Content uploaded by William R. Penuel
Author content
All content in this area was uploaded by William R. Penuel on Aug 15, 2014
Content may be subject to copyright.
A preview of the PDF is not available
Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort
Abstract
Congress posed questions about the effectiveness of educational technology and how effectiveness is related to conditions and practices. The study identified reading and mathematics software products based on prior evidence of effectiveness and other criteria and recruited districts, schools, and teachers to implement the products. On average, after one year, products did not increase or decrease test scores by amounts that were statistically different from zero. For first and fourth grade reading products, the study found several school and classroom characteristics that were correlated with effectiveness, including student-teacher ratios (for first grade) and the amount of time products were used (for fourth grade). The study did not find characteristics related to effectiveness for sixth grade math or algebra. The study also found that products caused teachers to be less likely to lecture and more likely to facilitate, while students using reading or mathematics software products were more likely to be working on their own. The results reported here are based on schools and teachers who were not using the products in the previous school year. Whether products are more effective when teachers have more experience using them is being examined with a second year of data. The study will involve teachers who were in the first data collection (those who are teaching in the same school and at the same grade level or subject area) and a new group of students. The second-year study will also report results separately for the various products.
... However, the efficacy of a technology-driven educational space is contingent on the caliber of instructional strategies adopted. It is imperative to understand that the mere incorporation of technology does not assure improved learning outcomes; it must be synergized with effective instructional methodologies (Dynarski et al., 2007;Kulik, 2003). ...
... The use of communication-oriented methods and research in education, or, in other words, the integration of technology in the curriculum, shows that the content and goals of the curriculum need to be reviewed and revised. The challenge of education policymakers is to prepare learners for the competencies needed in the information society [23]. Therefore, they care about the use of technology. ...
Information and communication technology is always growing. The impact of these technologies has affected all levels of people’s lives and especially education; all areas of the technical and vocational education curriculum are not excluded from this; today’s students who are known as digital natives are not receptive to traditional education with non-applied knowledge content, so it is necessary to seriously revise the curriculum of this field. In this chapter of the book, the impact of the growing role of information and communication technology in the goals, content, teaching methods, and evaluation of technical and vocational education curriculum is examined.
... That is, students who sometimes use computers or the internet at school show higher performance than students who never use computers and the internet at school or use them several times a week, reflecting a non-linear relationship between CSDL and student achievement. Unlike many previous studies that revealed the positive effects of CSDL, these studies tried to analyze the effect of CSDL by applying more rigorous methodologies and utilizing a larger dataset with more representative samples [47,54,55]. This study also aimed to estimate the causal effect of CSDL more rigorously using a largescale survey dataset with random sampling through a two-way fixed effect model. ...
Computer and Smart Device-assisted Learning (CSDL) has gained increasing attention from educational researchers and practitioners in recent years. However, it remains controversial whether students can benefit from CSDL and what moderators could affect the impact of CSDL. Within the specific context of Korea, where the interest in digital education is steadily increasing, the number of empirical studies exploring the causal effect of CSDL remains relatively scarce. The primary objective of this empirical study was to investigate the impact of CSDL on students’ academic achievements in Korea. To achieve this objective, a two-way fixed effect model was employed, utilizing a panel dataset spanning three years derived from the “Korean Education Longitudinal Study 2013”. The findings revealed a significant positive impact of CSDL on students’ mathematics achievements. Notably, higher income levels, increased availability of computer resources provided by schools, and the implementation of more individualized education were identified as factors that moderate the effect of CSDL on students’ achievement levels in Korean and English subjects. These findings underscore the need for an approach that optimizes the educational benefits of CSDL by considering subject-specific characteristics. Furthermore, this study highlights the importance of allocating educational resources, such as computers and smart devices, and integrating individualized educational activities within the classroom environment.
... The findings of studies that investigated the efficacy of computer-assisted reading interventions have been mixed. A large-scale evaluation of five reading software products found no statistically significant improvement in reading scores from computerbased instruction (Dynarski et al., 2007). Comprehensive models that use computerassisted instruction did not produce significant positive effects (Cheung & Slavin, 2013). ...
Within the field of learning disabilities many intervention studies find that treatment resisters remain despite gains in our understanding of best practices and effective treatment for reading development and disability. In this study we examine good vs. poor responders in an intervention study with 147 early primary grade students in a learning support programme. Students were assessed for reading accuracy and fluency after completion of a tablet-based reading intervention, and classified as responders vs. non-responders based on criterion- referenced scores for word reading accuracy and fluency. Differences between the two groups were evaluated for the rate of growth on literacy measures over the intervention phase, their cognitive attributes at pre-intervention, and their in-lesson performance on the tablet-based intervention activities. Findings show the responder group had initial superior performance on decoding and spelling measures, as well as broad abilities related to nonverbal reasoning, working memory, phonological awareness and rapid symbol naming. Further, the gap in performance on decoding and spelling measures increased over time, with the non-responder group showing some improvement in these skills, but to a significantly smaller degree than the responder group. Different approaches to phonics intervention in the study resulted in the same proportion of non-responders. Further, children’s confusions with specific sound-symbol associations over the course of the interventions suggest potential challenges that teachers may highlight.
