IT/Computers

The Covid-19 pandemic has resulted in school closings for the remainder of the year in 48 of 50 states and a sharp turn toward remote instruction in order to finish the year as best as possible. Understanding best practice in remote instruction and learning will be key as schools look to the future.

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.

This paper is based on the simple idea that students’ educational achievement is affected by the effort put in by those participating in the education process: schools, parents, and, of course, the students themselves.

 This study explored student achievement in a K-12, full-time, online learning environment and the effect parents had on student success.

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.

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.

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.

This article explores the theoretical underpinnings surrounding quality teaching in online settings as well as practical considerations for what teachers should know and be able to do in online environments. 

The report provides foundational knowledge needed to examine and understand the potential contributions of online learning to educational productivity, including a conceptual framework for understanding the necessary components of rigorous productivity analyses, drawing in particular on cost-effectiveness analysis as an accessible method in education.

In these pages, we estimate the costs of blendedlearning models and fulltime virtual schools as currently operated in the U.S.

A report about blended learning programs analyzes the instruction, operational, and financial models of Knowledge is Power Program (KIPP) schools. KIPP focuses on blending technology with in-class education to provide small group instruction and to meet the needs of each individual student.

The purpose of this study is to investigate the role of familial participation in student's achievement in K-12 virtual schools.

Researchers have hypothesized that parental engagement is even more critical when online students learn from home, but few researchers have examined parents’ engagement behavior—especially parents of adolescent learners. In this case study, we addressed this gap using parent and student interviews at a full-time online charter school.

This report summarizes the methodology, measures, and findings of research on the influence on student achievement outcomes of K–12 online and blended face-to-face and online learning programs that offer differentiated learning options.

This paper explores the theoretical and empirical literature on the impacts of technology on educational outcomes. The literature focuses on two primary contexts in which technology may be used for educational purposes: i) classroom use in schools, and ii) home use by students.

While research has been conducted on parental involvement in K-12 online learning, none of this research relates specifically to the parents of students with disabilities. Thus, researchers developed a survey around the following constructs: parental roles, instruction and assessment, communication and support from the school, and parental challenges. 

Education Week is learning as it surveys educators across the country about the impact school closures have had on their morale, student engagement, technology skills, and many other factors.

The author reviews the economics literature at the intersection between innovation and K-12 education from two different, but related perspectives.

This article briefly describes blending learning definition and models.

The Clayton Christensen Institute, formerly Innosight Institute, has published three papers describing the rise of K−12 blended learning. This fourth paper is the first to analyze blended learning through the lens of disruptive innovation theory to help people anticipate and plan for the likely effects of blended learning on the classrooms of today and schools of tomorrow. 

This paper discusses an adapted-Continuous Practice Improvement model, which qualitative findings indicate was effective in facilitating the transfer of creative and innovative teaching approaches from the expert or Resident Teacher’s school to the novice or Visiting Teachers’ classrooms over the duration of the project. 

This mixed-methods study investigates student achievement in the full-time, online learning environment and the effect parents have on student success.

Based on a review of more than seventy recent studies, this brief describes these approaches, particularly as they apply to high school students who have been at risk of failing courses and exit examinations or dropping out due to a range of personal factors and academic factors. The brief then outlines policy strategies that could expand the uses of technology for at-risk high school youth.

Going Virtual! 2010 is a follow-up report to the Going Virtual! Research series started in 2007. The purpose of the series is to describe current trends on the status of professional development for K-12 online teachers, as well as identify the unique needs and challenges faced by these instructors.

The Handbook of Research on K-12 Online and Blended Learning is an edited collection of chapters that sets out to present the current state of research in K-12 online and blended learning. 

This chapter provides a survey of what is known about professional development for both brick and mortar and online teachers and uses this knowledge as a springboard to suggest policy and research implication of professional development and K-12 online teacher. 

This article presents a critical review of the transitions that technology integration has made over the years; the amount of resources and funding that has been allocated to immerse school with technology; and the conflicting results presented on effectiveness of using is technology in education.

This article offers ideas to improve the quality of inquiry into teacher learning, one of the most critical targets of education reform. 

Online, blended, and digital learning in K–12 schools in the United States includes an assortment of schools, programs, tools, and resources. These range from the fully online schools in which students receive their entire education, to the digital platforms and content that mainstream teachers are using to bolster instruction in their physical classrooms. 

The Covid-19 pandemic has resulted in school closings for the remainder of the year in 48 of 50 states and a sharp turn toward remote instruction in order to finish the year as best as possible. Understanding best practice in remote instruction and learning will be key as schools look to the future.

The authors examine whether social capital created at home and at school has differing effects on child academic achievement. They hypothesize that children derive social capital from both their families and their schools and that capital from each context promotes achievement.

The purpose of this study was to examine the effects of using computer software to store, graph, and analyze student performance data on teacher efficiency and satisfaction with curriculum-based progress-monitoring procedures.

This study assessed the efficiency of and teacher satisfaction with curriculum-based measurement (CBM) when student performance data are collected by teachers or by computers. 

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.

An alternating treatments design with a best treatments phase was used to compare two active student response (ASR) conditions and one on-task (OT) condition on the acquisition and maintenance of social studies facts during computer-assisted instruction.

This paper develops the concept of action learning in terms of holographic principles. It offers an approach to inquiry, learning, and organizational design in terms of minimum critical conditions which seek to enhance capacities for individual and collective self-organization.

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.

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.

In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology.

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.

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.

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

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.

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.

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.