Emerging Technologies, Evolving Education Insights into Technology Integration in classrooms across Canada Recommendations for Action 5715 Responses 123 School Leaders 491 Teachers 3741 Students 1360 Parents/Guardians And, there are challenges: 1. Lack of effective training and support for educators 2. Lack of educator confidence, comfort and competence in using technology 3. IT and infrastructure complications 4. Lack of allocated time to learn and adopt new methods Provide ongoing professional development for educators Enhance educator comfort, confidence and competency with technology Ensure reliable infrastructure, ecosystem and IT support Ensure collaboration among all stakeholders 89% of school leaders, 88% of teachers, 70% of parents/guardians, and 77% of students are ready to embrace further new technologies in the classroom today. 89% 88% 70% 77% 4 of 5 students are more interested in classes where new technology is used. 3 of 4 students believe that using new technology in the classroom can help them learn and get better grades. School leaders, teachers and parents all believe that integrating new technology in classrooms: 98% 91% 87% Enhances teaching and learning Improves student achievement Increases student engagement Respondents believe that: Using technology improves student skills. Creativity and Innovation Global Citizenship Communication Critical Thinking Collaboration and Teamwork Problem Solving Findings of one year of research in 40 schools across Canada representing every province and territories in Canada’s both official languages (2014-2015) Special thanks to
Transcript
Emerging Technologies, Evolving Education
Insights into Technology Integration in classrooms across Canada
Recommendations for Action
5715 Responses
123 School Leaders
491 Teachers
3741 Students
1360 Parents/Guardians
And, there are challenges:
1. Lack of effective training and support for educators
2. Lack of educator confidence, comfort and competence in using technology
3. IT and infrastructure complications
4. Lack of allocated time to learn and adopt new methods
Provide ongoing professional
development for educators
Enhance educator comfort, confidence
and competency with technology
Ensure reliable infrastructure, ecosystem and
IT support
Ensure collaboration
among all stakeholders
89% of school leaders, 88% of teachers,
70% of parents/guardians, and 77% of students
are ready to embrace further new technologies in the classroom today.
89% 88% 70% 77%
4 of 5 students are more interested in classes where new technology is used.
3 of 4 students believe that using new technology in the classroom can help them learn and get better grades.
School leaders, teachers and parents all believe that integrating new technology in classrooms:
98% 91% 87%
Enhances teaching and
learning
Improves student
achievement
Increases student
engagement
Respondents believe that:
Using technology improves student skills.
Creativity and Innovation
Global Citizenship
Communication
Critical Thinking
Collaboration and Teamwork
Problem Solving
Findings of one year of research in 40 schools across Canada representing every province and territories in Canada’s both official languages (2014-2015)
Special thanks to
Impact of Integrating Technology on Teaching and LearningA Canada-wide Study of School Leaders, Teachers, Students and Parents
Emerging Technologies,Evolving Education
Special thanks to
Samsung Canada, through their ‘Solve for Tomorrow’ technology grant contributed $1 Million to 40 publicly funded schools in Canada. This research was made possible as part of that grant, however The Learning Partnership conducted this research study independently.
The Learning PartnershipDepartment of Policy and Knowledge Mobilization
September 2015
2 | Emerging technologies, evolving education
About The Learning PartnershipThe Learning Partnership is a national charitable organization dedicated to building stakeholder partnerships to support, promote and advance publicly funded education in Canada. Since 1993, more than 6.1 million students have participated in one or more of The Learning Partnership’s programs.
About this ProjectIn 2014/2015 The Learning Partnership worked in collaboration with Samsung Canada to introduce new technology to 40 schools across Canada. The technology was granted to 40 Canada’s Outstanding Principals award winners who were recognized and celebrated by The Learning Partnership for their innovation, entrepreneurial spirit and their outstanding contributions in publicly funded schools. The recipient principals received $20,000 each for their schools through Samsung’s “Solve for Tomorrow” technology grant which allowed them to select the type of technology devices for use in their schools. The Policy and Knowledge Mobilization team at The Learning Partnership conducted an implementation and impact follow up research study in these schools to examine the impact of the new technology on teaching and learning. The current report summarizes fi ndings from this research.
About Canada’s Outstanding Principals™ ProgramCanada’s Outstanding Principals program is a collaborative partnership between The Learning Partnership and the Rotman School of Management at the University of Toronto. Each year, leading principals selected from Canada-wide nominations are honoured for their exemplary contributions to quality public education at The Learning Partnership’s annual Canada’s Outstanding Principals™ Awards. Every province and territory is represented among the 40 award winners annually.
The Learning Partnership Report | 3
Table of Contents
Foreword by Akela Peoples, President and CEO,The Learning Partnership ..................................................................... 4
Appendix: List of Participating Schools ........................................................ 25
4 | Emerging technologies, evolving education
Foreword by Akela Peoples, President and CEO,The Learning Partnership
On behalf of everyone at The Learning Partnership, I would like to thank our partner Samsung Canada for their ongoing support and tremendous contributions to publicly funded education. In the fall of 2013, Samsung Canada and The Learning Partnership began a new multi-year partnership with the goal of positively contributing to public education in Canada. To that end, Samsung generously agreed to contribute $1 Million in Solve for Tomorrow technology grants to the 2014 class of TLP’s Canada’s Outstanding Principals program – 40 award winners representing every province and territory. The Learning Partnership noted a unique opportunity to expand the scope of impact of these grants by having those schools who received Solve for Tomorrow grants participate in a research study. All 40 winners and their school boards agreed to participate and for that, we are truly grateful as this pan Canadian research would not have been possible without their support and involvement.
Technology is changing the way we work and live. It is impacting every sector and public education is no different. Through this research, our primary goal was to understand the issues of integrating technology in schools. We thought the conditions for the study were ideal since the barrier of cost was removed and the education leaders were given fl exibility to choose what technology would be useful in their particular school. We were keen to listen and learn as to what the remaining barriers to implementation were, and how the technology impacted teacher instruction and ultimately student achievement.
It should be noted that this year long research study was independently conducted by The Learning Partnership’s Policy and Knowledge mobilization team lead by respected Senior Educator, Gerry Connelly, former Director of the largest school board in Canada (the Toronto District School Board). Samsung donated the technology to make this study possible but they did not participate in any aspect of the research.
A number of technology companies and stakeholders provided guidance for this report, but without the leadership and generosity of Samsung Canada, this study would not have been possible. I would like to take this opportunity to thank Samsung Canada for their vision in creating Solve for Tomorrow technology grants and for their ongoing support of The Learning Partnership and publicly funded education in Canada. To learn more about Samsung’s Solve for Tomorrow program, please visit www.solvefortomorrow.ca.
