Exploring Issues of Implementation, Equity, and Student Achievement with Educational Software in the DC Public Schools

Autor/inn/en	Ahn, June; Beck, Austin; Rice, John; Foster, Michelle
Titel	Exploring Issues of Implementation, Equity, and Student Achievement with Educational Software in the DC Public Schools
Quelle	In: AERA Open, 2 (2016) 4, (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Public Schools; Urban Schools; Computer Software; Computer Uses in Education; Academic Achievement; Educational Technology; Equal Education; Mathematics Instruction; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Educational Games; Gender Differences; Racial Differences; Educational Environment; Standardized Tests; Mathematics Tests; Time on Task; Technology Integration; District of Columbia + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Computernutzung; Schulleistung; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Educational game; Lernspiel; Geschlechterkonflikt; Rassenunterschied; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Standadised tests; Standardisierter Test; Zeitaufwand
Abstract	In this article, we present analyses from a researcher-practitioner partnership in the District of Columbia Public Schools, where we are exploring the impact of educational software on students' academic achievement. We analyze a unique data set that combines student-level information from the district with data of student usage of a mathematics game platform: First in Math (FIM). These data offer a window into long-standing issues in the educational technology literature around implementation, equity, and student achievement. We show that time spent in FIM was correlated with improved future performance on standardized math assessments for students in Grades 4-8. However, student time spent using FIM was highly related to factors such as race, gender, and prior achievement. Such observations from data are helpful for school districts and researchers to inform equitable implementation of new technologies and maximize benefits to learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01