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"Fostering Meaningful Teaching and Learning with Technology: Characteristics of Effective Professional Development
Written by Yong Zhao, Kenneth Frank, and Nicole Ellefson of Michigan State University Michigan State University (MSU), these researchers studied four “large-scale efforts that were shown to be effective in affecting teachers’ use of technology”:

1. The Project-Based Learning Multimedia Model (PBL+MM)
2. The Galileo Education Network Association (GENA)
3. Project Information Technology (PIT)
4. The Generation Y Model (previous name of the GenYES model)

Based on data collected from hundreds of teachers, the study determined that several key factors positively influenced teacher’ use of computers.

Study Findings – Key Factors of Successful Technology Professional Development

1. Time to experiment and play. “Use of computers was positively correlated (.3) with the extent to which a teacher was able to experiment with district-supported software.”
2. Focus on student learning. “Teachers’ use of computers was positively correlated (.4) with the extent to which the content of professional development was focused on student learning.”
3. Building social connections and learning communities. “Computer use was positively correlated (.2) with the extent to which teachers accessed other teachers’ expertise.”
4. Localizing professional development. “Computer use was positively correlated (.2 for each) with the extent to which professional development was provided locally, either in the classroom or school lab.”

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"I hear from people all the time that Millennials are soooo open about their lives. After all, we blog, we tweet and we update our Facebook statuses allowing all of our friends to read all sorts of things about our personal lives. So I was a little surprised when I saw this article by Heather West in Wireds Geek Dad Blog about online privacy being a generational issue. The study she highlighted, performed by the Pew Internet and American Life project, said that 60 percent of adults and 66 percent of teens restrict access to their social network profile information. That means that the majority of people on social networks are in some way or another protecting what everyone can see."

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Nearly all parents (90 percent) researching colleges and universities for their kids are turning to the web for information, according to a recent survey from a number of market research groups.

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No big surprise here:
"While students and faculty seem to agree on the importance of technology in education, the two groups do not agree on how well it's being implemented. According to new research released Monday, only 38 percent of students indicated that their instructors "understand technology and fully integrate it into their classes." Students also rated that lack of understanding as "the biggest obstacle to classroom technology integration."

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technology edtech study report unimpressed

"People sometimes criticize the Internet as a colossal time waster. But it also has a role in releasing people’s creative and social energies, as a new report from Forrester Research points out.

Nearly a quarter of American adults who use the Internet are “creators,” Forrester says, which means that they “write blogs, upload original audio or video, or post stories online.”

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A recent 93-page report on online education, conducted by SRI International for the Department of Education, has a starchy academic title, but a most intriguing conclusion: “On average, students in online learning conditions performed better than those receiving face-to-face instruction.”

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Human Factors and K-12 Education
April 24, 2009 by Eric Shaver · Leave a Comment
Filed under: built environment, design, education, human factors

According to the Organization for Economic Co-Operation and Development (OECD, 2008), in 2005, the United States spent, on average, $12,788 per student for their education - more than any of the other 29 member countries (p. 218). Even with such a substantial investment, the high school graduation rate was only 70.6 percent for the same year (Swanson, 2009 April, p. 1). Moreover, when compared with the scholastic performance of 15 year old children from 57 countries, the US ranked 29th in science (p. 58) and 35th in mathematics (p. 318) (OECD, 2007). Given such disappointing statistics, it’s obvious that better innovative solutions are needed to increase the effectiveness of the U.S. elementary and secondary education system. One way is to utilize solutions from the discipline of human factors and ergonomics.

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education OECD report

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