Akela Peoples, President and CEO
The Learning Partnership
The Learning Partnership Report | 5
Executive Summary
How is technology being integrated in the classroom and what is the impact on teaching and learning?
The advancement of technology has drastically changed the way the world functions and has created a new paradigm in education. The question is not whether to accept technology as a teaching and learning tool, but rather to what extent and in which ways technology can and should be used so that it is utilized effectively in the classroom. This study seeks to understand the impact of technology on teaching and learning in Canada. It explores issues and challenges
that schools might face while integrating new technologies in the classroom and examines perceptions of school leaders, teachers, students and parents/guardians regarding the adoption of technology in education and its impact on the education experience for students and teachers.
The data for this research was collected from 40 schools across Canada, representing every province and territory, during the 2014-2015 school year. Each of these schools received a Samsung Solve for Tomorrow grant of $20,000 of technology from Samsung Canada to be used for teaching and learning in the classroom. These 40 schools were awarded the Samsung Solve for Tomorrow grant as part of The Learning Partnership’s recognition and celebration of 40 Canada’s Outstanding Principals, a prestigious annual award that recognizes and honours principals for their innovation, entrepreneurial spirit and their outstanding contributions in publicly funded schools. Together, with the team of technology experts at Samsung Canada, schools were able to select their technology including tablets, laptops, cameras and interactive whiteboards at the start of the school year for use throughout the year. In addition, Samsung Canada granted over $200,000 in support of developing this research and ensuring that all teachers received training on the new technology solutions coming into their classrooms. The Learning Partnership conducted this follow up research study to examine the impact of this technology on teaching and learning. In total, 5715 surveys were completed by four different groups of respondents (school leaders, teachers, students, and parents/guardians) before and after using the technology. A literature review of the existing research on the topic was conducted to inform the discussion.
The research has led to four major fi ndings:
1. The education community in Canada is ready to embrace technology in the classroom.
The Canadian education community has very positive perceptions of the role of technology in education. Nearly 90% of school leaders and teachers, and 77% of students in this study believed that they are ready to embrace further technologies in the classroom. The vast majority of teachers believed that technologies can enhance teaching and learning (99%), increase students’ social and intellectual engagement in the classroom (86%); and improve student achievement (90%).
2. Integrating technology positively impacts the learning experience.
This research found that using technology for teaching and learning in the 40 schools positively impacted the education experience. The school leaders, teachers and the parents/guardians reported that using technology improved students’ skills development and allowed the schools to provide a richer learning opportunity for their students while keeping them engaged and interested in their education. Notably, the research found a substantive improvement in the schools’ support for essential 21st century skills among students. The comparative results of the pre-technology and post-technology surveys demonstrate an overall improvement in students’ skill development especially in communication and self-expression (68% to 85%); creativity and innovation (57% to 82%); critical thinking (55% to 72%) and global citizenship (55% to 74%).
6 | Emerging technologies, evolving education
3. Educators are utilizing the technology in innovative ways.
The strength of using technology in the classroom is not a substitution of traditional teaching tools, but provides innovative ways of teaching for educators. The tech-savvy teachers in this study used the devices for innovative functions. The variation between technology savvy and non-technology savvy educators demonstrates distinct trends in using innovative ways such as group work and collaboration (45% gap between technology savvy and non-savvy teachers), presentations (51% gap), design and creation (26% gap) and strengthening communication between teacher and student (47% gap). The gap was considerably less pronounced between the two groups when looking at functions of technology that replace a pen-and-pen solution (substitution) such as Microsoft Offi ce (15% gap) and E-textbooks (4% gap).
4. Integrating technology in the classroom poses three key challenges.
The most important challenges which schools faced were (1) lack of effective training and/or support for educators; (2) information technology (IT) infrastructure complications (e.g. internet connection, privacy, security); and (3) lack of time to learn and adopt new methods. The analysis found that teachers who were more knowledgeable about technology and had adequate professional development were more likely to embrace technology in their classroom, utilize it more often and for more functions. Teachers who were not tech-savvy were more likely to resist using technology. At the same time, IT complications and confl icts with district policies presented signifi cant challenges to a substantive number of schools.
Four key recommendations are formulated based on results of this study:
1. Provide ongoing and timely professional development for educators
Providing adequate practical and hands-on training for teachers must be a priority for the governments, school districts and school leaders. Professional development should include unlocking the potential of technology and focus not only on the technology itself, but on practical strategies on how to utilize technology effectively and what it offers for student learning.
2. Enhance educator comfort, confi dence and competency with technology
Strategies need to be developed to engage every teacher in professional development and ensure comfort, confi dence and competence of teachers in using technology in the classroom. Without such strategies, teachers who are not tech-savvy will not embrace technological devices in their teaching. Providing grants for teachers and facilitating their
The Learning Partnership Report | 7
access to technological devices will allow them to bridge the comfort gap with technology.
3. Ensure reliable infrastructure, ecosystem and IT support
An effective and effi cient technical infrastructure which is fully supported by the school districts is a prerequisite for integrating new technology in education. In addition, there is a need to ensure that schools receive adequate, reliable and timely technical support. Without adequate support, a great deal of schools’ time is spent on navigating the logistics of technology implementation.
4. Ensure a shared understanding and collaboration among stakeholders
For better integration of technology in teaching and learning, collaboration between various education stakeholders is imperative – this includes governments, school districts, schools, education technology providers, students and their parents. The education technology providers must understand the needs of the education community, while, in turn, the education community must adapt and embrace innovative technology. Governments need to structure technological investments wisely, including infrastructure and suffi cient IT support. Focusing on the shared values and goals for education, student learning and well-being will foster such collaborations and will lead to viable solutions for current challenges.
Introduction
The role of technology in education stands on the precipice of change. In an increasingly tech-savvy society where students are “digital natives”, integrating technology in the classroom has become critically important. Indeed, how the two communities of educators and technology providers decide to communicate, collaborate, and compromise with one another has the potential to transform student learning around the world. This change is already underway in the life of the new generation of students who extensively depend on technology to think, learn, communicate and experience the world. According to studies, by the age of 8, 72% of children have used a tablet, smartphone or a similar device. Incredibly, the average 8-year-old spends 8 hours a day using various forms of media and teens often surpass 11 hours daily.1
Technology is here to stay and will undoubtedly become fundamental in the home, school, workplace and across the globally connected world. Technology is not a substitution, it presents new opportunities for educators to create a 21st century learning environment that empowers and engages students to achieve their best. However, the journey towards realizing the potential of technology to increase student achievement presents several questions to education stakeholders. How does the education community in Canada respond to the changes caused by technology? How does technology impact student engagement and academic achievement? What are the challenges for integrating technology in the classroom? These issues are of utmost importance in Canada, where there are rising concerns that not enough is being done to keep up with the international growth of a digital economy and the subsequent need for workers with digital literacies.2
Considering the importance of this topic, The Learning Partnership and Samsung Canada have partnered to make a bilingual research project possible. This research will inform educators, governments and other
8 | Emerging technologies, evolving education
stakeholders on how technologies infl uence student engagement and achievement, what the impact of integrating technology in the classroom is and how technology is perceived by teachers and students.
