A new federal government report aims to help educators and others evaluate education technology. The report includes a "reference guide" and a "decision-making model" for education-technology purchases. One goal is to offer "greater confidence that investments in cost-effective and cost-saving technology-based interventions are wise, capable producing the outcomes sought," the report states.
U.S. Department of Education's Office of Educational Technology. (2012). Expanding Evidence Approaches for Learning in a Digital World,
http://www.ed.gov/edblogs/technology/evidence-framework/

Language acquisition literature review

Krashen continues  "the long-standing discussion on the familiar topic of whether subconscious language acquisition is more powerful than conscious language learning, with a focus on vocabulary, adding recent studies as well as older ones I missed in previous publications on this topic."
Krashen, S. (2013). Reading and Vocabulary Acquisition: Supporting Evidence and Some Objections. (Stephen Krashen, Iranian Journal of Language Teaching Research, 1 (1): 27-43. www.iljtr.com

School libraries survey

According to trend data collected by the American Association of School Librarians (AASL), library staffing , expenditures and physical usage remains consistent with 2011 results. The data also indicates connectivity to the school library continues to rise through increased networked computers in the school as well as remote access to school library databases. Data was collected as part of AASL’s national longitudinal survey, School Libraries Count! (SLC), conducted yearly since 2007.
AASL. (2012). School Libraries Count! Chicago, IL: AASL.
www.ala.org/aasl/slcsurvey.

Student research study

The teachers who instruct the most advanced American secondary school students render mixed verdicts about students’ research habits and the impact of technology on their studies.
Some 77% of advanced placement (AP) and National Writing Project (NWP) teachers surveyed say that the internet and digital search tools have had a “mostly positive” impact on their students’ research work. But 87% say these technologies are creating an “easily distracted generation with short attention spans” and 64% say today’s digital technologies “do more to distract students than to help them academically.” Some key findings include:

• Virtually all (99%) AP and NWP teachers in this study agree with the notion that “the internet enables students to access a wider range of resources than would otherwise be available,” and 65% agree that “the internet makes today’s students more self-sufficient researchers.”
• At the same time, 76% of teachers surveyed “strongly agree” with the assertion that internet search engines have conditioned students to expect to be able to find information quickly and easily.
• Large majorities also agree with the notion that the amount of information available online today is overwhelming to most students (83%) and that today’s digital technologies discourage students from using a wide range of sources when conducting research (71%).
• Fewer teachers, but still a majority of this sample (60%), agree with the assertion that today’s technologies make it harder for students to find credible sources of information.
• Given these concerns, it is not surprising that 47% of these teachers strongly agree and another 44% somewhat believe that courses and content focusing on digital literacy should be incorporated into every school’s curriculum.

Purcell, K., et al. (2012). How teens do research in the digital age. Washington, DC: Pew Research Center.
http://www.pewinternet.org/Reports/2012/Student-Research.aspx

School librarians and technology survey

School Library Journal's annual technology survey indicates that teacher librarians often vanguard technology at their sites.So far, the results have been pretty impressive: 87 percent of school librarians report that they’re in charge of their library’s technology, with 60 percent adding that they’ve also introduced it into the classroom. Furthermore, 44 percent now serve on their school’s tech team, and in these budget-troubled times, when many library positions are on the line, that role may mean increased job security. In fact, 55 percent of the elementary, middle, and high school librarians that responded to our survey say that their tech skills have increased their value in administrators’ eyes.
Barack, L. (2012, Nov.). The league of extraordinary librarians. School Library Journal.
 http://www.thedigitalshift.com/2012/11/k-12/the-league-of-extraordinary-librarians-sljs-latest-tech-survey-shows-that-media-specialists-are-leading-the-way/

Los Angeles special education services report

L.A. schools receive mixed progress report on special education
Los Angeles schools are making some progress in the way they serve students with disabilities, but more work is needed, according to a recent report. The report, by an independent monitor, found the schools largely are meeting a target of providing services for students with disabilities but are falling short on providing them with the frequency and duration outlined in their individual education plans. The district also has made progress in hiring adequate numbers of special educators and reducing the number of African-American students identified as having emotional disturbances, the report found.
Los Angeles USD. (2012). Report.
http://oimla.com/pdf/20121024/Report2012_Final.pdf

Pennsylvania school library research

Having access to a full-time, certified school librarian means better outcomes for Pennsylvania’s public school students, according to a new study. The researchers examined the 2010-11 Pennsylvania System of School Assessment (PSSA) tests in Reading and Writing for students in grades three through 11, and tracked outcomes for students based on five school library factors: staffing, collections, digital resources and technology infrastructure, library access, and funding. Overall, the greatest impact on student test scores was seen from having a full-time, certified librarian. 
RSL Research Group. (2012). Supporting the Infrastructure Needs of 21^st Century School Library Programs. Louisville, CO: Author. 
paschoollibraryproject.org.

Youths' reading habits report

More than eight in ten Americans between the ages of 16 and 29 read a book in the past year, and six in ten used their local public library. At the youngest end of the spectrum, high schoolers in their late teens (ages 16-17) and college-aged young adults (ages 18-24) are especially likely to have read a book or used the library in the past 12 months. And although their library usage patterns may often be influenced by the requirements of school assignments, their interest in the possibilities of mobile technology may also point the way toward opportunities of further engagement with libraries later in life. A couple of salient findings include:
- Among Americans who read e-books, those under age 30 are more likely to read their e-books on a cell phone (41%) or computer (55%) than on an e-book reader such as a Kindle (23%) or tablet (16%).
- Many of these young readers do not know they can borrow an e-book from a library, and a majority of them express the wish they could do so on pre-loaded e-readers.
- High schoolers (ages 16-17) are especially reliant on the library for their reading and research needs. They are more likely than other age groups to have used the library in the past year, especially to have checked out print books or received research assistance.
Kathryn Zickuhr, Lee Rainie, Kristen Purcell, Mary Madden and Joanna Brenner. (2012). Younger Americans’ Reading and Library Habits. Washington, DC: Pew Research Center.
http://libraries.pewinternet.org/2012/10/23/younger-americans-reading-and-library-habits/

Handheld devices use report

Report: More students are using smartphones, tablets
The percentage of middle- and high-school students using smartphones and tablet computers on a regular basis has increased since 2007, according to a 2012 report.  50% of high-school students and 40% of middle-schoolers use these tools. The key findings from this report include:

• Mobile devices when combined with social media and wireless connectivity is enabling more personalized learning opportunities for both students and educators.
• Driven by several factors, the incorporation of student owned devices within classroom instruction is quickly becoming a viable solution for many schools and districts.
• Increasingly parental support for mobile learning is changing the district conversation.
• Changing teacher practice is the critical challenge today to expanding mobile learning.
• The future of mobile learning depends upon a shared vision for how to personalize learning.

