In 2003, ED awarded $15 million in multi-year, evaluation grants to 9 states, including Arkansas, Iowa, Maine, North Carolina, Pennsylvania, Tennessee, Texas, West Virginia, and Wisconsin. The studies conducted scientifically-based research on how technology impacts student achievement in elementary and secondary education. Final reports were published in 2007.
The evaluation of Student and Parent Access to Refurbished Computers (SPARC) was an experimental study designed to assess the impact of providing refurbished home computers, Internet access, and technology-related technical assistance to fifth grade students. The treatment group households received a donated refurbished computer with Internet access. Impact data found that treatment students were more likely than their control counterparts to report using computers for recreational and school-related purposes. They were also more likely to report stronger computer skills than control students. SPARC intervention resulted in greater parental involvement for specific interactions that required computer and/or Internet use.
In 2003, ED awarded $15 million in multi-year, evaluation grants to 9 states, including Arkansas, Iowa, Maine, North Carolina, Pennsylvania, Tennessee, Texas, West Virginia, and Wisconsin. The studies conducted scientifically-based research on how technology impacts student achievement in elementary and secondary education. Final reports were published in 2007.
The Iowa Professional Development Model provides teachers with sustainable professional development through face-to-face, video conferencing and online resources. In addition, teachers were provided with technology-based curriculum interventions for math and reading, coupled with assessment tools to track student progress and individualize instruction. The teachers were grouped in regional cohorts via a consortium. Researchers found student achievement gains in both and math and reading.
In 2003, ED awarded $15 million in multi-year, evaluation grants to 9 states, including Arkansas, Iowa, Maine, North Carolina, Pennsylvania, Tennessee, Texas, West Virginia, and Wisconsin. The studies conducted scientifically-based research on how technology impacts student achievement in elementary and secondary education. Final reports were published in 2007.
The North Carolina IMPACT model involves using technology in the teaching of core curricular areas to improve student achievement, utilizing technology coaches and mentors for on-going professional development, as well as learning 21st Century Skills. The program was implemented in several high poverty elementary and middle schools. In the four year study, students in the high need schools that received the IMPACT program have demonstrated that they are 33% more likely to improve one full grade level each year than the control/comparison schools. Student achievement is consistently higher in the IMPACT schools, and teacher retention is 65% higher with this program. College-going rates in Greene County High School, with a modified IMPACT model, increased from 26 to 84% in five years.
This is an overview of Arkansas’s evaluation of the The Environmental and Spatial Technology (EAST) Initiative from 2006. EAST is a performance-based learning environment utilizing community service, project-based, service learning, integrated with advanced technological applications in an interdisciplinary environment. Among the 16 student outcomes that were studied, analyses indicated that participation in the EAST program appears to have a positive, statistically reliable impact on students in five major domains, including students’ problem-solving, motivation and self-directed learning.
The 2004 report was the first national trends published by SETDA. SETDA commissioned the Metiri Group to conduct a national survey in the fall of 2003 based on the implementation of the No Child Left Behind, Title II, Part D, Enhancing Education Through Technology (EETT) program and on general state policy trends in educational technology.
The findings in the 2005 National Trends report are based on surveys from 49 states and the District of Columbia, representing 15,478 LEAs and 99% of the federal dollars allocated across the United States in 2003-2004. Data from the first annual National Report for Round 1 serves as a baseline for trends and represented a similar population (46 states and the District of Columbia).
The findings in this 2006 National Trends report are based on surveys from 50 states and the District of Columbia, representing 15,997 LEAs and the federal NCLB II D dollars allocated across the United States in 2004-2005. Data from the first two annual National Reports for Rounds 1 and 2 serve as a baseline.
The 2007 National Trends report documents findings from Round 4 (FY 05) of the No Child Left Behind, Title II Part D, Enhancing Education Through Technology (NCLB II D) program.
The 2008 National Trends report documents findings from Round 5 (FY 06) of the No Child Left Behind, Title II, Part D, Enhancing
Education Through Technology (NCLB IID) program.