The data for this research was collected from 40 schools across Canada, representing every province and territory. All received a $20,000 technology grant from Samsung Canada during the 2014-2015 school year to be utilized for teaching and learning. Samsung Canada awarded this grant to 40 Canada’s Outstanding Principals who were recognized and celebrated by The Learning Partnership for their innovation, entrepreneurial spirit and their outstanding contributions in publicly funded schools. This technology gift was not announced until the award recipients were brought together in Toronto; no nominators or nominees knew of this grant when they applied for the Canada’s Outstanding Principals awards program.
Principals, in consultations with their school boards and technology experts, and depending on the availability of their local resources, infrastructure and capacity, were able to select the type of technology devices that they needed – tablets, Chromebooks, touchscreen displays, interactive smart boards, TVs, printers, and/or cameras.
The technology grant was intended to be fl exible to accommodate local needs rather than impose a uniform solution across all 40 schools. As a result, schools employed several strategies to embed their chosen technologies in the classroom and therefore many trends emerged in how the devices were used. In addition, Samsung Canada granted over $200,000 to provide teachers in each of the schools with training on how to use the new devices.
The Policy and Knowledge Mobilization team at The Learning Partnership conducted a follow up research study in these schools to examine the impact of technology on teaching and learning. A literature review of the existing research on the topic was conducted to inform the discussion. This report presents results of this study. Both qualitative and quantitative research data was measured in order to provide well-informed recommendations for building what needs to be a longstanding positive relationship between education and technology.
Objectives
This study aims to understand the impact of technology in schools across Canada with three main objectives:
1. To develop our understanding of how school leaders, teachers, students, and parents/guardians approach the integration of new technology in the classroom to enhance teaching and learning.
2. To deepen our understanding of how technology affects student engagement and student academic achievement (notably, in critically important skills such as collaboration, problem solving, creativity and innovation).
3. To inform future policies and practices regarding the integration of technology in schools.
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Methodology
The data was collected from three major sources:
• A pre-technology survey completed by school leaders, teachers, students and parents/guardians at the beginning of the school year 2014-2015 in both of Canada’s offi cial languages (September 2014). This survey aimed to analyze the respondents’ perceptions of technology before implementing the new technology at these schools. In total, 3400 participants completed the pre-tech survey which included 59 school leaders, 299 teachers, 2055 students, and 987 parents/guardians.
• A post-technology survey completed by school leaders, teachers, students and parents/guardians at the end of semester one for semestered schools (January 2015) and at the end of the school year for non-semestered schools (May-June 2015) in both of Canada’s offi cial languages. This survey aimed to
understand the respondents’ perceptions of technology after implementing the new technology at these schools. In total, 2315 participants completed the post-tech survey which included 64 school leaders, 192 teachers, 1686 students and 373 parents/guardians.
• Telephone interviews with school leaders during the school year 2014-2015. The interviewees were asked to provide information about their successes and challenges in using technology at their respective school. In total, 32 school leaders participated in the interviews.
Key Findings
The research reveals important fi ndings about the impact of technology in these schools. The fi ndings are presented in four different themes:
1. Familiarity and access to technology
2. Perceptions on embracing new technology
3. Impact of new technology on teaching and learning
4. Challenges in integrating new technology
1. Familiarity and Access to Technology The majority of participants in this study had access to high-speed internet and self-identifi ed as tech-savvy. In terms of access to the internet, 89% of the students indicated that they have high-speed internet at home. It is interesting to note that school leaders, teachers and parents/guardians improved in their tech-savviness between the pre and post survey periods. However in this same period, the students
Figure 1 (perceptions of being tech-savvy in the pre-tech and post-tech survey)
I am tech-savvy. (% of respondents who agreed/strongly agreed)
Pre-tech
Post-tech
Stude
nts
paren
ts/Gua
rdian
s
Teach
ers
Schoo
l Lea
ders
65%
78%
65%
76%
60% 65
%
75%
75%
10 | Emerging technologies, evolving education
self-identifi ed as being more tech savvy than the other groups (Figure 1).
Almost half of the schools (48%) had a BYOD (Bring Your Own Device) program in place which allowed their students to bring their own devices to school for educational purposes. However, of those with a BYOD policy, 65% of these specifi c principals reported that a minority of students brought in devices from home to use for learning in the classroom - suggesting a disconnection between BYOD policies and actual applications in the classroom. It is unclear whether the source of this disconnect is teacher utilization of the policy, student awareness of the policy, an equity issue, or another issue altogether. Eighty-one percent (81%) of school leaders reported that their school is not planning to use one technology “ecosystem” exclusively. Instead, they are open to using a variety of platforms.
2. Perceptions on Embracing New Technology The data demonstrates that the respondents had positive perceptions of the role of new technology in teaching and learning in both pre-tech and post-tech surveys. Indeed, 89% of school leaders, 88% of teachers, 70% of parents/guardians, and 77% of students believed that they were ready to embrace further new technologies in the classroom.
2.1 School LeadersAlmost all the school leaders (above 98%) agreed that:
• New technologies can enhance teaching and learning.
• Integrating new technology in school can increase students’ social and intellectual engagement in the classroom.
• Integrating new technology in school can improve student achievement.
2.2 Teachers The vast majority of teachers believed that:
• New technologies can enhance teaching and learning (99%).
“I believe that new technology has assisted me greatly with my education. I am able to store my work easily without worrying about losing it. I am able to get assistance and inspiration on my assignments.” – Student
The majority of respondents (89% of school leaders, 88% of teachers, 70% of parents/guardians, and 77% of students) who participated in this one-year study believed that they were ready to embrace further new technologies in the classroom.
The Learning Partnership Report | 11
• Integrating technology in school can increase students’ social and intellectual engagement in the classroom (86%).
• Integrating new technology in school can improve student achievement (90%).
However, it should be noted that teachers who were not tech-savvy had a less favorable approach to the new technology. For example, of those who self-identifi ed as not tech-savvy, only 62% believed that integrating new technology in school can increase students’ social and intellectual engagement in the classroom.
2.3 Parents/Guardians Parents’ perceptions are crucial to the adoption of technology in the classroom. Their support facilitates the integration of technology and their resistance could become a barrier in its adoption. Parents/guardians in this study had strong positive perceptions about the role of technology in education. Over 90% of parents/guardians believed that new technologies can enhance teaching and learning and improve student achievement and engagement (Figure 2). Parents positively rated the use of technology in their child/children’s school.
Parents/guardians highlighted several key benefi ts of utilizing technology for students: accommodating visual learning styles, access to interactive elements in school work, providing real world learning opportunities, design and innovation opportunities, increased communication between students, teachers, and parents and providing opportunities for collaboration and group work. Only a limited number of parents/guardians (under 4%) indicated that they do not believe technology in the classroom can benefi t students.
Parents/guardians also highlighted the value of technology in increasing students’ engagement and interest in learning, supporting students with writing (keyboarding instead of handwriting), access to up to date learning resources, creating connections with other students worldwide, and accommodating learning disabilities and engagement disorders.
2.4 Students Most students in this study were ready to embrace new technology in the classroom to advance their
education (see Figure 3). Eighty percent (80%) of students believed that they are more interested in classes where they are able to use new technology and 76% of them believed that using technology in the classroom can help them learn and get better grades. The majority of students showed interest in increasing the use of technology in their education.
Figure 2 (parent/guardian survey)
Parents/guardians’ perceptions of integrating the new technology in education (% of respondents who agreed with the statements)
97% New technologies can enhance teaching and learning.
92%Integrating new technology in school can improve student achievement.
83%Integrating new technology in school can increase students’ social and intellectual engagement in the classroom.
80%New technology is being used effectively for teaching and learning in my child/children’s school.
12%Use of new technological devices can have negative effects on my child/children’s brain development.
9%Integrating new technology into the classroom is distracting for my child/children.
97% of school leaders and 86% of teachers believed that this experience of integrating technology added value to their school.
87% of school leaders reported that their school is more receptive to technology now than one year ago before receiving the new technology.
12 | Emerging technologies, evolving education
A common theme that emerged in the survey comments section was that technology helps students with their education and by allowing them to multitask and organize their school work. Technology also supports students with complex learning needs and enables them to actively engage in their learning. However, more than half of the students (51%) were not interested in taking a course that is delivered completely online – underscoring the critical role of the teacher. Only 18% of students believed that it is too distracting when there is new technology in the classroom.
3. Impact of New Technology on Teaching and LearningThis study shows that the use of new technology in the classroom had positive impacts on both teaching and learning, in particular in relation to students’ skill development. A noteworthy fi nding is that 97% of school leaders, 86% of teachers, 86% of parents/guardians, and 73% of students indicated that this experience of integrating technology added value to their school. In addition, 87% of school leaders reported that their school is more receptive of technology now than one year ago before receiving the new technology.
The new technology that was awarded to schools in this project was used in every grade and for a variety of courses. Principals, in consultation with school districts and technology experts, were able to select the type of technology devices given their local needs and infrastructure capacities. As a result, several different strategies were employed to embed the technology in teaching and learning and many trends in using the devices emerged. There were a number of options and combinations of how the technology was used. A group of schools allowed the teachers to utilize the technology at their own discretion while others used it for a select number of classes/grades. A few principals established labs in their schools whereby the technology could be shared with all the students using a reservation system. In one school each class received three periods a week with their Chromebooks. In another school one teacher used the devices for different classes to supplement the mathematics curriculum only. Due to this variety of utilization strategies, quantitative analysis on specifi c grades and in specifi c subject matters was not possible.
During interviews, the school leaders pointed out that the technology has had several benefi ts in their school. It enhanced their teaching and learning and positively impacted students’ excitement, motivation and engagement. The technology inspired a number of schools to upgrade their IT infrastructure and bandwidth, including adding Wi-Fi access.
“Using the Chromebooks on a regular basis helped our kids to think more critically about information, pursue their own interests, organize their work and stretch their thinking beyond the tidy boundaries of ordinary resources and content.” – School leader
“I like the new technology that we use in school because it makes everything easier to do. We don’t have to go to the computer lab to work on everything; we can just stay in our classroom and work on the Chromebooks. I hope we will continue working with new technology!” – Student
Figure 3 (student survey)
Students’ perceptions of integrating the new technology in education (% of respondents who agreed with the statements)
80%I feel more interested in classes where I get to use new technology.
76%Using new technology in the classroom can help me learn and get better grades.
71%My teachers are knowledgeable about how to use technology in the classroom.
66% New technology should be used in all my classes.
63% New technology helps me organize and do my schoolwork.
57%My parents/guardians like the idea of new technology being used for teaching and learning in school.
51%I am interested in taking a school course that is done completely online.
18% It is too distracting when there is new technology in the classroom.
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The school leaders also mentioned that the technology gave access to more technology, in particular, in less advantaged schools. According to one principal, after receiving the technology, his school had turned into the most advanced school in the disadvantaged district.
3.1 Case Studies. The two case studies on page 14 spotlight the experience of two schools in using the new technology. The fi rst case provides details about benefi ts of the new technology for students with special needs. It describes how access to technology has changed the educational experience for students with disabilities and allowed them to make achievements that would not otherwise have been possible.3 The second case describes the use of technology in one of the participating schools for at-risk students in grade 7 and 8. Both these case studies were submitted by participating schools and clearly demonstrate the positive impact of technology in education.
3.2 The new technology had several important func ons at schools. The survey asked the teachers to list functions of the new technology in their classrooms. The main functions that were highlighted remained consistent in both pre-tech and post-tech surveys and included: web-browsing and research, educational apps, Microsoft Offi ce, presentations, group work and collaboration, and communication between teachers and students.
A noteworthy fi nding is that teachers who identifi ed as tech-savvy employed the new technology for a greater number of functions and in more innovative ways (Figure 4). Substitution functions which replace a non-digital solution with a digital solution, e.g. E-textbooks, have several benefi ts to students and teachers. However, the real potential of technology in the classroom is the opportunity to provide new enriched learning experiences which have become possible only via technology, such as connecting classrooms for cultural and knowledge exchange, or creating 3D models and animations. The gap between tech-savvy and non-tech-savvy teachers demonstrates distinct trends in use of technology in innovative areas such as group work and collaboration (45% gap between tech-savvy and non-savvy teachers), design and creation (26% gap) and communication between teachers and students (47% gap) as opposed to simple substitution of classic teaching methods (eg. . This demonstrates an untapped potential in ways new technology can be used by tech-savvy teachers. The gap was less pronounced in functions such as Microsoft offi ce (15% gap) and E-text books (4% gap).
Figure 4 (functions of the new technology)
What functions do you use new technology with students for teaching and learning in the classroom? (% of respondents)
Design and creation (e.g. web design, coding)
Other
Not tech-savvy
Tech-savvy
To take home for homework assignments
Microsoft Office (i.e. Word, Excel, etc.)
