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What 126 studies say about education technology

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In recent years, there has been widespread excitement around the transformative potential of technology in education. In the United States alone, spending on education technology has now exceeded $13 billion . Programs and policies to promote the use of education technology may expand access to quality education, support students’ learning in innovative ways, and help families navigate complex school systems.

However, the rapid development of education technology in the United States is occurring in a context of deep and persistent inequality . Depending on how programs are designed, how they are used, and who can access them, education technologies could alleviate or aggravate existing disparities. To harness education technology’s full potential, education decision-makers, product developers, and funders need to understand the ways in which technology can help — or in some cases hurt — student learning.

To address this need, J-PAL North America recently released a new publication summarizing 126 rigorous evaluations of different uses of education technology. Drawing primarily from research in developed countries, the publication looks at randomized evaluations and regression discontinuity designs across four broad categories: (1) access to technology, (2) computer-assisted learning or educational software, (3) technology-enabled nudges in education, and (4) online learning.

This growing body of evidence suggests some areas of promise and points to four key lessons on education technology.

First, supplying computers and internet alone generally do not improve students’ academic outcomes from kindergarten to 12th grade, but do increase computer usage and improve computer proficiency. Disparities in access to information and communication technologies can exacerbate existing educational inequalities. Students without access at school or at home may struggle to complete web-based assignments and may have a hard time developing digital literacy skills.

Broadly, programs to expand access to technology have been effective at increasing use of computers and improving computer skills. However, computer distribution and internet subsidy programs generally did not improve grades and test scores and in some cases led to adverse impacts on academic achievement. The limited rigorous evidence suggests that distributing computers may have a more direct impact on learning outcomes at the postsecondary level.

Second, educational software (often called “computer-assisted learning”) programs designed to help students develop particular skills have shown enormous promise in improving learning outcomes, particularly in math. Targeting instruction to meet students’ learning levels has been found to be effective in improving student learning, but large class sizes with a wide range of learning levels can make it hard for teachers to personalize instruction. Software has the potential to overcome traditional classroom constraints by customizing activities for each student. Educational software programs range from light-touch homework support tools to more intensive interventions that re-orient the classroom around the use of software.

Most educational software that have been rigorously evaluated help students practice particular skills through personalized tutoring approaches. Computer-assisted learning programs have shown enormous promise in improving academic achievement, especially in math. Of all 30 studies of computer-assisted learning programs, 20 reported statistically significant positive effects, 15 of which were focused on improving math outcomes.

Third, technology-based nudges — such as text message reminders — can have meaningful, if modest, impacts on a variety of education-related outcomes, often at extremely low costs. Low-cost interventions like text message reminders can successfully support students and families at each stage of schooling. Text messages with reminders, tips, goal-setting tools, and encouragement can increase parental engagement in learning activities, such as reading with their elementary-aged children.

Middle and high schools, meanwhile, can help parents support their children by providing families with information about how well their children are doing in school. Colleges can increase application and enrollment rates by leveraging technology to suggest specific action items, streamline financial aid procedures, and/or provide personalized support to high school students.

Online courses are developing a growing presence in education, but the limited experimental evidence suggests that online-only courses lower student academic achievement compared to in-person courses. In four of six studies that directly compared the impact of taking a course online versus in-person only, student performance was lower in the online courses. However, students performed similarly in courses with both in-person and online components compared to traditional face-to-face classes.

The new publication is meant to be a resource for decision-makers interested in learning which uses of education technology go beyond the hype to truly help students learn. At the same time, the publication outlines key open questions about the impacts of education technology, including questions relating to the long-term impacts of education technology and the impacts of education technology on different types of learners.

To help answer these questions, J-PAL North America’s Education, Technology, and Opportunity Initiative is working to build the evidence base on promising uses of education technology by partnering directly with education leaders.

Education leaders are invited to submit letters of interest to partner with J-PAL North America through its  Innovation Competition . Anyone interested in learning more about how to apply is encouraged to contact initiative manager Vincent Quan .

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Education Technology: What Is Edtech? A Guide.

Edtech, or education technology, is the combination of IT tools and educational practices aimed at facilitating and enhancing learning.

What Is Edtech?

Edtech, or education technology, is the practice of introducing information and communication technology tools into the classroom to create more engaging, inclusive and individualized learning experiences.

Today’s classrooms have moved beyond the clunky desktop computers that were once the norm and are now tech-infused with tablets, interactive online courses and even robots that can take notes and record lectures for absent students.

The influx of edtech tools are changing classrooms in a variety of ways. For instance, edtech robots , virtual reality lessons and gamified classroom activities make it easier for students to stay engaged through fun forms of learning. And edtech IoT devices are hailed for their ability to create digital classrooms for students, whether they’re physically in school, on the bus or at home. Even machine learning and blockchain tools are assisting teachers with grading tests and holding students accountable for homework.

