Accelerated Reader (AR), developed by Renaissance Learning, is a digital whole-class reading management and monitoring programme that aims to foster independent reading among primary and secondary pupils.
Understanding how teachers used digital materials leading up to the pandemic can shed light on how prepared they were to pivot to virtual learning. Where are some areas in which additional supports could be helpful in using digital materials for both virtual and in-person instruction?
Given the increased reliance on technology to support learning, now may be a good time for educational technology companies to start thinking more seriously about the data they collect and how they use it.
Automated writing evaluation systems offer a promising approach to relieving the burden of giving formative feedback to students on their writing. What do teachers want to see in these systems so that the technology can be integrated into their teaching?
This article studies the implementation of ALEKS (Assessment and LEarning in Knowledge Spaces) in a blended-learning model. This is the first rigorous experimental evaluation of ALEKS in K–12 in-school settings, and the first to gather extensive implementation data.
RAND Europe found in a UK randomised controlled trial that classes of primary school children randomly allocated to receive a technology-based education intervention using Microsoft's Immersive Reader performed as well as business-as-usual classes.
The rise of education technology brings increased opportunity for the collection and application of data. This presents challenges, including data infrastructure issues that could limit the usefulness of data, and privacy concerns.
This report presents findings from an evaluation of the Creating College and Career Readiness initiative, which used a suite of personalized software in the kindergarten-12th grade setting in rural Kentucky schools.
Despite the central and growing role of digital technology for knowledge-based work, children in low-income families have relatively limited access to computer-based devices, software applications, and the Internet. “T” Is for Technology explored the potential for early childhood education to help narrow this digital divide.
A first-year algebra curriculum that blends tutoring software with conventional textbook learning had a positive effect for high school algebra students. Researchers found significant improvements—a change equivalent to moving from the 50th percentile to the 58th on an algebra posttest.
Assesses the performance of The Army Distributed Learning Program (TADLP) and looks at ways to strengthen the Army's interactive multimedia instruction (IMI) program by improving both the quality of the product and the efficiency of the process.
This report describes the eight case studies of schools that use technology (computer, network, and multimedia equipment) to facilitate classroom instruction provide estimates of what it costs a school to set up a technology program.