Remaking Videos

In analyzing 93 video remakes, inspired by the video "Love Language," researchers found that producing remake videos may enhance media literacy competencies by offering a means for youth to develop creative skills through strategic imitation.
Hobbs, R., & Friesem, Y. (2019). The creativity of imitation in remake videos. E-Learning and Digital Media.
https://doi.org/10.1177/2042753019835556

Teachers' Need for More Technology Help

While novice teachers may have grown up using technology as "digital natives," two new studies discussed find they still may need support in using education technology in the classroom. One researcher found that teacher training on technology did not always align with the skills new teachers need on the job, which became evident during student teaching. Preservice teachers also have difficulty choosing appropriate technology for their classroom
Karr, K. (2017).  A phenomological study of first-career millennial novice elementary school teachers' use of technology. Doctoral dissertation, Liberty University.
https://ae-uploads.uoregon.edu/ISTE/ISTE2019/PROGRAM_SESSION_MODEL/HANDOUTS/112190345/fulltextdocumentISTE2019.pdf
Webber, K. (2019). Are preservice teachers prepared for their technology integrated future classrooms? Paper presented at ISTE conference, June, Philadelphia.
https://ae-uploads.uoregon.edu/ISTE/ISTE2019/PROGRAM_SESSION_MODEL/HANDOUTS/112136796/ArePreserviceTeachersPreparedforTheirTechnologyIntegratedFutureClassrooms_KWEBBER.pdf

Unused Software Report

About 67% of software licenses held by schools go unused, according to a 20-19  study from. The report recommends that school leaders properly plan for software rollouts and measure return on investment more carefully.
Education return on investment. (2019). Huntsville, AL: Glimpse K12
https://www.glimpsek12.com/blog/schoolsoftwarespending

K-12 Online Education Report

“After years of rapid growth, full-time online education for K-12 students appears to be plateauing amid ongoing concerns about poor performance, financial mismanagement, and inadequate regulation and accountability structures. A collection of reports released by the group this week says that as of the 2017-18 school year, there were 501 full-time virtual K-12 schools in the U.S., enrolling more than 297,000 students. That represents less than 1 percent enrollment growth over the previous year.” (Education Week, June 7, 2019).
Virtual Schools in the U.S. 2019. By Alex Molnar. National Education Policy Center. May 2019. 125 p.

Outside Factors for Student Success Report

High-school graduation rates are trending upward, and prekindergarten enrollment and eighth-grade math proficiency have remained steady, according to a 2019 report. The report also examines how socioeconomic factors, health, family and community issues affect outcomes for students. For example, among children in low-income homes, 78% of 4th-graders score below the proficient level in reading, compared to 48% of children in moderate- and high-income families.
2019 Kids Count Data Book. Baltimore, MD: Annie E. Casey Foundation.
https://www.aecf.org/m/databook/aecf-2019kidscountdatabook-embargoed.pdf

Computer Science Access Inequity Study

About 61% of high schools in California do not offer computer science education, according to a study. Research shows that about 3% of high schoolers were enrolled in such courses but students from rural, low-income areas and students of color have less access.
Kapor Center. (2019). Computer science in California's schools. Oakland, CA: Kapor Center.
https://www.kaporcenter.org/wp-content/uploads/2019/06/Computer-Science-in-California-Schools.pdf

Reading Gaps

Recent research questions the impact of poverty or summer reading slumps on reading achievement gaps. Von Hippel and his colleagues found that schools that attempt to relieve summer learning loss by more evenly spacing their 180 school days across the year are not associated with narrowed achievement gaps, However, schools that expanded their traditional school calendar to 210 days—often including some summer school or Saturdays—were associated with better achievement.
     In national data from the 2010 federal Early Childhood Longitudinal Study, there were no differences in the rates of reading progress for students in low- and high-poverty schools, in summer or during the school years from kindergarten through grade 2. Rather, the gap in reading performance seen at the start of kindergarten stayed fairly consistent throughout early elementary grades.
     Likewise, an analysis of data from the Northwest Evaluation Association's adaptive Measures of Academic Progress showed that reading achievement gaps between low- and high-poverty schools in in 15 states widened by about a third from kindergarten through grade 8, but it grew at the same rates in summer and the during the school year. More generally, expanded learning time has been associated with better achievement.

     von Hippel, P. T., & Hamrock, C. (2019). Do test score gaps grow before, during, or between the school years? Measurement artifacts and what we can know in spite of them. Sociological Science, 6, 43-80.

https://www.sociologicalscience.com/download/vol-6/january/SocSci_v6_43to80.pdf 

     Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. Whither opportunity, 91-116.

http://inequality.stanford.edu/sites/default/files/The%20Widening%20Income%20Acheivement%20Gap%20Between%20the%20Rich%20and%20The%20Poor.pdf 
    

     Herbers, J. E., Cutuli, J. J., Supkoff, L. M., Heistad, D., Chan, C. K., Hinz, E., & Masten, A. S. (2012). Early reading skills and academic achievement trajectories of students facing poverty, homelessness, and high residential mobility. Educational Researcher, 41(9), 366-374.

https://s3.amazonaws.com/academia.edu.documents/39832568/Early_Reading_Skills_and_Academic_Achiev20151109-18071-cjri1w.pdf?response-content-disposition=inline%3B%20filename%3DEarly_Reading_Skills_and_Academic_Achiev.pdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIWOWYYGZ2Y53UL3A%2F20190612%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20190612T165844Z&X-Amz-Expires=3600&X-Amz-SignedHeaders=host&X-Amz-Signature=ea78726d9001051aa3d362855d1e2b516c99040aed2c4296d0b08e70f5ced80d

 

Screentime Impact

A national survey finds that Americans of all ages are spending more time sitting. Overall, people reported sitting a lot. For instance, close to two-thirds of children and teens said they sat at least two hours a day watching television or videos. The data also showed that computer use outside of school or work has been increasing across all ages. For adults and teens, the estimated total time sitting increased by nearly one hour a day between 2007 and 2016. That means teens now sit more than eight hours a day. Sitting too much — especially when watching television, phones or other screens — can be bad for your health, research suggests. It has been linked to diseases such as diabetes and cancer. It also has been tied to an increased risk of mental health issues, such as anxiety and depression.
Yang, L. et al. (2019, April 23). Trends in sedentary behavior among the US population, 2001-2016. Journal of the American Medical Association, 321, 1587.

Who Should Teach Digital Citizenship?

New research examines the perceptions and beliefs of school librarians regarding state-mandated digital citizenship instruction in K–12 schools. Results from a statewide survey of Utah school librarians found that school librarians expressed a desire to be more involved in the instruction process. They need for more time, and desired consistent collaboration with teachers and administration.
Phillips, A., & Lee, V. (2019). Whose responsibility is it? A stateside survey of school librarians on responsibilities and resources for teaching digital citizenship.  School Library Research, 22.
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/pubs/slr/vol22/SLR_WhoseResponsibilityIsIt_V22a.pdf