The potential for scalable individualized learning has played an important role in the edtech industry’s ascendance . The way we learn, how we interact with classmates and teachers, and our overall enthusiasm for the same subjects is not a one-size-fits-all situation. Everyone learns at their own pace and in their own style. Edtech tools make it easier for teachers to create individualized lesson plans and learning experiences that foster a sense of inclusivity and boost the learning capabilities of all students, no matter their age or learning abilities.

And it looks like technology in the classroom is here to stay. In a 2018 study , 86 percent of eighth-grade teachers agreed that using technology to teach students is important. And 75 percent of the study’s teachers said technology use improved the academic performance of students. For that reason, many would argue it’s vital to understand the benefits edtech brings in the form of increased communication, collaboration and overall quality of education.

Related Reading 13 Edtech Examples You Should Know

How Does Edtech Help Students and Teachers?

Benefits of edtech for students.

An influx of technology is opening up new avenues of learning for students of all ages, while also promoting collaboration and inclusivity in the classroom. Here are five major ways edtech is directly impacting the way students learn.

Increased Collaboration

Cloud-enabled tools and tablets are fostering collaboration in the classroom. Tablets loaded with learning games and online lessons give children the tools to solve problems together. Meanwhile, cloud-based apps let students upload their homework and digitally converse with one another about their thought processes and for any help they may need.

24/7 Access to Learning

IoT devices are making it easier for students to have full access to the classroom in a digital environment. Whether they’re at school, on the bus or at home, connected devices are giving students Wi-Fi and cloud access to complete work at their own pace — and on their own schedules — without being hampered by the restriction of needing to be present in a physical classroom.

Various apps also help students and teachers stay in communication in case students have questions or need to alert teachers to an emergency.

“Flipping” the Classroom

Edtech tools are flipping the traditional notion of classrooms and education. Traditionally, students have to listen to lectures or read in class then work on projects and homework at home. With video lectures and learning apps, students can now watch lessons at home at their own pace, using class time to collaboratively work on projects as a group. This type of learning style helps foster self-learning, creativity and a sense of collaboration among students.

Personalized Educational Experiences

Edtech opens up opportunities for educators to craft personalized learning plans for each of their students. This approach aims to customize learning based on a student’s strengths, skills and interests.

Video content tools help students learn at their own pace and because students can pause and rewind lectures, these videos can help students fully grasp lessons. With analytics, teachers can see which students had trouble with certain lessons and offer further help on the subject.

Instead of relying on stress-inducing testing to measure academic success, educators are now turning to apps that consistently measure overall aptitude . Constant measurements display learning trends that teachers can use to craft specialized learning plans based on each student’s strengths and weaknesses or, more importantly, find negative trends that can be proactively thwarted with intervention.

Attention-Grabbing Lessons

Do you remember sitting in class, half-listening, half-day dreaming? Now, with a seemingly infinite number of gadgets and outside influences vying for a student’s attention, it’s imperative to craft lesson plans that are both gripping and educational. Edtech proponents say technology is the answer. Some of the more innovative examples of students using tech to boost classroom participation include interacting with other classrooms around the world via video, having students submit homework assignments as videos or podcasts and even gamifying problem-solving .

Benefits of Edtech

• Personalized education caters to different learning styles.
• On-demand video lectures allow classroom time to focus on collaboration.
• Gamified lessons engage students more deeply.
• Cloud computing with 24/7 access lets students work from anywhere.
• Automated grading and classroom management tools help teachers balance responsibilities.

Benefits of Edtech for Teachers

Students aren’t the only group benefitting from edtech. Teachers are seeing educational tech as a means to develop efficient learning practices and save time in the classroom. Here are four ways edtech is helping teachers get back to doing what they do — teaching.

Automated Grading

Artificially intelligent edtech tools are making grading a breeze. These apps use machine learning to analyze and assess answers based on the specifications of the assignment. Using these tools, especially for objective assignments like true/false or fill-in-the-blank assessments, frees up hours that teachers usually spend grading assignments. Extra free time for teachers provides more flexibility for less prep and one-on-one time with both struggling and gifted students.     

Classroom Management Tools

Let’s face it, trying to get a large group of kids to do anything can be challenging. Educational technology has the potential to make everything — from the way teachers communicate with their students to how students behave — a little easier. There are now apps that help send parents and students reminders about projects or homework assignments, as well as tools that allow students to self-monitor classroom noise levels. The addition of management tools in the classroom brings forth a less-chaotic, more collaborative environment.