Tests and exams
E-textbooks
Presentation
Educational apps
Communication between teachers and students
Group work and collaboration
Web-browsing and research
Photo-editing
63%92%
38%83%
44%76%
25%76%
19%66%
44%
13%
6%
25%
13%
0%
13%
59%
36%
34%
29%
27%
26%
13%
Redefi nitionTech allows for the creation of new
tasks, previously inconceivable
Modifi cationTech allows for signifi cant task
redesign
AugmentationTech acts as a direct tool substitute,
with functional improvement
SubstitutionTech acts as a direct tool substitute,
with no functional change
Transfo
rmatio
n
Enh
ance
men
t
The Substitution Augmentation Modifi cation Redefi nition Model (SAMR) offers a method of seeing how computer technology might impact teaching and learning.
SAMR
14 | Emerging technologies, evolving education
Case 1: Students with Special Needs benefi t from using new technologies*
Emily Follensbee School in Calgary provides educational programs for students aged 2 to 14 with multiple complex learning needs. The school uses a variety of assistive technology in all aspects of the curriculum. Digital access in this school is primarily achieved through use of a switch interface and direct touch using a touchscreen. For this project, the school chose touchscreen displays, tablets and Nova Chat communication devices.
Nova Chat Communication Device
NOVA chat is a communication system that uses Chat software on an Android platform:
Student “P” is able to use his Nova Chat during the circle time routine to identify his friends, describe his feelings, predict the weather, and to keep track of numbers as they count toward their 100th Day of School. P has been beginning to use his Nova Chat for more purposeful communication means. He has been delivering the daily attendance. He has been given opportunities to successfully interact with other adults including the principal by asking questions. An example of this was the day he asked student “F”: “would you like to help us with the release of our butterfl ies?” These types of interactions show P the power of using his “words” and he is very happy when he is able to successfully converse with someone.
Student “D” is beginning to use the Nova Chat functionally during Circle Time. He can say, “I’m here” when we do attendance. He is able to respond to questions about the days of the week, the weather, and the number of children in the classroom. D is currently using the Nova Chat much more consistently and appropriately throughout the day. He is able to locate and use all of the circle time language as needed. He does still like to explore the machine and the words and pictures on each page, but he has made vast improvements in making appropriate choices using this device.
Touchscreen Displays
For some students, direct touch is the optimum computer access. The touchscreen provides a clear, large and visually stimulating target and encourages the students to reach out and explore.
The direct physical interaction and visual stimulus provide a sensory channel to help process information. Students are more successful in targeting the enlarged touchscreen surface and are motivated to interact with programs.
* Submitted by the Emily Follensbee School, Calgary, AB
Case 2: Students at Risk benefi t from using new technologies*
Peel Alternative Programs dedicated the technology grant to two Senior Elementary Alternative Programs (SEAP) located in Mississauga and Brampton. The Senior SEAP is a proactive program designed for students in Grades 7 and 8 who are considered to be at-risk of dropping out of school. The program is strongly student-centered and offers a small class size with considerable individualization. The students have an average or above average academic potential but their school performance and attendance have suffered for a combination of reasons including victimization, personal/family crisis and chronic social and/or emotional stress.
The program:
• Provides an alternative learning environment for vulnerable students
• Provides learning activities designed to support each student’s individual needs
• Provides a safe and supportive learning environment, which will promote regular school attendance
• Improves social skills and attitudes toward school
• Provides students with an opportunity to develop skills in order to successfully re-enter their home school, or transition to other Alternative Programs
Tablets
For this project, the schools chose tablets. Samsung Canada was able to provide tablets to every student and staff member in the SEAP program. The major functions of the technology are using Google Classroom and Google Hangouts to link the two different locations of the program so that students work together on assignments, video-conferencing and sharing documents. Students write a blog on being in grade 7 and 8. The technology has positive impacts on teachers and students. Students are excited about coming to school, engaging in their classes and taking control of their learning.
“The use of technology and training on its use, has improved the effectiveness of my teaching practice this school year. I have seen a signifi cant increase in student output compared to previous years. I think that the next step is to fi nd ways to increase the comfort level of our teachers when it comes to using technology in the classroom. I believe that more frequent, short duration PD that focuses on hands-on use of a few apps/programs/methods would help to achieve this.” – Teacher
*Submitted by Peel Alternative Programs, Mississauga and Brampton, ON
The Learning Partnership Report | 15
3.3 The new technology had posi ve impacts on students’ skill development. The majority of school leaders, teachers, and parents/guardians believed that using technology improves students’ skill development (Figure 5).
This research examined how the schools supported developing students’ skills. The school leaders were asked to rate how their school supported students’ development with respect to several skills in the pre-tech and post-tech survey. The majority of respondents reported that schools had improved in how they supported students’ skill development over the course of one year.
As evidenced in Figure 6, the schools’ improved their support for students’ skill development. Notably, the research found a substantive increase in the development of critical 21st century skills among students such as creativity and innovation, global citizenship, communication and self-expression, and critical thinking. Although the survey also shows improvement in entrepreneurship and fi nancial literacy, the low benchmark in pre-testing demonstrates these skills are a major challenge for participating schools.
These results show meaningful improvements in the students’ skills over the course of one year. While these improvements cannot be directly attributed to using technology in these schools, the consistent improvement in these schools suggests that technology is a contributing factor. Several previous studies have demonstrated that technology has a meaningful impact on student learning and skill development.
4. Challenges in Integrating New Technology Although a great deal of research demonstrates the positive impacts of technology on teaching and learning, the integration of technology in education is not without its challenges.5 These challenges are common across most schools and many have been identifi ed in previous studies.6 This research found the following six categories of challenges:
4.1. Lack of effective training and/or support for educators
4.2. Lack of educator confi dence, comfort and competence in using technology
4.3. IT infrastructure complications (e.g. internet connection, privacy, security)
4.4. Allocation of time to learn and integrate new technology in the classroom
77% 72%
Figure 5 (school leader, teacher and parent/guardian survey)
I believe that using new technology will improve overall ratings for students’ skill development.
