Deepen learning and motivate students

The following success stories, case studies, research, and evaluation reports support this vision statement.

A Multi-user Virtual Environment for Building Higher Order Inquiry Skills in Science
K-12 Research
Conducted by D.Ketelhut, C.Dede, J.Clarke and B.Nelson.
This study funded by the National Science Foundation (NSF) analyzed the use of a Multi-User Virtual Environment (MUVE) to enhance science content knowledge and inquiry skills. Preliminary findings show that: students learned biology content; students and teachers were highly engaged; student attendance improved; disruptive behavior dropped; students were building 21st century skills in virtual communication and expression; and importantly, using this type of technology in the classroom can facilitate good inquiry learning. In the study, middle school students were asked as teams to solve the problems of a simulated 19th century city through avatar interaction, digital artifacts, and tacit clues in a virtual community. This paper describes the results from three implementations of this program in 2004 with roughly 2,000 students from geographically diverse urban areas.

Engaging Secondary School Students in Extended and Open Learning Supported by OnlineTechnologies
K-12 Education - Research
Journal of Research on Technology in Education, Volume 41 (3). Conducted by H. Nicholas and W. Ng. 2009.
This paper investigates the use of online technologies to extend the learning of a group of junior secondary school students after attending a Sun, Science, and Society camp. These students were engaged in online learning for a period of 6 months after the camp. This paper reports on how they engaged with the extended and open learning supported by online technologies. (This is a paid product for non-ISTE members at $5)

Experimental Study of the Ready to Teach Developmental Electronic Field Trip Reader Project
K-12 Education - Research
Sponsored by the U.S. Department of Education.
Conducted by Helene Jennings and Leilani Lucca, ORC Macro.
This U.S. Department of Education funded experimental study examined the effect of three Electronic Field Trips (EFTs) on student reading comprehension skills and content knowledge. Reading levels and test scores on a national standardized reading test increased among control group middle-school students participating in the online field trips and multimedia resources from Maryland Public Television (MPT) Thinkport. The online field trips, developed with reading experts, provide students the opportunity to virtually explore, learn, and retain curriculum content through highly interactive experiences and activities. The study examined roughly 400 students in two Maryland public schools during the 2004-2004 school year. Reading enhancements such as professional narration of primary source material, vocabulary lists, and teacher support materials and instructional strategies were developed in conjunction with the field trips. These associated lesson plans and classroom activities can be used to build phonics skills, vocabulary, and comprehension of content knowledge.

Improving Student Science and English Language Skills: A Study of the Effectiveness of BrainPOP
K-12 Education - Research
Conducted by SEG Research; 2009
SEG conducted a multi-site study of approximately 1,100 students in grades 3, 5, and 8 to evaluate the effectiveness of BrainPOP, a web-based animated instructional tool designed to support educators and engage students. Using a quasi-experimental, pre-post design, the study compared the growth in Science, Reading Comprehension, Language and Vocabulary skills between students in classes using BrainPOP (Treatment Group) and a comparable group of students in classes that did not use BrainPOP (Control Group). The findings indicate that students in classes using BrainPOP made significant improvement in Science, Reading Comprehension, Language, and Vocabulary skills during one school semester (January through June) as compared to students in classes that did not use BrainPOP.

High School in Indiana successfully incorporates video games into curriculum.
K-12 Education - Video Success Story
Produced by CBS News
At Oak Hill High School in Converse, Indiana, world history teacher David McDivitt has made video games a successful part of his lesson on World War II. Using Making History, an educational game produced by Muzzy Lane, Inc., Mr. McDivitt motivates his students and deepens their understanding of the material. The video game also encourages the students to learn and discuss topics outside of the classroom. While Mr. McDivitt continues to teach using orthodox methods, he plans to continue to incorporate video games into a part of his curriculum.

