Educational Games / Gamification

Online learning, Educational video, Performance support / improvement, Educational Games / Gamification, Mobile learning Other Usage: Anticipated
Sample Size:
n=150
Sample Description:

To gather our data, we sent a short survey to BLP clients and other learning professionals who subscribe to our various newsletters. The survey was open from 1/18/17 to 2/2/17 and had 150 responses.

What methods will you (or your organization) use to deliver training in 2017?

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Publication Year: 
2017
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Sample size: 
n=150
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Knowledge management, Mobile learning, Educational Games / Gamification, Online learning Business and industry Usage: Anticipated
Sample Size:
316 companies
Sample Description:

316 companies

Anticipated Purchases of Learning Technology

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Publication Year: 
2017
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Sample size: 
316 companies
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Educational Games / Gamification K-12 Usage: Current and Past

The numbers in the graph are percentages.

Sample Size:
n=700
Sample Description:

Since 1997, Education Week’s annual Technology Counts has tracked the evolution of digital technology and learning in the nation’s schools.  For the 2016 edition of the report, the Education Week Research Center created a brand new way of examining teachers’ views on educational technology. Based on exclusive results from an original national survey of about 700 teachers, the Education Week Tech Confidence Index takes the pulse of America’s educators and gauges their level of confidence in educational technology in K-12 schools, both now and in the future.

Daily Use of Tech Tools by Teachers

Resource: 
 
Publication Year: 
2016
Trends: 
 
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Category of Information: 
 
Sample size: 
n=700
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Content: 

The numbers in the graph are percentages.

Notes: 

“Bulls”: teachers whose tech confidence Index scores are in the top 20 percent of those taking the survey. 
“Bears”: teachers whose tech confidence Index scores are in the lowest 20 percent of those taking the survey.

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Online learning, Educational Games / Gamification, Digital Learning Technologies K-12 Usage: Current and Past

"According to the 2015 Speak Up findings from 2,868 principals nationwide, approximately 46 percent of K-12 schools have already implemented some variation of blended learning and/or competency-based instruction for their students. An additional 15 percent are considering these classroom models as strategic initiatives for the new school year."

"Two-thirds of school principals with successful blended and competency-based initiatives say that the effective use of technology is extremely important to their students’ success."

"These personalized learning pioneers are also in the forefront with the use of student data to personalize instruction (97 percent), online assessments (93 percent), digital content within instruction (92 percent)digital professional development for teachers (70 percent) and game-based learning (60 percent)."

(p. 2)

Sample Size:
2,868 principals
Sample Description:

"In this report we will examine the trends from our analysis of the Speak Up data collected in fall 2015. More than 505,000 K-12 students, parents, educators, and community members participated in Speak Up 2015." (p. 2). And there are 2,868 principals participated in Speak Up 2015.

 

Usage of blended learning and/or competency-based instruction in K-12 schools

Resource: 
 
Publication Year: 
2016
Trends: 
     
Settings: 
 
Category of Information: 
 
Sample size: 
2,868 principals
Sample description: 
Content: 

"According to the 2015 Speak Up findings from 2,868 principals nationwide, approximately 46 percent of K-12 schools have already implemented some variation of blended learning and/or competency-based instruction for their students. An additional 15 percent are considering these classroom models as strategic initiatives for the new school year."

"Two-thirds of school principals with successful blended and competency-based initiatives say that the effective use of technology is extremely important to their students’ success."

"These personalized learning pioneers are also in the forefront with the use of student data to personalize instruction (97 percent), online assessments (93 percent), digital content within instruction (92 percent)digital professional development for teachers (70 percent) and game-based learning (60 percent)."

(p. 2)

Notes: 

iNACOL defines competency-based learning as personalized learning that incorporates these five elements:
• Students advance upon demonstrated mastery.
• Competencies include explicit, measurable, transferable learning objectives that empower students.
• Assessment is meaningful and a positive learning experience for students.
• Students receive timely, differentiated support based on their individual learning needs.
• Learning outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions.

(source: http://www.inacol.org/news/what-is-competency-education/)

Increasingly, educators as well as policymakers, parents and community members are acquiring a new understanding of what personalized learning means, and acquiring a new common language around key concepts central to personalized learning. The key concepts include:
• Centering the learning experience around students’ needs and providing differentiated support pathways that include a level of student choice about learning modalities as well as time and pace.
• Empowering teachers to better understand student strengths and weaknesses through the use of learning progressions, formative assessments and real-time data fueled by
digital tools.
• Moving away from the definition of school as a fixed, physical locale where learning only happens from 8am-3pm to a new paradigm that acknowledges the blending of informal and formal environments and the value of student selfdirected learning.
• Redefining education outcomes as the attainment of mastery or competence where the acquisition of knowledge and skills is evaluated through demonstrated authentic evidence such as through project-based learning goals, not just seat time or even once a year test scores.

