This article details an experiment in which a broad and diverse range of information about schools was assembled and presented to stakeholders in a small urban district. Using a modified deliberative polling experience, authors assessed how participants responded to a new, more comprehensive set of school performance information. They found that when users of the new data system evaluated unfamiliar schools, they expressed not only more confidence in their own knowledge, but also in the quality of the schools.
This study examined whether the benefits of computer access observed in the general U.S. population were also applicable to children from immigrant families in the early 2000s. Our findings suggest that gaining computer access in the late 1990s/early 2000s was associated with greater mathematics achievement. The findings may help researchers understand potential influences of media that are currently popular.
This article reports a large-scale qualitative study that analyzed data from more than 4,400 learners who participated in one or more of 10 highly rated MOOCs. Six key factors that can engage online students and nine reasons for student disaffection are discussed.
This article defines and illustrates features of belongingness visible in videogame spaces, highlighting how doing–being–valuing combinations help to contextualize participation. Underscoring the dynamics of hierarchical participation in interest-driven practices, this article has implications for understanding how youth (re)configure their social practices to seek inclusion by using and honing specialist language and behavior.
This article argues that today’s gold standard for identifying what works, the randomized controlled trial, poorly serves each and any individual learner. Elements of this argument provide grounds for proposed remedies in cases where software can log extensive data about the operations that each learner applies to learning and about each bit of information to which a learner applies those operations.
This article reviews recent advances in research by members of the Learning Environments Across Disciplines partnership on the design of adaptive technology-rich learning environments as cognitive, metacognitive, and affective tools. In particular, we examine the use of convergent methodologies and how the design guidelines of the learning environments are grounded in instructional theories and empirical evidence.
This paper attempts to integrate the ideas of adaptive navigation support and open student modeling, two prominent technologies in the field of personalized learning with social visualization.
Pedagogical agents are computerized talking heads or avatars that help students learn by performing actions and holding conversations with the students in natural language. This paper explores several designs of trialogues (two agents interacting with a human student) that have been productively implemented for particular students, subject matters, and depths of learning.
This article discusses how high quality software can both promote children’s math learning and also provide analytic tools for studying its development over time. Macrogenetic research on digital learning can contribute to the further development of effective math education software, shed light on children’s math learning, and also largely eliminate the need for high-stakes testing and traditional achievement tests.
This article defines how educational technologies can be leveraged for use in collaborative research environments by highlighting the research revolution of ASSISTments, a popular online learning platform, and by outlining the many benefits made possible through educational research at scale.
An introduction to the special issue.
This article specifies a model to organize both historical and contemporary work to create adaptive learning opportunities and applies it to identify active lines of relevant research as well as areas for additional development.
This case study attempts to understand the contemporary challenges of implementing the collaborative web-based tool and its accompanying opportunities, as well as the contextual factors for its implementation within the district.
This mixed methods study explores the issue of adopting, adapting, and sharing of open educational resources in teacher practice and points out its potentials as well as barriers to diffusion that openness may face in light of economic and political realities of the classroom.
This paper examines how a large virtual school grows and prospers in spite of receiving consistently “failing” “grades” from the state. In answering, the article suggests that the school is not just a school and must be understood instead as part of a fundamental transformation in the nature of educational institutions.
In this article, a typology for an online Socrates Café discussion forum emerges from the theoretical framework of pedagogical and dispositional components guiding the pedagogy. The typology may assist instructors to create and sustain purposeful online discussion forums that engage students in deliberative discussion.
Despite the increased popularity of blended learning in K–12 contexts, relatively little research exists that examines teachers’ instruction in high-tech blended schools. Drawing on cultural historical activity theory (CHAT) to identify and explore the contextual factors influencing teachers’ work, this article traces how teachers' roles and instructional practices develop throughout the first year of a blended learning school.
This article explores for a broad audience the changing landscape of education in the digital age, the changing roles of teachers in a technology-rich education system, and the skills, knowledge, values, and ways of thinking that teachers must have to support students’ social, emotional, and intellectual development in a digital learning environment.
Community college leaders are now turning to social media/social networking sites for new avenues and opportunities to increase students’ interaction, engagement, and collaboration with peers, faculty, and staff. This study examines the use of social media/social networking sites and its relationship to social capital and academic success in the context of community colleges.
This multi-method study explores the potential of virtual coaching as a means for providing sustained external assistance to principals and leadership teams engaged in collaborative instructional improvement.
This paper examines the influence of students’ self-efficacy and expectation, as well as the expectation and encouragement they received from parents and high school teachers on their decisions to major in, complete a degree, and pursue a career in STEMM.
In this article, we explore the ways transnational children identified as certain kinds of transnational, immigrant, or “American” students, while they orchestrated multiple, often competing voices of in multimodal, digital autobiographies.
The goal of this study was to examine how preservice science teachers may capitalize on learning from different types of reflection prompts based on the IMPROVE self-questioning model oriented toward technological pedagogical content knowledge in order to enhance their design of technology-infused science lessons for students and to allow them to develop their own self-reflection abilities.
This article proposes a theory through which to better understand, evaluate, and scaffold the generative synthesis of knowledge in a web-mediated world. The theory is based on a review of literature from a diverse range of scholarly fields as well as an empirical investigation of advanced learners on the web.
This study examines the relationship between applied STEM coursetaking (i.e., ‘scientific research & engineering’ and ‘information technology’) in high school and standardized math achievement. Using longitudinal data from a nationally-representative cohort of high school students, this study tests the effect of enrolling in applied STEM courses conditional on pipeline placement in traditional academic math courses, with the former emphasizing the application of concepts taught in the latter to specific occupational settings. Fixed effects regression analyses reveal that applied STEM courses have a statistically significant, but substantively small positive effect on math test scores. Students who fall lower on the math ability pipeline (i.e., who take only below average math courses like basic math and pre-Algebra) benefit much more from applied STEM courses than do students who take more advanced courses.
This study used Virtual Reality (VR) technology to simulate conceptual and perceptual analogies and examined their impact on the analogical thinking of kindergarten children enrolled in public education. It compared the effectiveness of immersive 3D VR to better enhance their ability to solve both kinds of analogies with the effectiveness of picture cards and found VR to be more effective.
We compared levels of off-task behavior exhibited by students using educational software in the Philippines and the United States. We found that students in the Philippines exhibited significantly less off-task behavior and more gaming the system than students in the United States.
The study examines empirical models of variables posited to predict students’ motivation management in online groupwork.
The chapter examines John Dewey’s concepts of society and the public in the context of digital technology and its potential to transform society and the moral ethos of the public school. I argue that Dewey’s theory of society and the public, though articulated for an industrial age, are, like his moral vision of social democracy and public education, still of perennial importance as a ethical lens to frame and critique the emerging network society and publics.
This meta-analysis of the online learning literature includes 50 independent effects from controlled studies that contrasted either purely online or a blend of online and face-to-face instruction with a condition in which all instruction was conducted face-to-face. The meta-analysis found that on average, learners experiencing blends of online and face-to-face instruction learned modestly more than those whose instruction was entirely face-to-face.