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September 1997 - present
Education
September 1999 - May 2003
September 1997 - January 1999
Publications
Publications (59)
This paper examines the educational impacts of the Berkshire Wireless Learning Initiative (BWLI), a pilot program that provided 1:1 technology access to all students and teachers across five public and private middle schools in western Massachusetts. Using a pre/post comparative study design, the current study explores a wide range of program impac...
Purpose: Efforts to compare schools nationally tend to focus on educational outcomes (e.g., test scores), yet such an approach assumes that schools are homogeneous with regard to their overall purpose. In fact, few studies have attempted to systematically compare schools with regard to their primary aims or mission. The present study attempts to fi...
In spite of large expenditures on and increased access to educational technologies, a concern remains that computer-based technologies are not being integrated into regular instructional practices. While there is evidence to support the hypothesis that newer teachers' familiarity with technology leads to increased technology integration, a question...
In this article, Walt Haney, Michael Russell, and Damian Bebell summarize a decade of work using student drawings as a way to both document and change education and schooling. After a brief summary of more than one hundred years of literature on children's drawings, the authors point out that drawings have been little recognized as a medium of educ...
With increased emphasis on test-based accountability measures has come increased interest in examining the impact of technology use on students’ academic performance. However, few empirical investigations exist that address this issue. This paper (1) examines previous research on the relationship between student achievement and technology use, (2)...
This study explores the relationship between community broadband access, parent technology use and beliefs, and student academic outcomes in a Southeastern U.S. school district during and after the COVID-19 pandemic. By applying a quantitative exploratory approach and multiple regression analysis, the research revealed that parents’ technology beli...
Amidst the backdrop of lackluster student achievement and a need for parents to understand how their children are doing in school, this paper presents data on the frequency of technology-enabled parent practices in the post-pandemic educational era. Using three years of randomly sampled parent survey data collected for a larger community broadband...
Sometimes people’s action follows their belief, but sometimes people act in a way that is inconsistent with their belief. This study sought to explore if such discrepancies exist between parents’ beliefs towards educational technology and their frequency of using technology for supporting their children.
As part of a larger evaluation study, a surv...
The current study explores the results of a May 2021 parent survey regarding their use of digital technology in their household. As part of a larger longitudinal impact evaluation of a free community broadband initiative in Chattanooga, Tennessee, a telephone parent survey was conducted with a random sample of 416 households stratified across their...
This poster and accompanying data dashboard explore the results of a May 2021 parent survey documenting COVID-era practices and beliefs. As part of a larger multi-year study examining longitudinal use and impacts for one of the nation’s largest community broadband initiatives, these parent survey results provide an insightful, important, and often...
Through a study of school mission statements, this paper offers a unique examination and perspective on the shifting priorities of school. A random sample of 50 Massachusetts public high school mission statements was collected in 2001 and again in 2019. Analyzing the school mission statements using a pre-established coding rubric, 95% of schools ha...
The THINK Global School is a unique independent high school that travels the world, providing students the opportunity to study in twelve different countries over the course of three years. Over the past seven years, the Think Global School (TGS) has developed and implemented a completely unique educational experience for high school students. Driv...
Educational researchers and international school leadership share their latest examples, experiences, and best practices of how international collaboration, reflective inquiry, and the use of simple educational research tools/data can be leveraged to inform, sustain, and ultimately improve educational technology investments, policies, and practices...
Many parents, educators, and policy makers see great potential for leveraging tools like laptop computers, tablets, and smartphones in the classrooms of the world. Although increasing students’ technology access may be associated with increased student achievement, there is little research directly investigating objective measures of student achiev...
Despite widespread interest, excitement, and skepticism about massive online open courses (MOOCs) from the post-secondary educational community, few studies describe the ways MOOCs have been implemented in residential classes and their impacts. This paper explores the development, implementation, and evaluation results from an initial empirical stu...
Many parents, educators, and policy makers see great potential for leveraging tools like laptop
computers, tablets, and smartphones in the classrooms of the world. Under budget constraints and
shared access to equipment for students and teachers, the impacts have been irregular but hint at
greater possibilities in 1:1 student computing settings. Th...
Past research has shown one-to-one student computing programs can have a variety of different
impacts depending on their context. Using a wide range of data, this paper summarizes the second
year implementation results from a newly opened US high school where every student and teacher
has a MacBook laptop computer. Measures like attendance, behavio...
This paper summarizes the history, objectives, and first-year results of a very unique partnership between international leaders of 1:1 technology schools, educational researchers, and data scientists, the International Research Collaborative (IRC). The IRC is designed to foster reflection and increase the quality of discourse in each school’s uniq...
