95% of teachers met the minimum standards for technology integration in the classroom during the first round of assessment.
At Riyadh Schools, a private school in Saudi Arabia, an eight-year-old girl calculates multiplication tables using an interactive program that feeds her increasingly difficult questions as she demonstrates higher levels of achievement. Across the hall, a ten-year-old boy prepares a short video explaining how automobile air bags work.
With such a rich environment of laptops, tablets, interactive white boards, collaborative software, and multimedia technologies, it’s hard to believe that just one year earlier these students relied solely on pencils, textbooks, and teacher lectures.
School officials had a vision to enter into a new era of educational excellence and create future leaders for the Kingdom of Saudi Arabia (KSA). They asked BCG to help develop a blueprint to quickly transform the school’s culture, curriculum, recruiting, and other operational processes.
To identify areas for improvement and develop a roadmap for implementation, the team used BCG’s closed-loop instructional system. This holistic approach aligns educational objectives, standards, curricula, assessments, interventions, and professional development to enable continuous improvement in both instruction and student outcomes.
The school wanted to create a comprehensive program of reform, including establishing a digital educational model based on one-to-one teaching and learning. Such a model would allow students unlimited opportunities to use their own tablet and notebook computers to learn anytime, anywhere.
Introducing the technology was merely a starting point. The school also revolutionized the classroom by incorporating change management and relying on four key building blocks of an effective e-learning environment:
Although its e-learning program has only been in place for a short while, Riyadh Schools has already been cited as a leading global model in the use of technology.
The school has quickly realized significant improvement in student engagement and attendance. Also, in the first round of assessment, 95% of all teachers met the minimum standards for integration of technology into the classroom, and early adopters served as mentors for other teachers, acting as catalysts for change.