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Educational video, Educational Games / Gamification Higher education Usage: Current and Past

Using Technology: Teachers

[…] the ways in which teachers actually make use of technology in the classroom vary by confidence level. In fact, Bulls are more likely than Bears to make daily use of nearly every tool we asked about on the survey. For instance, 47 percent of Bulls say they use digital curricula on a daily basis compared with only 17 percent of Bears. Similarly, Bulls are nearly three times more likely to report daily use of learning management systems (LMS) than their Bear counterparts.

Bulls and Bears diverge when it comes to devices (rather than tools). Of the six devices we asked about, Bulls are most likely to use laptops on a daily basis (64 percent). By contrast, Bears are most likely to use desktops daily (49 percent). With the exception of e-readers (which neither group uses much), Bulls are more likely than Bears to use every type of device.

This suggests that, for the teachers who took the survey, greater levels of confidence in educational technology are associated with more frequent use of devices and tools.

One exception to this general pattern is wireless access, the tool that Bulls and Bears are most likely to use daily. Here the two groups report using wireless on a daily basis in equal numbers.

Sample Size:
About 700 teachers
Sample Description:

Since 1997, Education Week’s annual Technology Counts has tracked the evolution of digital technology and learning in the nation’s schools.  For the 2016 edition of the report, the Education Week Research Center created a brand new way of examining teachers’ views on educational technology. Based on exclusive results from an original national survey of about 700 teachers, the Education Week Tech Confidence Index takes the pulse of America’s educators and gauges their level of confidence in educational technology in K-12 schools, both now and in the future.

Daily Use of Tech Tools by Teachers

Resource: 
 
Publication Year: 
2016
Trends: 
   
Settings: 
 
Category of Information: 
 
Sample size: 
About 700 teachers
Sample description: 
Graphs: 

Content: 

Using Technology: Teachers

[…] the ways in which teachers actually make use of technology in the classroom vary by confidence level. In fact, Bulls are more likely than Bears to make daily use of nearly every tool we asked about on the survey. For instance, 47 percent of Bulls say they use digital curricula on a daily basis compared with only 17 percent of Bears. Similarly, Bulls are nearly three times more likely to report daily use of learning management systems (LMS) than their Bear counterparts.

Bulls and Bears diverge when it comes to devices (rather than tools). Of the six devices we asked about, Bulls are most likely to use laptops on a daily basis (64 percent). By contrast, Bears are most likely to use desktops daily (49 percent). With the exception of e-readers (which neither group uses much), Bulls are more likely than Bears to use every type of device.

This suggests that, for the teachers who took the survey, greater levels of confidence in educational technology are associated with more frequent use of devices and tools.

One exception to this general pattern is wireless access, the tool that Bulls and Bears are most likely to use daily. Here the two groups report using wireless on a daily basis in equal numbers.

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Educational Games / Gamification Higher education Usage: Current and Past

Using Technology: Teachers

[…] the ways in which teachers actually make use of technology in the classroom vary by confidence level. In fact, Bulls are more likely than Bears to make daily use of nearly every tool we asked about on the survey. For instance, 47 percent of Bulls say they use digital curricula on a daily basis compared with only 17 percent of Bears. Similarly, Bulls are nearly three times more likely to report daily use of learning management systems (LMS) than their Bear counterparts.

Bulls and Bears diverge when it comes to devices (rather than tools). Of the six devices we asked about, Bulls are most likely to use laptops on a daily basis (64 percent). By contrast, Bears are most likely to use desktops daily (49 percent). With the exception of e-readers (which neither group uses much), Bulls are more likely than Bears to use every type of device.

This suggests that, for the teachers who took the survey, greater levels of confidence in educational technology are associated with more frequent use of devices and tools.

One exception to this general pattern is wireless access, the tool that Bulls and Bears are most likely to use daily. Here the two groups report using wireless on a daily basis in equal numbers.

 

Sample Size:
About 700 teachers
Sample Description:

Since 1997, Education Week’s annual Technology Counts has tracked the evolution of digital technology and learning in the nation’s schools.  For the 2016 edition of the report, the Education Week Research Center created a brand new way of examining teachers’ views on educational technology. Based on exclusive results from an original national survey of about 700 teachers, the Education Week Tech Confidence Index takes the pulse of America’s educators and gauges their level of confidence in educational technology in K-12 schools, both now and in the future.

Daily Use of Tech Tools by Teachers

Resource: 
 
Publication Year: 
2016
Trends: 
 
Settings: 
 
Category of Information: 
 
Sample size: 
About 700 teachers
Sample description: 
Graphs: 

Content: 

Using Technology: Teachers

[…] the ways in which teachers actually make use of technology in the classroom vary by confidence level. In fact, Bulls are more likely than Bears to make daily use of nearly every tool we asked about on the survey. For instance, 47 percent of Bulls say they use digital curricula on a daily basis compared with only 17 percent of Bears. Similarly, Bulls are nearly three times more likely to report daily use of learning management systems (LMS) than their Bear counterparts.

