Project RED Launches Phase III

FOR IMMEDIATE RELEASE

 

Contact

Project RED
1980 N College Road
Mason, Michigan 48854
Press contact: Alicia Sutfin
alicias@one-to-oneinstitute.org
(517) 978-0006


Project RED Launches Phase III
Proven Data-driven Method for Effective Education through Properly Implemented Technology

Research-based method leads to increased student achievement and improved ROI

NEWS HIGHLIGHTS
• Project RED is launching a third phase of research around Signature Districts’ demonstration that well implemented education technologies leads to increased student achievement and revenue positive results.
• Project RED Phase II created a professional learning community providing tools, resources and collaboration opportunities for district leaders and school administrators who are passionate about bringing change to learning and preparing students for successful futures.
• By using findings from a national research study of 1,000 schools, the initial Project RED research provided a replicable design for school districts to make the best possible use of technology in a learning environment, leading to improved student achievement and significant return on investment.
 
June 30, 2015 (Philadelphia, PA) – Project RED announces the second iteration of its research.  In 2012, seventeen districts across the United States were identified as Signature Districts in Phase II of Project RED. These districts were awarded Signature status through a national, competitive, rigorous application process.  Each district demonstrated Project RED’s ‘key implementation factors’ (KIFs).  The KIFs are associated with the highest levels of effectiveness for technology integration for enhancing teaching, learning, and financial savings.  Phase III Project RED research will focus on student achievement, teacher and student behavior and financial findings in these  technology rich Signature Districts that  followed the Project RED Model Design© for implementation.

“Our 2010 Project RED (phase I) research of 1,000 schools showed that the United States was in an education technology implementation crisis.  We realized that there was a gap between what schools were doing and what research showed was effective,” said Leslie Wilson, CEO of the One-to-One Institute and a Project RED team member.  “Some leaders didn’t realize the extensive nature of project planning required and there were no models that ranked various strategies to find the most effective. The key, however, is effective implementation, and that’s exactly what sets Project RED apart.”

“Project RED is nothing less than a blueprint for remaking American education – second-order change – not through more or better testing, charter schools, longer school days, more or even better teachers, but through fundamentally altering how we do education, the first real change in the process of education itself in a thousand years.” – Angus King, Governor of Maine, 1995-2003

Project RED Phase II provided a method to district leaders and school administrators through a free, professional learning community where experts continue to share the best practices and tools for effective technology implementation.  Members take advantage of resources and research, as well as participate in educational opportunities including webinars, forums and regional institutes. During these events, members gain the knowledge to effectively implement technology into their own districts.

To address the critical question of school finance, the Project RED team has created both a project plan model and an ROI Calculator to share with district leaders who join the Project RED learning community.  The team has also examined the financial impact of technology and can now share potential savings in 14 areas with Project RED Signature Districts. 

There are five key findings the Project RED research reveals about using technology in schools to improve learning performance and financial outcomes.

1. Personalize learning for all students through frequent, appropriate use of technology integrated with curriculum and instruction in all classrooms and other learning places.

a. Technology is no longer a supplement. It’s an integral part of students’ lives outside of the classroom and is most effective when it becomes an integral part of the core curriculum.

2. Incorporate “change leadership” consistently throughout the entire process.

a. Leadership for change is one of the most crucial elements for school transformation through education technology.

3. Make professional learning and effective use of technology high priorities for administrators and teachers.

a. High-quality professional learning for teachers is key to using technology to its fullest potential. To truly transform learning, educators must be able to confidently integrate technologies into their teaching, learning and assessments.

4. Use technologies such as social media, games and simulations to engage students and encourage collaboration.

a. Today’s students have been communicating and learning on technology platforms as long as they can remember. Leverage the extraordinary power of technology to connect with students, excite them about learning and empower them to succeed.

5. Use ongoing online (formative) assessments to gauge student learning and then tailor instruction for personalized learning experiences.

a. Technology can assess each student’s learning progress faster to help teachers guide students more effectively. Use this data to determine instruction, remediation and accelerated learning strategies for each student.

About Project RED
Project RED was established by three organizations, The Greaves Group, The Hayes Connection and One-to-One Institute, and began with a research project aimed at addressing two major issues in U.S. education: improving student achievement and evaluating the total financial impact of technology on state budgets.

In 2010, Project RED conducted a survey of technology programs in 1,000 U.S. schools, which is the first and only national research focusing on academic results and the financial implication of education technology. The research shows that, if effectively implemented, technology programs can lead to improved student achievement and significant return on investment. After analyzing the findings, Project RED now provides a research-based method to effectively integrate technology into the classroom. Additional information can be found at www.ProjectRED.org.

Mooresville, N.C. District Plans to Build Digital Innovation Center

The school district that has hosted more than 10,000 visitors interested in the results of its digital conversion—including President Obama—now wants to open an innovation center where ed-tech companies can test their products.

Mark Edwards, superintendent of the 6,000-student Mooresville, N.C. district, made his case for the center to investors this week during the Arizona State University/Global Silicon Valley Summit, which brought together venture capitalists, entrepreneurs, developers, and educators here.

In a meeting room at the posh Phoenician hotel, Edwards asked for $2 million to turn his vision of the Mooresville Center for Digital Innovation—which he said could be profitable within two years—into a reality.

 

Bricolage, MOSL and 8 soon-to-be-huge ed tech innovations

  1. Massive Open Social Learning (MOSL): Aiming to explore the network effect, thousands of people interact online in productive discussions and the creation of shared projects to share experience and build on knowledge.
  2. Learning design informed by analytics: Used in the development of courses or series of lessons to help educators plan a coherent sequence of media, tech and pedagogies, the use of learning design tools shifts attention away from content towards the learners’ needs. According to the report, data from tracking and management of learning activities can inform learning design by providing “evidence to support the choice of media and sequence of activities. When analysis of learning data is also used to evaluate and improve learning design, the circle is complete.”
  3. Flipped classroom: Reverses the traditional classroom approach to teaching and learning by moving direct instruction into the learner’s own space through video lectures. This allows time in class to be spent on activities that exercise critical thinking and conversation.
  4. BYOD: Bring-Your-Own-Device allows “teachers to become managers of technology-enabled networked learners, rather than providers of resources and knowledge,” says the report. This approach also has the potential to “reduce cost of IT provisions,” but schools must have the infrastructure and bandwidth necessary—still a challenge for many institutions.
  5. Learning to learn: Central to this process is what the report says is “double-loop learning,” or working out how to solve a problem and reach a goal, but also reflect on that process as a whole, questioning assumptions and considering how to become more effective. “This helps them to become self-determined learners with the ability to seek out sources of knowledge and make use of online networks for advice and support,” explains the report.

(Next page: Bricolage, event-based learning, and more round out the top 10)

Remembering Debbie Rice

Debbie Braswell Rice - Inspirational district administrator, beloved mom, and a dear friend to many - passed away on October 18, 2014.  Thos of us at Intel and at Tech & Learning who knew Debbie over the years will remember her fondly for her intelligence, warmth, commitment and willingness to step in and help out with anything from high-profile speaking gigs to helping with the creation of Intel's K12Blueprint.  She was a true team player!

For more of the moving tribute from Intel and Tech & Learning, echoing the sentiments of those of us here at Project RED, please click here.