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 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.
In early March, Education Week caught up with them by phone when they were in Paris to speak at an ed-tech conference. We asked them how their 2015 predictions had fared. Then, we talked again in late April, when the coronavirus had suddenly transformed K-12 education into a massive remote learning system.
Gewertz, C. (2020, June 2). How technology, coronavirus will change teaching by 2025. Education Week. https://www.edweek.org/ew/articles/2020/06/03/how-technology-coronavirus-will-change-teaching-by.html
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 is an examination of the current state of blended and online learning throughout
the K-12 world in the United States.
Greene, K., & Hale, W. (2017). The state of 21st century learning in the K–12 world of the United States: Online and blended learning opportunities for American elementary and secondary students. Journal of Educational Multimedia and Hypermedia, 26(2), 131–159.
This chapter synthesizes and categorizes current blended learning research, with recommendations for future directions. Issues addressed in HE blended learning and K-12 blended learning are identified, compared, and evaluated by reviewing major research on the topic.
Halverson, L. R., Spring, K. J., Huyett, S., Henrie, C., & Graham, C. R. (2017). Blended learning research in higher education and K–12 settings. In J. M. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, design, and technology: An international compendium of theory, research, practice, and policy (pp. 1–30). Cham, Switzerland: Springer International Publishing.
This paper critically analyzes extant approaches to technology integration in teaching,
arguing that many current methods are technocentric, often omitting sufficient consideration
of the dynamic and complex relationships among content, technology, pedagogy, and
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416.
Research indicates children generally fare better in traditional schools when parents are
involved. However, scant research exists in alternative settings such as blended and online
Hasler Waters, L., Borup, J., & Menchaca, M. P. (2018). Parental involvement in K–12 online and blended learning. In K. Kennedy & R. E. Ferdig (Eds.), Handbook of research on K–12 online and blended learning (2nd ed., pp. 403–422). Pittsburgh, PA: Carnegie Mellon University, ETC Press. https://www.academia.edu/37013644/Handbook_of_Research_on_K-12_and_Blending_Learning_Second_Editio.pdf
Using qualitative interviews of eight virtual high school teachers, this study explored teachers' perceptions of their online teaching role. Teachers expressed a sense of disconnection from their students, the profession, and their peers as a result of limited interactions due to significant institutional barriers.
Hawkins, A., Barbour, M. K., & Graham, C. R. (2012). Everybody is their own island: Teacher disconnection in a virtual school. International Review of Research in Open and Distance Learning, 13(2), 123–144.
Technology is everywhere in education: Public schools in the United States now provide at least one computer for every five students. And in 2015-16, for the first time, more state standardized tests for the elementary and middle grades will be administered via technology than by paper and pencil.
Herold, B. (2016, February 5). Technology in education: An overview. Education Week.https://www.edweek.org/ew/issues/technology-in-education/index.html
Online learning is sweeping across America. In the year 2000, roughly 45,000 K–12 students took an online course. In 2009, more than 3 million K–12 students did. What was originally a distance-learning phenomenon no longer is. Most of the growth is occurring in blended-learning environments, in which students learn online in an adult-supervised environment at least part of the time. As this happens, online learning has the potential to transform America’s education system by serving as the backbone of a system that offers more personalized learning approaches for all students.
Horn, M., & Staker, H. (2011). The rise of K–12 blended learning. Mountain View, CA: Innosight Institute.
This study examines the effects on early reading skills of three different methods of
presenting material with computer-assisted instruction.
Johnson, E. P., Perry, J., & Shamir, H. (2010). Variability in reading ability gains as a function of computer-assisted instruction method of presentation. Computers and Education, 55(1), 209–217.
This study examined whether a personalized, adaptive blended learning approach can support reading development in ELs and non-ELs.
Kazakoff, E. R., Macaruso, P., & Hook, P. (2017). Efficacy of a blended learning approach to elementary school reading instruction for students who are English learners. Education Technology Research and Development, 66, 429–449.
This article describes the instructional design of field experiences in K-12 online learning environments. Couched in the theory of situated cognition and based on established K-12 online teaching standards, these field experiences are slowly gaining popularity in teacher education programs.
