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Delivering on the Promise: Equity and Quality of Educational Opportunities in Digital Learning

Delivering on the Promise: Equity and Quality of Educational Opportunities in Digital Learning. Carolyn J. Heinrich Professor of Public Policy, Education and Economics Vanderbilt University Digital Media and Developing Minds National Congress October 15-18, 2018.

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Delivering on the Promise: Equity and Quality of Educational Opportunities in Digital Learning

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  1. Delivering on the Promise: Equity and Quality of Educational Opportunities in Digital Learning Carolyn J. Heinrich Professor of Public Policy, Education and Economics Vanderbilt University Digital Media and Developing Minds National Congress October 15-18, 2018

  2. Rapid ed-tech expansion in public schools Growing use of digital/online platforms in K-12 education • >75% of school districts are using digital/online tools • Fed. govt. provides resources for ed-tech purchases and requires states to set aside funds for procuring ed-tech Potential to enhance learning and student achievement • Opportunities for customizing content and individualizing instruction • Provide real-time data feedback to teachers to support learning • Transform role of teacher with technology-driven instruction

  3. With at-risk students and low-resource contexts often targeted for use of digital/online instructional tools, differential access to quality learning experiences between digital and traditional forms of instruction could have profound implications for equality.

  4. Theory underlying concerns for inequities in ed-tech integration: instructional access and quality • Neuroscience confirms that brain regions responsible for higher cognitive functioning continue to mature through adolescence (Noble et al., 2015) • Points to importance of “conversational turns” (dyadic signaling) between adults and children for stronger connections between developing brain regions critical for language, independent of parental income and education (Romeo et al, 2018) • Success of online learning models predicated on blended learning models—combining online and face-to-face instruction (Cavanaugh, 2013) • Engaging students with a wider array of learning experiences, with innovative, personalized learning facilitated by teachers • Requires teacher knowledge of technology and its applications, shared vision of technology use and “data-driven” culture, ongoing professional development, environmental supports

  5. Research Questions https://my.vanderbilt.edu/digitaled/

  6. The “Good”: Reading achievement gains increased with tablet use for elementary school students in DISD, and bilingual classrooms saw greater gains with increasing use

  7. The “Bad”: Technology problems take valuable time away from learning, with negative achievement implications

  8. The “Ugly”: Some Students are Set Back in their Academic Progress

  9. Research-based recommendations • Invest heavily in initial and ongoing professional development and provide tiered training opportunities (meet teachers where they’re at) • Provide onsite, readily accessible tech support to prevent and address technical issues that bring learning to a standstill • Ensure that digital tools and programs meet the individual needs of students directed to use them • Adequate resources/accommodations for students’ special educational needs • Support increased use of blended learning with improved instructional and environmental capacities • Consider: if ed-tech integration can’t be done well, should it be done at all? https://my.vanderbilt.edu/digitaled/

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