{"id":6937,"date":"2010-07-02T14:57:00","date_gmt":"2010-07-02T18:57:00","guid":{"rendered":"http:\/\/danielschristian.com\/learning-ecosystems\/?p=6937"},"modified":"2010-07-02T14:57:22","modified_gmt":"2010-07-02T18:57:22","slug":"study-shows-which-technology-factors-improve-learning-ednetnews-com","status":"publish","type":"post","link":"http:\/\/danielschristian.com\/learning-ecosystems\/2010\/07\/02\/study-shows-which-technology-factors-improve-learning-ednetnews-com\/","title":{"rendered":"Study shows which technology factors improve learning &#8212; EdNetNews.com"},"content":{"rendered":"<p><a href=\"http:\/\/www.ednetnews.com\/story-4970-3.html\" target=\"_blank\"><strong>Study shows which technology factors improve learning<\/strong><\/a> &#8212; EdNetNews.com<\/p>\n<p>Technology-assisted classes help students stay in school &#8211; reducing  drop-out rates<\/p>\n<ul>\n<li>The most important factor that Project RED found in reducing  drop-out rates is using technology frequently in intervention classes.  Students in reading intervention, special education, Title I (poverty  program) and English Language Learners benefit from the individualized  instruction that technology can provide best.<\/li>\n<li>Principal leadership is the second most important factor in reducing  dropout rates. Change management requires trained and committed leaders  who are able to drive the school culture in new directions. Principals  who model and lead technology usage are associated with schools with  reduced dropout rates.<\/li>\n<li>Daily use of technology in core classes is the third most important  factor. Just as students can take control of their iPod, they also want  to take control of their learning. Student engagement is one of the  serious issues facing schools with high-entertainment-value options  available elsewhere,<\/li>\n<\/ul>\n<p>\u201cWe found that technology-infused classes in core subject areas, such  as science and math, and in intervention classes such as Reading, Title  I, English Language Learners and special education, were a significant  factor in improvement. They were Key Implementation Factors in higher  high stakes test score improvements, dropout rate reduction,, and  improved discipline, tied with low students per computer ratios, \u201c said  Jeanne Hayes, President of the Hayes Connection and co-author of the  study.<\/p>\n<ul>\n<li>Schools with 1:1 learning programs have better education success  than do schools with fewer computing devices. Schools with one computing  device per student also performed significantly better than schools  with higher ratios, such as 3 students per computer.<\/li>\n<li>Schools with 1:1 programs reported a 15 point reduction in  disciplinary actions and a 13 point decrease in dropout rates as  compared to all other schools.<\/li>\n<li>Schools with properly implemented programs \u2013 those with frequent use  of collaboration and online testing for improvement &#8211; found even  greater gains. Compared to all 1:1 schools, properly implemented  programs report a 15 point gain in high stakes test score improvement  and even larger improvements in graduation rates and college attendance  plans.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Study shows which technology factors improve learning &#8212; EdNetNews.com Technology-assisted classes help students stay in school &#8211; reducing drop-out rates The most important factor that Project RED found in reducing drop-out rates is using technology frequently in intervention classes. Students in reading intervention, special education, Title I (poverty program) and English Language Learners benefit from [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[32,46,74,69],"tags":[568,296,56,4,607,70],"class_list":["post-6937","post","type-post","status-publish","format-standard","hentry","category-education-technology","category-k-12-related","category-leadership","category-personalizedcustomized-learning","tag-568","tag-customized-learning","tag-educational-technology","tag-k-12","tag-leadership","tag-personalized-learning"],"_links":{"self":[{"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts\/6937","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/comments?post=6937"}],"version-history":[{"count":2,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts\/6937\/revisions"}],"predecessor-version":[{"id":6939,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts\/6937\/revisions\/6939"}],"wp:attachment":[{"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/media?parent=6937"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/categories?post=6937"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/tags?post=6937"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}