African-American teenagers and technology

African-American youth see computers as vital for their future, but they may lack opportunities to code, develop apps and innovate. The most important technology for them are smart phones, but for homework they prefer computers over mobile devices. These youth frequently use technology to learn and create content, but only about an eighth code.
Clark, K., Scott, K., & Rideout, V. (2016). The digital lives of African American tweens, teens, and parents: Innovating and learning with technology. Seattle: Bill & Melinda Gates Foundation.
https://cgest.asu.edu/sites/default/files/digital_lives_report.pdf

Survey of mobile technologies in schools

Mobile technology is becoming more popular in today's classrooms, according to a recent survey. A majority of educators -- 86% -- who responded to the survey said mobile technology bolsters student engagement, and 67% said it helps support personalized learning. Nevertheless, the digital divide persists.

• Eighty percent of students in grades 9-12, 65 percent of those in grades 6-8, 45 percent of grades 3-5 students, and 18 percent of K-2 students have access to a smartphone.
• When it comes to tablets, 45 percent of 9-12, 52 percent of 6-8, 48 percent of 3-5, and 26 percent of K-2 students have access.
• Sixty-three percent of children from high-income homes have access to a tablet, compared to 20 percent of those from low-income homes. Seventy-five percent of high-income parents and 35 percent of low-income parents have downloaded educational apps for their children.

Grunwald and Associates. (2013). Learning and living with mobile devices study. Bethesda, MD: Grunwald and Associates.
http://www.grunwald.com/pdfs/Grunwald%20Mobile%20Study%20public%20report.pdf

Living and Learning with Mobile Devices Study

Living and Learning with Mobile Devices Study

1:1 technolog report

Eighty-two percent of districts are "highly interested" in launching or expanding a 1:1 technology initiative within the next two years, according to a new report. The number of districts reporting that at least one-quarter of their schools had deployed mobile devices had risen to 71 percent, up from 60 percent in 2013. Forty-four percent of districts surveyed said that approximately 75 percent of their schools had deployed mobile technology."The most commonly expected and sought after benefits from adopting mobile technology for student instruction," wrote the report's author, "included their potential to increase student achievement, be engaging for students, and support personalization of instruction to meet the needs of different students."

Other key findings of the report include:

• Very few districts, only 12 percent, reported that they didn't have mobile devices in any of their schools. That's down from 21 percent in the previous year;
• Districts reporting current adoptions were more likely to say that they were somewhat or very likely to adopt mobile tech beyond a few schools, at 72.4 percent, than schools with no current deployments, at 66.7 percent;
• The most common mobile device deployments reported by survey participants were carts shared among classrooms at a rate of approximately 42 percent. Twenty-three percent said some or all classrooms had mobile devices for students to share, nearly 20 percent said classrooms had 1:1 deployments and 15.7 percent of respondents said some classes had a full set of mobile devices and others had none;
• Twenty percent of districts surveyed said they had a bring-your-own-device (BYOD) policy currently in development and 8.7 percent said they had no BYOD policy;
• Slightly more than a quarter, 28.9 percent, of survey participants said their policy encourages BYOD and 18.4 percent said their policy is to not permit students to bring their own devices;
• Eleven percent of respondents said that BYOD policies were determined at the school level and 12.7 percent said they were determined at the classroom level;
• About 71 percent of those surveyed said their district had a "High level of interest" in purchasing Chromebooks or tablets; and
• Digital textbooks were most often cited as an app beneficial to students, at a rate of 68.9 percent. Creation tools, at 54.5 percent followed, and collaboration tools, such as Google Drive, were a close third place, at 52.1 percent. Productivity tools, such as those for storing files, taking notes and scheduling, came in fourth at 43.1 percent.

 Amplify and IESD. (2014). 2014 national survey on mobile technology for K2-12 education.

http://go.amplify.com/2014-mobile-report

Mobile devices benefit report

A new report finds educators, students and parents generally agree that mobile devices are useful tools in preparing students for college and careers. The findings show that the favorable consensus exists despite challenges such as connectivity and budget constraints.
(2014). The New Digital Learning Playbook: Advancing College- and Career-Ready Skill Development in K-12 Schools. Project Tomorrow.

Digital aided learning survey

Results from a recent survey find that school librarians far outpace administrators, teachers, and students regarding their desire for digital content and educational mobile apps. The survey finds that 56 percent of librarians say they are helping teachers find digital content such as games and animations to use within their lessons. Eighty-six percent of school and district administrators said mobile learning improves student engagement. School leaders also indicated that mobile learning is helping prepare students for college and career.
Project Tomorrow. (2014). Speak Up 2013. Washington, DC: Project Tomorrow. 
http://www.tomorrow.org/speakup/SU13DigitalLearningPlaybook_EducatorReport.html

Youth use of mobile technology

According to Pew Research, nearly a quarter of teens already own a tablet computer, with younger children not far behind. With the use of these handheld devices continuing to grow by leaps and bounds each year, tablets are coming to your school district soon, if they haven’t already.
Heather Moorefield-Lang, Carolyn Meier, and Rebecca K. Miller (Eds.). (2014). Tablet Computers in School Libraries and Classrooms. Chicago, IL: American Library Association. 

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 

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

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

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
 

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

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

Adult use of mobile services

More than a quarter (28%) of all American adults use mobile or social location-based services of some kind. This includes anyone who takes part in one or more of the following activities:
28% of cell owners use phones to get directions or recommendations based on their current location—that works out to 23% of all adults.
A much smaller number (5% of cell owners, equaling 4% of all adults) use their phones to check in to locations using geosocial services such as Foursquare or Gowalla. Smartphone owners are especially likely to use these services on their phones.
9% of internet users set up social media services such as Facebook, Twitter, or LinkedIn so that their location is automatically included in their posts on those services. That works out to 7% of all adults.
Taken together, 28% of U.S. adults do at least one of these activities either on a computer or using their mobile phones—and many users do several of them.
Pew Internet & American Life Project. (2011). 28% of American adults use mobile and social location-based services. Washington, DC: Author.
http://pewinternet.org/Reports/2011/Location.aspx