Sunday, December 25, 2016

Ed tech research

2016 was a big year for high-quality research on the promise and peril of educational technology.   http://blogs.edweek.org/edweek/DigitalEducation/2016/12/ed-tech_research_2016.html?cmp=eml-enl-eu-news2-RM

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. http://blogs.edweek.org/edweek/DigitalEducation/2016/04/maker_movement_in_k-12_education_research.html
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.http://blogs.edweek.org/edweek/DigitalEducation/2016/02/comparing_paper_computer_test_scores_research.html

 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. http://www.air.org/resource/comparing-effectiveness-online-and-face-face-credit-recovery-algebra-i

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.
http://www.tiltfactor.org/wp-content/uploads2/Lost-in-Translation-Comparing-the-Impact-of-an-Analog-and-Digital-Version-of-a-Public-Health-Game-on-Players-Perceptions-Attitudes-and-Cognitions.pdf

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.
http://www.edweek.org/media/teachers-and-technology-use-in-the-classroom.pdf

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.
http://www.edweek.org/ew/collections/personalized-learning-report-2016/
 



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