How well do you think your school currently supports your students’ development of the following skills? (% of respondents who said ‘well’ or ‘very well’)
Financial LiteracyPost-tech
Pre-tech
Entrepreneurship
Global Citizenship
Critical thinking
Creativity & Innovation
Communication & Self Expression
Collaboration & Teamwork
Numeracy
Literacy & Writing Skills
Problem-Solving
18%12%
74%
55%
72%55%
82%57%
85%68%
82%68%
90%79%
95%91%
74%60%
40%30%
16 | Emerging technologies, evolving education
4.5. Distracted students
4.6. Equity concerns
4.1 Lack of eff ec ve training and/or support for educators For successful use of technology in the classroom, teachers’ professional development is not optional; it is absolutely critical. This research found that although teachers’ participation in professional development slightly increased in schools that were studied, the lack of professional development remained a major challenge for teachers. The data shows that the majority of teachers (70% in the pre-tech survey and 75% in the post-tech survey) attended between 1-20 hours of professional development over the course of one year. The training sessions delivered by Samsung Canada on how to use the new devices contributed to the teachers’ participation in
professional development. It is worth noting that while all participating schools were offered professional development by Samsung Canada via the technology grant on the utilization of their technology, a number of teachers did not attend for a variety of reasons.
An important observation to note is that professional development is increasing the use of technology in the classroom (as reported by 97% of school leaders and 76% of teachers). However, less than half of the school leaders (49%) and teachers (45%) agreed that suffi cient professional development opportunities are available for teachers in schools.
The two most common reasons for the lack of adequate professional development opportunities in the participating schools were insuffi cient funding and lack of available time. Teachers also mentioned location and time of the sessions, limited educators’ interest in the covered topics, reluctance to adopt new technology, inadequate access to technology, lack of awareness of possible professional development opportunities, and lack of training on skills that are relevant to
education rather than basic technological understanding. Moreover, 76% of the school leaders and 64% of the teachers believed that professional development can be effectively done through e-learning.
It is critical that professional development not be limited to navigating features of digital devices. There is a stronger need to focus on pedagogy as much as technology.7 The ways in which a new technology can connect to the curriculum and be integrated with teaching must be made explicit, accessible, and easy to implement. Without adequate preparation, new technologies become neglected, under-used, or even obstacles in classroom management.8
4.2 Lack of educator confi dence, comfort and competence in using technology Many studies across North America emphasize the importance of professional development noting that the lack of professional development acts as a barrier to successful technology adoption in schools.9 However, comfort, confi dence and competence in using technology are prerequisites for teachers to embrace professional development. A 2013 Canadian report on the integration of iPads in classrooms found that 70% of teachers had “never or rarely” touched an iPad before being given one to use with their students.10
The results of our study show that teachers who are tech-savvy, have a more positive approach and are more confi dent in using technology in the classroom. They utilize technology more often
Ninety-seven percent (97%) of school leaders and 76% of teachers believed that professional development opportunities have resulted in an increased number of teachers using new technology in their classrooms.
The type of professional development required for teachers cannot be limited to navigating the features of a device. There is a stronger need to focus on pedagogy as much as technology.
The Learning Partnership Report | 17
and for functions that are not common among all teachers, e.g. e-text books, design and creation. Conversely, a lack of comfort and competence in using technology acts as a barrier for less tech-savvy teachers to utilize technology in the classroom.
Technology companies and the education community need to understand the importance of narrowing this digital divide. With the rapidly evolving technology landscape, it is important that skill development be encourage, facilitated and supported for today’s teachers and is not hindered for tech-savvy teachers to drive and lead that change.
4.3 Informa on Technology (IT) infrastructure complica ons (e.g. internet connec on, privacy, security)One of the most important challenges that schools faced in the past year, was IT complications. These complications were mainly due to two reasons: confl icts with the school districts’ IT policies and/or
administrative and technical issues at the school level.
4.3.a. Confl icts with the school district policies: School districts all have individualized policies regarding external partnerships with businesses and organizations. While the details of these policies vary between districts, one common element is that the districts’ support (IT and Administrative) is limited to initiatives that are consistent with their mission, values, and strategic directions. Alongside the integration of technology, school districts are typically required to create policies and a system to monitor how technology affects student learning.11 Many schools in this study faced challenges at the district level with respect to privacy and security issues (e.g. sharing students’ information on cloud services). They described this process as lengthy and time-consuming and causing delays in the implementation of the technology.
4.3.b. Administrative and technical issues at the school level: Several research studies stress the need for a smoothly running technical infrastructure as a prerequisite for new technology in the classroom.12
The following is a list of technical problems that schools faced while integrating the new technology:
1. Lack of access to a strong and consistent wireless internet connection that could accommodate high levels of traffi c during school hours
2. Lack of access to timely onsite technical support
3. Lack of a secure storage system that provides protection from physical damage and possible theft
4. Lack of suffi cient electrical outlets, power bars and extension cords
4.4 Alloca on of me to learn and integrate new technology in the classroomNumerous studies have reported on the large amounts of time required in order to introduce new devices to a classroom and adopt technology in education.13 Along with supplying extra devices, schools are required to improve their infrastructure and prepare students, teachers, and parents for the change. One study suggests that schools need three to fi ve years to build up their infrastructure to fully support this radical shift.14 In addition, the time spent on troubleshooting the devices can add up to several hours being taken away from instruction as well as lesson preparation. In interviews with school leaders they emphasized the time required to train staff and students on how to properly use and protect
18 | Emerging technologies, evolving education
the devices. According to some school leaders, a great deal of time was spent on training students to create accounts on the tablets and navigate their different features.
4.5 Distracted studentsA number of research studies have reported that students fi nd it distracting to have technology in the classroom.15 A recent Canadian study even found that the tendency to multi-task on multiple devices and screens could impact student performance.16 Comments from students and teachers in this study also indicated that technology was distracting in some cases. However, these feelings may have more to do with how teachers implemented new devices versus the devices themselves. It is interesting to note that the majority of teachers who reported ‘distracted students’ as their biggest challenge, were teachers who were less tech-savvy. This concern could also be related to the lack of awareness of effective methods to control students’ activity on devices in the classroom. In a recent study, 33% of teachers reported a lack of visibility into whether their students are on task when using technology.17
4.6 Equity concernsEquity could be a challenge for schools that have a BYOD program in place. Only 35% of the school leaders reported that most of their students bring a personal device from home to use for learning in the classroom. Equity is one of the reasons for the disconnection between BYOD policy and implementation in the classroom. This issue presents unique challenges to these schools, since not every student has the fi nancial means to bring a device to school. Many schools have found solutions to this by accommodating school-owned devices to be shared by students who do not own a device. Schools must have suffi cient funding for the amount of technology required in these schools.18 Furthermore, even in districts that are fi nancially able to implement new technology, the reality is that some students will always be ahead in terms of owning personal devices that are more advanced than whatever is provided by schools, potentially creating further issues of inequity among students. Likewise, the variety of students’ personal devices makes it challenging for teachers to use content in certain formats during lessons and for researchers who are trying to collect data in a method that is as consistent as possible.
