Technology-Based Support Shows Promising Long-Term Impact on Math Learning: Initial Results from a Randomized Controlled Trial in Middle Schools

Autor/inn/en	Feng, Mingyu; Huang, Chunwei; Collins, Kelly
Institution	WestEd
Titel	Technology-Based Support Shows Promising Long-Term Impact on Math Learning: Initial Results from a Randomized Controlled Trial in Middle Schools
Quelle	(2023), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle Schools; Mathematics Instruction; Learning; Time Perspective; Academic Achievement; Electronic Learning; Educational Technology; Program Effectiveness; Opportunities; Disadvantaged Youth; Racial Composition; Minority Group Students + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Mathematics lessons; Mathematikunterricht; Lernen; Zeitbezug; Schulleistung; Unterrichtsmedien; Möglichkeit; Benachteiligter Jugendlicher
Abstract	As a promising tool for improving math education and closing the achievement gap, the use of educational technology has dramatically expanded in K-12 education in recent years, accelerated by the COVID-19 pandemic. ASSISTments was one of the few digital learning programs recommended for use in response to the COVID-19 pandemic (Sahni et al., 2021). Developed by researchers at Worcester Polytechnic Institute, ASSISTments is a free online formative assessment platform that applies innovative technology in education. This study measured the possible long-term impact of ASSISTments on student learning. Findings from the study can help schools, districts, and states make informed decisions regarding resource allocation and adoption of technology-based programs, as well as the specific skills and knowledge that educators need to integrate technology into their schools effectively--potentially leading to improved student performance while saving time and money in the long run. By prioritizing evidence-based practices, schools and districts can track the impact of the technologies they adopt and hold themselves accountable for meeting their goals. Key findings include: (1) ASSISTments had a significant positive impact on student learning in the long term; (2) ASSISTments helped close opportunity gaps; and (3) ASSISTments benefited more those students whose schools had a higher percentage of students from economically disadvantaged backgrounds or a lower percentage of White students. [Collaborators for this report include WestEd, North Carolina State University, SRI International, LFC Research, Digital Promise, and Worcester Polytechnic Institute.] (As Provided).
Anmerkungen	WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01