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This paper examines existing research on the impact of school facilities on student health and performance. It also identifies areas for further research.
The U.S. Department of Education Office of Educational Technology funded this study of international policy and programmes supporting information and communications technologies (ICTs) in education across 21 countries at primary and secondary levels. The final report includes an overview of international programmes and priorities as well as individual reports for each of the 21 countries. Findings suggest focusing on data collections at international level in order to compare the type and impact of ICT policies and programmes in education as well as improving the understanding of ICT in education best practices.
U.S. Department of Education, Office of Educational Technology, International Experiences with Educational Technology: Final Report, Washington, D.C., 2011.
This paper examines nineteen different studies on the impact of school facility condition and design on student and teacher performance.
Category: 191, 1253
21st Century School Fund. (2010, February). Research on the Impact of School Facilities on Students and Teachers: A Summary of Studies Published Since 2000. Retrieved from http://www.21csf.org/best-home/docuploads/pub/210_lit-review-lettersize-final.pdf
This paper examines best available research on the impact that various aspects of school facilities have on student academic outcomes, including: indoor air quality, ventilation, and thermal comfort; lighting; acoustics; building age and quality; school size; and class size.
The research is examined here in six categories: indoor air quality, ventilation, and thermal comfort; lighting; acoustics; building age and quality; school size; and class size.
Schneider, M. (2002, November). Do School Facilities Affect Academic Outcomes? Retrieved from http://www.ncef.org/pubs/outcomes.pdf
This paper examines the factors affecting the successful implementation of a laptop program, classroom uses of laptops and the support required for schools from current research almost exclusively from the United States.
State of NSW, Department of Education and Training, Curriculum K-12 Directorate. (2009, March). One-to-one computing: literature review. Retrieved from http://www.dec.nsw.gov.au/detresources/about-us/how-we-operate/national-partnerships/digital-education-revolution/rrql/support/lit_review.pdf
The U.S. Department of Education Office of Educational Technology published this brief that summarizes research on the role of online communities of practice and social networks in supporting the professional performance of educators.
U.S. Department of Education. (2014, November). The Future Ready District: Professional Learning Through Online Communities of Practice and Social Networks to Drive Continuous Improvement. Retrieved from http://tech.ed.gov/wp-content/uploads/2014/11/Section7-FutureReadyDistrictBrief-Final.pdf.
The U.S. Department of Education’s Office of Educational Technology, in partnership with the American Institutes for Research (AIR), developed a research-based synthesis defining a set of policies and practices implemented by successful Future Ready district leaders. The resulting rubric provides a basis for personalized professional learning to expand the capacity of district superintendents to effectively transition to digital learning.
U.S. Department of Education. (2015, December). Characteristics of Future Ready Leadership A Research Synthesis. Retrieved from http://tech.ed.gov/files/2015/12/Characteristics-of-Future-Ready-Leadership.pdf.
This paper shows that the condition of school facilities has an important impact on student performance and teacher effectiveness.
Earthman, Glen I.(2002). School Facility Conditions and Student Academic Achievement. UCLA's Institute for Democracy, Education, & Access. UCLA: UCLA's Institute for Democracy, Education, and Access. Retrieved from: http://escholarship.org/uc/item/5sw56439
This National Center for Education Statistics report provides national data on the availability and use of educational technology among teachers in public elementary and secondary schools during the winter and spring of 2009. The data are the results of a national teacher-level survey that is one of a set that includes district, school, and teacher surveys on educational technology.
Gray, L., Thomas, N., and Lewis, L. (2010). Teachers’ Use of Educational Technology in U.S. Public Schools: 2009 (NCES 2010-040). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
This paper reviews research that correlates student achievement and the condition and utility of school facilities. The discussion focuses on the influence of various facility conditions on students, including building age, temperature and ventilation, acoustics, lighting, curriculum development, and school size. Students who attend better buildings have test scores ranging from 5 to 17 percentile points higher than students in substandard facilities.
Lyons, J. B. (2001). Do School Facilities Really Impact a Child's Education? IssueTrak: A CEFPI Brief on Educational Facility Issues. Retrieved from ERIC database. (ED458791)
Based on results from PISA 2012, this Organisation for Economic Cooperation and Development (OECD) report examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences.
OECD (2015), Students, Computers and Learning: Making the Connection, OECD Publishing, Paris.
