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

被引：4

作者：

Ahn, June ^{[1
]}

Beck, Austin ^{[2
]}

Rice, John ^{[3
]}

Foster, Michelle ^{[4
]}

机构：

[1] NYU, Steinhardt Sch Culture Educ & Human Dev, 82 Washington Sq East, New York, NY 10003 USA

[2] Univ Maryland, 3119 Benjamin Bldg, College Pk, MD 20742 USA

[3] Dist Columbia Publ Sch, Educ Technol Secondary Educ, 1200 First St NE, Washington, DC 20002 USA

[4] Dist Columbia Publ Sch, 1200 First St NE, Washington, DC 20002 USA

来源：

AERA OPEN | 2016年 / 2卷 / 04期

关键词：

computers and learning; equity; mathematics education; regression analyses; technology;

D O I：

10.1177/2332858416667726

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页数：10

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