This just came across my virtual desk and it seemed worth sharing.
The graph shows usage during a week (24 hrs a day) for the entire K-12 Piedmont Unified School District, which has about 2,600 students. First, some context: 2015-16 is the first year my high school and middle school have gone 100% 1:1. This means every 6-12 grade student has a Chromebook that they can take home.
Here is a little more data:
Snapshot in time – At 10:00 am Thursday December 3:
- 390 student Chromebooks were in active use.
- 186 high school students, or roughly 22% of school population
- 118 middle school students, or 18% of school population
The week of 12/8, students spent:
- 3,806 hours on Google Docs,
- 377 hours in Membean, a personalized/adaptive vocabulary service for 6th-12th grade students
- 360 hours checking grades on Infinite Campus,
- 305 hours on the Math textbooks piloted for 6th-12th graders
- 109 hours on Newsela, with differentiated nonfiction current event articles for 3rd-6th graders
- 96 hours using Desmos, an online graphing calculator
- 87 hours listening to Pandora music
- 45 hours using Kahoot, a fun classroom quiz game
- 36 hours in Scratch coding
The week before Thanksgiving also showed the 187 high schoolers using their Chromebooks to apply for college: 173.7 hours were spent at admissions.universityofcalifornia.edu.
As a result, our teachers, students, and families are trying to understand the benefits and problems associated with so much technology.
The reaction from faculty has been mixed so far, but one thing is for sure: These numbers are causing quite a stir. What strikes me is that 3,800 hours were spent using Google Docs. Almost a third of computer time is spent writing text or reading text curated by teachers. Of course, it is hard to tell how Docs is used. Some of my Docs activities are digital worksheets. If that is the predominant use, then Chromebooks are a modern version of the mimeograph (or “ditto machine” for those who remember the pungent, blue paper).
However, some of my digital activities teach students to evaluate each other’s writing (using Google Forms). I also use technology to quiz or review (using Socrative and Kahoot), to increase collaborative work (with Docs and Teacher Dashboard), and to promote research while evaluating sources. These uses of technology are showing good results.
Students report liking the computers that are now part of their academic toolbox. They say their organization is improving and collaboration is easier in many ways. For example, online flashcard decks are routinely shared, as are student-generated review sheets and research. When it comes to reading, students seem divided on which they like best: paper or digital. I use a digital textbook and many digital sources but can’t tell whether digital has improved students reading or learning.
Some faculty are alarmed by the amount of time spent on activities that are not directly related to classwork, claiming this data shows that over 50% of computer use is not related to academic work. For example, 11% of Chromebook time was spent on YouTube and 360 hours were spent checking grades.
Like much of the data gathered by Google, these stats are interesting, colorful and fun—but might not tell us much about student learning. However, I am excited to see what future conversations about this information will reveal about our students’ lives at school.
If you have an observation or question about the data, please leave your thoughts in the comments section. Thank you!
Dave Keller (@dkeller101) has been teaching Social Studies for 17 years, consistently looking for new curriculum and methods of instruction. While experimenting with technology in education, Dave focuses on teaching the reading and writing skills required for studying our social universe. He has taught classes throughout the Social Studies discipline in a variety of high schools, including a large comprehensive inner-city school, a charter school, and a competitive independent school. He currently lives in Oakland and teaches at Piedmont High.