Blackboard and Project Tomorrow. (2012). Learning in the 21st Century: Mobile + Social Media = Personalized Learning.
http://www.tomorrow.org/speakup/MobileLearningReport2012.html 

Library help with ereaders survey

According to a recent survey done by the Pew Research Center, public library staff are spending a lot of time showing library patrons how to use their new e-book readers. According to one librarian, “It takes a long time to explain and walk patrons through the downloading process—about half an hour from start to finish most times—and we often feel rushed at the public assistance desk because there are  often  other  demands  on our time.”

 

Not to worry. By the time we master the latest technology, it will be obsolete.

 

Source: Libraries, Patrons, and E-Books, Pew Research Center

http://libraries.pewinternet.org/2012/06/22/libraries-patrons-and-e-books/

 

(this entry thanks to Stephen Krashen)

Reading rewards study

This study investigates the impact of rewards on reading behavior in the short run: After children did a short reading activity, providing no reward or providing a book as a reward resulted in much more actual reading during a short “free choice” period than providing a non-book award (e.g. Nerf balls, Pez dispensers, key chains). According to Krashen's calculations, there was a slight tendency for no-award to stimulate more reading than the book award, but both were much more effective than providing a non-book award.
Marinak, B. and Gambrell, L. 2008. Intrinsic motivation and rewards: What sustains young children's engagement with text? Literacy Research and Instruction, 47 (1): 9–26.

Reported by S.  Krashen 

Report on leadership on 1:1 device programs

The implementation of 1:1 device programs is more effective when principals and school leaders show confidence and commitment to the initiative, according to a report by Project Red. The report shows that principals must be committed over the life of the project -- not just during implementation -- and ensure that faculty members have enough time to learn the technology. This research reviewed implementations in nearly 1000 schools in 49 states.  For my broader discussion of the findings of including the 11 “education success measures” used (high stakes testing being one, but just one, of these 11), the key implementation factors for success, and the evidence of improved learning in 1:1 programs, click here.
Project Red Principals. (2012). Revolutionizing Education through Technology: The Project RED Roadmap for Transformation. Eugene, OR: ISTE.
 click here for the pdf

Parent and school influence on student achievement research

Parents who want their children to succeed academically in school have more influence over that outcome than the schools themselves, according to a study by researchers from three universities.To arrive at their findings, researchers used the National Education Longitudinal Study data to evaluate social capital at home and at school. Parcel said her group evaluated results from 10,000 12th graders, taking into account their composite test scores in math, reading, science, and history to measure achievement levels. Researchers compared measures of "family social capital" and "school social capital," discovering that even in schools that had low social capital, students were more likely to excel if their family social capital scores were high.
Dufur, M., & Troutman, K. (2012). Does Capital at Home Matter More than Capital at School?: Social Capital Effects on Academic Achievement. Research in Social Stratification and Mobility.

Libraries and Black Males report

In 2010 the Council of the Great City Schools released a report entitled A Call 
for Change: The Social and Educational Factors Contributing to the Outcomes of 
Black Males in Urban Schools which calls the achievement gap for 
African-American males a "national catastrophe." In response to this, the School 
of Information and Library Science at the University of North Carolina at Chapel 
Hill and the School of Library and Information Science at North Carolina Central 
University hosted the summit, Building a Bridge to Literacy for African-American 
Male Youth: A Call to Action for the Library Community in June, 2012. The 
summit, funded by the Institute of Museum and Library Services, brought members 
of the library community together with stakeholders from other-liked minded 
organizations to consider the role libraries can play in improving educational 
opportunities for African American male youth.  

A  report that summarizes the key summit outcomes can be found at: 
http://bridgetolit.web.unc.edu/?page_id=12. The report offers recommendations 
for how the library community can actively address the literacy needs of 
African-American male youth and encourages collaboration among the library 
community, the education community, and other local, state, and national 
agencies to address the achievement gap that exists.  

The report is intended to be a call to action for the library community-to 
provide the impetus for libraries to join this important conversation and to 
become an integral part of a nationwide network working to address the 
educational needs of African American male youth.  It is also intended to 
encourage educators, researchers, educational policy-makers, and community 
organizations to consider libraries as viable and critical partners in their 
efforts to improve the educational opportunities for African American male 
students. Constructive ideas and recommendations are welcome and will be added to the project website: 
http://bridgetolit.web.unc.edu/.  Please forward suggestions to 
smhughes@email.unc.edu.

NAEP Student Achievement Report

Only about 25% of the eighth- and 12th-graders taking the National Assessment of Educational Progress writing assessment last year scored at the proficient level or higher. Students took the exam, known as the nation's report card, on laptops as part of a new format that requires answering questions and essay writing. Students also were evaluated based on how often they used editing tools, such as spell-check and copy-and-paste functions, so students with experience doing assignments on computers performed better on the test. Proficiency rates were far lower for black and Hispanic students.
National Assessment of Educational Progress. (2012).  Nation's Report Card. Washington, CE: Institute of Education Sciences.
http://nces.ed.gov/nationsreportcard/writing.asp

Teachers' expectations research

Researchers have determined that teachers' expectations for their students affect almost every aspect of instruction and can determine whether students succeed. For teachers who want to alter their behavior toward certain students, this research suggests that teachers observe how students interact, work to understand what motivates students, engage with students about the individual interests and find out more about students' lives outside of school. 
Hamre, B., & Pianta, R. (2012).  Student-teacher relationships. PEAR conference.
http://www.pearweb.org/conferences/sixth/pdfs/NAS-CBIII-05-1001-005-hamre%20&%20Pianta%20proof.pdf

School technology needs survey

A new survey commissioned by Dell suggests that schools are not meeting students' technology needs and that China is ahead of the United States and Germany when it comes to using technology in learning.Other key findings of the report include:

• Although 51 percent of student respondents said that technology could be a distraction, 63 percent said its benefits outweigh that possibility;
• While six in 10 U.S. respondents said they do not think students should use social media in class to share what they're learning, most Chinese respondents said they do approve of such use;
• Forty percent of respondents from the U.S. and 26 percent from Germany said their teachers understand technology better than they do;
• Of student respondents, half said they use technology to interact with school when not there;
• Students reported using technology at home for school work more than any other activity;
• Seventy-one percent of students who responded said that they have access to better technology at home than they do at school; and
• Most student respondents from the U.S. and Germany reported using technology for two hours or less each day at school.
•  
• Dell. (2012). Innovation in education.
• http://i.dell.com/sites/doccontent/corporate/secure/en/Documents/PollOverview_FINAL.pdf

Mobile apps report

Across all mobile platforms, nearly 90 percent of all downloads from app stores will be free apps in 2012. And, according to a new report, 90 percent of the apps for which users are willing to pay will cost less than $3. Total downloads this year are projected to be nearly last year's figure. In 2012, the total number of app downloads is forecast to grow by an enormous 83 percent and continue to grow at a rate of about 50 percent to 79 percent each year through 2016. As that happens, according to Gartner, the percentage of free app downloads will continue to grow as well.
Gartner. (2012).  Market Trends: Mobile App Stores, Worldwide, 2012. Stamford, CT: Gartner.
http://www.gartner.com/DisplayDocument?ref=clientFriendlyUrl&id=2126015