Read Next Assistive Technology in the Classroom Is Reimagining the Future of Education

Paperless Classrooms

Printing budgets, wasting paper and countless time spent at the copy machine are a thing of the past thanks to edtech. Classrooms that have gone digital bring about an easier way to grade assignments, lessen the burden of having to safeguard hundreds of homework files and promote overall greener policies in the classroom.   

Eliminating Guesswork

Teachers spend countless hours attempting to assess the skills or areas of improvement of their students. Edtech can change all of that. There are currently myriad tools, data platforms and apps that constantly assess student’s skills and needs, and they relay the data to the teacher.

Sometimes harmful studying trends aren’t apparent to teachers for months, but some tools that use real-time data can help teachers discover a student’s strengths, weaknesses and even signs of learning disabilities, setting in motion a proactive plan to help.

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Is technology good or bad for learning?

Subscribe to the brown center on education policy newsletter, saro mohammed, ph.d. smp saro mohammed, ph.d. partner - the learning accelerator @edresearchworks.

May 8, 2019

I’ll bet you’ve read something about technology and learning recently. You may have read that device use enhances learning outcomes . Or perhaps you’ve read that screen time is not good for kids . Maybe you’ve read that there’s no link between adolescents’ screen time and their well-being . Or that college students’ learning declines the more devices are present in their classrooms .

If ever there were a case to be made that more research can cloud rather than clarify an issue, technology use and learning seems to fit the bill. This piece covers what the research actually says, some outstanding questions, and how to approach the use of technology in learning environments to maximize opportunities for learning and minimize the risk of doing harm to students.

In my recent posts , I have frequently cited the mixed evidence about blended learning, which strategically integrates in-person learning with technology to enable real-time data use, personalized instruction, and mastery-based progression. One thing that this nascent evidence base does show is that technology can be linked to improved learning . When technology is integrated into lessons in ways that are aligned with good in-person teaching pedagogy, learning can be better than without technology.

A 2018 meta-analysis of dozens of rigorous studies of ed tech , along with the executive summary of a forthcoming update (126 rigorous experiments), indicated that when education technology is used to individualize students’ pace of learning, the results overall show “ enormous promise .” In other words, ed tech can improve learning when used to personalize instruction to each student’s pace.

Further, this same meta-analysis, along with other large but correlational studies (e.g., OECD 2015 ), also found that increased access to technology in school was associated with improved proficiency with, and increased use of, technology overall. This is important in light of the fact that access to technology outside of learning environments is still very unevenly distributed across ethnic, socio-economic, and geographic lines. Technology for learning, when deployed to all students, ensures that no student experiences a “21st-century skills and opportunity” gap.

More practically, technology has been shown to scale and sustain instructional practices that would be too resource-intensive to work in exclusively in-person learning environments, especially those with the highest needs. In multiple , large-scale studies where technology has been incorporated into the learning experiences of hundreds of students across multiple schools and school systems, they have been associated with better academic outcomes than comparable classrooms that did not include technology. Added to these larger bodies of research are dozens, if not hundreds, of smaller , more localized examples of technology being used successfully to improve students’ learning experiences. Further, meta-analyses and syntheses of the research show that blended learning can produce greater learning than exclusively in-person learning.

All of the above suggest that technology, used well, can drive equity in learning opportunities. We are seeing that students and families from privileged backgrounds are able to make choices about technology use that maximize its benefits and minimize its risks , while students and families from marginalized backgrounds do not have opportunities to make the same informed choices. Intentional, thoughtful inclusion of technology in public learning environments can ensure that all students, regardless of their ethnicity, socioeconomic status, language status, special education status, or other characteristics, have the opportunity to experience learning and develop skills that allow them to fully realize their potential.

On the other hand, the evidence is decidedly mixed on the neurological impact of technology use. In November 2016, the American Association of Pediatrics updated their screen time guidelines for parents, generally relaxing restrictions and increasing the recommended maximum amount of time that children in different age groups spend interacting with screens. These guidelines were revised not because of any new research, but for two far more practical reasons. First, the nuance of the existing evidence–especially the ways in which recommendations change as children get older–was not adequately captured in the previous guidelines. Second, the proliferation of technology in our lives had made the previous guidelines almost impossible to follow.

The truth is that infants, in particular, learn by interacting with our physical world and with other humans, and it is likely that very early (passive) interactions with devices–rather than humans–can disrupt or misinform neural development . As we grow older, time spent on devices often replaces time spent engaging in physical activity or socially with other people, and it can even become a substitute for emotional regulation, which is detrimental to physical, social, and emotional development.

