Below is the list of “T” Is for Technology publications, as well as additional RAND research of interest.
Technology use among young children is on the rise, but technology's role in early childhood education (ECE) is still in debate. The authors offer ways to move past that debate and identify several potential core goals to guide technology use in ECE.
The authors challenge the traditional emphasis on screen time as a measure of "developmentally appropriate" technology use by young children and discuss how to move toward a more comprehensive definition.
The authors examine how stakeholders might collaborate to (1) define what constitutes an adequate technology architecture for the purposes of addressing the digital divide in early childhood education and (2) help ensure that it is realized.
The authors describe efforts that might be helpful in creating confident, knowledgeable providers of early childhood education who can help ensure appropriate, intentional, and productive use of technology among young children.
The authors describe barriers that hinder family engagement in early childhood education and ways technology might help -- empowering families to become better educators at home, and strengthening connection and communication between school and home.
Many low-income children lack the same access to technology as their more-advantaged peers. This Perspective explores the role of early childhood education in ensuring that low-income children can access technology and learn how to use it.
Focuses on the education, training, and ongoing professional development of early care and education caregivers, teachers, and administrators who work with infants, toddlers, and preschool-age children from birth to kindergarten entry in California.
Identifies five strategies for incorporating child assessments into the design, implementation, and evaluation of initiatives designed to raise the quality of care in early care and education settings such as quality rating and improvement systems.
Describes child care and early learning arrangements for the approximately 2.8 million California children ages 0 to 5 who are younger than the age at which they would enter kindergarten.
Lynn Karoly and Gabriella Gonzalez examine the current role of and future potential for early care and education (ECE) programs in promoting healthy development for immigrant children.
Minnesota's Saint Paul Early Childhood Scholarship Program provides scholarships to cover the cost of high-quality early childhood education programs. This report provides detailed cost and program data for 12 participating programs.
Describes which groups of California's children are falling short of proficiency in English-language arts and mathematics in the early elementary grades and evaluates the potential for well-designed preschool programs to close achievement gaps.
Provides a comprehensive assessment of publicly funded early care and education programs for preschool-age children in California as a whole, and in four case-study counties: Los Angles, Merced, San Diego, and San Mateo.
Assesses the formula used by the Department of Defense to determine child-care demand and the factors affecting the child-care needs of military families.
The authors identify the conceptual and methodological issues associated with the analysis of costs and outcomes of early intervention programs and review the prior application of these methods to several programs.
This article examines the effectiveness of a technology-based algebra curriculum in a wide variety of middle schools and high schools in seven states.
Examines the costs of implementing Carnegie Learning's Cognitive Tutor Algebra I curriculum and comparison algebra I curricula (published by Prentice Hall, Glencoe, and McDougal Littell).
This randomized, controlled field trial estimated the causal impact of a technology-based geometry curriculum on students' geometry achievement, as well as their attitudes toward mathematics and technology.
To support the Defense Advanced Research Project Agency's development and evaluation of innovative education technologies, RAND analyzed several complexities associated with assessing the benefits and implementation challenges of these technologies.
To promote the use of technology in education, the U.S. Department of Education (ED) awards Challenge Grants (i.e., matching grants) to local communities.
This documented briefing discusses private-sector, nonprofit and state-sponsored programs that transfer used computer equipment to elementary and secondary schools.