Publishing for children study

Fully 55% of buyers of works that publishers designate for kids aged 12 to 17 (YA books) are 18 or older, with the largest segment aged 30 to 44. Accounting for 28% of sales, these adults aren’t just purchasing for others—when asked about the intended recipient, they report that 78% of the time they are purchasing books for their own reading. The insights are courtesy of  a biannual study from Bowker Market Research that explores the changing nature of publishing for kids.
Bowker. (2012). Understanding the Children’s Book Consumer in the Digital Age. New York: Bowker.

http://www.bowker.com/en-US/aboutus/press_room/2012/pr_09132012.shtml

Higher education students and technology research

The Educause Center for Applied Research has surveyed undergraduate students annually since 2004 about technology in higher education. In 2012, ECAR collaborated with 195 institutions to collect responses from more than 100,000 students. The report  notes that in answer to the question, “When it comes to your success as an undergraduate, what is the one website or online resource you couldn’t live without?” the most frequently cited sources were Google (33%) and Blackboard (16%); both of these significantly outranked students’ citing the college or university library website (5%). See the 2012 report for a full list key messages, findings, and supporting data.

Blended-learning environments are the norm; students say that these environments best support how they learn.

Students want to access academic progress information and course material via their mobile devices, and institutions deliver.

Technology training and skill development for students is more important than new, more, or "better" technology.

Students use social networks for interacting with friends more than for academic communication.

 

Educause Center for Applied Research. (2012). ECAR study of undergraduate students and information technology, 2012. Washington, DC: Educause.

http://net.educause.edu/ir/library/pdf/ERS1208/ERS1208.pdf

Librarian diversity report

ALA has released new data to update “Diversity Counts,” a comprehensive study of gender, race, age, and disability in the library profession. Using 2009–2010 American Community Survey analyses, new data reveals a small gain—from 11% in 2000 to 12% in 2009–2010—in the percentage of racial and ethnic minorities working as credentialed librarians in the nation’s public, academic, and school libraries. While credentialed librarians remain predominantly female and white, this new data provides a fuller picture of diversity within the profession today.
American Library Association. (2012). Diversity Counts. Chicago: ALA.
 http://www.ala.org/offices/diversity/diversitycounts/divcounts

Responsive classes research

Fifth graders in schools where teachers faithfully used the Responsive Classroom teaching approach performed better on statewide assessments of mathematics and reading skills than their peers at schools that did not use the social-emotional-learning program's strategies as much, according to new research. Responsive Classroom focuses on teacher language and modeling expectations, describing itself as an approach to learning rather than a program.
Rimm-Kaufman, S., et al. (2012, Sept.). Efficacy of the responsive classroom approach. Presented the the SREE conference, Washington, DC.
https://www.sree.org/conferences/2012f/program/downloads/abstracts/683.pdf

Gender-linked vision research

Guys' eyes are more sensitive to small details and moving objects, while women are more perceptive to color changes, according to a new vision study that suggests men and women actually do see things differently.  Research has shown women have more sensitive ears and sniffers than men. Previous research found that men and women also focus differently. In experiments at the University of Southern California, researchers found that men are likely to fixate on the mouth of a person in conversation and also are more likely to be distracted by movement behind that person. Meanwhile, women tend to shift their gaze between a speaker's eyes and body, and they are more likely to be distracted by other people, the researchers found. This study could impact visual literacy education.

Abramov, I. (2012). Sex and vision. Biology of Six Differences, 3(20/21).http://www.bsd-journal.com/content

Library priorities report

OCLC Snapshots of Issues and Priorities in US, UK, Dutch and German Libraries

OCLC conducted a member survey to understand librarians’ top priorities, current key initiatives, thoughts on service and top methods for keeping current on happenings in the library field.

Libraries in the U.S.: A Snapshot of Priorities & Perspectives

These reports detail findings from a study OCLC conducted  with libraries in mid-2011 to learn about their priorities, initiatives,  thoughts on the future of their service points and the sources they use to keep  up with developments in the library field. See other reports in the Priorities & Perspectives  series for libraries in Germany | Netherlands | UK. Select Key Findings for US Academic Libraries Most academic library staff: Consider licensed e-collections to be a top  priority Are focusing on e-books, other e-resources and discovery tools as top current initiatives Believe their current library location structure will be the same in five years Rely mostly on listservs and email to stay current—a few use social media Nearly 2,000 academic library staff including directors, managers and librarians participated in the study. Select Key Findings for US Community College Libraries Most community college library staff: Consider licensed e-collections and e-books to be their top priority and current initiative Believe their current library location structure will be the same in five years Rely mostly on listservs and email to stay current—a few use social media. Community college library staff are less likely than other academic library and public library staff to expect that a national digital library will exist in the next five years. Community college libraries are distinctively putting more focus on outreach and library instruction and their back-end office technology compared to other academic libraries. Nearly 200 community college library staff including directors, managers and librarians participated in the study. Select Key Findings for US Public Libraries Most public library staff: Are focusing their priorities on Internet access, demonstrating value to funders and delivering e-content Are concentrating on e-books as their top current initiative Rely mostly on listservs and email to stay current—while just a few use social media Opinions are split on the make-up of service points in the future The top priority for public library directors is demonstrating the library’s value to funders Nearly 1300 public library staff including directors, managers and librarians participated in the study.

A Snapshot of Priorities and Perspectives in US Public Libraries (4 Page PDF)

http://www.oclc.org/reports/us-libraries/214758usb-A-Snapshot-of-Priorities-and-Perspectives.pdf

A Snapshot of Priorities and Perspectives in US Academic Libraries (4 page PDF)

http://www.oclc.org/reports/us-libraries/214758usb-a-A-Snapshot-of-Priorities-and-Perspectives.pdf

A Snapshot of Priorities and Perspectives in US Community College Libraries (4 page PDF)

http://www.oclc.org/reports/us-libraries/214758usb-c-A-Snapshot-of-Priorities-and-Perspectives.pdf

Select Key Findings for UK Academic Libraries

Most UK academic library staff:

• Consider delivering e-books and other e-resources to be their top priority
• Anticipate the top reason faculty and students are using their library will shift in five years
• Rely on listservs to keep informed about library trends.

Nearly 120 UK academic library staff including directors, managers and librarians participated in the study.

Select Key Findings for UK Public Libraries

Most UK public library staff:

• Consider demonstrating the value of their library to funders to be their top priority
• Anticipate the top reason users are using their library will change in five years
• Rely on discussions with their colleagues to keep informed about library trends.

