Press Room
Teachers and Students Depend on Web-based Resources for Learning
LearningStation releases statistics on use of web portal and web-based resources; assessment and differentiated instruction emerge as key areas of use
Charlotte, N.C. — July 12, 2006 More than ever before, students are leveraging web-based resources for learning. Unique insights into usage trends as well as preferences for new and emerging applications are reflected in a usage summary recently compiled by LearningStation, a web portal provider that aggregates content and provides teaching and learning applications to schools across the U.S. Usage numbers for the 2005-2006 school year provide insight into how technology is used by students and teachers to support learning.
“We saw a notable increase in the use of web-based resources within our customer base as teachers and students grew increasingly comfortable using online resources for teaching and learning,” said Jim Kirchner, president and CEO of LearningStation.
Growing numbers reveal technology preferences
During the 2005-06 school year, students accounted for 83% of all usage monitored by LearningStation. Student use continues to climb year after year, reflecting the fact that online learning applications are increasingly engaging students. The fact that more and more teachers are embracing web-based resources is a significant contributor to the increased adoption by students. During the same period, LearningStation reports that teacher usage totaled 16% while system administration accounted for a mere 1%, a testimonial to the low-maintenance profile of web-based applications.
Kirchner added, “One of the driving forces behind the growth of web-based applications has to do with ease-of-use and simplicity. Teachers don’t have to worry about loading software on a machine or whether their student will have access to the same program outside of school. Web-based resources make life easier for educators.”
Web-based learning resources support learning during and beyond school day
LearningStation reports that while the majority of time spent accessing web-based resources is during school hours, the percentage of use occurring outside of school hours increased to 40% during the 2005-06 school year. Overall usage hours are growing as well, signifying greater reliance on and acceptance of web-based resources and tools for learning. The fact that usage outside of the classroom has reached 40% reflects the expanded access of students to web-connected computers at home as well as in after-school programs and libraries.
Key applications support NCLB
While several applications demonstrated significant growth in use during the 2005-06 school year, assessment was the overwhelming driver of LearningStation customer usage. LearningStation usage reports were topped by several resources focused on supporting the delivery and analysis of formative assessments. LearningStation’s Test Builder program was widely adopted by schools seeking to provide their teachers with robust tools to prepare students for standardized tests.
“Test Builder helps us deliver fast, accessible formative assessments. The exciting part is that our teachers are actually using it formatively – actually using it to differentiate instruction,” said Laura Smith, curriculum coordinator for Hope Street Academy in Topeka, Kans. “Our teachers are giving tests, looking at the results, and modifying their instruction to help students improve understanding and performance. I couldn’t ask for more than that!”
“We were overwhelmed with the positive reports from schools that found Test Builder to be effective in preparing students for annual math and reading tests,” said Kirchner. “As a result, we’ve expanded our test item database to include a broader range of subjects and are establishing channel partners to more broadly distribute Test Builder to schools across North America.”
Emerging applications promote differentiated instruction
Resources that support differentiated instruction rank high on the usage list. The P.E.T. Learning Styles System, which helps teachers define their teaching styles, identifies students’ learning styles, and provides teachers with resources for personalizing instruction to best meet students’ individual needs is growing in use among schools served by LearningStation.
“With the renewal of our successful state-wide contract with Kan-ed, the state education network in Kansas, we look forward to seeing the significant trend of increasing usage continue over the coming year,” added Kirchner. “The overwhelming adoption of the online applications reflected by usage statistics was the primary factor in our customer’s decision to renew at a time when budget cuts were constraining a host of other expenditures.”
These findings, as evidenced by data compiled through LearningStation services to over 3,500 schools across the U.S. since 2001, illustrate the increasing importance of technology in today’s schools. “We recommend that every concerned citizen participate in the dialogue on funding for education technology, and are hopeful that educators across the country will join with the Ed Tech Action Network (ETAN) in order to advocate for federal funding for education technology,” said Mark Cosby, LearningStation vice president of sales and marketing. Learn more about ETAN by visiting http://www.edtechactionnetwork.org/.
About LearningStation
LearningStation, a leading provider of customized portal solutions, focuses on helping schools authentically engage students in learning through innovative applications and web-based learning tools. LearningStation has been honored as a 2005 and 2006 SIIA Codie Award finalist, a 2003 Media & Methods Magazine Awards Portfolio recipient, and a recipient of the EdNET 2002 Pioneer Award for significant contributions to the growth of education technology.