Technology and Education Change

Abstract

This study examined technology implementation practices associated with student learning gains. Interviews and observations were conducted with staff at schools where teachers using reading or mathematics software with their students attained above-average achievement gains and at schools where software-using teachers had below-average gains. The findings highlight the importance of school practices in the areas of principal support and teacher collaboration around software use and of teacher practices concerning classroom management and use of software-generated student performance data. The issues of instructional coherence and competition for instructional time are highlighted as challenges to software implementation.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 161 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.