120 UK public library staff including directors, managers and librarians participated in the study.

A Snapshot of Priorities and Perspectives in UK Public Libraries (4 page PDF)

http://www.oclc.org/reports/uk-libraries/214758ukb-B-Member-Communication-Survey-Report-UK-public-web.pdf

A Snapshot of Priorities and Perspectives in UK Academic Libraries (4 page PDF)

http://www.oclc.org/reports/uk-libraries/214758ukb-A-Member-Communication-Survey-Report-UK-academic.pdf

A Snapshot of Priorities and Perspectives in Libraries in Germany (4 page PDF)

http://www.oclc.org/reports/de-libraries/214758usb-Member-Communication-Survey-Report-Deutschland.pdf

A Snapshot of Priorities and Perspectives in Libraries in The Netherlands (4 page PDF)

http://www.oclc.org/reports/nl-libraries/214758usb-Member-Communication-Survey-Report-Nederland.pdf

Pleasure reading benefits study

This study found that young teenagers derive numerous benefits from pleasure reading. From an educational perspective, pleasure reading helps improve literacy and thinking skills, and helps young teenagers clarify and explore career goals. From a social perspective, pleasure reading helps young teenagers understand historical and current events, helps them develop compassion and empathy, empowers them to develop and act on their beliefs, and helps them to understand the consequences of risky behaviors. From a personal perspective, pleasure reading provides young teenagers with entertainment, relaxation, reassurance, a creative outlet, and a means of escape.
Medaille, A. (2012).Pleasure Reading Offers Educational, Social, and Personal Benefits for Young Teenagers. Evidence Based Library and Information Practice, 7(2), 77-79.
http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/17440

College student Information literacy study

The study presents findings from 560 interviews with undergraduates on 10 campuses
distributed across the US, as part of Project Information Literacy (PIL). Overall, the findings suggest that students use a “less is more” approach to manage and control all of the IT devices and information systems available to them while they are in the library during the final weeks of the term. Over half the sample considered their laptop their most essential IT device and most had a Web browser and, to a lesser extent, a word processing application running at the time of the interviews. Most students were using one or two Web sites at the time of the interviews, but there was little overlap among the Web sites they were using. Recommendations are made for how campus-wide stakeholders—faculty, librarians, higher education administrators, and commercial publishers—can work together to improve education for 21st century undergraduates.
Head, A., & Eisenberg, M. (2011). Project Information Literacy Research Report. Seattle, WA: University of Washington.
http://projectinfolit.org/pdfs/PIL_Fall2011_TechStudy_FullReport1.1.pdf

findings from a national survey of teachers grades pre-K-12 that sheds light on the rising role of technology in America’s classrooms, as well as barriers teachers face to accessing the “right” digital resources.  Ninety-one percent of teachers surveyed reported having access to computers in their classrooms, but only one-in-five (22 percent) said they have the right level of technology.

Nearly two-thirds (63 percent) of teachers cited budget as the biggest barrier to accessing tech in the classroom.  In low-income communities, this is an even greater challenge as 70 percent of teachers reported it as the greatest obstacle.  Teachers in affluent communities also have greater parental and school board support for tech in the classroom compared to those teaching in low-income communities.  Thirty-eight percent vs. 14 percent cited high levels of parental support and 38 percent vs. 21 percent for school board support.

While the vast majority of teachers have access to computers, less than two-thirds (59 percent) have access to an interactive whiteboard, a newer technology that can be used more broadly for classroom lessons.  Teachers in affluent districts are also twice as likely to have access to tablets as teachers in middle and lower income districts.  Still, teachers’ opinion about the ability of tech to enhance learning is universal; 93 percent believe that interactive whiteboards enrich classroom education and 81 percent feel the same way about tablets.  This attitude towards technology transcends grade level, the income levels of the student population and the types of communities where they teach.  

According to the survey, tech resources used most often in the classroom include:  websites (56 percent), online images (44 percent) and online games or activities (43 percent).  Increasing student motivation (77 percent), reinforcing and expanding on content being taught (76 percent) and responding to a variety of learning styles (76 percent) are the top three reasons teachers use technology in the classroom.

VeraQuest Research. (2012).Teacher survey. Washington, DC: PBS.
http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/

Tech device use study

Devices Add More Value When Used With Interactive Whiteboards

A study involving more than 300 educators from around the world reveals that using both interactive whiteboards and personal devices such as tablets or PCs in the classroom provides more value than using either on its own because it enhances the ability to shift easily between whole-class, small group and individual learning.

The survey also found that instructional technology works most effectively when it is combined with teacher training, high-quality digital content and implementation best practices. The study was conducted by Filigree Consulting, an independent consulting firm specializing in technology research, on behalf of SMART Technologies Inc.

According to the study results, 70 percent of the educators who had a high-level of collaborative learning adoption combined with best practices reported receiving above average returns on their technology investment, including gains in student achievement. By contrast, nearly half of the educators who had implemented instructional technology without a developed strategy reported below average returns.

Filigree Consulting. (2012). Instructional Technology and Collaborative Learning Best Practices: Global Report and Recommendations. Calgary, Canada: Smart Technologies.
http://vault.smarttech.com/assessment/education_whitepapers_web.pdf?WT.ac=edresearch

Teacher quality report

A new report gives what's probably the most comprehensive look to date at the teacher-quality legislative and regulatory action that has kept statehouses busy since 2009, when the federal Race to the Top competition put an emphasis on reworking teacher-evaluation policies.
One of the report's takeaways: While all 21 states require student learning to count in teacher evaluations, some states don't require such evaluations annually or don't specify how much weight student achievement should be given. In general, the report shows, states have done less to prescribe how the evaluations will affect things like tenure, seniority, and teacher preparation.
This is a phenomenon that also touches on the No Child Left Behind waivers that more than half the states have received. To receive a waiver, states had to pledge to update their evaluation systems to include measures of student growth, among other things. However, states' bids weren't very clear on what consequences those evaluations would carry.
Mead, S. (2012). Recent state action on teacher effectiveness. Boston: Bellwether Education.
http://bellwethereducation.org/wp-content/uploads/2012/08/RSA-Teacher-Effectiveness.pdf

ACT college-ready study

ACT Finds Most Students Still Not Ready for College

Student performance on the ACT essentially held steady this year, with slight improvement shown in the math and science parts of the college-entrance exam.Still, 60 percent of the class of 2012 that took the test failed to meet benchmarks in two of the four subjects tested, putting them in jeopardy of failing in their pursuit of a college degree and careers.
ACT. (2012). Condition of College and Career Readiness 2012. Iowa City, IA: ACT.
http://www.act.org/newsroom/data/2012/index.html

Information literacy needs

An ethnographic study of Illinois college students found that despite being “born digital,” today’s undergraduates struggle with researching scholarly information. Further, they do not recognize their own limitations. Students reported that Google is their most regularly used search tool, but most did not know how to build a search or how to limit search results within it.
College Libraries and Student Culture: What We Now Know.

Edited by: Lynda M. Duke and Andrew D. Asher. ALA, 2011.

http://www.erialproject.org/

Personalizing the classroom report

This report focuses on how today’s educators are personalizing the learning process for students. The ways that educators are personalizing learning centers around their own experiences with online learning, socially-based media and digital content. The key questions being addressed in this report include:

• What are educators’ experiences with online learning?
• How does it inform their perspectives on student learning?
• What policies and practices are administrators considering around the “Bring Your Own Technology” movement?
• How do we transform the classroom from a “one size fits all” model to a truly individualized learning experience for students?

