Technology Research

Research Summaries
	Case Studies of High-Performing, High-Technology Schools: Final Research Report on Schools with Predominantly Low-Income, African-American, or Latino Student Populations (2004) NCREL conducted case studies of 19 high-performing, high-technology schools that have predominantly low-income, African-American, or Latino student populations. NCREL’s case studies were designed to discover characteristics of high-performing, high-technology schools that may contribute to the academic achievement of low-income, African-American, and Latino students.
	A Meta-Analysis of the Effectivenesss of Teaching and Learning With Technology on Student Outcomes (2003) This meta-analysis examined 42 research studies, representing a combined sample of 7,000 students, to determine technology's effects on student educational outcomes.
	Meta-Analysis: Effects of Educational Technology on Student Outcomes (2002) This meta-analysis examined 20 research studies, representing a combined sample of 4,400 students, to determine technology's effects on student educational outcomes.
	Computer-Based Technology and Learning: Evolving Uses and Expectations (2000) This online document discusses three distinct phases of education technology use: print automation, expansion of learning opportunities, and data-driven virtual learning. It also provides evidence of the positive impact of computer-based technology on learning. (Audience: K-12 teachers, technology coordinators, education policymakers, community stakeholders, K-12 administrators)
	Pathways Critical Issue: Promoting Technology Use in Schools (2001) This Critical Issue provides practical advice for using technology effectively in schools. It focuses on placing computers in equitable areas, providing technical support, determining effective goals for technology use, accepting new roles for teachers in the classroom, providing time for professional development, coaching teachers at different skill levels, offering incentives for technology use, choosing software, and obtaining funding.
	Pathways Critical Issue: Providing Professional Development for Effective Technology Use (2000) This Critical Issue from the Pathways to School Improvement Web site discusses the necessity, goals, and types of technology professional development that promote effective learning in the classroom. (Audience: technology professional developers, school technology specialists, K-12 administrators, K-12 teachers)
	A Bibliography of Research and Resources on Technology and Engaged Learning ( 2000) This collection of resources has been compiled for educators interested in educational technology and its uses with engaged learning instructional approaches by the NCREL Resource Center.


Research Studies
	Children Learning With Technology Beyond the School Bell and Building: What Do We Know Now? (2001) Before- and after-school programs, summer school, community technology centers, and public libraries are increasing children's opportunities to learn outside the regular school day, school year, and school building. Through an extensive review of print and online sources, researchers found that these programs also are increasing children's opportunities to learn with—and about—technology. Although relevant research and evaluation are increasing, there is still much to understand about children learning with technology beyond the bell and about the educational differences created by such learning.
	Children's Access to Computers and the Internet through 21st Century Learning Centers: Preliminary Findings from a National Telephone Survey of Center Directors (2001) NCREL conducted a national telephone survey of 21st Century Community Learning Center (21st CCLC) directors in November 2001 and asked them about children's opportunities to learn with and about technology in their centers. This preliminary report answers the question "What is the technology infrastructure (computers and Internet connectivity) in 21st CCLCs?" Findings suggest that almost all centers provide students with access to computers, and nearly as many provide students with Internet access through a direct, rather than dial-up, connection. Most important, this technology infrastructure profile is similar among centers across regions of the country, between centers in urban and rural communities, and among centers by the grade levels of their students.
	School Board Members' Technology Priorities and Preferred Ways of Learning About Them: Results of a National Survey (2000) The North Central Regional Educational Laboratory (NCREL) and the National School Boards Association (NSBA) conducted a national telephone survey of school board members to understand better their perspective on district educational technology policy. The survey addressed two general questions about school boards and district educational technology policy: What do school board members think of educational technology in their districts? What are their views on its importance in relation to the district's improvement efforts, and what do they think are their district's specific educational technology priorities? What are school board members' preferences for learning what they need to know about educational technology to make good policy decisions? This is a report of the survey's major findings. The first section discusses method; the second presents findings; the third draws conclusions.