technology tools and connectivity are (Martin, et al, Global)
deeply integrated into the classroom Research supports these conclusions.
and used across the curriculum. The Organization for Economic Co-operation A second global survey highlights
and Development (OECD) states that to reap the importance of effective teacher
• Teachers are skilled and comfortable educational benefits from ICT, countries and professional development and support.
using digital resources to enhance educational systems must reach a threshold It found that teachers who are most
teaching and learning. of investments in ICT and in the skills and likely to use technology effectively to
To achieve this integration and skill, educational organization to use them. improve education are those who have
governments and educators must (OECD, Global) completed professional development
invest in professional development programs, work in a school with ample
Backing this up, a survey of 11 interna-
and curriculum resources as well as in support, and have technology in the
tional eLearning deployments found that
PCs and networks. These two areas of classroom rather than in a PC lab.
teachers are more likely to integrate tech-
investment reinforce each other and (Light, et al, Global)
nology into their pedagogy when they have
increase the return on either type of technology in the classroom. The average
investment: professional development implementation rate for teachers who had
7
The Positive Impact of eLearning
8
The Positive Impact of eLearning
Economic activity EUR 1 billion EUR 1.26 billion EUR 2.26 billion
(based on sales of five (USD 1.386 billion) (USD 1.746 billion) (USD 3.131 billion)
million units through 2010)
9
The Positive Impact of eLearning
10
The Positive Impact of eLearning
Bibliography
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Report: The 1:1 eLearning POC Project Pilot School Improvement: Reducing Racial Inequity Addressing Teacher Workload Issues, DfES.
Implementation in Turkey. Ankara, 2008. with Technology? Report to Becta. Institute Research Series. London, 2004.
for Policy Studies in Education, April 2008.
Balanskat, Anja, Blamire, Roger and Kefala, Riddell, W. Craig. The Impact of Education on
Stella. The ICT Impact Report: A Review of Kerr, Kerri A, Pane, John F. and Barney, Economic and Social Outcomes: An Overview of
Studies of ICT Impact on Schools in Europe. Heather. Quaker Valley Digital School District: Recent Advances in Economics. February 2006.
European Schoolnet, December 2006. Early Effects and Plans for Future Evaluation.
Ross, Steven M. et al. Anytime, Anywhere
Technical Report. RAND Education, 2003.
Barro, Robert J. Education and Economic Learning: Final Evaluation Report of the Laptop
Growth. Harvard University, 2000. Kulik, James A. Effects of Using Instructional Program: Year 3. University of Memphis, 2003.
Technology in Elementary and Secondary
Becta. Harnessing Technology Review 2007: Silvernail, David L and Lane, Dawn M.
Schools: What Controlled Evaluation Studies
The Role of Technology and Its Impact on The Impact of Maine’s One-to-One Laptop
Say. Final Report. SRI International, May 2003.
Education, Summary Report. November 2007. Program on Middle School Teachers and
Light, Daniel, et al. Evaluation Summary: Intel Students, Research Report
Becta. Harnessing Technology Review 2008:
Teach and Intel Learn. EDC and SRI International, 1. Maine Education Policy Research Institute,
The Role of Technology and Its Impact on
June 6, 2007. University of Southern Maine, February 2004.
Education, Summary Report. November 2008.
Lowther, Deborah et al. Freedom to Learn Texas Center for Educational Research. eTxTiP:
Chinien, Chris. The Use of ICTs in Technical
Initiative: Michigan 2005-2006 Evaluation Evaluation of the Texas Technology Immersion
and Vocational Education and Training.
Report, University of Memphis Center for Project: Final Outcomes for a Four-Year Study
UNESCO Institute for Information Technologies
Research in Educational Policy. (2004-05 to 2007-08), January 2009.
in Education. 2003.
Mann, Dale et al. West Virginia Story: Achieve- Trucano, Michael. Knowledge Maps: ICT in
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Malaysia Ministry of Education and Intel Malaysia. A Handbook for Developing Countries.
Escorza, Yolanda Heredia and Rodriguez,
MOE-Intel School Adoption Project Phase One Washington, DC: InfoDev, 2005.
Armando Lozano. The Use of Classmate PC
Project Report, May 2008.
Computers in an Elementary School in the State Warschauer, Mark, et al. Promoting Academic
of Puebla: A Descriptive Study. Tecnológico de Martin, Wendy, et al. Research Report Literacy with Technology; Successful Laptop
Monterrey, 2008. Summary: Intel Teach to the Future Programs in K-12 Schools. Elsevier, 2004.
International Evaluation: Year End Report.
Gough, Annette, Marshall, Alan, and Taylor, Joan. Waxman, Hersch C., Lin, Meng-fen, and
Center for Children & Technology. 2005.
Notebooks for Teachers and Principals Initiative Michko, Georgette M. A Meta-Analysis of the
Research Project. Deakin University, 2003. Mitchell Institute. One-to-One Laptops Effectiveness of Teaching and Learning with
in a High School Environment: Piscataquis Technology on Student Outcomes. Learning
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