Some key findings include:More than half of the teachers and principals (52 percent) said they have taken an online class for training purposes and almost two-thirds of district level administrators as well.
40% of teachers, and 50% of Principals use online professional learning communities.
Administrators see technology as a solution to decreased district budgets.
Educators increasingly recognize the value of incorporating digital content into their schools and classrooms.
Speak Up. (2012). Personalizing the Classroom Experience – Teachers, Librarians and Administrators Connects the Dots with Digital Learning. Irvine, CA: Project Tomorrow.
http://www.tomorrow.org/speakup/SU11_PersonalizedClassroom_EducatorsReport.html

Cyberbullying vs. bullying report

University of British Columbia research comparing traditional bullying with cyberbullying finds that the dynamics of online bullying are different, suggesting that anti-bullying programs need specific interventions to target online aggression.
Results of the studies show that about 25-30 per cent of youth report that they have experienced or taken part in cyberbullying, compared to 12 per cent of youth who say they’ve experienced or taken part in schoolyard bullying. However, “Youth say that 95 per cent of what happens online was intended as a joke and only 5 per cent was intended to harm,” says Shapka. “It is clear that youth are underestimating the level of harm associated with cyberbullying.”
According to Shapka, the findings suggest that in cyberbullying adolescents play multiple roles – as bullies, victims, and witnesses – and “downplay the impact of it, which means that existing education and prevention programs are not going to get through to them.”
Law, D., Shapka, J., Olson, B., & Hymel, S. (2012, April). Deconstructing Bullying: An Empirical Comparison Between the Constructs of Traditional and Electronic Aggression. Presented at the American Educational Research Association conference, Vancouver.

School funding impact study

In most PISA-participating countries and economies, the average socio-economic background of students who attend privately managed schools is more advantaged than that of those who attend public schools. Yet in some countries, there is little difference in the socio-economic profiles between public and private schools. Why? An analysis of PISA results finds that while the prevalence of privately managed schools in a country is not related to socio-economic stratification within a school system, the level of public funding to privately managed schools is: the higher the proportion of public funding allocated to privately managed schools, the smaller the socio-economic divide between publicly and privately managed schools. This report also shows that those countries with narrow socio-economic stratification in their education systems not only maximize equity and social cohesion, but also perform well in the PISA survey.
OECD. (2012). Public and private schools: How management and funding relate to their socio-economic profile. Paris: OECD.
http://www.oecdbookshop.org/oecd/display.asp?sf1=identifiers&st1=982012061P1&LANG=EN

State of education report

Last month the National Center for Education Statistics released the annual  congressionally mandated report summarizing the progress of education in the United States. This year’s report presents 49 indicators of developments and trends in education. The indicators focus on participation in education, elementary and secondary education and outcomes, and postsecondary education and outcomes. The report also uses a group of the indicators to take a closer look at high school in the United States over the last 20 years.The report is available on the NCES website.
National Center for Education Statistics. (2012). Condition of education. Washington, DC: Author.

Study skills research

Students are least likely to choose to test themselves while studying, although it has been shown to be the most effective study strategy. 120 college students were asked to read science texts and use one of four study strategies to prepare for a test in a week: reading the text once, reading it repeatedly, drawing a map of the relationships between concepts, or actively trying to remember the information via quizzes. The more times students read the material, the more they thought they'd remember in the long term, estimating they would get 80 percent or more correct answers on a test given a week later. "This finding happens all the time in research, and I think it's because when you repeatedly read material, it becomes very familiar," thus making students feel more confident that they will remember it, Mr. Karpicke said. "In the long term, it's the exact opposite."Students had the least confidence in retrieval practice, or quizzing, which actually proved to be the most successful study practice."

Karpicke, J.< & Smith, M.(2012). Separate mnemonic effects of retrieval practice and elaborative encoding. Journal of Memory and Language.
http://learninglab.psych.purdue.edu/downloads/inpress_Karpicke_Smith_JML.pdf

Digital access report

A new report examined critical issues underlying equitable access to digital content through the nation’s libraries. In the report, authors explore an unprecedented and splintered landscape in which several major publishers refuse to sell e-books to libraries; proprietary platforms fragment our cultural record; and reader privacy is endangered.
ALA. (2012).  E-content: The Digital Dialogue. American Libraries, May/June supplement.
http://viewer.zmags.com/publication/f8ac9caa#/f8ac9caa/4

Research speed surveys

Educators need faster ways to find the resources they are looking for and resource providers want better discoverability on the Internet, according to results from recent surveys.
Of the educators surveyed, more than 7 in 10 (72.6%) said they search for instructional resources on the Internet at least several times a week, with 25.8% stating they search daily. Sixty-six percent of educators said they get many “irrelevant results” and 9 in 10 said they would be more satisfied with Internet searches if search engines offered the ability to filter results by standard instructional criteria such as grade level, subject area, and media type.
Nearly half (46.4%) of educational publishers and resource providers responding to the survey said they are either “dissatisfied” or “somewhat dissatisfied” with the current online visibility of their products and more than half (57.1%) stated that their customers find it “difficult” or “somewhat difficult” to find their content and products when conducting online searches. Nearly 2 in 3 publishers (65%) agreed that they would either definitely implement or be “highly likely” to implement a new standard for tagging online educational resources if discoverability would improve.
Learning Resource Metadata Initiative. (2012). Improving online search for education.
http://www.lrmi.net/survey-results-show-need-for-more-targeted-results-when-searching-online-for-learning-resources

Public library data report

The 2012 report on public library statistics includes details on public library finances, resources, annual use figures, and technology from more than 1300 public libraries throughout the US and Canada. Subscribers to PLAmetrics can access PLDS data (2002–2011) and public-use IMLS data (1998–2009) and take advantage of convenient templated or customizable reporting features.
Public Library Association. (2012). 2012 Public Library Data Service Statistical Report Survey. Chicago: ALA.
www.plametrics.org

YA reading proficiency report

This report focuses on the development of reading proficiency during the transition from adolescence to early adulthood. The span of time between the ages of 15 and 24 is a critical period of development for young people. Once compulsory education is completed, individual decisions about post-secondary education, employment and other life choices have to be made with major consequences for future learning and employment outcomes. A good foundation in reading proficiency facilitates success in specialized education during higher education or during job-related training. Since reading proficiency is not the goal of such specialized or professional learning, reading skills may begin to atrophy. So both learning gains and losses need to be considered as human capital is developed.
OECD. (2012). Learning beyond fifteen. Paris: OECD.

http://www.oecdbookshop.org/oecd/display.asp?sf1=identifiers&st1=982012031P1&LANG=EN 

Mobile technologies report

AASL Joins CoSN in Release of Report on Mobile Technologies and Social Media
This new report aimed at helping inform and guide education decision makers as they revise policies related to the use of mobile technologies and social media in schools. The report includes several key observations:

1. The use of mobile Internet devices and social media by young people is widely prevalent. The use of student-owned mobile devices for classroom instruction is growing, and more schools are moving from policies that ban their use to integrating them into the classroom.
2. Students and schools experience substantial educational benefits through the use of mobile devices and social media.
3. There are legitimate concerns about the use of social media that need to be addressed.
4. Current federal, state and local policies and procedures need modification or clarification in order to respond to current realities of expanded social media and mobile devices in schools.
5. Equity is a vital issue to consider when establishing policy around social media and mobile technologies.  

