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• W252414928 abstract "WHEN TEXAS' TECHNOLOGY IMMERSION PROJECT (TIP) began in the spring of 2004, a grant from the US Department of Education allowed a parallel project to launch--eTxTIP--to evaluate and measure the success of the program, which equips middle school students in high-risk, high-need areas with laptops. Because we had the federal evaluation grant, we have been able to evaluate the program extensively, says Anita Givens, senior director of instructional materials and educational technology at the Texas Education Agency. And the results from the program's first year exceeded expectations, revealing an impact that stretched from the campus to the living room. According to Givens, first-year report showed an increase in technical proficiency, engagement between the students and the teachers, a spike in parental involvement, and greater communication between the school and the home. She says the second-year report is close to completion. Data is beginning to come in on several of the first 1-to-1 initiatives that were launched three or more years ago, an adequate time frame for obtaining measurable results. Just as expected, formal analysis shows that students are learning more through this new, collaborative instruction that opens the doors of communication and takes education beyond the classroom and into the community at large. Anecdotal success--accounts of positive transformations in the classroom from students, teachers, administrators, and parents--only serves to bolster the formal evaluations of these programs, which for most, were mandated when the programs were implemented. The Maine Learning Technology Initiative (MLTI), which began five years ago and provides each seventh-grade student in the state with a laptop, has also been undergoing evaluation, with two groups working in tandem to measure its success, says Bette Manchester, director of special projects for the Maine Department of Education. The first group, the Center for Education Policy, Applied Research, and Evaluation at the University of Southern Maine, looks at how the technology is being used, viewed, and accepted at the state's middle schools. Among the findings, which can be found at www.usm.maine.edu/cepare, the CEPARE report states: There is a growing body of evidence that Maine's Learning Technology Initiative is impacting teachers, students, and learning in many positive ways: * Teachers are more effectively helping children achieve Maine's state learning standards. * Students are more motivated to learn, are learning more, and learning it more deeply. * Students are acquiring 21st-century skills. * The 1-to-1 laptop program is bringing about positive change in the acquisition of knowledge. Machester says the state continues to work with CEPARE to measure results at particular schools, noting that the center evaluates schools individually rather than the program as a whole. We chose not to just look at statewide student achievement, she says, because that doesn't tell the whole story. Plus, doing those types of assessments is very, very expensive. The second group involved in MLTI's evaluation, Maine's Impact Study of Technology in Mathematics, received a three-year federal grant, which just ended, to study one aspect of the laptop initiative. MISTM chose to research the impact of a technology-infused program, backed by professional development, on students' math achievement. Results from the first year showed that teachers in the experimental classrooms--who received additional professional development teaching math with laptops--reported they more competently taught mathematics using technology, and students performed significantly better on standardized tests than students in comparative classrooms in which teachers did not receive professional development. The results of the second-year evaluation are expected in the spring. Meanwhile, data on Freedom to Learn, Michigan's 1-to-1 initiative, shows that, like the other programs, FTL demonstrates a measurable influence on student involvement and technical proficiency, among other metrics. …" @default.
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• W252414928 date "2007-02-01" @default.
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• W252414928 title "A Measure of Success: The First Rounds of Data Are in, and Districts Are Evaluating the Impact of Their 1-to-1 Programs. with the Results Showing a Revolution in Teaching and Learning, the Task Now Is to Find Ways to Keep the Funding Alive" @default.
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