In adolescence and young adulthood, the presence of technology in learning environments has also been associated with (but has not been shown to be the cause of) negative variables such as attention deficits or hyperactivity , feeling lonely , and lower grades . Multitasking is not something our brains can do while learning , and technology often represents not just one more “task” to have to attend to in a learning environment, but multiple additional tasks due to the variety of apps and programs installed on and producing notifications through a single device.

The pragmatic

The current takeaway from the research is that there are potential benefits and risks to deploying technology in learning environments. While we can’t wrap this topic up with a bow just yet–there are still more questions than answers–there is evidence that technology can amplify effective teaching and learning when in the hands of good teachers. The best we can do today is understand how technology can be a valuable tool for educators to do the complex, human work that is teaching by capitalizing on the benefits while remaining fully mindful of the risks as we currently understand them.

We must continue to build our understanding of both the risks and benefits as we proceed. With that in mind, here are some “Dos” and “Don’ts” for using technology in learning environments:

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New global data reveal education technology’s impact on learning

The promise of technology in the classroom is great: enabling personalized, mastery-based learning; saving teacher time; and equipping students with the digital skills they will need  for 21st-century careers. Indeed, controlled pilot studies have shown meaningful improvements in student outcomes through personalized blended learning. 1 John F. Pane et al., “How does personalized learning affect student achievement?,” RAND Corporation, 2017, rand.org. During this time of school shutdowns and remote learning , education technology has become a lifeline for the continuation of learning.

As school systems begin to prepare for a return to the classroom , many are asking whether education technology should play a greater role in student learning beyond the immediate crisis and what that might look like. To help inform the answer to that question, this article analyzes one important data set: the 2018 Programme for International Student Assessment (PISA), published in December 2019 by the Organisation for Economic Co-operation and Development (OECD).

Every three years, the OECD uses PISA to test 15-year-olds around the world on math, reading, and science. What makes these tests so powerful is that they go beyond the numbers, asking students, principals, teachers, and parents a series of questions about their attitudes, behaviors, and resources. An optional student survey on information and communications technology (ICT) asks specifically about technology use—in the classroom, for homework, and more broadly.

In 2018, more than 340,000 students in 51 countries took the ICT survey, providing a rich data set for analyzing key questions about technology use in schools. How much is technology being used in schools? Which technologies are having a positive impact on student outcomes? What is the optimal amount of time to spend using devices in the classroom and for homework? How does this vary across different countries and regions?

From other studies we know that how education technology is used, and how it is embedded in the learning experience, is critical to its effectiveness. This data is focused on extent and intensity of use, not the pedagogical context of each classroom. It cannot therefore answer questions on the eventual potential of education technology—but it can powerfully tell us the extent to which that potential is being realized today in classrooms around the world.

Five key findings from the latest results help answer these questions and suggest potential links between technology and student outcomes:

• The type of device matters—some are associated with worse student outcomes.
• Geography matters—technology is associated with higher student outcomes in the United States than in other regions.
• Who is using the technology matters—technology in the hands of teachers is associated with higher scores than technology in the hands of students.
• Intensity matters—students who use technology intensely or not at all perform better than those with moderate use.
• A school system’s current performance level matters—in lower-performing school systems, technology is associated with worse results.

This analysis covers only one source of data, and it should be interpreted with care alongside other relevant studies. Nonetheless, the 2018 PISA results suggest that systems aiming to improve student outcomes should take a more nuanced and cautious approach to deploying technology once students return to the classroom. It is not enough add devices to the classroom, check the box, and hope for the best.

What can we learn from the latest PISA results?

How will the use, and effectiveness, of technology change post-covid-19.

The PISA assessment was carried out in 2018 and published in December 2019. Since its publication, schools and students globally have been quite suddenly thrust into far greater reliance on technology. Use of online-learning websites and adaptive software has expanded dramatically. Khan Academy has experienced a 250 percent surge in traffic; smaller sites have seen traffic grow fivefold or more. Hundreds of thousands of teachers have been thrown into the deep end, learning to use new platforms, software, and systems. No one is arguing that the rapid cobbling together of remote learning under extreme time pressure represents best-practice use of education technology. Nonetheless, a vast experiment is underway, and innovations often emerge in times of crisis. At this point, it is unclear whether this represents the beginning of a new wave of more widespread and more effective technology use in the classroom or a temporary blip that will fade once students and teachers return to in-person instruction. It is possible that a combination of software improvements, teacher capability building, and student familiarity will fundamentally change the effectiveness of education technology in improving student outcomes. It is also possible that our findings will continue to hold true and technology in the classroom will continue to be a mixed blessing. It is therefore critical that ongoing research efforts track what is working and for whom and, just as important, what is not. These answers will inform the project of reimagining a better education for all students in the aftermath of COVID-19.

