Designing for Learner Variability: Examining the Impact of Research-based Edtech in the Classroom

Show simple item record Tare, Medha Ruppel Shell, Alison 2019-08-28T16:07:33Z 2019-08-28T16:07:33Z 2019-08
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dc.description.abstract While research shows that learners differ in many ways, this work must be translated into actionable strategies to benefit students. We describe the results of our partnership with ReadWorks, a widely-used literacy edtech platform, to help them implement research-based pedagogical features that support learners with diverse needs. In a national survey of over 11,000 educators, 89 percent said they were likely to assign more articles on ReadWorks and 82 percent said they were likely to assign higher-level articles as a result of the features available to students. We also examined K-6 students’ (N=1857) use of these optional features when completing digital assignments and found that 92% of students tried at least one new feature and engaged with harder assignments when they used the features than when they did not. Feature use did not differ by student characteristics such as reading proficiency or special education status, suggesting that these features could potentially benefit all students when they need extra support. en_US
dc.description.sponsorship We would like to thank our partners at ReadWorks and the school district for their contributions and support of this research. We would also like to thank Eunice Blemahdoo, Dr. Andrew Krumm, and Dr. Scott Jackson for their support in analyzing and reporting the data. Digital Promise Global’s Learner Variability Project would not be possible without the generous support of the Oak Foundation, the Overdeck Family Foundation, and the Chan Zuckerberg Initiative. en_US
dc.language.iso en_US en_US
dc.publisher Digital Promise Global en_US
dc.subject learner variability en_US
dc.subject edtech en_US
dc.subject learning sciences en_US
dc.subject reading en_US
dc.subject research translation en_US
dc.title Designing for Learner Variability: Examining the Impact of Research-based Edtech in the Classroom en_US
dc.type Article en_US

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