CoSN and the FrameWorks Institute.  (2012). Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media. https://www.cosn.org/Portals/7/docs/Press%20Releases/2012/UNESCO-CoSN_WorkingPapersOnMobileLearning.pdf
 

Gaming in schools survey

About half of K-8 teachers say digital games have become a regular and beneficial part of today’s classroom, according to a recent survey. Responses from a random sample of 505 K-8 teachers across the country indicated that 50 percent of the teachers reported using digital games in classroom instruction for at least two days a week.Eighteen percent reported using games daily. Elementary school teachers tended to use digital games more often than middle school teachers did, with 57 percent of K-5 teachers reporting using games compared with 38 percent of middle school teachers.
 Joan Ganz Cooney Center at Sesame Workshop. (2012).Teacher attitudes about digital games in the classroom.
http://www.joanganzcooneycenter.org/images/presentation/jgcc_teacher_survey.pdf

Mobile tech and social media in schools report

Leading education associations released a new report aimed at helping inform and guide education decision makers as they revise policies related to the use of mobile technologies and social media in schools. The report includes several key observations:

1. The use of mobile Internet devices and social media by young people is widely prevalent. The use of student-owned mobile devices for classroom instruction is growing, and more schools are moving from policies that ban their use to integrating them into the classroom.
2. Students and schools experience substantial educational benefits through the use of mobile devices and social media.
3. There are legitimate concerns about the use of social media that need to be addressed.
4. Current federal, state and local policies and procedures need modification or clarification in order to respond to current realities of expanded social media and mobile devices in schools.
5. Equity is a vital issue to consider when establishing policy around social media and mobile technologies.

American Association of School Librarians and Consortium for School Networking. (2012).  Making progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media. www.cosn.org/MakingProgress

Tech use in schools study

A study that sheds light on the debates and the intersections of technology and 21st century skills from the vantage point of school-based educators.The study addresses five myths about technology use in education—particularly by teachers—and educators’ perceptions about the effects of technology use on student learning, behaviors and skills.
The findings, based on a survey of more than 1,000 U.S. K–12 teachers, principals and assistant principals, suggest that teachers have a vital role to play at the intersection of technology and 21st century expertise—modeling their confidence with technology, guiding young minds toward constructive educational purposes, and teaching students the tried and new skills for college and career readiness in a competitive world.

Grunwald and Associates. (2010). Educators, technology and 21st century skills: Dispelling five myths. Retrieved from Walden University, Richard W. Riley College of Education website: from www.WaldenU.edu/fivemyths

School libraries research

The latest research on behalf of the New Jersey Association of School Librarians, begun in April 2009, seeks to (a) construct a picture of the status of New Jersey's school libraries in terms of their informational-transformational-formational dimensions, (b) to understand the contribution of quality school libraries to education in New Jersey; (c) to understand some of the contextual and professional dynamics that enable and inhibit school libraries to contribute significantly to education in New Jersey, and (d) to make recommendations to NJ stakeholders to develop a sustained and long term program of capacity building and evidence-based continuous improvement of school libraries in New Jersey. Phase one and two have recently been published. "Schools without libraries minimize the opportunities for students to become discriminating users in a diverse information landscape and to develop the intellectual scaffolds for learning deeply through information. Schools without libraries are at risk of becoming irrelevant."
Center for International Scholarship in School Libraries. (2012). Phase 2 report -- Goal one: Student learning. Princeton, NJ: Rutgers University.
http://cissl.rutgers.edu/images/stories/docs/njasl_phase%20_2_final.pdf

Libraries and social media research

Different modes of participation with digital media, in fact, support the development of a wide range of new media literacies. This study leverages Ito’s framework to provide context to understand what it means to use digital media for learning and how to apply these lessons learned in libraries.
C. Shoemaker, H. Martin, B. Joseph (2010) How Using Social Media Forced a Library to Work on the Edge in Their Efforts to Move Youth From “Hanging Out” to “Messing Around, Journal of Media Literacy Education 2:2 (2010) 181 – 184.
http://internationalschoolsandict.wordpress.com/2012/04/10/how-can-libraries-support-students-live-and-learn-with-digital-media/

Middle school algebra study

Exposing struggling students to algebra in middle school may not improve their math test scores and may, in fact, lead to lower grade-point averages and reduced chances of taking and passing more advanced math courses in high school, according to two new studies from California and North Carolina show.
“It is possible for children in 8th grade or even younger to take algebra and do well in algebra, but not all students, and the defining characteristic seems to be prior knowledge,” researcher Loveless said in an interview. “If a student is well prepared, algebra is a good thing regardless of the student’s age,” he said, “but if a student is not prepared, it can be a bad thing, regardless of the student’s age. Developmental readiness shouldn’t mean a developmental mandate.”
Taylor, D., Kurlaender, M., & Rose, H. (2012). Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students. Presentation at the American Educational Research Association conference, Vancouver, April.
Clotfelter, Ca., Ladd, H., & Vigdor, J. (2012). The aftermath of accelerating algebra. Duke University.
http://www.newyorkfed.org/research/education_seminar_series/algebrapaper-011212.pdf

California suspension report

Students who are racial minorities or who have disabilities are suspended at higher rates than other students in California schools, according to a UCLA analysis. Researchers, who studied data from nearly 500 school districts in the state, say the findings amount to a civil rights issue, and note that federal law requires schools to provide behavioral support and services for students with disabilities.
Losen,D., Martinez, T., & Gillespie, J. (2012). Suspended education in California. Los Angeles: UCLA Center for Civil Rights Remedies.
http://civilrightsproject.ucla.edu/research/k-12-education/school-discipline/suspended-education-in-california

Ebook study

A recent reprrt found that 78% of adults read a book in the past year, and 14% of these readers borrowed the most recent book they read from a library. ALA President Molly Raphael noted, “Much of the report confirms trends to which we’ve been eyewitnesses: Four times the number of people report reading ebooks on a typical day now compared with only two years ago." The research also suggests that more formats (print, audio and electronic options) are a boon for power readers. The average reader of e-books has read more books in the past 12 months that those who read only in print. And 30 percent of those who read e-content (including long-form digital content such as e-books, news articles, magazines and journals) now spend more time reading, and this figure is even higher for people who own e-readers and tablets. Of great concern, though, are findings that there is a significant gap in those who have read an e-book in the last year versus those who did not based on level of education and income (34 percent of those who read an e-book had some college education, compared to 19 percent of high school graduates or less education; and 38 percent of those with household incomes greater than $75,000 had read an e-book, compared with 20 percent of those with incomes less than $30,000), and that fewer people overall are reading books. The percentage of adults who said they had NOT read a book in the last year or did not answer the question is 22 percent – which is greater than the percentage of adults who read an e-book. This compares to past Gallup surveys about reading in which 17 percent of adults did not answer the question or reported not reading in the past year in 2005, or 12 percent who reported this was the case in 1978, when the first Gallup survey took place.
Another issue to watch is the availability of e-content. While a majority reports they find e-content in the format they want, 23 percent say the material they want is “only sometimes,” “hardly ever” or never available.
Pew Internet and American Life Project. (2012). The Rise of E-Reading. Washington, DC: Author.
http://libraries.pewinternet.org/2012/04/04/the-rise-of-e-reading/