PISA data have their limitations. First, these data relate to high-school students, and findings may not be applicable in elementary schools or postsecondary institutions. Second, these are single-point observational data, not longitudinal experimental data, which means that any links between technology and results should be interpreted as correlation rather than causation. Third, the outcomes measured are math, science, and reading test results, so our analysis cannot assess important soft skills and nonacademic outcomes.

It is also worth noting that technology for learning has implications beyond direct student outcomes, both positive and negative. PISA cannot address these broader issues, and neither does this paper.

But PISA results, which we’ve broken down into five key findings, can still provide powerful insights. The assessment strives to measure the understanding and application of ideas, rather than the retention of facts derived from rote memorization, and the broad geographic coverage and sample size help elucidate the reality of what is happening on the ground.

Finding 1: The type of device matters

The evidence suggests that some devices have more impact than others on outcomes (Exhibit 1). Controlling for student socioeconomic status, school type, and location, 2 Specifically, we control for a composite indicator for economic, social, and cultural status (ESCS) derived from questions about general wealth, home possessions, parental education, and parental occupation; for school type “Is your school a public or a private school” (SC013); and for school location (SC001) where the options are a village, hamlet or rural area (fewer than 3,000 people), a small town (3,000 to about 15,000 people), a town (15,000 to about 100,000 people), a city (100,000 to about 1,000,000 people), and a large city (with more than 1,000,000 people). the use of data projectors 3 A projector is any device that projects computer output, slides, or other information onto a screen in the classroom. and internet-connected computers in the classroom is correlated with nearly a grade-level-better performance on the PISA assessment (assuming approximately 40 PISA points to every grade level). 4 Students were specifically asked (IC009), “Are any of these devices available for you to use at school?,” with the choices being “Yes, and I use it,” “Yes, but I don’t use it,” and “No.” We compared the results for students who have access to and use each device with those who do not have access. The full text for each device in our chart was as follows: Data projector, eg, for slide presentations; Internet-connected school computers; Desktop computer; Interactive whiteboard, eg, SmartBoard; Portable laptop or notebook; and Tablet computer, eg, iPad, BlackBerry PlayBook.

On the other hand, students who use laptops and tablets in the classroom have worse results than those who do not. For laptops, the impact of technology varies by subject; students who use laptops score five points lower on the PISA math assessment, but the impact on science and reading scores is not statistically significant. For tablets, the picture is clearer—in every subject, students who use tablets in the classroom perform a half-grade level worse than those who do not.

Some technologies are more neutral. At the global level, there is no statistically significant difference between students who use desktop computers and interactive whiteboards in the classroom and those who do not.

Finding 2: Geography matters

Looking more closely at the reading results, which were the focus of the 2018 assessment, 5 PISA rotates between focusing on reading, science, and math. The 2018 assessment focused on reading. This means that the total testing time was two hours for each student, of which one hour was reading focused. we can see that the relationship between technology and outcomes varies widely by country and region (Exhibit 2). For example, in all regions except the United States (representing North America), 6 The United States is the only country that took the ICT Familiarity Questionnaire survey in North America; thus, we are comparing it as a country with the other regions. students who use laptops in the classroom score between five and 12 PISA points lower than students who do not use laptops. In the United States, students who use laptops score 17 PISA points higher than those who do not. It seems that US students and teachers are doing something different with their laptops than those in other regions. Perhaps this difference is related to learning curves that develop as teachers and students learn how to get the most out of devices. A proxy to assess this learning curve could be penetration—71 percent of US students claim to be using laptops in the classroom, compared with an average of 37 percent globally. 7 The rate of use excludes nulls. The United States measures higher than any other region in laptop use by students in the classroom. US = 71 percent, Asia = 40 percent, EU = 35 percent, Latin America = 31 percent, MENA = 21 percent, Non-EU Europe = 41 percent. We observe a similar pattern with interactive whiteboards in non-EU Europe. In every other region, interactive whiteboards seem to be hurting results, but in non-EU Europe they are associated with a lift of 21 PISA points, a total that represents a half-year of learning. In this case, however, penetration is not significantly higher than in other developed regions.

Finding 3: It matters whether technology is in the hands of teachers or students

The survey asks students whether the teacher, student, or both were using technology. Globally, the best results in reading occur when only the teacher is using the device, with some benefit in science when both teacher and students use digital devices (Exhibit 3). Exclusive use of the device by students is associated with significantly lower outcomes everywhere. The pattern is similar for science and math.

Again, the regional differences are instructive. Looking again at reading, we note that US students are getting significant lift (three-quarters of a year of learning) from either just teachers or teachers and students using devices, while students alone using a device score significantly lower (half a year of learning) than students who do not use devices at all. Exclusive use of devices by the teacher is associated with better outcomes in Europe too, though the size of the effect is smaller.

