58 Future Forwards: Exploring Frontiers in Education
As an industry traditionally defined by the No. 2 pencil and bubble-scan technology of the 1930s,
computer-based technologies have also transformed educational assessment and measurement in recent
years. Online surveys, computer-adaptive assessments, learner analytics, and dynamic data visualizations
allow for more efficient and accurate collection, analyses, and reporting of data than ever before. From
the researchers’ perspective, technology-rich school environments like 1-to- 1 programs afford numerous
technical and practical advantages (Bebell, O’Dwyer, Russell, & Hoffman; 2010). For example, recent
studies have leveraged online data collection and reporting tools to provide quicker and more detailed
program results to school leadership and policy makers. Computer adaptive surveys take less time to
complete and provide richer and more detailed information. This resulting data can be shared efficiently
through dynamic web-based visualization tools that provide educators and school leaders real-time access
to analytic tools for exploring their own data and viewing results.
These advantages are especially noteworthy given the growing demand of school leaders and policy
makers to make use of research-based evidence and data in school policies and decision-making.
A short history of the International Research Collaborative
The American School of Bombay first launched a student 1-to- 1 program in 2001 across all fifth through
twelfth grade classrooms. During the 2009-2010 school year, the American School of Bombay partnered
with an educational researcher to collaboratively design data collection instruments to measure ASB
teachers’ and students’ access, use, and beliefs around educational technology. The goal was to provide
the school’s leaders and IT decision-makers with the tools, techniques, and data for assessing the impact
of the 1-to- 1 program. Focused on the use of technology in and outside of the classroom, these
customized web-based teacher and student surveys have provided the school with valuable empirical data
on the frequency and variety of technology integration practices amongst staff and students across the
school. The data collected and analyzed annually has helped the school to continue to maximize their
technology investments, better plan and strategize to evolve their 1-to- 1 program, and evaluate the
efficacy and impact of 1-to- 1 access on student learning and achievement.
The first year of survey data collection provided ASB with a descriptive analyses of where and how ASB
teachers and students used technology across grade levels and subject areas. Subsequent data from the
following years provided longitudinal results showing how and where practices and beliefs were evolving
across the ASB community. With ASB’s increased interest and capacity for using research and data, the
technology survey results were found to be complementary to the school’s other inquiry methods
(observations, journals, etc.) and valuable for reflection.
Over the past decade of 1-to- 1 student computing, ASB has learned several valuable lessons and have
shared these with other schools to avoid pitfalls as they embark on their own 1-to- 1 implementations.
Indeed, one of ASB’s goals is to guide other international schools as they navigate the 1-to- 1 journey.
While researching their own program, the school’s Research and Development (R&D) department realized
that there wasn’t any data available for international schools to compare progress with each other or
understand the unique issues and cultures of international schools. Most of the 1-to- 1 research data and
comparative analysis had been based in US public schools which highlighted the need for a research
partnership among international schools. The R&D department at ASB launched the International
Research Collaborative in Spring 2012 with Dr. Damian Bebell as the 1-to- 1 educational research partner.
In a few years we see the scope of the Research Collaborative expanding to focus on specific areas of