What kind of impact is GAFE having on student learning and teacher instruction? To find out, high-school English teacher Adam Schoenbart designed and implemented a study at Ossining (NY) High School (OHS), surveying both teachers and students about their experiences using GAFE. His key findings include:
● Students are learning from GAFE at OHS, but through a range of different classroom experiences. Students report that only 37% of teachers use the tools regularly and 50% never use GAFE.
● The use of GAFE is growing significantly. Fifty-eight percent of students think teachers are using GAFE more this year and 52% think it’s more important to their learning.
● Some students, and even more teachers, are undecided about GAFE’s impact. Few disagree with the positive benefits, but among teachers there’s an especially large undecided population—an average of 41%.
● More students recognize the positive impact of GAFE when their teachers have received training to implement it in the classroom.
● Only 35% of teachers feel prepared to use GAFE effectively in their classrooms. Both teachers and students report the need for teacher training and opportunities to learn to implement GAFE effectively.
FOR MORE DETAILS, HELPFUL INFOGRAPHICS, AND A LINK TO THE FULL REPORT, GO TO WWW.TECHLEARNING.COM/MARCH16