Finding 4: Intensity of use matters

PISA also asked students about intensity of use—how much time they spend on devices, 8 PISA rotates between focusing on reading, science, and math. The 2018 assessment focused on reading. This means that the total testing time was two hours for each student, of which one hour was reading focused. both in the classroom and for homework. The results are stark: students who either shun technology altogether or use it intensely are doing better, with those in the middle flailing (Exhibit 4).

The regional data show a dramatic picture. In the classroom, the optimal amount of time to spend on devices is either “none at all” or “greater than 60 minutes” per subject per week in every region and every subject (this is the amount of time associated with the highest student outcomes, controlling for student socioeconomic status, school type, and location). In no region is a moderate amount of time (1–30 minutes or 31–60 minutes) associated with higher student outcomes. There are important differences across subjects and regions. In math, the optimal amount of time is “none at all” in every region. 9 The United States is the only country that took the ICT Familiarity Questionnaire survey in North America; thus, we are comparing it as a country with the other regions. In reading and science, however, the optimal amount of time is greater than 60 minutes for some regions: Asia and the United States for reading, and the United States and non-EU Europe for science.

The pattern for using devices for homework is slightly less clear cut. Students in Asia, the Middle East and North Africa (MENA), and non-EU Europe score highest when they spend “no time at all” on devices for their homework, while students spending a moderate amount of time (1–60 minutes) score best in Latin America and the European Union. Finally, students in the United States who spend greater than 60 minutes are getting the best outcomes.

One interpretation of these data is that students need to get a certain familiarity with technology before they can really start using it to learn. Think of typing an essay, for example. When students who mostly write by hand set out to type an essay, their attention will be focused on the typing rather than the essay content. A competent touch typist, however, will get significant productivity gains by typing rather than handwriting.

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Finding 5: the school systems’ overall performance level matters.

Diving deeper into the reading outcomes, which were the focus of the 2018 assessment, we can see the magnitude of the impact of device use in the classroom. In Asia, Latin America, and Europe, students who spend any time on devices in their literacy and language arts classrooms perform about a half-grade level below those who spend none at all. In MENA, they perform more than a full grade level lower. In the United States, by contrast, more than an hour of device use in the classroom is associated with a lift of 17 PISA points, almost a half-year of learning improvement (Exhibit 5).

At the country level, we see that those who are on what we would call the “poor-to-fair” stage of the school-system journey 10 Michael Barber, Chinezi Chijoke, and Mona Mourshed, “ How the world’s most improved school systems keep getting better ,” November 2010. have the worst relationships between technology use and outcomes. For every poor-to-fair system taking the survey, the amount of time on devices in the classroom associated with the highest student scores is zero minutes. Good and great systems are much more mixed. Students in some very highly performing systems (for example, Estonia and Chinese Taipei) perform highest with no device use, but students in other systems (for example, Japan, the United States, and Australia) are getting the best scores with over an hour of use per week in their literacy and language arts classrooms (Exhibit 6). These data suggest that multiple approaches are effective for good-to-great systems, but poor-to-fair systems—which are not well equipped to use devices in the classroom—may need to rethink whether technology is the best use of their resources.

What are the implications for students, teachers, and systems?

Looking across all these results, we can say that the relationship between technology and outcomes in classrooms today is mixed, with variation by device, how that device is used, and geography. Our data do not permit us to draw strong causal conclusions, but this section offers a few hypotheses, informed by existing literature and our own work with school systems, that could explain these results.

First, technology must be used correctly to be effective. Our experience in the field has taught us that it is not enough to “add technology” as if it were the missing, magic ingredient. The use of tech must start with learning goals, and software selection must be based on and integrated with the curriculum. Teachers need support to adapt lesson plans to optimize the use of technology, and teachers should be using the technology themselves or in partnership with students, rather than leaving students alone with devices. These lessons hold true regardless of geography. Another ICT survey question asked principals about schools’ capacity using digital devices. Globally, students performed better in schools where there were sufficient numbers of devices connected to fast internet service; where they had adequate software and online support platforms; and where teachers had the skills, professional development, and time to integrate digital devices in instruction. This was true even accounting for student socioeconomic status, school type, and location.

