Dr Jennifer Morrison and colleagues from the Center for Research and Reform in Education (CRRE) are evaluating a technology-integration initiative for Baltimore County Public Schools in Maryland, US, called Students and Teachers Accessing Tomorrow (S.T.A.T.). The initiative began in the 2014-15 school year with 10 pilot elementary (primary) schools and has since expanded to all elementary schools, middle schools and selected high schools. CRRE is conducting a mixed-methods evaluation of the initiative, including classroom observations, interviews, focus groups, surveys and an examination of pupil achievement data. The evaluation is taking place over five years.
CRRE recently completed the third year of the evaluation, and results revealed continuing changes in teacher practice, perceptions of increased pupil engagement and positive trends in achievement for pupils in grades 3 to 5 (Years 4 to 6).
In a previous edition of Best Evidence in Brief, we reported on a review of the research literature on the infusion of technology into the school curriculum, also completed by CRRE. Multiple studies in that review reported higher engagement of pupils with their coursework when involved in one-to-one laptop programmes, which produced two key benefits: a development of a deeper level of understanding and an increase in pupil achievement. However, our researchers pointed out that, “Just as buying a professional-looking mixer will not make you a better cook, technology alone will not make pupil learning better. If the teacher, though, introduces new methods of teaching requiring different uses of a computer rather than to simply present information, then we are likely to see an improvement in learning”.
Source: Students and teachers accessing tomorrow – year three evaluation report (September 2017), Center for Research and Reform in Education