Education Drivers

Curriculum

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SYNOPSIS
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International Experiences with Technology in Education: Final Report

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.

One-to-one Computing: Literature Review

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 Future Ready District: Professional Learning Through Online Communities of Practice and Social Networks to Drive Continuous Improvement

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.

Characteristics of Future Ready Leadership: A Research Synthesis

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.

Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review.

This research suggests a strong relationship between inference generation and reading comprehension. The study finds inference instruction was effective for increasing general comprehension (d 0.58), inferential comprehension (d 0.68), and literal comprehension (d 0.28).

Elleman, A. M. (2017). Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review. Journal of Educational Psychology

Teachers' Use of Educational Technology in U.S. Public Schools: 2009. First Look

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.

Students, Computers and Learning Making the Connection

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.
DOI: http://dx.doi.org/10.1787/9789264239555-en

Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation

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.

How Teachers Are Using Technology at Home and in Their Classrooms

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/

Ed Tech Developer’s Guide: A primer for Software Developers, Startups, and Entrepreneurs

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.

Enhancing Teaching and Learning Through Educational Data Mining and Data Analytics

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.

Future Ready Learning: Reimagining the Role of Technology in Education

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.

Future Ready Schools: Building Technology Infrastructure for Learning

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. 

Early Learning and Educational Technology Policy Brief

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.

Designing Online Communities of Practice for Educators to Create Value

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.

Hard Wiring: What the Next Decade in Education Policy Means for Educational Technology
This article is a speculation on the use of technology in the future of education.
Rotherham, A., J. (2006). Hard Wiring: What the Next Decade in Education Policy Means for Educational Technology. American Institutes of Research (AIR).
A systematic review and meta-analysis of the effectiveness of information and communication technology (ICT) on the teaching of spelling
This study suggests that the teaching of spelling by using computer software may be as effective as conventional teaching of spelling.
Torgerson, C. J. and Elbourne, D. (2002). A systematic review and meta-analysis of the effectiveness of information and communication technology (ICT) on the teaching of spelling. Journal of Research in Reading, 25(2):129-43.
Software Enabling School Improvement Through Analysis of Student Data
This paper considers issues surrounding the use data and data based decision-making in schools. It describes the state of the field and possible future directions in school based technology.
Wayman, Jeffrey C., Sam Stringfield, and Mary Yakimowski. "Software enabling school improvement through analysis of student data." (2004).
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SYNOPSIS
Balefire Labs

Balefire Labs provides an online educational app review service for mobile apps. It helps teachers and parents to find the highest quality educational apps for kids, ages 0-19 years. It uses rigorous, science-based, review criteria and publishes a detailed rubric on its site.

Best Evidence Encyclopedia

The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education. It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12.

Ed Tech Teachers: Best of History Web Sites

Best of History Web Sites aims to provide quick, convenient, and reliable access to the best history-oriented resources online in a wide range of categories and has been designed to benefit history teachers and their students; however, general history enthusiasts will benefit from the site as well.

What Works Clearinghouse (WWC)

The goal of the WWC is a resource for informed education decision-making. The WWC identifies evidence-based practice, program, or policy, and disseminates summary information on the WWC website.

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