COVID-19 and student learning in the United States: The hurt could last a lifetime

Second, technology must be matched to the instructional environment and context. One of the most striking findings in the latest PISA assessment is the extent to which technology has had a different impact on student outcomes in different geographies. This corroborates the findings of our 2010 report, How the world’s most improved school systems keep getting better . Those findings demonstrated that different sets of interventions were needed at different stages of the school-system reform journey, from poor-to-fair to good-to-great to excellent. In poor-to-fair systems, limited resources and teacher capabilities as well as poor infrastructure and internet bandwidth are likely to limit the benefits of student-based technology. Our previous work suggests that more prescriptive, teacher-based approaches and technologies (notably data projectors) are more likely to be effective in this context. For example, social enterprise Bridge International Academies equips teachers across several African countries with scripted lesson plans using e-readers. In general, these systems would likely be better off investing in teacher coaching than in a laptop per child. For administrators in good-to-great systems, the decision is harder, as technology has quite different impacts across different high-performing systems.

Third, technology involves a learning curve at both the system and student levels. It is no accident that the systems in which the use of education technology is more mature are getting more positive impact from tech in the classroom. The United States stands out as the country with the most mature set of education-technology products, and its scale enables companies to create software that is integrated with curricula. 11 Common Core State Standards sought to establish consistent educational standards across the United States. While these have not been adopted in all states, they cover enough states to provide continuity and consistency for software and curriculum developers. A similar effect also appears to operate at the student level; those who dabble in tech may be spending their time learning the tech rather than using the tech to learn. This learning curve needs to be built into technology-reform programs.

Taken together, these results suggest that systems that take a comprehensive, data-informed approach may achieve learning gains from thoughtful use of technology in the classroom. The best results come when significant effort is put into ensuring that devices and infrastructure are fit for purpose (fast enough internet service, for example), that software is effective and integrated with curricula, that teachers are trained and given time to rethink lesson plans integrating technology, that students have enough interaction with tech to use it effectively, and that technology strategy is cognizant of the system’s position on the school-system reform journey. Online learning and education technology are currently providing an invaluable service by enabling continued learning over the course of the pandemic; this does not mean that they should be accepted uncritically as students return to the classroom.

Jake Bryant is an associate partner in McKinsey’s Washington, DC, office; Felipe Child is a partner in the Bogotá office; Emma Dorn is the global Education Practice manager in the Silicon Valley office; and Stephen Hall is an associate partner in the Dubai office.

The authors wish to thank Fernanda Alcala, Sujatha Duraikkannan, and Samuel Huang for their contributions to this article.

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What we know about online learning and the homework gap amid the pandemic

America’s K-12 students are returning to classrooms this fall after 18 months of virtual learning at home during the COVID-19 pandemic. Some students who lacked the home internet connectivity needed to finish schoolwork during this time – an experience often called the “ homework gap ” – may continue to feel the effects this school year.

Here is what Pew Research Center surveys found about the students most likely to be affected by the homework gap and their experiences learning from home.

Children across the United States are returning to physical classrooms this fall after 18 months at home, raising questions about how digital disparities at home will affect the existing homework gap between certain groups of students.

Methodology for each Pew Research Center poll can be found at the links in the post.

With the exception of the 2018 survey, everyone who took part in the surveys is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the  ATP’s methodology .

The 2018 data on U.S. teens comes from a Center poll of 743 U.S. teens ages 13 to 17 conducted March 7 to April 10, 2018, using the NORC AmeriSpeak panel. AmeriSpeak is a nationally representative, probability-based panel of the U.S. household population. Randomly selected U.S. households are sampled with a known, nonzero probability of selection from the NORC National Frame, and then contacted by U.S. mail, telephone or face-to-face interviewers. Read more details about the NORC AmeriSpeak panel methodology .

Around nine-in-ten U.S. parents with K-12 children at home (93%) said their children have had some online instruction since the coronavirus outbreak began in February 2020, and 30% of these parents said it has been very or somewhat difficult for them to help their children use technology or the internet as an educational tool, according to an April 2021 Pew Research Center survey .

Gaps existed for certain groups of parents. For example, parents with lower and middle incomes (36% and 29%, respectively) were more likely to report that this was very or somewhat difficult, compared with just 18% of parents with higher incomes.

This challenge was also prevalent for parents in certain types of communities – 39% of rural residents and 33% of urban residents said they have had at least some difficulty, compared with 23% of suburban residents.

Around a third of parents with children whose schools were closed during the pandemic (34%) said that their child encountered at least one technology-related obstacle to completing their schoolwork during that time. In the April 2021 survey, the Center asked parents of K-12 children whose schools had closed at some point about whether their children had faced three technology-related obstacles. Around a quarter of parents (27%) said their children had to do schoolwork on a cellphone, 16% said their child was unable to complete schoolwork because of a lack of computer access at home, and another 14% said their child had to use public Wi-Fi to finish schoolwork because there was no reliable connection at home.

Parents with lower incomes whose children’s schools closed amid COVID-19 were more likely to say their children faced technology-related obstacles while learning from home. Nearly half of these parents (46%) said their child faced at least one of the three obstacles to learning asked about in the survey, compared with 31% of parents with midrange incomes and 18% of parents with higher incomes.

