technology and non-technology practices – e.g. studying online and blended learning approaches and
their impact on teaching and learning, or studying project-based learning.
Five international schools with mature 1-to- 1 student computing programs were invited to join the
Collaborative in 2012. Each participating school was given full access, instructions, and support to
customized research and measurement tools to systematically collect, quantify, and interpret the
perspectives of students, teaching staff, and parents through a series of fully customizable state-of-the-art surveys. For participating schools, such results provide a general audit of teacher and student access,
beliefs, and practices (with and without technology) that support learning. To provide a broader
perspective and lens, schools are also able to compare their own results to other international schools in
The Collaborative is designed to foster reflection and increase the quality of discourse in each school’s
unique context and setting. As such, each school brings its own unique agenda, questions, and perspective
to the IRC. Common to each partner school is a goal to use their data to address and answer a broad range
of potential questions:
How do you show the efficacy of your school’s educational technology investments?
How do you quantify the use and value of your school’s resources?
How do you determine if your implementation model for student computing is benefiting all
classes and students equally?
How do you determine if your investments in educational technology are helping to evolve
teaching and learning practices in your classrooms?
How do you know if your school is meeting student and parent expectations for the use of
educational technology in school?
How do the practices of your teachers and students compare to teachers and students at other
Today, there are 20 schools participating in the IRC Technology Use and Beliefs study: