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From Engagement to Learning: Closing the Gap between Student Aspirations and Classroom Practices. Speak Up® Research Project Findings, 2023-24

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Title: From Engagement to Learning: Closing the Gap between Student Aspirations and Classroom Practices. Speak Up® Research Project Findings, 2023-24
Language: English
Authors: Project Tomorrow
Source: Project Tomorrow. 2024.
Availability: Project Tomorrow. 15707 Rockfield Boulevard Suite 250, Irvine, CA 92618. Tel: 949-609-4660; Fax: 949-609-4665; e-mail: speakup@tomorrow.org; Web site: http://www.tomorrow.org
Peer Reviewed: N
Page Count: 32
Publication Date: 2024
Document Type: Reports - Evaluative
Numerical/Quantitative Data
Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Middle School Students, High School Students, Technology Uses in Education, Curriculum Development, Active Learning, Cooperative Learning, Learner Engagement, Critical Thinking, Creativity, Access to Computers, Student Educational Objectives, Teaching Methods, Instructional Development
Abstract: In the 2023-24 Speak Up Research facilitated by Project Tomorrow®, 75% of high school students and 66% of middle school students say their principal use of technology in class is to complete an online quiz or assessment. While online testing provides many benefits to educators and schools in terms of efficiency and potentially greater access to student data, it is hard to see how using a Chromebook or laptop to take an end-of-course exam in Algebra helps students develop future-ready skills like critical thinking, creativity or teamwork. Conversely, despite widespread access to technology in schools, too few students report regular access to digital tools and corresponding experiences that enable them to create, collaborate, and communicate with teachers and peers. This year's Speak Up Research national report examines differences between classrooms in terms of technology usage and students' perceptions about the benefits when tech-enabled active learning is a regular part of their classroom experience. The three chapters in this year's report provide new findings about the current state of digital learning in America's classrooms and provide valuable information about the views of students. These findings should be of high interest to education leaders and state and federal policymakers interested in understanding the impact of the Digital Use Divide and how to potentially close the gap between current classroom practices and students' aspirations for more effective and engaging learning experiences in the classroom. As with all Speak Up reports, the authors have put a premium on the views of students as an important asset for local, state, and national decision-making about the future of education. To support that long-standing Project Tomorrow ethos, each chapter also includes a new research data about the views of students on how they are using technology to support learning, their perceptions of the value of those learning experiences, and their ideas for how technology can enable more active learning experiences for all.
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED662010
Database: ERIC
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  Data: Project Tomorrow. 15707 Rockfield Boulevard Suite 250, Irvine, CA 92618. Tel: 949-609-4660; Fax: 949-609-4665; e-mail: speakup@tomorrow.org; Web site: http://www.tomorrow.org
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  Data: In the 2023-24 Speak Up Research facilitated by Project Tomorrow®, 75% of high school students and 66% of middle school students say their principal use of technology in class is to complete an online quiz or assessment. While online testing provides many benefits to educators and schools in terms of efficiency and potentially greater access to student data, it is hard to see how using a Chromebook or laptop to take an end-of-course exam in Algebra helps students develop future-ready skills like critical thinking, creativity or teamwork. Conversely, despite widespread access to technology in schools, too few students report regular access to digital tools and corresponding experiences that enable them to create, collaborate, and communicate with teachers and peers. This year's Speak Up Research national report examines differences between classrooms in terms of technology usage and students' perceptions about the benefits when tech-enabled active learning is a regular part of their classroom experience. The three chapters in this year's report provide new findings about the current state of digital learning in America's classrooms and provide valuable information about the views of students. These findings should be of high interest to education leaders and state and federal policymakers interested in understanding the impact of the Digital Use Divide and how to potentially close the gap between current classroom practices and students' aspirations for more effective and engaging learning experiences in the classroom. As with all Speak Up reports, the authors have put a premium on the views of students as an important asset for local, state, and national decision-making about the future of education. To support that long-standing Project Tomorrow ethos, each chapter also includes a new research data about the views of students on how they are using technology to support learning, their perceptions of the value of those learning experiences, and their ideas for how technology can enable more active learning experiences for all.
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      – SubjectFull: Middle School Students
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      – SubjectFull: High School Students
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Curriculum Development
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      – SubjectFull: Active Learning
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Creativity
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      – SubjectFull: Access to Computers
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      – SubjectFull: Student Educational Objectives
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Instructional Development
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