Limitations of this Research Study
There are several limitations to the scope and depth of this research study. These limitations need to be considered while interpreting the results:
1. Limita ons to measure the full impact of technology in a short me span (September 2014-June 2015): Integrating technology in education requires more than having the devices in the schools. It involves improving infrastructure, teacher preparedness and practice that could be achieved in a longer time period. Only a substantive longitudinal study with the inclusion of student achievement data could fully measure the impact of technology on teaching and learning.
2. Varia ons in strategies employed by schools made it diffi cult to measure the effects of integrating new technology. The fi ndings of this research demonstrate wide variations in the ways that technology was employed in the participating schools. Indeed, in alignment with local needs, schools in this study opted
The Learning Partnership Report | 19
for different technological devices and utilized them in a variety of ways in different grades and school subjects.
3. Limited voice from teachers who are not tech-savvy: The majority of schools in this project dedicated the new technology to their most tech-savvy teachers who were more engaged in embracing and using the devices. As a result, although a diverse group of teachers participated in this study, the majority of participants were in fact tech-savvy teachers. Future studies are required to engage teachers that are less tech-savvy.
4. No accepted and implemented standards of directly assessing 21st Century Skills: Without independent assessing measures that accurately capture the development of 21st Century skills, research on the impact of technology is limited to educator perception of the development of these skills.
Recommendations to Drive Change
Based on the fi ndings of this research, the following recommendations are suggested to overcome barriers and successfully integrate new technology in the classroom for teaching and learning.
1. Provide ongoing and mely professional development for educators A major key to success of integrating new technology in education is providing teachers with adequate professional development on how to best use technology. This has been recommended in several research studies.19
1.1 Provide practical and hands-on training for teachers on how to use technology with respect to the classroom as well as the curriculum.
1.2 Emphasize how technology can be combined with pedagogy and how using new technologies can benefi t both student learning and teacher instruction.
1.3 Demonstrate how technology can provide solutions for improving students’ skills, evaluating students and completing arduous teacher tasks such as marking assignments, recording scores, and writing report cards.
2. Enhance educator comfort, confi dence and competence with technologyStrategies need to be developed to engage every teacher in professional development and ensure comfort in using new technology. Without such strategies, teachers who are not tech-savvy will not embrace technological devices in their teaching.20
2.1 Ensure comfort, confi dence and competence of teachers in using technology.
2.2 Offer incentives for teachers who invest their time to learn how to adopt new technologies (e.g. additional time off for professional development, etc.).
2.3 Provide grants for teachers and facilitate their access to technological devices.
2.4 Facilitate knowledge exchange among teachers to share best practices.
2.5 Demonstrate through formal and informal studies that tech-savvy teachers do have a practical and profound impact on student learning success. This can provide encouragement for dedicated but non-tech-savvy teachers to embrace technology.
20 | Emerging technologies, evolving education
3. Ensure reliable infrastructure, ecosystem, and IT supportWithout adequate IT support, schools spend a great deal of time navigating the logistics of technology implementation; consequently, teaching becomes “technology centered instead of instruction centered.”21
3.1 Provide accessible and reliable technical support for schools using technology; ideally this would be in the form of an on-site technician, where feasible.
3.2 Ensure that schools have a technology-friendly infrastructure that is able to support new technology.
3.3 Focus on affordability, security, life of ownership, device sustainability, compatibility with pre-existing software and devices and successful contributions of educational technology.
3.4 Provide options for educators to manage issues of copyrights, illegal software, and a system for monitoring students’ activities (i.e. whether they are staying on task or being distracted, etc.).
3.5 Emphasize suitable content for the new devices.
4. Ensure a shared understanding and collabora on among stakeholders For better implementation of technology, there is a need to ensure a shared understanding, an ongoing dialogue and a collaborative approach among various stakeholders including governments, school districts, schools and education technology providers.
4.1 Foster communications between different stakeholders including governments, schools, school districts, and business so that the needs of the education community are properly understood.
4.2 Articulate and emphasize the shared values and goals regarding education, student learning and well-being between governments, schools, school districts, and business.
4.3 Advocate to governments and policymakers for funding, resources and policy support for enhancing the use of technology in education.
4.4 Focus on providing stronger ecosystem and enterprise support through building partnerships with ethical and socially-minded Information Technology companies.
4.5 Offer grants and in-kind support to schools to embrace new technology.
The Learning Partnership Report | 21
Stakeholders in Education
Next Steps for ActionTogether working to drive technology integration in the classroom
Government 1. Allocate funding to support schools’ infrastructure, ecosystem and professional development
2. Encourage collaborations with business to improve schools’ technological capacities
3. Conduct longitudinal studies on the impact of integrating technology in education attached to student achievement.
Business 1. Engage and build trust with education stakeholders to develop a better understanding of education systems to share the altruistic goal of student success and system enhancement throughout Canada.
2. Support professional development for educators that builds comfort, confi dence and competence in technology
3. Provide ecosystem support that focuses affordability, security, device sustainability and compatibility with pre-existing software and devices for school districts and schools
4. Offer grants and in-kind support to educator s to embrace new technologies
School Districts 1. Ensure that schools have a technology-friendly infrastructure that is able to support ongoing new technology
2. Collaborate with business to build expertise and synergies that serve to integrate technology to serve student success
3. Allocate funding for professional development
4. Include integration of technology as part of the districts’ strategic plans and adopt policies that facilitate responsible use of technology
School Leaders and Teachers
1. Build a collaborative learning environment that focuses on building confi dence and comfort in embracing new technologies in education.
2. Prioritize schools’ infrastructure and technological needs
3. Include integration of technology in schools’ improvement plans
4. Engage leaders, teachers and parents in dialogue about responsible use of technology for teaching and learning
5. Collaborate with parents on the importance of technology and its benefi ts and impact on student learning
6. Collaborate with business to build expertise and synergies that serve student success
Parents/Guardians 1. Role model by using technology at home to support their child’s education
2. Engage in dialogue with schools about the benefi ts of technology and its responsible use for teaching and learning.
Community Agencies 1. Engage in dialogue with the education community about the benefi ts of technology for teaching and learning.
2. Encourage collaborations with business to improve the use of technology in education
22 | Emerging technologies, evolving education
Looking Ahead
The integration of technology in education can positively impact the way students engage, learn and develop skills. It has a great capacity to advance how teachers can reach their students, especially in new areas that are only possible by new technologies. The fi ndings of this research suggest that school leaders, teachers, students and parents/guardians are excited about technology and are willing to embrace more technologies in the classroom. Technology has demonstrated strong benefi ts for student learning, in particular with respect to skills development, student engagement and academic achievement.
