Technology enhanced classroom instruction

There is strong evidence that educational technology modestly improves student achievement when incorporated into traditional classroom learning^{1, 2, 3, 4, 5, 6, 7, 8, 9}, especially when the intervention includes teacher training and support¹⁰. Effects are stronger for educational technology applications in K-12 classrooms than in postsecondary classrooms⁸.

Educational technology modestly improves reading and writing outcomes for K-12 students^{1, 6, 9}. Effects appear stronger for comprehensive programs that integrate teacher and computerized instruction than for computer-assisted instruction alone¹¹. For struggling readers, however, small group tutorial programs that tightly integrate with a class’ reading curriculum can produce greater improvements in reading outcomes than comprehensive, whole class programs or computer-assisted instruction¹. Comprehensive computer-assisted programs can substantively improve outcomes for beginning readers; however, in some circumstances, programs for beginning readers that do not use computers can be more effective than technology enhanced interventions⁹. The evidence base is smaller for technology-based writing instruction than for reading instruction. Technology-based writing instruction improves student outcomes by providing personalized feedback, more writing practice time, and support for teachers’ efforts. One study also suggests technology-based writing instruction may have greater effects for students with learning disabilities due to personalized support and individually paced extra practice⁶.

Educational technology modestly improves K-12 math outcomes, especially for elementary and special education students¹², and students with poor academic performance records⁴. Several computer technology interventions have been shown to have positive effects on math achievement among students with poor academic performance records, including computer-based problem-solving systems, game-based technology, computerized tutoring, and computerized practice applications⁴. Effects on math outcomes appear stronger for computer-assisted instruction programs than for more integrated approaches⁷. Programs that incorporate a student guided problem-solving approach have stronger effects than those that simply supplement an existing, traditional lecture approach^{12, 13}. Integrating educational technology into elementary school science classrooms can also enhance teaching and increase science learning for all students^{14, 15}, including students with learning disabilities and English language learners¹⁴. Incorporating graphing technology in K-12 math and science classrooms improves students’ understanding of complex math and science topics, increases graph proficiency, and supports students’ investigative skills, for example, generating hypotheses, collecting, analyzing, and interpreting data, and reflecting on results³. Incorporating education technology into early education environments can also improve math competency among preschool students².

Technology enhanced classroom instruction can benefit at-risk students when engaging students in interactive learning with teachers and technology and when the technology is used to explore and create, instead of to drill students¹⁶. Teachers are needed to support equitable outcomes for students using educational technology to access and understand college preparatory coursework, especially students from families with low incomes¹⁷.

Technology enhanced instruction can also improve college student achievement, especially in the physical and social sciences¹⁸. Enhancements appear most effective when they interactively support cognition rather than simply presenting course content electronically^{19, 20}.

Educational technology such as interactive whiteboard instruction is more effective when used with an active or collaborative teaching approach⁵. For many schools and classrooms challenges to successful implementation of educational technology include insufficient technology infrastructure encompassing inadequate broadband access, not enough functioning hardware, and a lack of technical support. Among teachers, professional development training is needed to increase skills and improve attitudes and understanding of technology’s potential role. Incorporating educational technology creates new challenges for classroom management and requires additional teacher preparation time. Large variation in student motivation to use educational technology appropriately, student abilities and experience with technology, and student engagement and absentee rates also make successful classroom use of educational technology more difficult²¹.

Access to broadband is necessary for students and teachers to use the internet and educational technology in classrooms and at home. Surveys identify significant disparities in broadband access across the country by age, gender, income, and geography²², with a strong digital divide between urban and suburban areas with high incomes and rural and urban areas with low incomes^{23, 24}. Experts suggest broadband internet access should be considered a social determinant of health, since broadband provides access to telemedicine, telework, online social services, distance education, online groceries, ecommerce, online social support, civic engagement opportunities, and more^{23, 24, 25}. The COVID-19 pandemic has highlighted that lack of access to broadband is a public health issue and that disparities in access to broadband exacerbate economic, social, education, and health inequalities^{23, 24, 25}. There are many ways for states to increase broadband access in underserved areas, such as grants and loans to internet service providers, nonprofit utility cooperatives, and local governments²⁶.

The federal Department of Education’s Office of Educational Technology shares stories about educational technology innovation around the country and provides resources and grants for states to improve the use of technology in their school systems²⁷. The National Education Technology Plan outlines a vision for greater equity in access to technology and to enriched learning experiences provided by technology across the country²⁸. According to a 2018-2019 survey, nearly all teachers report consulting online tools or resources to plan instruction and about 88% of teachers report using digital materials to enhance classroom instruction, for example, YouTube, Kahoot!, Quizlet, ReadWorks, NewsELA, or Khan Academy. Many of the most commonly used digital resources are free to use²⁹.

As of 2020, all 50 states have established some form of task force, commission, or other authority to oversee efforts to expand access to broadband, which usually includes identifying underserved or unserved areas and developing a framework to support statewide broadband efforts with public and private sector participation. At least 26 states have enacted legislation around broadband initiatives³⁰. As of 2021, 17 states have legislation that bans, blocks, or restricts publicly owned, municipal broadband networks. The number of states with barriers to municipal broadband is decreasing; Arkansas and Washington are the most recent states to remove legislative barriers to municipal broadband^{31, 32}.

Initiatives are underway across the country to increase access to broadband and affordable internet services. For example, in the Greater Cleveland area, the non-profit company, DigitalC, is working to increase broadband infrastructure in underserved residential areas, provide affordable services and devices, and improve digital literacy among residents addressing basic to intermediate skills for both hardware and software³³. Connect2Compete (C2C) is EveryoneOn’s program to provide affordable internet service to qualifying families that need broadband access at home to support education for K-12 students. C2C is offered in partnership with leading cable companies including Cox Communications and Mediacom³⁴. The Federal Communications Commission (FCC) E-Rate program provides support and discounts to make internet access, hardware connection installation and maintenance, and telecommunications services more affordable for eligible elementary and secondary schools and libraries³⁵. The FCC also established the Emergency Broadband Benefit Program with a $3.2 billion fund to support broadband services and devices for eligible families with low incomes to stay connected to the internet during the COVID pandemic³⁶.

The annual Indigenous Connectivity Summit brings together community network managers and operators, Indigenous-owned internet service providers, community members, researchers, policy makers, and leaders to address the need for affordable, high quality, and sustainable internet access for Alaska Native, American Indian, Inuit, Native Hawaiian, First Nations, and Métis communities³⁷. The National Telecommunications and Information Administration operates the Tribal Broadband Connectivity Program, a $1 billion program to increase broadband access on tribal lands that supports telehealth, distance learning, broadband affordability, and digital inclusion³⁸.