Sunday, December 25, 2016

Ed tech research

2016 was a big year for high-quality research on the promise and peril of educational technology.

As Maker Education has evolved, researchers have explored related equity issues, design principles for Maker spaces, and the impact of this approach on student learning.
Halverson, E., & Sheridan, K. (2014). The maker movement in education. Harvard Educational Review (Winter).
Martin, L. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research.
Martinez, S., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Constructing Modern Knowledge Press.
Sheridan, K., et al. (2016). Resourceful and inclusive: Towards design principles for makerspaces. Paper presented at AERA.
Stornaiuolo, A., & Nichols, P. (2016). Making publics: The iterative design of high school makerspaces. Paper presented at AERA.

A meta-analysis of 15 years' worth of research found 1-to-1 laptop programs had a positive impact on students' English, math, and science scores.
Zheng, B. (2016).  Learning in One-to-One Laptop Environments: A Meta-Analysis and Research Synthesis, Review of Educational Research.

 Key studies on the comparability of computer- and paper-based assessments.

 Students in online credit recovery fare worse than peers.
Heppen, J. (2016). Comparing the effectiveness of online and face-to-face credit recovery in algebra I. American Institutes for Research.

Among young adults who regularly use smartphones and tablets, reading a story or performing a task on a screen instead of on paper led to greater focus on concrete details, but less ability to infer meaning or quickly get the gist of a problem, found a series of experiments.
Flanagan, M., & Kaufman, G. (2016). Lost in translation: Comparing the impact of an analog and digital version of a public health game on players' perceptions, attitudes, and cognitions. International Journal of Gaming and Computer-Mediated Simulations, 5(3), 1-9.

Teachers' confidence in ed tech varies based on the type of school they work in, concluded a research  analysis. As a result, students in low-poverty and suburban schools may be getting more and better exposure to technology than their counterparts. 
Education Week Research Center. (2016). Teachers and Technology Use in the Classroom: Exclusive Survey Result. Education Week.

Researchers investigating "affect-aware" computerized tutoring systems expressed confidence that systems capable of detecting student emotions could help change the direction of personalized learning. 
Education Week Research Center. (2016). Extending the Digital Reach: Schools Push Personalized Learning to New Heights. Education Week.

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