While there is a signifi cant role for technology in the future of Canadian education, its ability to improve student learning will largely depend on the range of factors that are discussed in this report. Although, the majority of participants in this study strive to embrace technology in the classroom, they also report signifi cant challenges including the lack of suffi cient professional development for teachers, a divide between tech-savvy and non-tech savvy educators and inadequate IT support for schools. Without adequate professional development, engagement and technical support, a great deal of time is wasted on navigating the logistics of technology and the technology itself becomes the centre of implementation. By addressing these issues, technology in education can reach its full potential.
The success of technology in education relies on the ability of individual schools to be accountable for its implementation; this process is multifaceted and necessitates initiative and commitment from a variety of stakeholders. For better implementation of technology in classrooms of the future, there is a need to ensure a shared understanding and a collaborative approach between government, school districts, schools, business and other stakeholders.
The Learning Partnership Report | 23
Directions for Future Research
Future research could be conducted to analyze the following issues:
1. Identify the impact of technology on student achievement in specifi c subject areas or grades
2. Identify the impact of different technological devices
3. Identify strategies that enable less tech savvy teachers to better integrate technology
24 | Emerging technologies, evolving education
References1 Rideout V. (2010). Generation M2: Media in the lives of 8- to 18-year-olds. Menlo Park, CA: Kaiser Family Foundation.
2 Jenkins, T, Tuer, K., & Wilson, I. (2009, August 10). What in the world are we waiting for? The Globe and Mail. Retrieved from: http://www.theglobeandmail.com/report-on-business/small-business/sb-digital/biz-categories-technology/what-in-the-world-are-we-waiting-for/article4288415/
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4 Lavin, A.M., Korte, L., and Davies, T.L. (2011). The impact of classroom technology on student behavior. Journal of Technology Research, 2, 1-13.
- Hopson. M. H., Simms. R. L., & Knezek. G. A. (2001). Using a technology-enriched environment to improve higher-order thinking skills. Journal of Research on Technology in Education, 34(2), 109-119.
5 Lee. H.J., Messom. C, & Yau. K.A. (2013). Can electronic textbooks be part of K-12 education? Challenges, technological solutions and open issues. The Turkish Online Journal of Education Technology, 12(1), 32-44.
6 Passey. D. (2014). Inclusive technology enhanced learning: Overcoming cognitive, physical, emotional, and geographic challenges. New York: Routledge.
7 Fullan. M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Toronto: Pearson.
8 Fullan. M., & Donnelly. K. (2013). Alive in the swamp. Nesta: New Schools Venture Fund.
9 Brush. T., & Hew. K. F. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
10 Tablets in class studied. (2013, December 12). Times and Transcript.
11 Sterling, T., A. (2013). A snapshot of K-12 BYOD program implementation in 14 publicly funded school districts across Canada. Pearson Canada.
12 Ifenthaler. D., & Schweinbenz. V. (2013). The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives. Computers in Human Behavior, 29, 525-534.
13 Moeller. B., & Reitzes. T. (2011). Integrating technology with student-centered learning. Nellie Mae Education Foundation.
14 Harvey. S. E. (2012, September 19). Schools let students bring their own devices, then struggle to keep up. Retrieved from http://techonomy.com/2012/09/schools-let-students-bring-their-own-devices-then-struggle-to-keep-up/
15 Oliveira, M. (2013, December 11). A third of students using ‘distracting classroom iPads for play, not work: study. The Globe and Mail.
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17 EdTech Review. (2014, June 7). Survey fi nds fi fty percent of K-12 teachers report inadequate support when using technology in the classroom. Retrieved from: http://edtechreview.in/data-statistics/1257-k-12-teachers-report-inadequate-support-when-using-technology-in-the-classroom
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21 Apple Inc. (2008). Apple classrooms of tomorrow – Today: Learning in the 21st century. Retrieved from: http://ali.apple.com/acot2/global/fi les/ACOT2_Background.pdf
The Learning Partnership Report | 25
Appendix: List of Participating Schools
School School Board ProvinceAdult High School Ottawa-Carleton District School Board ON
Andrew Hunter Elementary School Simcoe County District School Board ON
Ardrossan Junior Senior High School Elk Island Public Schools AB
Ash Lee Jefferson Elementary School Halifax Regional School Board NS
Baccalieu Collegiate Newfoundland Labrador English School District NF
CABE Secondary School Coquitlam School District No. 43 BC
Christ the King Elementary School Yukon Department of Education YT
Cranston School Calgary Board of Education AB
École élémentaire catholique Sainte-Anne Conseil des Écoles catholiques du Centre-Est ON
Elm Street Elementary School English Language School Board PE
Emily Follensbee School Calgary Board of Education AB
Father Doucet Elementary School Calgary Catholic School District AB
George Jay Elementary School Greater Victoria School District No. 61 BC
George Pringle Elementary School Central Okanagan School District No. 23 BC
Glenrosa Middle School Central Okanagan School District No. 23 BC
Hadley Junior High School Western Québec School Board QC
Haig School South East Cornerstone School Division SK
Holy Heart of Mary High School Newfoundland and Labrador English School District NL
Holy Spirit Academy Christ the Redeemer Catholic Schools AB
J.V. Humphries Elementary and Secondary School Kootenay Lake School District No. 8 BC
Lasalle Secondary School Rainbow District School Board ON
Leo Ussak School Kivillaq School Operations NU
Oscar Blackburn School Frontier School Division MB
Our Lady of the Assumption School Calgary Catholic School District AB
Peel Alternative Programs (School West) Peel District School Board ON
Precious Blood Catholic School Toronto Catholic District School Board ON
R.H. Cornish Public School Durham District School Board ON
Ranchlands School Calgary Board of Education AB
Regent Park Public School Simcoe Country District School Board ON
Ecole Selkirk Junior High School Lord Selkirk School Division MB
South Grenville District High School Upper Canada District School Board ON
St. Elizabeth Seton School Calgary Catholic School District AB
St. Joseph Catholic School Catholic District School Board of Eastern Ontario ON
St. Mark Community School Greater Saskatoon Catholic Schools SK
St. Mary Catholic Secondary School Hamilton-Wentworth Catholic District School Board ON
St. Patrick’s School Anglophone South School District NB
St. Thomas Aquinas High School Kenora Catholic District School Board ON
Thomas Haney Secondary School Maple Ridge and Pitt Meadows School District No. 42 BC
Weledeh Catholic School Yellowknife Catholic Schools NT
Woodstock Middle School Anglophone West School District NB
For questions regarding this report, survey and methodology please contact:
Policy and Knowledge Mobilization DepartmentThe Learning Partnership
The Learning Partnership (2015). Emerging Technologies, Evolving Education: Impact of Integrating Technology on Teaching and Learning. Toronto: The Learning Partnership