... This difference is consistent with the findings from previous research that ICT tends to improve students' reading scores, but not their math scores. This also may explain why digital resources are more widely used in reading classes than in other academic subjects (Dynarski et al., 2007). ...
To further answer the question, “How does digital technology use influence adolescents’ well-being in developed countries?,” this chapter examines the effects of ICT use at home and in school on adolescent students’ learning attitudes and enjoyment of reading, using 2018 PISA data. Results of multilevel analyses suggest that although adolescents may engage in digital activities in school and at home, home environments are more important in shaping adolescents’ learning attitudes and reading enjoyment. However, intensive ICT use at home may yield diminishing returns or even have negative effects on students’ learning attitudes and enjoyment of reading. As in Chapter 4, our analyses suggest that the effect of ICT use depends on students’ socioeconomic background and differs across countries. In the United Kingdom and Scandinavian countries, ICT use tends to reduce the gaps in learning attitudes between low- and high-SES students. In contrast, in most Western and Asian developed countries, the unequal returns of ICT use widen the disparities between socially advantaged and disadvantaged students.
... This study failed to find a significant difference in the pre-test and post-test scores of the experimental group that utilized digital technology. A meta-analysis found that among studies examining the effect of reading and mathematics software products, only a small number of rigorous studies existed that compared the conventional and technology-supported learning environments in a K-12 setting (Dynarski et al., 2007). Also, several studies discovered that integrating games into learning activities did not significantly change students' attitudes towards math (Çankaya & Karamete, 2009;Doğan & Sönmez, 2019;Vankúš, 2021). ...
Low mathematics scores in the U.S. have been pressing educators to find engaging strategies and effective tools to promote math performance. While emerging technologies, such as digital math games, show promises in improving mathematical education, existing studies have garnered mixed findings and thereby necessitating further investigation. This study aims to examine the impact of skill-based online math games on students' math performance and attitudes, as well as students' perceptions of the games. Thirty-eight students ranging from fifth to eighth grade participated in the study. The results showed a mixed picture of the impact of the on-line games on math performance and attitude. Implications and recommendations for future research are also discussed.
... The engagement of digital learning at home has profound impact on students' reading achievement (Dynarski et al., 2007;Kuhfeld and Tarasawa, 2020). Students with limited to no digital access at home have few opportunities in digital learning; the more available ICT resources at home, the more likely that they can apply them in the learning process. ...
This article reviews a wide range of national and international reports, empirical research, and theoretical articles to present a renewed look at the evolving digital divide in educational settings. Digital inequality impacts students' learning, and it has become a crucial problem across the globe. Using an international comparative approach, the article focuses on explanations for the digital divide. It also seeks to address how the patterns of this new form of inequality vary systematically across countries, and highlights the potential importance of examining the digital divide in educational research.
This book constitutes the proceedings of the 6th International Conference on Education (ICE), held in Samos, Greece, in July 2010.
We report the effectiveness of using the tablet-game Kalulu Phonics immediately after intervention in kindergarten and on national evaluations the year after. In a previous intervention testing the software with 1st graders, fluency and comprehension were boosted, but only when used in concert with reading instruction at the start of the year. Here, we asked whether a similar intervention would be more efficient if it started a year earlier, in kindergarten. Forty classes (1092 = children) were randomized into playing Kalulu Phonics or the matched Kalulu Numbers control game for the first half of the year, with reversed assignments in the second half. Ten non-randomized business-as-usual classes also participated. In a cross-over effect, children who used the phonics version improved in letter naming, grapheme-phoneme correspondence (GPC) matching and fluency. Students with the number version improved in number knowledge. In a longitudinal follow-up, all intervention participants maintained an advantage in phoneme awareness and GPC matching at the start of 1st grade, but this advantage failed to translate into school literacy gains by mid-year. No longitudinal benefits were found for numbers. Our results support using tablet-based aids in spurring early reading skills but question the possibility that a short-term intervention may address the challenges of long-term educational goals.
ABSTRAK. Tidak dapat disangkal bahwa cara orang hidup, berinteraksi, berkomunikasi, dan menjalankan bisnis sedang mengalami perubahan yang besar dan cepat. Perubahan ini sering disebut sebagai “revolusi digital”, yaitu kemajuan teknologi dari alat-alat analog, elektronik dan mekanik ke alat-alat digital yang ada saat ini. Selain itu, teknologi telah mulai mengubah pendidikan, mempengaruhi bagaimana siswa memperoleh keahlian yang dibutuhkan untuk mempersiapkan perguruan tinggi dan karir dan bagaimana pendidik mengintegrasikan strategi instruksional teknologi digital untuk mengajar. Melalui sintesis tema yang dipilih, kami menemukan sejumlah besar strategi pembelajaran teknologi yang digunakan untuk mengintegrasikan teknologi ke dalam kelas K-12. Terakhir, beberapa meta-analisis menunjukkan hasil yang menjanjikan dari efektivitas teknologi di kelas. Namun, beberapa masalah metodologis dan desain studi yang melekat mengurangi jumlah varians yang diperhitungkan oleh teknologi.
ResearchGate has not been able to resolve any references for this publication.