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Feb 14, 2024 · “Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan ...
- Finding 1: The Type of Device Matters
- Finding 2: Geography Matters
- Finding 3: It Matters Whether Technology Is in The Hands of Teachers Or Students
- Finding 4: Intensity of Use Matters
- Finding 5: The School Systems’ Overall Performance Level Matters
The evidence suggests that some devices have more impact than others on outcomes (Exhibit 1). Controlling for student socioeconomic status, school type, and location,2Specifically, we control for a composite indicator for economic, social, and cultural status (ESCS) derived from questions about general wealth, home possessions, parental education, ...
Looking more closely at the reading results, which were the focus of the 2018 assessment,5PISA rotates between focusing on reading, science, and math. The 2018 assessment focused on reading. This means that the total testing time was two hours for each student, of which one hour was reading focused. we can see that the relationship between technolo...
The survey asks students whether the teacher, student, or both were using technology. Globally, the best results in reading occur when only the teacher is using the device, with some benefit in science when both teacher and students use digital devices (Exhibit 3). Exclusive use of the device by students is associated with significantly lower outco...
PISA also asked students about intensity of use—how much time they spend on devices,8PISA rotates between focusing on reading, science, and math. The 2018 assessment focused on reading. This means that the total testing time was two hours for each student, of which one hour was reading focused.both in the classroom and for homework. The results are...
Diving deeper into the reading outcomes, which were the focus of the 2018 assessment, we can see the magnitude of the impact of device use in the classroom. In Asia, Latin America, and Europe, students who spend any time on devices in their literacy and language arts classrooms perform about a half-grade level below those who spend none at all. In ...
- Enhances Student Engagement and Learning. Incorporating technology in the classroom not only aligns with the digital habits of today’s students but also significantly enhances their engagement and learning.
- Facilitates Personalized Learning. In today’s diverse classrooms, where each student has a distinct learning style, the use of technology plays a pivotal role in facilitating personalized learning experiences.
- Prepares Students for the Future. Integrating technology into education is not just about keeping pace with the digital age; it’s about equipping students with the skills they need for a technology-dominated future.
- Increases Collaboration and Communication. The integration of technology in classrooms dramatically enhances collaboration and communication, two vital skills for success in both academic and professional realms.
Mar 27, 2023 · Below is a more detailed look at some findings about technology use in education from the EdWeek Research Center survey: Data analysis for this article was provided by the EdWeek Research Center ...
- Arianna Prothero
- Assistant Editor
- aprothero@educationweek.org
Mar 1, 2020 · The exclusion criteria for an article in our analysis are that it reports: (a) a study that lacks any use of technology, (b) a design or comparison study with insufficient data to calculate effect size, (c) case or survey studies, (d) theoretical aspects of graphs only, (e) experts' understanding of graphs only, (f) college students' graph proficiency only, (g) professional development of ...
- Dermot Francis Donnelly-Hermosillo, Libby F. Gerard, Marcia C. Linn
- 2020
Mar 1, 2020 · Others study graph sense, “the ability to recognize components of graphs, speak the language of graphs, understand relationships between tables and graphs, respond to questions about graphs, recognize better graphs, and interpret contextual awareness of graphs” (Delmas, Garfield, & Ooms, 2005, p. 2). diSessa (2004) refers to meta-representational competence as the ability to choose an ...
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Graph technologies are now widely available in K-12 science and mathematics classrooms. These technologies have the potential to impact the learning of science and mathematics, especially by supporting student investigations. We use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years. In these studies, graphing technologies include ...
