Introduces the components of the digital learning ecosystem, gives recommendations for using technology with underserved students including content creation, interactivity, cultural relevance, blended learning, and higher order thinking skills

1. Beyond the Basics
What a decade of Ed Research says about technology in the hands of
underserved, under resourced & underprepared students
Molly B. Zielezinski
Shelley Goldman
Stanford Graduate School of Education
Presentation for Equity by Design Series
April 4, 2016

2. 21
52
56
3
0
10
20
30
40
50
60
Agreed that the “lack of resources or access to
digital technologies among students” is a
challenge in their classrooms.
Agreed that the “students have the digital
tools they need to effectively complete
assignments” while at home.
Technology in the Classroom
% of Teachers Who:
In Low-Poverty Schools
In High-Poverty Schools
Source: Purcell et al., 2013

3. “
http://stateofthestates.educationsuperhighway.org/
Shifting Access Patterns

4. “
Each year, more than one million U.S.
students drop out of high school.
This means that on average one student
drops out every twenty- nine seconds.

5. POPULATION
Studentsin grades 6-12
Some or all students in the study were characterized asone or more of the
following:
· Low SES
· Racial or ethnic minority
· Low achieving/ Not meeting academic standards/Below grade level
· Low parent education level
· Under credited/Not on track to graduate
FOCUS
Studentsuse technology for learning or other instructional purposes.
OUTCOMES
The impact on the studentsof using the technology wasevaluated qualitatively or
quantitatively.
SETTING
Setting: Study takesplace in or out of school.
Methods: Criteria for the Inclusion of a Study in the Review *
*Including additional vetting for sufficient methodological detail & rigor and
publication after 2002.

6. Research Characteristics
1. Author
2. Year
3. Publication
4. Methodology
5. Conditions for Comparison
6. Groups being Compared
7. Location
8. Sample
9. Setting
10. Data Sources
11. Outcomes
Code Families
Instruction/Learning
1. Subject Area
2. Remediation
3. Learning Activity Supported by Technology
4. Learning Objective Supported by Technology
Technology
1. Type of Hardware
2. Type of Software
3. Access Model
4. Mention of Popular Construct
5. Contextual Factors
6. Specific Features of Technology
7. Universal Design for Learning

7. "there was no significant change in students’ mathematics achievement as a result of
game play"...." (Rhizhaupt et al., 2011, pg. 277)
"...the instructional environment used creates objects that possess well-defined properties
that allow the student to discover and explore a quadratic function’s attributes as shown in
different representations." (366) and those who used this environment demonstrated
significantly higher academic achievement than those in the control group (Bos, 2007).
"We find that wikis created in schools serving more affluent populations have more
opportunities for 21st-century skill development than wikis created in schools serving less
affluent populations." (Reich et al., 2012, pg. 11-2)
Example of Findings from the Literature

8. The Learner

9. The Learner
Characteristics of the Learner
• Demographics
• Prior knowledge & skills
• Previous experience
• Interests

10. The Learner
Potential Learning
Outcomes

11. The Learner
Cognitive
Development
Skill
Development
Changes in
Behavior
Changes in
Affect
Potential Learning Outcomes
• Feelings
• Self-efficacy
• Motivation/Interest in subject/topic
• Etc.
• Attendance
• Discipline
• Time on task/engagement
• Help-seeking
• Graduation
• Etc.
• Metacognitive skills such as self-monitoring,self-questioning,
comprehension check,etc.
• 21st
century skills such as collaboration,communication,
creativity, etc.
• Higher order thinking skills such as problem solving,critical
thinking,etc.
• Facts associated with content knowledge
• Processes associated with content knowledge
• Technological literacy
• Etc.

