2016-17 BrigthBytes Survey Results

  • Curriculum Report

    Classrooms that prepare students for college and career seamlessly integrate technology into daily instruction in a way that intentionally scaffolds students’ technology skills. Although today’s students are digital natives with many skills in social networking, the majority of them are not social learners with the ability to apply complex technology skills to everyday challenges. Given this, a modern curriculum must purposefully include incremental technology-infused skill acquisition. However, the design of every effective curriculum begins by considering the unique needs of the learners. Here is our most recent scoring report in this area.

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  • 21st Century Learning

    21st Century Learning requires organizations to meet the current requirements of our standardized tests while also striving to achieve the 4Cs: communication, collaboration, creativity, and critical thinking. The skills needed for success in college and career are becoming increasingly complex, and schools must rise to meet new demands. Technology is a key driver towards instruction that impacts student learning outcomes, both on standardized assessments and for 21st Century Learning skills. Students must have regular opportunities to engage in the 4Cs. In addition, they must have access to the instant feedback enabled by digital assessment and customized assistive technology. Being aware of the classroom setting and the typical learning experiences afforded to students in your organization is the first step towards the cultivation of 21st Century Learning. Here is our most recent scoring report in this area.

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  • Professional Development

    Effective professional development for teachers can have an enormous impact on teaching and learning in an organization. However, professional development experiences for teachers must be sustained and of high quality for improved learning outcomes to be realized. Being aware of teachers’ skill profiles and interests with technology can greatly inform the development of a cohesive, integrated professional development plan that will enhance student learning outcomes. Here is our most recent scoring report in this area.

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  • SAMR Report

    SAMR is a model that assesses teachers’ readiness to transform the classroom using digital technologies. It recognizes the evolution required to reimagine learning for today’s students. With SAMR, leaders can assess whether use of technology in the classroom serves as substitution (S), augmentation (A), modification (M), or actual redefinition (R) of a learning task. Here is our most recent scoring report in this area.

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  • Supervisory Report

    Effective leadership and supportive policies can greatly impact the learning environment. In schools that support 21st Century Learning, leaders regularly engage teachers in observations, class visits, and discussions about best practices for teaching with technology. Creating an environment that supports and acknowledges teachers for their efforts with new technologies is necessary for transormational learning to happen system-wide. Here is our most recent scoring report in this area.

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  • Infrastructure At School Report

    Teachers’ and students’ access to technology at school is a prerequisite for 21st Century Learning. According to NCES, the ratio of students to computers in the classroom every day is 5.3 to 1. However, this is often not sufficient for transformative instruction to occur. Teachers who have difficulty getting access to high quality computers for students when needed are much less likely to plan and implement classroom activities that include digital communication, digital collaboration, digital creativity, and critical thinking. Students are digital natives who often have better access to technology outside of school as compared to inside. Here is our most recent scoring report in this area.

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  • Infrastructure At Home Report

    Teachers’ and students’ access to technology both at home and at school deeply affects the learning environment. Specifically, a recent Pew report states that 92% of teachers believe that access to technology and the Internet has had a major impact on instruction. Teachers who are able to access technology at home can better plan transformative instruction. Here is our most recent scoring report in this area.

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  • Technology Support Report

    High quality, speedy, educative technology support is the catalyst for teachers trying new instructional techniques that employ technology. Teachers who perceive that the quality of technology support is high are more likely to try new lessons or learning activities with technology. This is because they feel confident that someone will be able to help them if a problem or disruption occurs. High quality, speedy technology support is a perquisite environmental factor needed to cultivate classrooms that support 21st Century Learning. Here is our most recent scoring report in this area.

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