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Eight Steps to Highly Effective Next Generation Professional Development for Learning and Technology

Steps to Explore
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Research &
Best Practice
for Effective Classroom Technology Use

As educators design technology-based learning approaches, they will need to ground their work in research by: Reviewing the research and best practices related to your content-specific goals Identifying both a theoretical base and references to research on impact Activity (Inspiration)
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What new 'breakthroughs' in learning should I know about?

Key Studies:

CAST - Using Technology to Individualize Reading Instruction
Newman, Fred M., Bryk, Anthony S., and Nagaoka, Jenny K.(January 2001). Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence?
Bransford, John D. Brown, Ann, L., and Cocking, Rodney R. (1999). How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press.
U.S. Dept. of Education (2000). Education Technology Research Studies Underway
S Dept. of Education 2000 Conference and White Papers. Measuring Impacts and Shaping the Future
The Impact of Education Technology on Student Achievement: What the Most Current Research Has to Say by the U.S. Department of Education

MORE..

What are the five most important research studies on technology and learning?

Kulik, J. A. (1994). Meta-analytic Studies of Findings on Computer-Based Instruction. In J. E. In E. L. Baker and H.F. O'Neil (Ed.), Technology Assessment in Education and Training. Hillsdale, NJ: Lawrence Erlbaum. (NOTE: goto CARET site and search for Kulik)
Mann, Dale, Shakeshaft, Charol, et al. (1999). West Virginia Story: Achievement Gains from a Statewide Comprehensive Instructional Technology Program. Milken Exchange on Education Technology.
Rockman et al. (2000). A More Complex Picture: Laptop Use and Impact in the Context of Changing Home and School Access. San Francisco.
Tierney, R. J. (1996). Redefining Computer Appropriation; A Five-Year Study of ACOT Students. In C. Fisher & D. C. Dwyer & K. Yocam (Eds.), Education & Technology; Reflections on Computing in Classrooms. San Francisco: Jossey-Bass Publishers. (See relate ACOT research.)
Wenglinsky, H. (1998). Does it Compute? The Relationship Between Educational Technology and Student Achievement in Mathematics. Educational Testing Service Policy Information Center. [also: Education Week. (1999). The Link to Higher Test Scores. Technology Counts.

What are key sources of research in about technology and learning?

Theoretical Base

CARET (ISTE)
Metiri Group
BECTA (British Educational Communications and Technology Agency)
Digital video Project

Domain Specific

Literacy

Partnership for Reading

Research about Effective Literacy Instruction

The Berkeley Studies on Mathematics and Science:
Executive Summaries: K-8; High School. The Full Reports: K-8, High School
Social Studies and Technology
Writing and Technology
Reading Programs That Work
Children and Technology (Packard Foundation)
Gil Valdez Mathematics
Journal of Experimental Child Psychology

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With the emphasis by the U.S. Department of Education on scientifically-based research, educators should acknowledge the various types of research studies:

Experimental or Quasi-Experimental (i.e., involves control or comparison groups)
Meta-analysis
Summary or review of empirical work
Non-experimental, quantitative (includes correlational research)
Qualitative or descriptive work - not quantified (includes interview responses, case studies, evaluation findings, etc. where data has not been coded for quantitative analyses)
Action research (conducted by teachers within their own classrooms); testimonials or field-based practices