In this poster, we share examples from own research and others showing how student drawings have been a particularly easy and effective tool in documenting how students view and use different technologies in school.
Few educational research tools yield much information about student affective experiences—experiences that go beyond what was taught,...
In the following pages, we examine some common methodological challenges in educational technology research and highlight new data collection approaches using examples from the literature and our own work. Given that surveys and questionnaires remain widespread and dominant tools across nearly all studies of educational technology, we first discuss...
Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K–12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing...
The Lilla G. Frederick Pilot Middle School first opened its doors in 2004 in the Dorchester neighborhood of Boston. Under the leadership of Principal Deb Socia, the school adopted a rigorous 1:1 computing initiative in 2006 providing all of their 700 students with laptop computers and the support to create “the most comprehensive educational experi...
Over the past decade, standardized test results have become the primary tool used to judge the effectiveness of schools and educational programs, and today, standardized testing serves as the keystone for educational policy at the state and federal levels. This paper examines the relationship between fourth grade mathematics achievement and technol...
Investment in educational technology has increased rapidly in recent years and many observers have begun to question whether, and how technology is being used as a teaching and learning tool. In order to address this issue, this research used survey data collected from 1,404 middle and high school teachers in 52 schools across 22 Massachusetts scho...
Despite continued interest in and excitement about 1:1 computing, few research studies fully address the impacts on teaching and learning in these intensive computing environments. Given the initial positive results of recent 1:1 research and program evaluations, especially the Maine seventh and eighth grade statewide program, more public and polic...
Investment in educational technology has increased rapidly in recent years and many observers have begun to question whether, and how technology is being used as a teaching and learning tool. In order to address this issue, this research used survey data collected from 1,404 middle and high school teachers in 52 schools across 22 Massachusetts scho...
In the last 20 years, substantial investments have been made in educational technology. Not surprisingly, in today’s zeitgeist of educational accountability there have been increasing calls for empirical, research-based evidence that these investments are affecting the lives of teachers and students. This paper examines the ways in which teachers u...
This study compares teaching and learning activities in 4th and 5th grade classrooms that were permanently equipped with one laptop for each student and classrooms that share a cart of laptops that create a 1:1 laptop environment on a temporary basis. The study originated from a question posed to us by Andover Public Schools (MA): "How does teachin...
Over the past decade, investment in technology for schools has increased at a dramatic rate. Although policy makers are eager to understand the ways in which technology use in schools is affecting student learning, we believe that a critical preliminary step toward assessing the impacts of technology on teaching and learning requires the examinatio...
As access to computer-based technology in schools and classrooms increases, greater emphasis has been placed on preparing teachers to use technology for instructional purposes. Survey data collected from 2,894 teachers in 22 Massachusetts districts were analyzed to examine the extent to which technology is used in and out of the classroom for instr...
Research shows that regular use of computers for writing over an extended period of time can have a positive impact on the quantity and quality of student writing. The lack of large numbers of computers in schools and in classrooms presents a major impediment to providing students with regular access to computers. The introduction of laptops and/or...
The Use, Support, and Effect of Instructional Technology (USEIT) Study was undertaken to better understand:
a) how educational technologies are being used by teachers and students in the classroom,
b) what factors influence these uses, and
c) how the use of technology effects student learning.
The three-year study began during the Spring of 2001 an...
Many high-stakes testing policies rest on the belief that attaching consequences to test scores will persuade students of the importance of academics and will motivate them to exert greater effort to achieve at passing levels. This investigation explores this assumption through an examination of students' drawings of themselves taking the Massachus...
In the last 150 years, the ambiguous and enigmatic 81 chapters of the Tao Te Ching have been translated, interpreted and adapted into the English language more than 100 times. The Tao and its subtle philosophy is currently being actively assimilated into mainstream western culture as evidenced by the popularity and volume of Taoist works. The purpo...
Scores on the Massachusetts Teacher Tests of reading and writing are highly unreliable. The tests' margin of error is close to double to triple the range found on well-developed tests. A person retaking the MTT several times could have huge fluctuations in their scores even if their skill level did not change significantly. In fact, the 9 to 1...
Content analysis was used to examine the mission statements of 267 educational institutions over 4 clusters (elementary, middle, secondary, and postsecondary). In selecting the sample, the practical population was defined as all of the American K-12 schools and colleges whose Web sites were linked to one of two comprehensive sites (one for K-12 sch...
This research examines how technology is being used by elementary school teachers, and examines the school and district characteristics that are associated with the use of technology in the classroom.
Thesis (Ph. D.)--Boston College, 2003. Submitted to The Lynch Graduate School of Education, Dept. of Educational Research, Measurement and Evaluation. Includes bibliographical references (leaves 113-116). Microfiche. s
