Educational Technology

Featured

Educational technology refers not only to the hardware and software used in an educational setting, but how technological resources are used to support teaching and learning. RAND researchers form multidisciplinary teams to field rigorous studies of educational technology that provide actionable information to educators, policymakers, and product developers.

  • Chrissy Brackett and grandson Caidence Miller learn to navigate an online learning system at her home in Woodinville, Washington, March 11, 2020, photo by Lindsey Wasson/Reuters

    Q&A

    Schools Pivot Online in Wake of COVID-19: Q&A with RAND Experts

    Apr 2, 2020

    Nearly all school-age children in the United States are no longer in the classroom as districts shut down to reduce the spread of the new coronavirus. RAND education researchers discuss how this situation might exacerbate educational inequities, how districts and teachers are innovating and what they need, and what parents can do.

  • A teacher at a desk with a tablet and a laptop, photo by FluxFactory/Getty Images

    Report

    What Digital Materials Do Teachers Use?

    Apr 16, 2020

    Digital materials for lesson planning and instruction are becoming an increasingly important resource for teachers. A survey of English language arts, mathematics, and science teachers across the United States provides insights on which materials they use and what they consider barriers to use.

Explore Educational Technology

  • Report

    The Peace Corps Volunteer and Achieving Educational Change with New Media.

    A description of the Peace Corps educational television (ETV) project in Bogota, Colombia, 1964-1966. The volunteer became the mediator between advanced technology and a developing society. Public elementary schools received 30-60 minute/week broad...

    Dec 31, 1968

  • Report

    Engineering and Public Affairs : Some Directions for Education and Research.

    When man abdicates the responsibility for controlling technology, the modern city is the most conspicuous, but not the only, evidence. The problem is to create meaningful, systematic interaction between people and technology. Educational programs co...

    Dec 31, 1966

  • Report

    The Use of the Delphi Technique in Problems of Educational Innovations

    A description of the Delphi technique, a method for the systematic solicitation and collation of expert opinions, and its applications to educational planning.

    Dec 31, 1965

  • Report

    The Role of the Computer in Secondary Schools

    In the five years since stored program computers have been used in secondary schools, a pattern of solid academic courses has emerged.

    Dec 31, 1964

  • Report

    Computer Training and Education: The Picture in 1962

    A discussion of the problem of education and training in the world of computers.

    Dec 31, 1961

  • Report

    Secondary Schools and Computing

    A paper emphasizing the importance of teaching computing at the high school level.

    Dec 31, 1960

  • Content

    Axelle Devaux

    Deputy Head of Brussels Office; Research Leader
    Education M.A. in European studies, University of Lille

  • Content

    Christopher Joseph Doss

    Associate Policy Researcher
    Education Ph.D. in economics of education, Stanford University; M.A. in economics, Stanford University; M.Ed. in teaching at the secondary level, Harvard University; B.S. in chemistry, Brown University

  • Content

    Rafiq Dossani

    Director, RAND Center for Asia Pacific Policy; Senior Economist; Professor, Pardee RAND Graduate School
    Education Ph.D. in finance, Northwestern University; M.B.A. in finance & economics, Indian Institute of Management, Calcutta; B.A. in economics, St. Stephen's College, Delhi

  • Content

    Laura S. Hamilton

    Senior Behavioral Scientist, Distinguished Chair in Learning and Assessment, Director, Center for Social and Emotional Learning Research
    Education Ph.D. in educational psychology, M.S. in statistics, Stanford University; M.S. in psychology in education, University of Pennsylvania; B.S. in music education, Duquesne University

  • Content

    Courtney Ann Kase

    Policy Analyst
    Education M.P.H. in public health, University of Pittsburgh

  • Content

    Julia H. Kaufman

    Senior Policy Researcher
    Education B.A. in English literature, University of Pittsburgh; M.A. in teaching, University of Pittsburgh; Ph.D. in international education, New York University

  • Content

    Al Lucero

    Assistant Policy Researcher, RAND; Ph.D. Candidate, Pardee RAND Graduate School
    Education M.Ed. in secondary education, University of Nevada, Las Vegas; M.S. in mathematics, University of California, Riverside; B.S. in mathematics, Iowa State University

  • Content

    John F. Pane

    Senior Scientist
    Education Ph.D. in computer science, Carnegie Mellon University; M.S. in computer science, Carnegie Mellon University; B.S. in electrical and computer engineering and mathematics, Carnegie Mellon University

  • Content

    Joseph D. Pane

    Statistical Analyst
    Education M.S.P. in statistical practice, Carnegie Mellon University; B.S. in statistics, Carnegie Mellon University

  • Content

    Michael G. Shanley

    Senior Policy Researcher
    Education Ph.D. in public policy analysis, Pardee RAND Graduate School; M.A. in urban and regional planning, Cornell University; B.S. in industrial management, Purdue University

  • Content

    Cathy Stasz

    Adjunct Behavioral Scientist
    Education Ph.D. in education, University of California, Los Angeles; M.Ed. in educational psychology, Rutgers University; B.A. in psychology, Rider College

  • Content

    Elizabeth D. Steiner

    Associate Policy Researcher; Affiliate Faculty, Pardee RAND Graduate School
    Education M.S.P.P.M. in public policy administration and analysis, Carnegie Mellon University; B.A. in psychology, Vassar College

  • Content

    Susan G. Straus

    Senior Behavioral Scientist, Research Quality Assurance Manager
    Education Ph.D. and M.A. in industrial/organizational psychology, University of Illinois, Urbana-Champaign; B.A. in psychology, University of Michigan, Ann Arbor

Research conducted by