The Impact of Cognitive Organizers and Technology-Based Practices on Student Success in Secondary Social Studies Classrooms
K-12 Education - Research
Journal of Special Education Technology, Volume 21(1). 2006.
Conducted by R.Boon, M.Burke, C.Fore, and V.Spencer.
This study examined the effects of Inspiration 6 software in comparison to traditional textbook instruction in social studies classes at the high school level. Twenty-nine tenth-grade students in general education and 20 students with mild disabilities were randomly assigned to receive instruction using a cognitive organizer or traditional textbook instruction format. The study found that those students using the cognitive organizer tool provided by Inspiration 6 performed better than their traditionally-taught counterparts.

Technology is used in Bibb County's In School Suspension or "ISS" program, to help kids change their behavior, and reduce repeat referrals.
K-12 Education - Case Study
Produced by Ripple Effects, Inc.
Bibb County Public Schools in Georgia now has fewer behavior problems and repeat offenders in its in school suspension (ISS) program. Bibb County eEducators are using Ripple Effects to engage these students and address the underlying causes of behavior problems, while taking a proactive approach to reduce the number of students in behavior remediation programs. Teachers notice the change in the classroom and see the students as less impulsive and aggressive, and students are more likely to think through their actions.

College in the Information Age: Gains Associated with Students' Use of Technology
Postsecondary - Research
Journal of Interactive Online Learning, Volume 5(2).Conducted by. T.Strayhorn. 2006.
Colleges increasingly expect their students to use technology in their studies. This study found a positive relationship between student technology use and self-reported educational gains. Four college activities emerged as strongest predictors of gains from college: searched internet for course material, used computer to analyze data, used index or database to find material, and retrieved off-campus library materials.

Digital Course Solution Improves Student Success and Increases Engagement
Postsecondary - Case Studies
The McGraw-Hill Companies, Inc
Multiple case studies discuss the effectiveness of Connect® Anatomy and Physiology (Amarillo College), Connect® Biology (University of Cincinnati), and Connect Writing (Miami Dade College).

Digital Course Solution Improves Student Success
Postsecondary - Case Studies
The McGraw-Hill Companies, Inc
Multiple case studies discuss the effectiveness of Connect® Economics (Johnson County Community College and Solano Community College) and Connect® Psychology (New Mexico State University).

Digital Course Solution Improves Student Success and Increases Instructor Efficiency
Postsecondary - Case Studies
The McGraw-Hill Companies, Inc
Multiple case studies discuss the effectiveness of Connect® Marketing (Monroe Community College) and Connect® Psychology (New Mexico State University, University of Colorado-Denver, and San Diego State University).

Teacher Candidate Responses to Digital Games: 21st-Century Skills Development
Postsecondary - Research
Journal of Research on Technology in Education, Volume 42 (4). Conducted by N. Sardone and R. Devlin-Scherer. 2010.
Researchers conducted a mixed-methods study with 21 undergraduate university students majoring in education to determine their ability to recognize the motivational factors and 21st-century learning skills associated with digital games. Results suggest that students in the study were able to detect the learning skills embedded in games. (This is a paid product for non-ISTE members at $5)

The Design and Application of the Digital Backpack
K-20 Education - Research
Journal of Research on Technology in Education, Volume 42 (4). Conducted by J.D. Basham, H. Meyer, E. Perry. 2010.
This study introduces the digital backpack as a means for creating a rich learning experience for students of multiple ages. Development, design, and refinement of the digital backpack are grounded in the theoretical framework of Universal Design for Learning using a Design-Based Research (DBR) model. This article presents the design and initial testing of the digital backpack and discusses the refinement of the digital backpack in a case format that involved three DBR cycles focused on increasingly complex outcomes of design and learning. (This is a paid product for non-ISTE members at $5)

Success Stories: Profiles of Pearson Technology Users - MyEducationLab™
Postesecondary- Multiple Case Studies
Produced by Pearson
Multiple case studies (University of the Cumberlands-Kentucky, University of Missouri, and University of Toledo) illustrate the use of Pearson's MyEducationLab™, a solution that engages students with real-life teaching situations through dynamic videos, case studies, and student artifacts.