A survey of 2,462 Advanced Placement (AP) and National Writing Project (NWP) teachers finds that digital technologies have helped them in teaching their middle school and high school students in many ways. At the same time, the internet, mobile phones, and social media have brought new challenges to teachers.
Purcell, K., Heaps, A., Buchanan, J., & Friedrich, L. (2013). How teachers are using technology at home and in their classrooms. Washington, DC: Pew Research Center’s Internet & American Life Project. Retrieved from http://www.pewinternet.org/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/
Members of ISTE’s professional learning networks have been hard at work identifying key practices for successful online learning. Here are some of the best ideas from educators from around the world, many of whom have already been teaching during coronavirus closures.
Snelling, J., & Fingal, D. (2020, March 16). 10 strategies for online learning during a coronavirus outbreak. Washington, DC: International Society for Technology in Education. https://www.iste.org/explore/learning-during-covid-19/10-strategies-online-learning-during-coronavirus-outbreak
One-to-one computing and bring-your-own-device (BYOD) initiatives are helping to ensure that each student has a device with which to work. Although these technologies can support personalized learning, they haven’t yet transformed our schools into 21st-century utopias where students engage in interactive, individualized learning applications and access information in order to collaboratively solve problems while teachers roam the learning space, coaching and mentoring as their engaged and self-directed students happily work.
Soto, M. S. (2016). Flipped learning as a path to personalization. In M. Murphy, S. Redding, & J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 73–87). Philadelphia, PA: Temple University, Center on Innovations in Learning. http://www.centeril.org/2016handbook/resources/Sota_flipped_chapter_web.pdf
The U.S. Department of Education Office of Educational Technology created this guide to assist software developers, startups and entrepreneurs in gaining specialized knowledge and is designed to help apply technology in smart ways to solve persistent problems in education.
U.S. Department of Education, Office of Educational Technology, Ed Tech Developer’s Guide, Washington, D.C., 2015.
The U.S. Department of Education Office of Educational Technology published this brief that is intended to help policymakers and administrators understand how analytics and data mining have been—and can be—applied for educational improvement while rigorously protecting student privacy.
U.S. Department of Education, Office of Educational Technology, Enhancing Teaching and Learning Through Educational Data Mining and Learning Analytics: An Issue Brief, Washington, D.C., 2012.
This report is the 2016 National Education Technology Plan. It is the latest policy document on educational technology from the U.S. Department of Education Office of Educational Technology. It sets a national vision and plan for learning enabled by technology through building on the work of leading education researchers; district, school, and higher education leaders; classroom teachers; developers; entrepreneurs; and nonprofit organizations.
Category: 172, 173, 174, 175, 180, 189, 192, 194, 196
U.S. Department of Education, Office of Educational Technology, Future Ready Learning: Reimagining the Role of Technology in Education, Washington, D.C., 2016.
The Future Ready Schools: Building Technology Infrastructure for Learning guide provides practical, actionable information intended to help district leaders (superintendents, principals, and teacher leaders) navigate the many decisions required to deliver cutting-edge connectivity to students. It presents a variety of options for district leaders to consider when making technology infrastructure decisions, recognizing that circumstances and context vary greatly from district to district.
U.S. Department of Education, Office of Educational Technology, Future Ready Schools: Building Technology Infrastructure for Learning, Washington, D.C., 2014.
The U.S. Department of Education and U.S. Department of Health and Human Services collaborated in the development of the Early Learning and Educational Technology Policy Brief to promote developmentally appropriate use of technology in homes and early learning settings.
U.S. Department of Education, Office of Educational Technology, Policy Brief on Early Learning and Use of Technology, Washington, D.C., 2016.
The U.S. Department of Education Office of Educational Technology published this report that details the results of exploratory research on how to design and manage online communities of practice for educators.
U.S. Department of Education. (2014, April). Designing Online Communities of Practice for Educators to Create Value. Retrieved from http://tech.ed.gov/wp-content/uploads/2014/10/Exploratory-Research-on-Designing-Online-Communities-FINAL.pdf.
This study reinforces the link between the quality of school facilities and student achievement in English and mathematics, and three school climate variables.
Uline, C., & Tschannen‐Moran, M. (2008). The walls speak: The interplay of quality facilities, school climate, and student achievement. Journal of Educational Administration, 46(1), 55–73. doi:10.1108/09578230810849817
The Education Digest is monthly publication that scans hundreds of publications so it can select the most critical, most newsworthy articles. They are then condensed for quick reading.