imported
This blog was originally published on the Brookings Brown Center Chalkboard. I’ll bet you’ve read something about technology and learning recently. You may have read that device use enhances learning outcomes. Or perhaps you’ve read that screen time is not good for kids. Maybe you’ve read that there’s no link between adolescents’ screen time and […]
Is Technology Good or Bad for Learning? Read More »
This post was originally published on the Digital Learning Collaborative blog. The inaugural Digital Learning Annual Conference (DLAC) took place on April 1-3, 2019, and one of the highlights of the event for me was the prominent and focused conversation around research and evidence. In fact, DLAC kicked off with a research community meeting, which
Research Community @ DLAC Read More »
“Information consumes attention. A wealth of information creates a poverty of attention.” – Herbert Simon We know that all effective teachers use data to inform instruction, but with the integration of technology in classrooms and the need and desire to personalize instruction for students, the different academic and non-academic datasets teachers now have access to
Crafting a “Data Vision” Read More »
When we talk about teachers and classroom data use, we’re oftentimes talking about data produced via assessment, or as Stassen et al. (2001) eloquently write, “the systematic collection and analysis of information to improve student learning.” The word “assessment” can conjure a lot of things for a lot of people, ranging from the high-stakes world
When We Talk About “Assessment,” What Do We Really Mean? Read More »
Learning sciences seem to be everywhere these days. Over the last couple of years, the message that educators have been getting about evidence has flipped from, “the research is new,” or “the evidence isn’t conclusive,” to “learning science clearly shows us…” This is a positive development, but the challenge still remains to help educators clearly
Ignite Your Use of Ed Research Read More »
“For every 20 minutes a student spent [on our software], their MAP score increased by 2.5 points.” “Ensure that students see two years of reading growth [if they use our program].” “Our study has found that use of this math program with fidelity has roughly the positive impact of a second-year teacher versus a first-year
Blended Learning Data: Moving beyond binary results Read More »
This blog was originally published on the Brookings Institution’s Brown Center Chalkboard. As millions of students head back to school, families are probably wondering if those shiny new devices, apps, and even games that are becoming a typical part of the school day are good for learning. As an education researcher focused on blended learning,
Tech or No Tech, Effective Learning is All About Teaching Read More »
As blended teaching becomes more prevalent throughout the country, leaders in the field are looking for how to measure and assess quality blended teaching skills. As part of my TLA Measurement Fellowship, I distilled the information that I gleaned from a literature review (Pulham & Graham, 2018) to create an objective test of teacher skill
TLA Measurement Fellowship: A new blended teaching assessment tool emerges Read More »
The public voting period for SXSWedu is upon us, and we would love your help in bringing The Learning Accelerator back to Austin! Would you mind taking a few minutes to vote for our sessions described below? (If you aren’t registered to vote for SXSWedu sessions yet, you can click here to create your account
SXSWedu PanelPicker is Live Read More »
Education purchasing should be simple, right? If you need some pencils or paper, you can get them at the nearest supply store. Unfortunately, this isn’t always the case. We often overlook everything a district needs to buy – from mundane things like clocks to more symbolic items like school buses. The broad spectrum of purchases
Exciting New Initiatives Provide Hope for Improved Edtech Purchasing Across K-12 Schools Read More »
