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.
Schools in the United States now spend more than $2 billion each year on education technology. But what are schools getting in return for this significant investment in technology learning? Robert Slavin examines the results from five studies designed to answer this question.
Slavin, R. (2019). A Powerful Hunger for Evidence-Proven Technology. Baltimore, MD: Robert Slavin’s Blog. https://robertslavinsblog.wordpress.com/2019/11/14/a-powerful-hunger-for-evidence-proven-technology/.
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.
A quantitative research synthesis (meta-analysis) was conducted on the literature concerning the effects of feedback on learning from computer-based instruction (CBI).
Azevedo, R., & Bernard, R. M. (1995). A meta-analysis of the effects of feedback in computer-based instruction. Journal of Educational Computing Research, 13(2), 111-127.
This article examines issues relating to the use of websites popular with educators. This article offers guidelines for maximizing the usefulness of such sites and for avoiding many of the pitfall educators may face.
Beahm, L. A., Cook, B. G., & Cook, L. (2019). Proceed With Caution: Using Web-Based Resources for Instructing Students With and at Risk for EBD. Beyond Behavior, 28(1), 13-20.
This thesis reviews past research and provides an analysis of relevant studies conducted within the last ten years. This meta-analysis provides a comprehensive overview of the effect of technology enhanced learning (TEL) programs on K-12 students‟ overall academic performance and factors that can increase the effectiveness of such programs.
Brown, J. (2011). Does the use of technology in the classroom increase students' overall academic performance? (pp. 1-45). Communication and Organizational Leadership Studies School of Professional Studies, Gonzaga University.
This study investigated inner-city middle school teachers' perceptions of the importance of time in learning and sharing information. The survey identified ways that teachers shared what they had learned and discussed factors that helped or hindered them in sharing. Teacher interviews examined: knowledge, skills, and insights gained by participating in the EELC.
Collinson, V., & Fedoruk Cook, T. (2001). “I don’t have enough time”—Teachers’ interpretations of time as a key to learning and school change. Journal of Educational Administration, 39(3), 266–281.
This study is the first internationally comparative data analysis of the impact of computer use of student performance, based on OECD’s PISA 2003 assessment of educational performance by 15-year olds. It backs up previous OECD analysis about the importance of computers in schools
E. C. D. (2006). Regular computer users perform better in key school subjects. Organization for Economic Co-operation and Development (OECD).
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 article examines issues in the Ohio’s state funded online schools. In the fall of 2016 the Ohio education department completed attendance audits of 13 e-schools. Nine were found to have over reported their student enrollment. This issue takes on added significance with the selection of Betsy DeVos, U.S. education secretary, a prominent advocate of school choice who supports expanding online school options.
Harold, H. and Harwin, A. (2017). Student Login Records at Ohio E-Schools Spark $80 Million Dispute. Education Week. Retrieved March 16, 2017 from http://www.edweek.org/ew/articles/2017/03/08/student-login-records-at-ohio-e-schools-spark.html?cmp=eml-enl-dd-news2.
This influential book is the result of 15 years research that includes over 800 meta-analyses on the influences on achievement in school-aged students. This is a great resource for any stakeholder interested in conducting a serious search of evidence behind common models and practices used in schools.
Hattie, J. (2009). Visible learning. A synthesis of over, 800.
This report analyzes computer usage in the classrooms of teachers who are at least moderately well-prepared in the use of computers for reading instruction. Data from the 1998 National Assessment of Educational Progress (NAEP) database were used to analyze the influence of computers on academic achievement.
Johnson, K. A. (2000). Do Computers in the Classroom Boost Academic Achievement? A Report of the Heritage Center for Data Analysis.
This correlational study is the first internationally comparative data analysis of the impact of computer use of student performance, based on OECD’s PISA 2003 assessment of educational performance by 15-year olds. It backs up previous OECD analysis about the importance of computers in schools.
O. E. C. D. (2006). Regular computer users perform better in key school subjects. Organization for Economic Co-operation and Development (OECD)
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.
This study assesses the learning effectiveness and motivational appeal of a computer game for learning computer memory concepts, which was designed according to the curricular objectives and the subject matter of the Greek high school Computer Science (CS) curriculum, as compared to a similar application, but lacking the gaming aspect.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12.
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years.
Peña-López, I. (2015). Students, Computers and Learning. Making the Connection. OECD Publishing.
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/
This study analyzes five large-scale studies of education technology: (1) "Meta-Analytic Studies of Findings on Computer-Based Instruction" (J.A. Kulik); (2) "Report on the Effectiveness of Technology in Schools, 1990-1997" (J. Sivin-Kachala); (3) "Evaluating the Apple Classrooms of Tomorrow" (E.L. Baker, M. Gearhart, & J.L. Herman) ; (4) "West Virginia's Basic Skills/Computer Education Program: An Analysis of Student Achievement" (D. Mann, et al.); and (5) "Does It Compute? The Relationship between Educational Technology and Student Achievement in Mathematics.
Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Milken Exchange on Education Technology.
Using the U.S. PISA results to investigate the relationship between school computer use and student academic performance
Sun, L., & Bradley, K. D. (2003). Using the US PISA results to investigate the relationship between school computer use and student academic performance.
The purpose of the study was to determine whether the use of the Internet integrated into an eight week social studies unit at the fourth grade level of elementary school would affect students' achievement in social studies or students' attitudes toward school, reading, writing, geography, history, maps, computers, and typing.
Toriskie, J. M. (1999). The effects of Internet usage on student achievement and student attitudes (pp. 1-248).
This experiment evaluated the effects of requiring overt answer construction in computer-based programmed instruction using an alternating treatments design.
Tudor, R. M. (1995). Isolating the effects of active responding in computer‐based instruction. Journal of Applied Behavior Analysis, 28(3), 343-344.
A group experimental design compared passive reading, covert responding to frame blanks, and actively typing answers to blanks with and without immediate confirmation of correctness. Results strongly supported the effectiveness of requiring the student to supply fragments of a terminal repertoire while working through a program.
Tudor, R. M., & Bostow, D. E. (1991). Computer‐programmed instruction: The relation of required interaction to practical application. Journal of Applied Behavior Analysis, 24(2), 361-368.
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 paper examines the impact of computers on student achievement has concluded that providing each student with a computer has a modest but positive effect on student achievement. This meta-analysis included 10 studies from more than 15 years of research on the topic.
Zheng, B., Warschauer, M., Lin, C. H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of Educational Research, 86(4), 1052–1084.