Beyond the BasicsWhat a decade of Ed Research says about technology in the hands of

underserved, under resourced & underprepared students

Molly B. ZielezinskiShelley Goldman

Stanford Graduate School of EducationPresentation for Equity by Design SeriesApril 4, 2016

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Agreed that the “lack of resources or access to digital technologies among students” is a

challenge in their classrooms.

Agreed that the “students have the digital tools they need to effectively complete

assignments” while at home.

Technology in the Classroom% of Teachers Who:

In Low-Poverty SchoolsIn High-Poverty Schools

Source: Purcell et al., 2013

“http://stateofthestates.educationsuperhighway.org/

Shifting Access Patterns

“Each year, more than one million U.S. students drop out of high school.This means that on average one student drops out every twenty- nine seconds.

POPULATIONStudents in grades 6-12Some or all students in the study were characterized as one or more of the following:· Low SES· Racial or ethnic minority· Low achieving/ Not meeting academic standards/Below grade level· Low parent education level· Under credited/Not on track to graduate

FOCUSStudents use technology for learning or other instructional purposes.

OUTCOMESThe impact on the students of using the technology was evaluated qualitatively or quantitatively.

SETTINGSetting: Study takes place in or out of school.

Methods: Criteria for the Inclusion of a Study in the Review *

*Including additional vetting for sufficient methodological detail & rigor and publication after 2002.

Research Characteristics1. Author2. Year3. Publication4. Methodology5. Conditions for Comparison6. Groups being Compared 7. Location8. Sample9. Setting 10. Data Sources11. Outcomes

Code FamiliesInstruction/Learning

1. Subject Area2. Remediation3. Learning Activity Supported by Technology4. Learning Objective Supported by Technology

Technology 1. Type of Hardware2. Type of Software3. Access Model4. Mention of Popular Construct 5. Contextual Factors6. Specific Features of Technology 7. Universal Design for Learning

"there was no significant change in students’ mathematics achievement as a result of game play"...." (Rhizhaupt et al., 2011, pg. 277)

"...the instructional environment used creates objects that possess well-defined properties that allow the student to discover and explore a quadratic function’s attributes as shown in different representations." (366) and those who used this environment demonstrated significantly higher academic achievement than those in the control group (Bos, 2007).

"We find that wikis created in schools serving more affluent populations have more opportunities for 21st-century skill development than wikis created in schools serving less affluent populations." (Reich et al., 2012, pg. 11-2)

Example of Findings from the Literature

The Learner

The LearnerCharacteristics of the Learner

• Demographics• Prior knowledge & skills• Previous experience• Interests

The Learner

Potential Learning Outcomes

The Learner

CognitiveDevelopment

SkillDevelopment

Changes in Behavior

Changes in Affect

Potential Learning Outcomes• Feelings• Self-efficacy• Motivation/Interest in subject/topic• Etc.

• Attendance• Discipline• Time on task/engagement• Help-seeking• Graduation• Etc.

• Metacognitive skills such as self-monitoring, self-questioning, comprehension check, etc.

• 21st century skills such as collaboration, communication, creativity, etc.

• Higher order thinking skills such as problem solving, critical thinking, etc.

• Facts associated with content knowledge• Processes associated with content knowledge• Technological literacy• Etc.

“

Infrastructure

Access

Learning Resources

The Learner

Learning Outcomes

Technology

“Infrastructure

Access

Learning Resources

Access• All hardware used in learning environment

• Model for organizing ratio of learner to device as well as when and where the technology can be accessed. Common models include one-to-one, stationary computer lab, mobile computer lab, etc.

Infrastructure• Describes the ‘back end’ technology set-up including

bandwidth, servers, storage, hosting, etc.

Digital Learning Resources• The type of platform/program being used such as social

media, blogs, wikis, etc.

• The specific software applications used in the learning environment

• Features of the technology that transcend the medium. • Design specifications such as text, graphics,

multimodal representation, etc.• Outcomes by design such as features that promote

cognitive dissonance or allow student choice, etc.• Specific affordances or modules such as online

quizzes, cognitive tutors, etc.

“Learning

Learning Goals

Learning Activity

The Learner

Learning Context

Learning Outcomes

Technology

“ LearningCommunity

Learning Objectives

Learning Activities

Learning Objectives• Objectives for using technology

• Mastery of basic skills• Promote higher order skills• Remediation of skills• Promote technological literacies• Promote skill development• Influence learner behavior• To make or build something• Exploration of interests• Pursuit of friendships

Learning Community• Factors within school/local communities. For example:

• Approach to learning• Pedagogical values• Norms and culture• Parent involvement

• Factors within classroom community. For example: • Grade level• Teacher experience level• Classroom management strategies

Learning Activity• Academic subject(s) or other content area• Form of engagement with materials

• Content consumption• Content creation• Content sharing• Interactive simulation/games

“Learning

Community

Learning Objectives

Learning Activities

The Learner

Infrastructure

Access

Learning Resources

Cognitive

Skill

Behavioral

Affective

LearningOutcomes

“Learning

Community

Learning Objectives

Learning Activities

The Learner

Infrastructure

Access

Learning Resources

LearningOutcomes

Technology

Context

The Digital Learning

Ecosystem

(Goodness of Fit)(Availability of Resources)

Skill

Behavioral

Affective

Cognitive

“Learning

Community

Learning Objectives

Learning Activities

Infrastructure

Access

Learning Resources

LearningOutcomes

Technology

Context

The Digital Learning

Ecosystem

(Goodness of Fit)(Availability of Resources)

Skill

Behavioral

Affective

Cognitive

“

District and State Policy

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National Policy Landscape

Double Dutch a metaphor

n. A style of jump-rope, where two ropes are moved counter to one another. One person stands on each end of the whirling rope-complex, one or more people jump in the middle of them.

n. Evasive, ambiguous or nonsensical speech; talk so full of technical jargon that it is hard to understand

Jackson, L. (2015, February 4). The History of Double Dutch - The Jump Zone VA. Retrieved from http://www.thejumpzoneva.com/index.php/history

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Learning Activities

Access

Cognitive

Authentic Tasks“…the drill and practice activities favored in low-SES schools tend to be ineffective, whereas the uses of technology disproportionately used in high-SES schools achieve positive results...

For example, in mathematics…the use of simulations/ applications in 8th grade and games in the fourth grade positively affected test scores, whereas drill and practice at the 8th grade negatively affected the scores.

In science, games (4thgrade), word processing (4th grade), simulations (4th and 8th grade) and data analysis (4th grade) all positively affected test scores.

And in 8th grade reading, use of computers for writing activities positively affected test scores, but use of computers for grammar/punctuation or for reading activities (which usually involve drill or tutorials) negatively affected test scores...”

(Warschauer & Matuchniak, 2010, pg. 205)

Interactivity & Discovery

Cultural Relevance & Authentic Audience

Content Creation

The Right Blend of Teachers & Technology

Activities & Tools the Promote Higher Order Skills

Features of Authentic Digital Tasks

Authenticity, Exploration, Creation, & Meaning MakingWhat a decade of Ed Research says about technology in the hands of

underserved, under resourced & underprepared students

Thank you!Any questions?You can find me at:◇ mbullock@stanford.edu