12. “
Infrastruc
ture
Acce
ss
Learning
Resources
The Learner
Learning
Outcomes
Technology

13. “
Infrastructure
Access
Learning
Resources
Access
• All hardware used in learning environment
• Model for organizing ratio of learner to device as well as
when and where the technology can be accessed. Common
models include one-to-one, stationary computer lab, mobile
computer lab, etc.
Infrastructure
• Describes the ‘back end’ technology set-up including
bandwidth, servers, storage, hosting, etc.
Digital Learning Resources
• The type of platform/program being used such as social
media, blogs, wikis, etc.
• The specific software applications used in the learning
environment
• Features of the technology that transcend the medium.
• Design specifications such as text, graphics,
multimodal representation, etc.
• Outcomes by design such as features that promote
cognitive dissonance or allow student choice, etc.
• Specific affordances or modules such as online
quizzes, cognitive tutors, etc.

14. “
Learning
Learning
Goals
Learning
Activity
The Learner
Learning Context
Learning
Outcomes
Technology

15. “Learning
Community
Learning Objectives
Learning Activities
Learning Objectives
• Objectives for using technology
• Mastery of basic skills
• Promote higher order skills
• Remediation of skills
• Promote technological literacies
• Promote skill development
• Influence learner behavior
• To make or build something
• Exploration of interests
• Pursuit of friendships
Learning Community
• Factors within school/local communities. For example:
• Approach to learning
• Pedagogical values
• Norms and culture
• Parent involvement
• Factors within classroom community. For example:
• Grade level
• Teacher experience level
• Classroom management strategies
Learning Activity
• Academic subject(s) or other content area
• Form of engagement with materials
• Content consumption
• Content creation
• Content sharing
• Interactive simulation/games

16. “
Learning
Community
Learning Objectives
Learning Activities
The Learner
Infrastructure
Access
Learning
Resources
Cognitive
Skill
Behavioral
Affective
Learning
Outcomes

17. “
Learning
Community
Learning Objectives
Learning Activities
The Learner
Infrastructure
Access
Learning
Resources
Learning
Outcomes
Technology
Context
The Digital Learning
Ecosystem
(Goodness of Fit)
(Availability of
Resources)
Skill
Behavioral
Affective
Cognitive

18. “
Learning
Community
Learning Objectives
Learning Activities
Infrastructure
Access
Learning
Resources
Learning
Outcomes
Technology
Context
The Digital Learning
Ecosystem
(Goodness of Fit)
(Availability of
Resources)
Skill
Behavioral
Affective
Cognitive

19. “
District and State Policy

20. “
National Policy Landscape

21. Double Dutch a metaphor
n. A style of jump-rope, where two ropes
are moved counter to one another. One
person stands on each end of the
whirling rope-complex, one or more
people jump in the middle of them.
n. Evasive, ambiguous or nonsensical
speech; talk so full of technical jargon
that it is hard to understand
Jackson, L. (2015, February 4). The History of Double Dutch - The Jump Zone
VA. Retrieved from http://www.thejumpzoneva.com/index.php/history

22. Gaunt,K.(2015,March17).GONE?HandclappingGames,
SuggestiveLyrics,andSocialInnovation|Girls&the
HiddenDigitalLaborofVideoScreens.Retrievedfromn/

23. Learning Activities
Access
Cognitive

24. Authentic Tasks
“…the drill and practice activities favored in low-SES schools tend to be
ineffective, whereas the uses of technology disproportionately used in
high-SES schools achieve positive results...
For example, in mathematics…the use of simulations/ applications in 8th
grade and games in the fourth grade positively affected test scores,
whereas drill and practice at the 8th grade negatively affected the scores.
In science, games (4thgrade), word processing (4th grade), simulations
(4th and 8th grade) and data analysis (4th grade) all positively affected
test scores.
And in 8th grade reading, use of computers for writing activities positively
affected test scores, but use of computers for grammar/punctuation or
for reading activities (which usually involve drill or tutorials) negatively
affected test scores...”
(Warschauer & Matuchniak, 2010, pg. 205)

25. Interactivity & Discovery
Cultural Relevance & Authentic Audience
Content Creation
The Right Blend of Teachers & Technology
Activities & Tools the Promote Higher Order Skills
Features of Authentic Digital Tasks

26. Authenticity, Exploration, Creation, & Meaning Making
What a decade of Ed Research says about technology in the hands of
underserved, under resourced & underprepared students

27. Thank you!
Any questions?
You can find me at:
◇ mbullock@stanford.edu