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Beyond the Basics
What a decade of Ed Research says about technology in the hands of
underserved, under resourced & underp...
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
c...
“
http://stateofthestates.educationsuperhighway.org/
Shifting Access Patterns
“
Each year, more than one million U.S.
students drop out of high school.
This means that on average one student
drops out...
POPULATION
Studentsin grades 6-12
Some or all students in the study were characterized asone or more of the
following:
· L...
Research Characteristics
1. Author
2. Year
3. Publication
4. Methodology
5. Conditions for Comparison
6. Groups being Comp...
"there was no significant change in students’ mathematics achievement as a result of
game play"...." (Rhizhaupt et al., 20...
The Learner
The Learner
Characteristics of the Learner
• Demographics
• Prior knowledge & skills
• Previous experience
• Interests
The Learner
Potential Learning
Outcomes
The Learner
Cognitive
Development
Skill
Development
Changes in
Behavior
Changes in
Affect
Potential Learning Outcomes
• Fe...
“
Infrastruc
ture
Acce
ss
Learning
Resources
The Learner
Learning
Outcomes
Technology
“
Infrastructure
Access
Learning
Resources
Access
• All hardware used in learning environment
• Model for organizing ratio...
“
Learning
Learning
Goals
Learning
Activity
The Learner
Learning Context
Learning
Outcomes
Technology
“Learning
Community
Learning Objectives
Learning Activities
Learning Objectives
• Objectives for using technology
• Master...
“
Learning
Community
Learning Objectives
Learning Activities
The Learner
Infrastructure
Access
Learning
Resources
Cognitiv...
“
Learning
Community
Learning Objectives
Learning Activities
The Learner
Infrastructure
Access
Learning
Resources
Learning...
“
Learning
Community
Learning Objectives
Learning Activities
Infrastructure
Access
Learning
Resources
Learning
Outcomes
Te...
“
District and State Policy
“
National Policy Landscape
Double Dutch a metaphor
n. A style of jump-rope, where two ropes
are moved counter to one another. One
person stands on ea...
Gaunt,K.(2015,March17).GONE?HandclappingGames,
SuggestiveLyrics,andSocialInnovation|Girls&the
HiddenDigitalLaborofVideoScr...
Learning Activities
Access
Cognitive
Authentic Tasks
“…the drill and practice activities favored in low-SES schools tend to be
ineffective, whereas the uses of...
Interactivity & Discovery
Cultural Relevance & Authentic Audience
Content Creation
The Right Blend of Teachers & Technolog...
Authenticity, Exploration, Creation, & Meaning Making
What a decade of Ed Research says about technology in the hands of
u...
Thank you!
Any questions?
You can find me at:
◇ mbullock@stanford.edu
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Beyond the Basics- What a decade of Ed Research says about technology in the hands of underserved, under resourced & underprepared students

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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

Published in: Education
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Beyond the Basics- What a decade of Ed Research says about technology in the hands of underserved, under resourced & underprepared students

  1. 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. 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. 3. “ http://stateofthestates.educationsuperhighway.org/ Shifting Access Patterns
  4. 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. 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. 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. 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. 8. The Learner
  9. 9. The Learner Characteristics of the Learner • Demographics • Prior knowledge & skills • Previous experience • Interests
  10. 10. The Learner Potential Learning Outcomes
  11. 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. 12. “ Infrastruc ture Acce ss Learning Resources The Learner Learning Outcomes Technology
  13. 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. 14. “ Learning Learning Goals Learning Activity The Learner Learning Context Learning Outcomes Technology
  15. 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. 16. “ Learning Community Learning Objectives Learning Activities The Learner Infrastructure Access Learning Resources Cognitive Skill Behavioral Affective Learning Outcomes
  17. 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. 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. 19. “ District and State Policy
  20. 20. “ National Policy Landscape
  21. 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. 22. Gaunt,K.(2015,March17).GONE?HandclappingGames, SuggestiveLyrics,andSocialInnovation|Girls&the HiddenDigitalLaborofVideoScreens.Retrievedfromn/
  23. 23. Learning Activities Access Cognitive
  24. 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. 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. 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. 27. Thank you! Any questions? You can find me at: ◇ mbullock@stanford.edu

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