STUDENT MOTIVATION AND ENGAGEMENT IN 1:1 DIGITAL LEARNING WITH TIME TO KNOW (T2K) HIGHLIGHT RESULTS FROM CROSS

S COUNTRY STUDIES
Rinat Shahaf-Barzilay, Time To Know and The Open University, Dovi Weiss, Time To Know, Israel

ABSTRACT The paper highlights findings on student engagement and motivation from a multiple, cross-country evaluation research project on learning math with Time To Know (T2K) after the first year of implementation, and attempts to verify the potential of T2Ks holistic solution to create joy of learning and teaching. Time To Know, the first core curriculum teaching platform designed to function as the primary instructional platform in technology-intensive, 1:1 classrooms, was developed to provide learning experiences with multiple and flexible means of engagement that tap into diverse learners interests, challenge them appropriately, and motivate them to learn. Research: The research project was based on the mixed methods design and pre-post testing with a comparison-group methodology. This paper focuses on data on engagement and motivation obtained from student and teacher questionnaires, student drawings, and interviews with teachers and principals after one year of implementation of the T2K program in 4th and 5th grade math classes in three different locations: Israel, Texas, and New York City. The project also collected data from standardized assessment scores, school records on attendance and discipline, and student focus groups. Findings: The findings showed substantial satisfaction and endorsements of the T2K program among students: 74%-91% of the students in all three locations stated that T2K made classes more interesting and more fun. Findings also indicated that most students, teachers, and principals felt strongly that student engagement and motivation were high; students and teachers had more fun in math classes; and students were more interested and understood math better. This cross-country research is consistent with other studies that examine 1:1 computing in terms of engagement and motivation towards learning. The results obtained in the present study demonstrate the potential and possible educational benefits from technology-rich educational environments in the K12 educational system. Learning outcomes and student achievement should be further investigated after further technology-rich environment implementation.

This paper will be presented at EDENs Annual Conference 2013 in Oslo by Rinat Shahaf-Barzilay, M.Sc. and Dovi Weiss, Ph.D. from Time To Know on June 13.