On two occasions earlier this year, we surveyed parents of the students in our 1:1 pilot for feedback about the program. Our objective has been to hold ourselves accountable for measuring success against the criteria we originally laid out, and to provide valuable information that would help inform the ongoing design of the program. As we approached the end of winter last month, it was a great time to check in again with our parents.
For this round, we repeated the same questions that we used in November in order to track any changes in parent response. One change we did make was to offer an open-ended opportunity attached to each of the four items, along with the same “catch all” open-ended item at the end of the survey that we offered in November.
As a reminder, the four questions we have posed to parents are:
How would you classify the value of this tool:
in terms of enhancing your child’s engagement and motivation?
in terms of enhancing your child’s collaboration and communication with teachers and peers?
in helping your child be efficient in terms of organization and material management?
in terms of enhancing your child’s involvement in innovative learning experiences?
What conclusions can we draw from this latest round? Parents continue to be very enthusiastic about what they are seeing from their students in our 1:1 program. For each of the items, the percentage of parents rating the value of the program as Not Important was zero. Eighty percent or more of parents responded that the program was Extremely Important or Very Important on all four items, with two of them receiving those ratings from more than ninety percent of respondents.
Once again, the strongest response related to the enhancement of communication between students and teachers and students and their peers. Ninety-six percent of parents reported that the program was Extremely or Very Important in enhancing this communication. This is an incredibly positive finding and response, especially as it relates to the development of self-advocacy and connectedness in middle school students.
We’re also learning from the open-ended responses. In our post on the November survey, we discussed questions about how to make the best use of the tool in mathematics. So we were very pleased to read multiple comments in the current survey referencing the power of the tool specifically related to how it is being used in mathematics. In particular, the use of “incorporating videos as a way to reinforce new concepts” in mathematics was mentioned. This has been a particular effort, so it is heartening to see it referenced here.
One respondent did raise a concern about the durability of the device. We hope to provide an update related to that question soon, when we follow up on on the recent Choosing a Device post. In short, it is an important question and one we think we have addressed. Another respondent raised a concern about how much time students might be spending using a technology device when they are in a 1:1 program. It is an important question, and we will continue working to ensure that the devices are used when they best support student learning, and not simply because we have them.
We are thankful to everyone who took the time to respond; it helps shape our program and our actions moving forward. The full, detailed results including comments and comparisons with November are available should you wish to read them in full.