Race to the Tablet? The Impact of a Personalized Tablet Educational Program

Autor/in	Setren, Elizabeth
Titel	Race to the Tablet? The Impact of a Personalized Tablet Educational Program
Quelle	In: Education Finance and Policy, 18 (2023) 2, S.213-231 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
Schlagwörter	Tablet Computers; Instructional Effectiveness; Mathematics Education; Language Arts; Middle School Students; Charter Schools; Educational Technology; Individualized Instruction; Academic Achievement; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Tablet computer; Tablet PC; Computer; Digitalrechner; Unterrichtserfolg; Mathematische Bildung; Sprachkultur; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Charter school; Charter-Schule; Unterrichtsmedien; Individualisierender Unterricht; Schulleistung
Abstract	The presence of tablets and laptops in schools has burgeoned in recent years, with $4.9 billion spent on over 10.8 million devices in 2015. Despite the large and increasingly prevalent monetary and time investments in education technology, little causal evidence of its effectiveness exists. I estimate the effect of a Math and English Language Arts tablet educational program that supplements core instruction using a randomized controlled trial in a Boston charter middle school. I find that the personalized learning technology can substantially increase end-of-year test scores by 0.202 standard deviation in Math, but find no effects for the summative English exam. For the quarterly formative exams, I find positive, but insignificant effects for Math and marginally significant effects for English. This paper demonstrates the potential of technology to enhance student learning in Math and could serve as a cheaper alternative to high-intensity tutoring for school districts without funding or labor supply for extensive tutoring programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01