Bulls and Bears diverge when it comes to devices (rather than tools). Of the six devices we asked about, Bulls are most likely to use laptops on a daily basis (64 percent). By contrast, Bears are most likely to use desktops daily (49 percent). With the exception of e-readers (which neither group uses much), Bulls are more likely than Bears to use every type of device.

This suggests that, for the teachers who took the survey, greater levels of confidence in educational technology are associated with more frequent use of devices and tools.

One exception to this general pattern is wireless access, the tool that Bulls and Bears are most likely to use daily. Here the two groups report using wireless on a daily basis in equal numbers.

 

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Digital Learning Technologies, Online learning, Learning analytics / Data mining, Mobile learning, OER, Educational Games / Gamification, AR / VR Higher education Usage: Current and Past
Sample Size:
N=243
Sample Description:

243 EDUCAUSE members

Adoption of different learning technologies

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Publication Year: 
2016
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Sample size: 
N=243
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Survey question: 

■ Don’t know: I don’t know what this technology is.

■ No deployment: None of this technology is in place, and no work will be under way or resources committed for this technology in 2016.

■ Tracking: Multiple person-days of effort will be assigned but restricted to monitoring and understanding this technology (much more than just reading articles).

■ Planning, piloting, initial deployment: This technology is not yet available to users; however, meaningful planning for deployment is either in development or in place. Staff are investing significant time (multiple person-weeks of effort) and resources in executing the plan to pilot or deploy this technology within a defined time frame.

■ Expanding deployment: In 2016, we will move from initial or partial to broader or even institution-wide deployment.

■ Institution-wide deployment: Full production-quality technical capability is in place, including ongoing maintenance, funding, etc., with deployment potentially supporting institution-wide access.

(p. 47)

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Educational Games / Gamification, Educational video K-12 Usage: Current and Past
Sample Description:

In fall 2015, Project Tomorrow surveyed 415,686 K-12 students, 38,613 teachers and librarians, 4,536 administrators, 40,218 parents and 6,623 community members representing over 7,600 public and private schools and 2,600 districts. Schools from urban (25%), suburban (40 %), and rural (35 %) communities are represented. Just over one-half of the schools (58%) that participated in Speak Up 2015 are Title I eligible schools (an indicator of student population poverty). The Speak Up 2015 surveys were available online for input between October 1st and December 18th, 2015.

Use of technology for learning – watching videos and playing games

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Publication Year: 
2016
Trends: 
   
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Category of Information: 
 
Sample size: 
Sample description: 
Graphs: 


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Educational Games / Gamification, AR / VR K-12 Usage: Current and Past

Whereas in the past, classroom use of tools such as videos, games, animations and simulations the part of risk-taking teachers, today it appears that these activities are not only gaining scale within schools but are endorsed and promoted by school and district leaders. In reporting their districts’ use of various digital tools to support learning, 82 percent of district administrators say their districts have now implemented a variety of digital content and online resources in their classrooms. Additionally, five out of 10 administrators note that the implementation of digital content resources such as videos, simulations and animations was already generating positive student outcome results.
Relative to game-based learning environments, 40 percent of administrators say their classrooms now include digital games as learning tools, outpacing even the adoption of 1:1 tablet programs in classrooms (33 percent). (p. 5)

Sample Description:

In fall 2015, Project Tomorrow surveyed 415,686 K-12 students, 38,613 teachers and librarians, 4,536 administrators, 40,218 parents and 6,623 community members representing over 7,600 public and private schools and 2,600 districts. Schools from urban (25%), suburban (40 %), and rural (35 %) communities are represented. Just over one-half of the schools (58%) that participated in Speak Up 2015 are Title I eligible schools (an indicator of student population poverty). The Speak Up 2015 surveys were available online for input between October 1st and December 18th, 2015.

Increasing adoption of using digital tools

Resource: 
 
Publication Year: 
2016
Trends: 
   
Settings: 
 
Category of Information: 
 
Sample size: 
Sample description: 
Content: 

Whereas in the past, classroom use of tools such as videos, games, animations and simulations the part of risk-taking teachers, today it appears that these activities are not only gaining scale within schools but are endorsed and promoted by school and district leaders. In reporting their districts’ use of various digital tools to support learning, 82 percent of district administrators say their districts have now implemented a variety of digital content and online resources in their classrooms. Additionally, five out of 10 administrators note that the implementation of digital content resources such as videos, simulations and animations was already generating positive student outcome results.
Relative to game-based learning environments, 40 percent of administrators say their classrooms now include digital games as learning tools, outpacing even the adoption of 1:1 tablet programs in classrooms (33 percent). (p. 5)

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Educational Games / Gamification, Mobile learning, Online learning Business and industry Usage: Anticipated
Sample Size:
644
Sample Description:

644 companies

Types of Training Products and Services Intended to Purchase Next Year

Resource: 
 
Publication Year: 
2016
Trends: 
     
Settings: 
 
Category of Information: 
 
Sample size: 
644
Sample description: 
Graphs: 

Page: 
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