cyberbullying study

A recent study showing students have earlier access to mobile devices has shed new light on cyberbullying research. The study found that about 20% of students surveyed had a cellphone by the third grade and 90% were online. By middle school, about 83% had a mobile device. "Education on cyberbullying and cyberbehaviors needs to begin well before [m]iddle [s]chool," asserted the researcher.
* By Middle School, 90 percent to 91 percent of children say that they can use their cell phones to text message and access the Internet.
* Approximately 35 percent to 40 percent of elementary school children report being targets of bullying, while 50 percent to 53 percent of middle and high school students say they've been targets.
* In-school bullying decreases as children age, however cyberbullying increases as children get older.
Englander, S. (2012). Research findings: MARC 2011 survey grades 3-12. Bridgewater, MA: Massachusetts Aggression Reduction Center.
http://cdn.theatlantic.com/static/mt/assets/science/Research%20Findings_%20MARC%202011%20Survey%20Grades%203-12.pdf

Social networking and employability study

A study of social networking found significant correlations between profile quality and academic performance, hirability, and job performance.
Kleumper, D., Rosen, P, & Mossholder, K. (2012). Social networking websites, personality ratings, and the organizational context: More than meets the eye? Journal of Applied Social Psychology. doi: 10.1111/j.1559-1816.2011.00881.x
http://http://onlinelibrary.wiley.com/doi/10.1111/j.1559-1816.2011.00881.x/pdf

Pennsylvania School Library study

In 2011, school libraries throughout Pennsylvania responded to a survey commissioned by the state legislature. The survey asked questions about school library staffing, staff activities, collections, technology, hours and access, visits, expenditures, and more. Consistently with previous school library impact studies, this analysis found that test scores tend to be significantly higher for schools that have full-time certified school librarians as well as for those that have such a librarian with support staff. The second phase of this study is based on qualitative surveys of administrators, teachers, and librarians.
Lance, K. (2012). Assessing the Infrastructure Needs of 21st Century School Library Program. Harrisburg: Pennsylvania Department of Education.
http://keithcurrylance.com/wp-content/uploads/2012/04/PA-staffing-and-PSSA-scores-w-graphics.pptx

Reluctant male readers and ereaders study

Previous research in the field has shown that upper elementary and middle school students tend to read less than younger students because of time spent with their friends and in other activities. Also, these same students, particularly boys, may not value reading as much as they did when they were younger. Among those students, research has shown that low-skilled readers have trouble starting, continuing and finishing a book, and that they are stymied by vocabulary and reading comprehension challenges. Skilled readers, on the other hand, enjoy books. Researchers have suggested that technological gadgets, enlarged text and a more favorable environment might encourage reluctant readers. For those reasons the authors pursued a study to see how reluctant readers would respond to e-readers. The study study presents reasons e-readers may be beneficial, in particular, to reluctant readers in middle grades.
Williams-Rossi, Miranda, T., Johnson, K., & McKenzie, N. (2012). Reluctant Readers in Middle School: Successful Engagement with Text Using the E-Reader. International Journal of Applied Science and Technology.
http://tinyurl.com/d3b6avw.

Social network rankings study

Pinterest is now the number three most-popular social network in the U.S., behind Facebook and Twitter. A new report shows Pinterest got 21.5 million visits during the week ending Jan. 28, a nearly 30-fold increase over a comparable week in July. The report, which tracks visits rather than unique visitors, is based on web traffic and doesn’t factor in visits from mobile sites. Not surprisingly, the site skews female with a 60/40 ration of women to men visitors.
Tatham, M. (2012). The 2012 digital marketer. Costa Mesa, CA: Experian.
http://go.experian.com/forms/experian-digital-marketer-2012?WT.srch=PR_EMS_DigitalMarketer2012_040412_Download

Autism studies

New report estimates show that roughly 1 in 88 American children has been diagnosed with an autism spectrum disorder, representing an increase of more than 20% over previous estimates. It is unclear why the number of diagnoses are on the rise, though some say the higher numbers are attributable in part to changes in strategies for screening, diagnosing and serving children with the disorder.
Baio, J. (2012). Prevalence of autism spectrum disorders. Atlanta: U.S. Centers for Disease Control and Prevention.
http://www.cdc.gov/mmwr/preview/mmwrhtml/ss6103a1.htm?s_cid=ss6103a1_w

The societal cost of autism has risen to $137 billion a year, according to preliminary findings of a new study. Researchers from the University of Pennsylvania and the London School of Economics considered the costs of education, health care and other services, along with newly released prevalence estimates, in completing the analysis. The study found the majority of costs associated with the disorder occurring in the adult years.
Knapp, M., & Mandell, D. (2012). Estimating the economic costs of Autism. New York: Autism Speaks.
http://www.autismspeaks.org/science/science-news/%E2%80%98costs-autism%E2%80%99-summit

Youth and digital media report

>A new report seeks to understand youths’ real experiences of online information quality. Building upon a process- and context-oriented information quality framework, this paper seeks to map and explore what we know about the ways in which young users of age 18 and under search for information online, how they evaluate information, and how their related practices of content creation, levels of new literacies, general digital media usage, and social patterns affect these activities. A review of selected literature at the intersection of digital media, youth, and information quality — primarily works from library and information science, sociology, education, and selected ethnographic studies — reveals patterns in youth’s information-seeking behavior, but also highlights the importance of contextual and demographic factors both for search and evaluation. Looking at the phenomenon from an information-learning and educational perspective, the literature shows that youth develop competencies for personal goals that sometimes do not transfer to school, and are sometimes not appropriate for school. Thus far, educational initiatives to educate youth about search, evaluation, or creation have depended greatly on the local circumstances for their success or failure. The report synthesizes more than three years of research. One key finding: Youth use cues and heuristics to evaluate quality, especially visual and interactive elements.

