Digital Learning Technologies

Digital Learning Technologies K-12 Attitudes/Benefits/Challenges

Principals: What are the primary benefits of using more digital content within instruction at your school?
1. Increases student engagement in school and learning (80%)
2. Extends learning beyond the school day (69%)
3. Provides a way for instruction to be personalized for each student (60%)
4. Increases the relevancy and quality of instructional materials (60%)
5. Improves teachers’ skills with technology (51%)

(p. 4)

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.

The primary benefits of using more digital content within instruction of schools

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Principals: What are the primary benefits of using more digital content within instruction at your school?
1. Increases student engagement in school and learning (80%)
2. Extends learning beyond the school day (69%)
3. Provides a way for instruction to be personalized for each student (60%)
4. Increases the relevancy and quality of instructional materials (60%)
5. Improves teachers’ skills with technology (51%)

(p. 4)

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Digital Learning Technologies K-12 Attitudes/Benefits/Challenges
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n=700
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700 classroom teachers

Challenges of teacher using technology in classrooms

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2016
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Digital Learning Technologies Business and industry Attitudes/Benefits/Challenges
Sample Size:
n=397
Sample Description:

The online survey was conducted in the second quarter of 2016, and garnered a total of 439 responses from 35 industries and 22 countries. Respondents were almost evenly split between small, mid-sized and large organizations.

Effectiveness of Learning Strategy in Meeting Business Goals

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2016
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Digital Learning Technologies Higher education Attitudes/Benefits/Challenges
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students = 1,000, educators = 200, administrators = 50
Sample Description:

"In August 2016 a survey was conducted, collecting responses from 1,000 higher education students, 200 educators, and 50 higher education administrators in the United States." (p. 5)

The gap between desired and actual usage of digital materials

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2016
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students = 1,000, educators = 200, administrators = 50
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Digital Learning Technologies Business and industry Attitudes/Benefits/Challenges
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215

What type of training is most effective for technical skills?

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2015
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215
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Digital Learning Technologies Business and industry Attitudes/Benefits/Challenges
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215

What type of training is most effective for soft skills?

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2015
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215
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Digital Learning Technologies Higher education Usage: Current and Past
Sample Description:

In 2015, the ECAR technology survey was sent to approximately 970,000 students at 161 institutions, yielding 50,274 responses across 11 countries and 43 U.S. states. This year’s findings are based on a stratified random sample of 10,000 U.S. respondents 

Faculty use of technology as a means to engage students

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2015
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Digital Learning Technologies Business and industry Usage: Current and Past
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336 Organizations reported 2014 data

Average percentage of formal learning hours available via different delivery methods

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2015
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Digital Learning Technologies K-12 Attitudes/Benefits/Challenges
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More than 521,000 K-12 students, parents, educators, and community members participated in Speak Up 2014

The impact of digital learning on student outcomes – the teachers’ perspective

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2015
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Digital Learning Technologies, Educational Games / Gamification K-12 Usage: Current and Past
Sample Description:

More than 521,000 K-12 students, parents, educators, and community members participated in Speak Up 2014

The use of various digital content types within blended and traditional classrooms

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2015
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