Equity and Quality in Digital Learning
Harvard Educational Publishing Group (Verlag)
978-1-68253-510-3 (ISBN)
Equity and Quality in Digital Learning identifies and presents specific strategies and practices for using digital tools to reduce inequities in educational opportunities and improve student outcomes.
Based on the authors' ten-year research-practice partnership with both the Dallas and Milwaukee public school districts, the book highlights the factors that can support or impede the effective implementation of digital learning in K-12 schools at all levels: district, school, classroom, and student. Digital initiatives can boost higher levels of learning, the authors advocate, but require planning, monitoring and assessment, and revamping and refinement.
As public schools in the United States continue to make major investments in digital learning, the variability in how it's rolled out, accessed, and supported, both during and outside of the regular school day, threatens to exacerbate rather than reduce inequities in learning opportunities, the authors argue. It is critical to ensure that the chosen digital tools are effectively leveraged to enhance learning and reduce achievement gaps, especially for those students historically underserved in K–12 schools. The authors offer concrete ways to use evidence from the book to increase the effectiveness of digital learning.
Equity and Quality in Digital Learning contributes critical insights and tools needed for educators and policy makers to deliver on the promise of digital learning in American schools.
Carolyn J. Heinrich is the Patricia and Rodes Hart Professor of Public Policy and Education, chair of the Department of Leadership, Policy, and Organizations, and an affiliated professor of Economics at Vanderbilt University. Jennifer Darling-Aduana is an assistant professor of learning technologies in the Department of Learning Sciences, College of Education and Human Development, at Georgia State University. Annalee G. Good is a researcher at the Wisconsin Center for Education Research (WCER), co-director of the Wisconsin Evaluation Collaborative, and director of the WCER Clinical Program at the University of Wisconsin-Madison.
Introduction
Chapter 1 Contexts and Drivers of Digital Learning
Chapter 2 Launching Digital Learning Initiatives
Chapter 3 Unlocking Successful Technology Integration
in the Classroom
Chapter 4 Ensuring Access to Quality Learning for Historically Marginalized Students
Chapter 5 Changing Achievement Trajectories with Digital Learning
Chapter 6 Acting on the Evidence
Appendix A Classroom Observation Instrument
Appendix B Classroom Walk-Through Instrument
Appendix C Cultural Relevance and Responsiveness Instrument
Appendix D Authentic Online Work Rubric
Notes
Acknowledgments
About the Authors
Index
| Erscheinungsdatum | 02.10.2020 |
|---|---|
| Verlagsort | Cambridge |
| Sprache | englisch |
| Maße | 200 x 259 mm |
| Gewicht | 290 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Berufspädagogik | |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 1-68253-510-X / 168253510X |
| ISBN-13 | 978-1-68253-510-3 / 9781682535103 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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