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Statistics

Vermont Statistics:

Implementation Statistics:

Survey Monkey Stats YEAR 1

STUDENTS:

R1 & R2 – 93.1% of students say having technology in school is important in preparing them for the future.

R1 & R2 – 90.2% of students say that it is important to their education to have their own netbook/computer during the school year.

R1 – Students who plan to go to college increased from 90.2% to 91.3%, a 1.1% increase.

R2 – Students who plan to go to college increased from 89.1% to 90.7%, a 1.6% increase.

RI – The number of students who use a computer every day in the classroom increased from 24% to 52%, a 26% increase.

R2 – The number of students who use a computer every day in the classroom increased from 23% to 54%, a 31% increase.

RI – Students who agree that computers make schoolwork easier increased 2%, from 87% to 89%.

R2 – Students who agree that computers make schoolwork easier increased 5%, from 86% to 91%.

R1 – 83% of students say they enjoy school more when their teacher uses technology to teach lessons, up 3% from 80% pre-deployment.

R2 – 88% of students say they enjoy school more when their teacher uses technology to teach lessons, up 6% from 82% pre-deployment.

R1 – Students who describe their computer literacy as “I can figure just about anything out on my own” increased from 43% to 50%, an increase of 7%.

R2 – Students who describe their computer literacy as “I can figure just about anything out on my own” increased from 42% to 44%, an increase of 2%.

R1 – The number of students who say they “produce better quality work when using a computer” increased from 75.8% to 81.8%, a 6% increase.

R2 – The number of students who say they “produce better quality work when using a computer” increased from 72% to 82%, a 10% increase.

R1 – Students who now “pay closer attention to lessons when using a computer” increased from 68% to 70%, an increase of 2%.

R2 – Students who now “pay closer attention to lessons when using a computer” increased from 67% to 77%, an increase of 10%.

TEACHERS

R1 – Teachers who use technology to teach lessons two or more hours a week increased from 44% to 63%, a 19% increase.

R2 – Teachers who use technology to teach lessons two or more hours a week increased from 50% to 56%, a 6% increase.

R1 – Teachers who use technology to teach English/Language Arts four or more hours a week increased from 21% to 54%, a 33% increase.

R2 – Teachers who use technology to teach English/Language Arts four or more hours a week increased from 20% to 45%, a 25% increase.

R1 – When teachers were asked to estimate the percentage of their students who are planning to go to college, their responses increased from 59.8% to 63.1%, and increase of 3.3%.

R2 – When teachers were asked to estimate the percentage of their students who are planning to go to college, their responses increased from 72.1% to 74.9%, and increase of 2.8%.

R1 – Teachers say that only 10% of students are still considered beginners with computers, a decrease of 13% from 23%. They consider 35% of their students to be advanced computer users, a 10% increase from 25% pre-deployment.

R2 – Teachers say that only 17% of students are still considered beginners with computers, a decrease of 11% from 28%. They consider 31% of their students to be advanced computer users, a 9% increase from 22% pre-deployment.

R1 – Teachers who are now very comfortable with internet research and safety increased from 40% to 63%, a 23% increase.

R2 – Teachers who are now very comfortable with internet research and safety increased from 12% to 36%, a 24% increase.

R1 – The number of teachers who are now comfortable with collaborating with peers, parents, and/or students using digital tools increased from 83% to 93%, a 10% increase.

R2 – The number of teachers who are now comfortable with collaborating with peers, parents, and/or students using digital tools increased from 80% to 83%, a 3% increase.

Download the full survey data and stories that were collected from implementation of 1:1 computing across 24 towns.

Pilot Statistics:

In the 2009-10 school year, Digital Wish administered a survey to the students in 4 pilot schools. The survey instrument sought to measure changes in student utilization, attitudes, engagement, and perceptions. Our sample size was 60 students giving us the ability to report on early anecdotal trends*. The data showed the following:

  • 73% of students agree that schoolwork is more enjoyable when using a computer.
  • 85% of students report that they produce better work, and pay closer attention to lessons, when they use a netbook.
  • 95% of students report that it is important to have their own computer at school.
  • Technology utilization doubled or tripled across all subjects for students and teachers, with biggest utilization increases realized in English and research.
  • Comfort level with computing increased within 3-months in every classroom.
  • 86% of students say they get work done more quickly when using a netbook.
  • 85% of students report that technology in school is important to their future.

* These finding show the trends we are experiencing in the classroom. Digital Wish does not conduct formal research and does not make any conclusive “research-based” claims.

Impact: It would be hard to overstate the impact we had on the pilot schools. Anecdotally, teachers reported increases in student engagement levels. In all cases, the staff and administration shifted their assumptions on the need for technology. All of the pilot schools proactively secured additional sustainability funding for the years afterwards, while technology expansion wasn’t even in their plans just months before the program. Press coverage improved each school’s profile within the community. It literally changed the face of education in each classroom we touched, and teacher confidence rose. At our last interview, one child exclaimed, “I hope I never leave the 6th grade!”

Demonstrated Importance of Community – We’ve watched as a paradigm shift in thinking begins to take hold from the moment the school knows that Digital Wish will be entering the classroom. Teachers begin to reframe their curriculum with digital elements. Other educators in the school begin to wonder when they will get their computers, and their new technology. New grants and funding streams are suddenly “discovered”, and the school board begins planning for sustainability. The school leadership begins to see technology-integrated teaching as a foregone conclusion and soon the community gets involved. Each of our four pilot schools had less than $5,000 in its discretionary technology budget before Digital Wish arrived. Now, school leaders are planning for integrated practices across all the grades.  Digital Wish’s pilot program helped them envision the path to systemic change, and communities are adopting the vision as their own.

Vermont Numbers:

28 Schools

73 Teachers

1269 Students

1342 Netbooks Distributed

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