Kennedy, K., & Archambault, L. (2012a). Design and development of field experiences in K–12 online learning environments. Journal of Applied Instructional Design, 2(1), 35–49. https://www.researchgate.net/profile/Leanna_Archambault/publication/2724
To address the importance and challenges of implementing new pedagogies, this paper brings together leading experts to reflect on key areas of pedagogy. In particular, each chapter addresses a pedagogical dimension that together offers a conceptual framework for action
Lafuente, M. (2018). Attuning pedagogies to the context of ‘new learners’ and technology. In A. Peterson, H. Dumont, M. Lafuente, & N. Law (Eds.), Understanding innovative pedagogies: Key themes to analyse new approaches to teaching and learning (pp. 94–115). OECD Education Working Paper No. 172. Organisation for Economic Co-operation and Development. http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2018)8&docLanguage=En
This chapter looks at the research methods used during the first ten years of research on
online teaching and learning
Lowes, S., & Lin, P. (2018). A brief look at the methodologies used in the research on online teaching and learning. In K. Kennedy & R. E. Ferdig (Eds.), Handbook of research on K–12 online and blended learning (2nd ed., pp. 91–110). Pittsburgh, PA: Carnegie Mellon University, ETC Press. https://www.academia.edu/37013644/Handbook_of_Research_on_K-12_and_Blending_Learning_Second_Editio.pdf
This report provides a new perspective on the nation’s largest virtual school provider through a systematic review and analysis of student characteristics, school finance, and school performance of K12-operated schools.
Miron, G., & Urschel, J. L. (2012). Understanding and improving full-time virtual schools: A study of student characteristics, school finance, and school performance in schools operated by K12, Inc. Boulder, CO: National Education Policy Center. http://files.eric.ed.gov/fulltext/ED533960.pdf
This 2015 report is third in a series of annual reports on virtual education in the U.S.. It is organized in three major sections.
Molnar, A., Huerta, L., Shafer, S. R., Barbour, M.K., Miron, G., Shafer, S. R., & Gulosino, C. (2015). Virtual schools in the U.S. 2015: Politics, performance, policy, and research evidence. Boulder, CO: National Education Policy Center. http://nepc.colorado.edu/publication/virtual-schools-annual-2015
The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment.
OECD (2015). Students, computers and learning: Making the connection. Paris, France: OECD Publishing. https://www.oecd-ilibrary.org/docserver/9789264239555-en.pdf?expires=1591112620&id=id&accname=guest&checksum=E108C3D7C7CC829D93048D0ED6CB4635
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/
The Bi-annual Kids & Family Reading Report on the attitudes of children and parents toward reading was released in early January 2016. The latest research touches on reading aloud to children of all ages, the impact of reading independently for fun at school and at home, the importance of frequent reading, and the books children want most to read.
Scholastic. (2015). Kids & Family Reading Report 5th Addition. Scholastic.
This study evaluated the efficacy of Accelerated Reader, a computer-based learning program, at improving student reading.
Shannon, L. C., Styers, M. K., Wilkerson, S. B., & Peery, E. (2015). Computer-assisted learning in elementary reading: A randomized control trial. Computers in the Schools, 32(1), 20–34.
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
This research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison.
Tamim, R., Bernard, R., Borokhovski, E., Abrami, P., & Schmid, R. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4–28. https://pdfs.semanticscholar.org/f8fa/160a2552568e102b0cac11ad0a48fc635b0e.pdf?_ga=2.248632325.343379521.1591299854-1379934943.1547574243
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.
In the context of trying to improve reading proficiency in elementary school students, this study investigated the use of digital technology as part of a blended learning program, Core5, in kindergarten and first grade classes.
Wilkes, S., Kazakoff, E. R., Prescott, J. E., Bundschuh, K., Hook, P. E., Wolf, R.,… Macaruso, P. (2020). Measuring the impact of a blended learning model on early literacy growth. Journal of Computer Assisted Learning. Advance online publication. https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12429