STEM education report

When it comes to STEM education, high school students in the United States want to see changes made to teaching methods and more access to resources outside of the classroom. Students want more tangible learning opportunities. Respondents said that common teaching methods, such as teaching from the textbook, are less engaging than hands-on learning methods.

Amgen Foundation and Change the Equation. (2016). Students on STEM: More Hands-on, Real-World Experiences. 

http://www.amgeninspires.com/students-on-stem/

Children's well-being report

This report examines children's well-being in terms of economic well-being, education health, and family. Teens are making positive choices, are healthier, and completing high school on time better than prior teens.
Annie E. Casey Foundation. (2016). 2016 Kids count data book. Oakland, CA: Author.
http://www.aecf.org/resources/the-2016-kids-count-data-book/

Tech impact on learning studies

A recent international study by the Organization for Economic Cooperation and Development found no positive evidence of impact of educational technology on student performance.
It did not find any significant improvement in reading, math or science in countries that heavily invested in technology to improve student achievement. In fact, the report found that technology perhaps even widened the achievement gaps.
Organization for Economic Cooperation and Development. (2016). Student, computers and  learning. OECD. DOI:10.1787/9789264239555-en
http://www.keepeek.com/Digital-Asset-Management/oecd/education/students-computers-and-learning_9789264239555-en#page3


On the other hand, a meta-analysis of 96 studies of 1-1 laptop programs found that students' test scores in science, writing, math and English language arts improved significantly. Students with laptops wrote more frequently across a wider variety of genres. They also received more feedback on their writing. In addition, they edited and revised their papers more often, drew on a wider range of resources to write, and published or shared their work with others more often. Student surveys, teacher interviews and classroom observations in these studies revealed that students with access to laptops worked more autonomously and gained experience in project-based learning. This allowed them to synthesize and critically apply knowledge.
Zheng, B., & Warschauer, M. (2016). Learning in one-to-one laptop environments. Review of Educational Research.  DOI: 10.3102/0034654316628645 
http://rer.sagepub.com/content/early/2016/02/03/0034654316628645.abstract

Technology Counts report

This annual report synthesizes the state of US technology in education. Some findings include:
- Many teachers see themselves as risk takers or early adopters in using tech, although on the whole teachers have been slow to adapt their instruction in light of tech
- The main barrier for tech integration, according to teachers, is a lack of digital learning devices
- The main uses of tech are drill/practice, individual projects, and research
- the best type of training is ideas shared by other teachers.
Education Week. (2016). Technology counts.
http://www.edweek.org/go/TC16download

Reading logs research

The amount of recreational reading done by children has decreased in the last several years.  Reading logs may dis-engage children from recreational-time reading. The external incentives can "turn off" children who are already regular readers.

Reischer, E. (2016). Can reading logs ruin reading for kids? Atlantic (June). 
http://www.theatlantic.com/education/archive/2016/06/are-reading-logs-ruining-reading/485372/
Pak, S. (2012).  The effect of mandatory reading logs on children's motivation to read.   Journal of Research in Education (Spring). https://www2.roslynschools.org/schools/rhs/Documents/research/Pak.pdf

1:1 Laptop Meta-Analysis

Michigan State University examined 15 years of 1:1 laptop studies, and found that these initiatives boost student scores. Among the findings are: a 1:1 laptop environment often leads to more frequent and broader tech us, usually for writing processes. 1:1 laptop deployment sometimes increases student-centered, project-based learning. When all students have laptops, student motivation, engagement,  persistence, and problem-solving skills increase. It is uncertain whether 1:1 laptop programs overcome inequities.
Zheng, B., Warschauer, M., Lin, C. H., & Chang, C. (2016). Learning in one-to-one laptop environment: A meta-analysis and research synthesis.  Review of Educational Research, 0034654316628645.

Lifelong learning sites research

A recent Pew research on lifelong learning and technology revealed that "A large majority of Americans seek extra knowledge for personal and work-related reasons. Digital technology plays a notable role in these knowledge pursuits, but place-based learning remains vital to many and differences in education and income are a hallmark of people’s learning activities." By significant margins (81% to 52% for personal learners and 75% to 55% for professional learners), people pursue training in a location (like a library) rather than on the Internet.
Pew Research Center. (2016). Lifelong learning and technology. Washington, DC: Pew Research Center. http://www.pewinternet.org/2016/03/22/lifelong-learning-and-technology/.