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Designing for Learner Variability: Examining the Impact of Research-Based Edtech in the Classroom

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Title: Designing for Learner Variability: Examining the Impact of Research-Based Edtech in the Classroom
Language: English
Authors: Tare, Medha, Ruppel Shell, Alison, Digital Promise Global
Source: Digital Promise Global. 2019.
Availability: Digital Promise. 1001 Connecticut Avenue NW Suite 935, Washington DC 20036. Tel: 202-450-3675; e-mail: contact@digitalpromise.org; Web site: https://digitalpromise.org/
Peer Reviewed: N
Page Count: 17
Publication Date: 2019
Document Type: Reports - Evaluative
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Instructional Design, Educational Technology, Program Descriptions, National Surveys, Educational Strategies, Partnerships in Education, Kindergarten, Elementary School Students, Student Characteristics, Evidence Based Practice, Assignments, Reading Instruction, Teacher Attitudes, Teaching Methods, Reading Comprehension, Student Needs, Computer Software
Abstract: While research shows that learners differ in many ways, this work must be translated into actionable strategies to benefit students. We describe the results of our partnership with ReadWorks, a widely-used literacy edtech platform, to help them implement research-based pedagogical features that support learners with diverse needs. In a national survey of over 11,000 educators, 89 percent said they were likely to assign more articles on ReadWorks and 82 percent said they were likely to assign higher-level articles as a result of the features available to students. We also examined K-6 students' (N=1857) use of these optional features when completing digital assignments and found that 92% of students tried at least one new feature and engaged with harder assignments when they used the features than when they did not. Feature use did not differ by student characteristics such as reading proficiency or special education status, suggesting that these features could potentially benefit all students when they need extra support. [Support for the Digital Promise Global's Learner Variability Project is provided by the Oak Foundation, the Overdeck Family Foundation, and the Chan Zuckerberg Initiative.]
Abstractor: As Provided
Entry Date: 2021
Accession Number: ED614254
Database: ERIC
FullText Text:
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CustomLinks:
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  Data: Designing for Learner Variability: Examining the Impact of Research-Based Edtech in the Classroom
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  Data: <searchLink fieldCode="SO" term="%22Digital+Promise+Global%22"><i>Digital Promise Global</i></searchLink>. 2019.
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  Data: Digital Promise. 1001 Connecticut Avenue NW Suite 935, Washington DC 20036. Tel: 202-450-3675; e-mail: contact@digitalpromise.org; Web site: https://digitalpromise.org/
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  Data: While research shows that learners differ in many ways, this work must be translated into actionable strategies to benefit students. We describe the results of our partnership with ReadWorks, a widely-used literacy edtech platform, to help them implement research-based pedagogical features that support learners with diverse needs. In a national survey of over 11,000 educators, 89 percent said they were likely to assign more articles on ReadWorks and 82 percent said they were likely to assign higher-level articles as a result of the features available to students. We also examined K-6 students' (N=1857) use of these optional features when completing digital assignments and found that 92% of students tried at least one new feature and engaged with harder assignments when they used the features than when they did not. Feature use did not differ by student characteristics such as reading proficiency or special education status, suggesting that these features could potentially benefit all students when they need extra support. [Support for the Digital Promise Global's Learner Variability Project is provided by the Oak Foundation, the Overdeck Family Foundation, and the Chan Zuckerberg Initiative.]
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  Data: ED614254
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED614254
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      – Text: English
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        PageCount: 17
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      – SubjectFull: Instructional Design
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      – SubjectFull: Educational Technology
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      – TitleFull: Designing for Learner Variability: Examining the Impact of Research-Based Edtech in the Classroom
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