Berkman Center for Internet and Society Youth and Media project. (2012). >Youth and Digital Media: From Credibility to Information Quality. Cambridge, MA: Harvard University.
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2005272

Teacher librarians and reading scores study

Full-time school librarians linked to higher student reading scores
Research findings indicate that Colorado schools that either kept or acquired a full-time school librarian between 2005 and 2011 tended to have more students scoring higher in reading in 2011 and fewer students scoring unsatisfactory, compared with schools that either lost their librarians or never had one.
Lance, K., & Hofschire, L. (2011). Change in School Librarian Staffing Linked with Change in CSAP Reading Performance, 2005 to 2011. Denver, CO: Library Research Service.
http://www.lrs.org/documents/closer_look/CO4_2012_Closer_Look_Report.pdf

National school library budget survey

The budget status of teacher librarians remains bleak. School librarians, especially those out West, are still struggling to get by on bare-bones budgets. TLs are still battling to keep pace with a slew of additional duties—everything from serving as student advisors to maintaining their buildings’ online networks. This annual report focuses on funding, staffing, and resources.
Farmer, L. (2011, March 15). Brace yourself: SLJ's school library spending survey. School Library Journal. http://www.schoollibraryjournal.com/slj/newsletters/newsletterbucketextrahelping2/893538-477/brace_yourself_sljs_school_library.html.csp#.T1aZD86Nhu1.facebook

California district spending report

There is wide variation in per-pupil state spending across California school districts with some low-income districts receiving $620 less per student than is received in more affluent districts, according to a new report. The report also found some disparities in the other extreme and among districts serving students of similar demographic backgrounds. For example, in 2009-10, the latest data available, per-pupil revenue was $14,076 in Palo Alto versus $7,679 in Milpitas, both unified districts serving K-12 students. But clearly, affluence counts: In San Mateo County, the Woodside elementary district took in $18,894 per student, while Millbrae elementary got $7,362.
Education Trust-West. (2012). the cruel divide. Oakland, CA: Author.
http://www.mercurynews.com/education/ci_20044363?source=pkg

Technology and learning study

The emergence of widespread Internet connectivity, social networking and mobile computing all have contributed to the creation of a new type of learner, according to a recent study.95 percent of teenagers now use the Internet. Students today are more self-directed, more inclined to collaborate and rely on feedback from peers, and are better-equipped to obtain information, the report states.
Pew Research Center. (2011). Teens, Kindness and Cruelty on Social Network Sites. Washington, DC: Author.

New Jersey school library impact study

Effective school libraries contribute to student success
The New Jersey Association of School Librarians released findings February 15 of a three-year study, which explored the value of quality school libraries to education in New Jersey. The findings show that New Jersey school libraries and school librarians contribute in rich and diverse ways to improvements in student test scores and increased interest in reading.
Center for International Scholarship in School Libraries. (2012). Princeton, NJ: Rutgers University.
http://www.njasl.org.

Common Core impact study

Will the Common Core State Standards improve student achievement? Not according to a new study out today. The crux of the argument in the report is that there is not much of a connection between standards—even rigorous ones—and student achievement. A 2009 Brookings study that found no connection between the quality of states' standards and their students' NAEP scores. Researcher Loveless examines NAEP scores from 2003 to 2009 and finds no correlation between the quality of states' standards and NAEP gains during that period. Loveless also looks at performance standards, or the "cut points" set for proficiency on states' tests, to examine the argument that the presumed higher cut scores on the future tests for the common standards will help drive better student achievement. Again, he finds that cut scores are unrelated to NAEP performance.

Loveless, T. (2012). How well are American students learning? Washington, DC: Brookings Institution.

http://www.brookings.edu/~/media/Files/rc/reports/2012/0216_brown_education_loveless/0216_brown_education_loveless.pdf

Canadian Internet use study

This study investigates how digital technologies are being integrated into classrooms, how they enhance learning, and what the impact on the teacher-student relationship is. While Canadian educators believe that digital technologies can enrich students’ learning, there are still significant challenges to overcome in making this happen – with one of the main barriers being students’ lack of digital literacy skills. And school filters and policies that ban or restrict networked devices in the classroom take away the very opportunities young people need to develop digital literacy skills such as good judgment and responsible use. “This study makes it clear that young Canadians need to learn digital literacy and digital citizenship in their schools, and that teachers need to be provided with the tools, support and learning opportunities to be able to teach them those skill."
Media Awareness Network. (2012). Young Canadians in a Wired World, Phase III: Teachers' Perspective. Ottawa: Author.
http://www.media-awareness.ca

School library impact study

A survey of 700 New Jersey librarians explored the values of quality school libraries to education. A sample of effective school libraries was used to identify the key criteria that enables these libraries to thrive and contribute to the learning agendas of the schools:

• The school library is a learning center linked to classroom instruction;

• The school library supports the school’s mission to produce literate and informed learners who can thrive in a digital, knowledge-based world;

• The school library is a 21st-century classroom that provides an understanding of the information and technology students will confront as digital citizens;

• The school library sets the stage for student-initiated inquiry and

• The school librarian is a co-teacher who undertakes an active role in engaging in shared instruction.
New JerseyCenter for International Scholarship in School Libraries. (2012). The New Jersey Study of School Libraries: One Common Goal — Student Learning. Princeton, NJ: Rutgers,
www.njasl.org

Computer education report

This report is an initial response to a “call-for-action” by the Computer Science Teachers Association (CCEAN), which consists of computer science education leaders from the K-12, community college and university level including teachers, administrators, professors and researchers, along with California educational policy staff, including from the California Department of Education. CCEAN is working to address the need for educational policy changes and educational reform regarding computer science education in California. The report describes the general K-12 education landscape in California as a foundation and provides details related to the current computer science education landscape, including but not limited to: computer science courses available to students, credentialing of computer science teachers, professional development opportunities for educators, and funding opportunities related to the support of computer science education.
California Computing Education Advocacy Network (CCEAN). (2012). In Need of Repair: The State of K-12 Computer Science Education in California

International cyberbullying poll

In an online poll of almost 20,000 citizens in 24 countries it was found that an eighth of parents say their children have been cyberbullied, and about a quarter know a cyberbullied child. Three quarters of pollees say that cyberbullying needs special attention beyond current measures.
Ipsos. (2012). http://t.co/V0zxtCUl

Librarian staffing and reading scores study

In a longitudinal study, researchers found that schools that either maintained or gained an endorsed librarian between 2005 and 2011 tended to have more students scoring advanced in reading in 2011 and to have increased their performance more than schools that either lost their
librarians or never had one.
Lance, K.,& Hofschire, L. (2012). Change in school librarian staffing linked with change in CSAP reading performance, 2005 to 2011. Denver: LRS.
http://www.lrs.org/documents/closer_look/CO4_2012_Closer_Look_Report.pdf

Library access research

Three multivariate analyses, all controlling for the effects of poverty, confirm the importance of the library. Replicating McQuillan’s analysis of 1992 NAEP scores, access to books in school and public libraries was a significant predictor of 2007 fourth grade NAEP reading scores, as well as the difference between grade 4 and grade 8 2007 NAEP reading scores, suggesting that access is important for improvement after grade 4. Access (school/classroom libraries) was a significant predictor of scores on the PIRLS test, a reading test given to fourth graders in 40 countries.

In some of the analyses, access to books had a larger impact on reading achievement test scores than poverty, and in other cases had nearly as strong an impact. This suggests that providing more access to books can mitigate the effect of poverty on reading achievement, a conclusion consistent with other recent results. This result is of enormous practical importance: Children of poverty typically have little access to books. It seems that libraries can provide this access.

Stephen Krashen, Syying Lee, and Jeff McQuillan . (2012). Is The Library Important? Multivariate Studies at the National and International Level. http://backseatlinguist.com/blog/