This post is a follow-up to an earlier blog entry about the findings in the Speak Up 2011 report. The following information provides additional insights and comes from a press release from Project Tomorrow.
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For Immediate Release
Contact: Amber Taylor
703-201-4893, amber@sambertaylor.com
Just Nine Percent of Students Describe Their Most Recent Math and Science Classes This Way; More than 40 percent Still Describe Traditional Format
Washington, D.C. – Nearly one-third of high school students who experience math and science classrooms where instruction is led by teachers, learning is directed by students and where technology is used to support both, express a strong interest in a STEM (science, technology, engineering and math) career, according to the latest findings from the 2011 Speak Up survey (View as: HTML, PDF). Nationally, just nine percent of students described their most recent math or science class this way.
Only 20 percent of students in traditional classrooms, where the instruction is teacher directed and the use of technology is limited, expressed the same interest in STEM careers.
“This is the first time we’ve noticed this correlation between the type of math and science instruction and the students’ interest in STEM careers,” said Julie Evans. “For a nation concerned with developing the next generations of scientists, engineers and innovators, this finding should raise some eyebrows.”
When asked to describe their most recent math or science class, the majority of middle and high school students chose one of these three classroom paradigms:
- Traditional class with teacher-directed instruction – lectures, textbook assignments, group projects and labs (43 percent)
- Traditional class with teacher-directed instruction as in #1, but with some technology used to support instruction (33 percent)
- Traditional class with a mix of teacher-directed instruction and student-directed learning and the use of technology tools to support both teachers and students (9 percent)
“For three-quarters of today’s students in grades 6-12, math and science class is still much like it was when we adults were in school: predominately teacher-centered with little or no opportunities for students to direct their own learning, at their own pace, with their own tools,” said Evans.
“Think about that in contrast to what is being called for by the new Common Core Standards for math. The Common Core approach is based on teachers laying out a specific task and inviting the students to dig in and solve the problem using appropriate tools and resources,” explain Evans. “If our schools are able to implement this type of teaching and learning, the potential for interest in math and science should grow.”
These findings can be found in a Speak Up 2012 report, Mapping a Personalized Learning Journey – K-12 Students and Parents Connects the Dots with Digital Learning. That report and more can be accessed here: http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html
This year’s survey findings also show:
- Significant increase in students’ mobile Internet access outside of school with more than half of all students (urban, suburban and rural) reporting access through 3G/4G mobile devices.
- Middle and high school students’ access to a personal tablet device doubled from 2010-2011 (26 percent of middle school and 21 percent of high school students now report personal access to a tablet).
- Students are adopting technologies and then adapting them to support their own self-directed learning (tweeting about academic topics, tutoring other students online, using mobile apps to organize school work, used Facebook as a collaboration tool for classroom projects, etc.).
The 2011 online survey – completed by more than 416,000 K-12 students, parents, teachers, librarians and administrators – offers the largest collection of authentic, unfiltered input on education and technology from those ‘on the ground’ in the schools.
Now in its 9th year, the annual survey about education and technology is facilitated through public, private and charter schools all around the country; every school is eligible to participate. The results provide important insights about education, technology and student aspirations to individual schools, state departments of education and national leaders.
Since 2003, more than 2.6 million K-12 students, educators and parents from more than 35,000 schools in all 50 states have participated in Speak Up. The online survey is facilitated by Project Tomorrow and supported by many of our nation’s most innovative companies, foundations and nonprofit organizations including Blackboard, Inc., DreamBox, Hewlett-Packard, K12, Inc., Qualcomm’s Wireless Reach Initiative, Schoolwires and SMART Technologies.
Project Tomorrow partners with more than 75 different education associations, organizations and think-tanks for outreach to the schools and development of the survey questions including the American Association of School Administrators, Consortium for School Networking, iNACOL, International Society for Technology in Education, National School Boards Association, National Science Digital Library, National Secondary School Principals Association, Southern Regional Education Board and State Education Technology Directors’ Association.
About Project Tomorrow
Speak Up is a national initiative of Project Tomorrow, the nation’s leading education nonprofit organization dedicated to ensuring that today’s students are well prepared to be tomorrow’s innovators, leaders and engaged citizens of the world. The Speak Up data represents the largest collection of authentic, unfiltered stakeholder input on education, technology, 21st century skills, schools of the future and science instruction. Education, business and policy leaders report use the data regularly to inform federal, state and local education programs. For additional information, visit www.tomorrow.org.
“In this poignant, funny follow-up to his fabled 2006 talk, Sir Ken Robinson makes the case for a radical shift from standardized schools to personalized learning — creating conditions where kids’ natural talents can flourish.
I remember the first time I read Too Many Daves (from 
). I was sitting at a table in my elementary school library with two of my friends. I read the book silently and the ridiculousness of one naming all 23 of her children the same thing just sent my imagination spinning. It remains one of my favorite poems all these years later. I’ve included the poem below in case you’re unfamiliar with it. Unfortunately, I can’t also include the artwork because it really sales the story – as is typical of all of Seuss’ work.