Of the three obstacles asked about in the survey, parents with lower incomes were most likely to say that their child had to do their schoolwork on a cellphone (37%). About a quarter said their child was unable to complete their schoolwork because they did not have computer access at home (25%), or that they had to use public Wi-Fi because they did not have a reliable internet connection at home (23%).

A Center survey conducted in April 2020 found that, at that time, 59% of parents with lower incomes who had children engaged in remote learning said their children would likely face at least one of the obstacles asked about in the 2021 survey.

A year into the outbreak, an increasing share of U.S. adults said that K-12 schools have a responsibility to provide all students with laptop or tablet computers in order to help them complete their schoolwork at home during the pandemic. About half of all adults (49%) said this in the spring 2021 survey, up 12 percentage points from a year earlier. An additional 37% of adults said that schools should provide these resources only to students whose families cannot afford them, and just 13% said schools do not have this responsibility.

While larger shares of both political parties in April 2021 said K-12 schools have a responsibility to provide computers to all students in order to help them complete schoolwork at home, there was a 15-point change among Republicans: 43% of Republicans and those who lean to the Republican Party said K-12 schools have this responsibility, compared with 28% last April. In the 2021 survey, 22% of Republicans also said schools do not have this responsibility at all, compared with 6% of Democrats and Democratic leaners.

Even before the pandemic, Black teens and those living in lower-income households were more likely than other groups to report trouble completing homework assignments because they did not have reliable technology access. Nearly one-in-five teens ages 13 to 17 (17%) said they are often or sometimes unable to complete homework assignments because they do not have reliable access to a computer or internet connection, a 2018 Center survey of U.S. teens found.

One-quarter of Black teens said they were at least sometimes unable to complete their homework due to a lack of digital access, including 13% who said this happened to them often. Just 4% of White teens and 6% of Hispanic teens said this often happened to them. (There were not enough Asian respondents in the survey sample to be broken out into a separate analysis.)

A wide gap also existed by income level: 24% of teens whose annual family income was less than $30,000 said the lack of a dependable computer or internet connection often or sometimes prohibited them from finishing their homework, but that share dropped to 9% among teens who lived in households earning $75,000 or more a year.

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Katherine Schaeffer is a research analyst at Pew Research Center .

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Digital homework tools should be more than just the textbook as an app

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Schools are increasingly incorporating digital technologies into their teaching practice, raising questions about whether these technologies actually enhance the learning process.

We’re particularly interested the role of technology in homework. Is homework – particularly in digitally aligned STEM areas such as mathematics – any different on a digital device? And, if not, should it be?

We have found that the range of educational websites and apps currently available fail to capitalise on the unique opportunities of digital technology. Working together, technologists and educators could design tools for digital homework that are interactive, instructive, and allow teachers to monitor their students’ progress – leading to better learning outcomes for all.

Read more: Technology in the classroom can improve primary mathematics

The (negligible) value of homework

Despite the prevalence of homework in many schools, the research community is still unsure whether homework actually provides a benefit for students . Recent research from CQUniversity indicates that homework for primary school students is of negligible value, and students are better served by spending this time engaged in structured play or improving their reading abilities.

Even for students in high school, the traditional write-and-check style of homework has shown very little benefit for students . After all, if you don’t know how to do a problem, then how is more practice going to help?

But shouldn’t the interactive and intelligent nature of digital devices make mathematics homework more beneficial for students?

More than a practice problem book

We started reviewing different educational sites and apps addressing mathematics and found they fell into three groups:

• traditional tutorials
• minimally digital tutorials
• digitally enhanced tutorials.

The more traditionally designed online maths tutorials, such as Basic Mathematics and Ezy Math Tutoring , provide a decent amount of depth in their instructions, but they lack a proper curriculum, and any sort of video tutorial or feedback mechanism.

The minimally digital tutorials, such as Study Ladder and Mathletics , have a well-designed curriculum, but lack quality tutorial videos and feedback on the work students do.

The digitally enhanced, such as Khan Academy and Maths Online , provide a well-designed curriculum for any age or grade level, comprehensive instructions, videos, and feedback on student work. They still, however, lack any sort of tutorial prompts during the quizzes.

Enhancing the ‘e’ in e-homework

As you can see, even the best mathematics technologies are not really technological at all – apart from the fact that students use them on a computer or a pad. All the different websites or apps aimed at helping student in mathematics are missing the technological components of technology.

The tools are not interactive. Questions do not increase or decrease in difficulty based on the student’s response to the last question. It would be useful if the practice questions students worked on intuitively increased in difficulty based on the success the student has on the previous question.

Read more: Why digital apps can be good gifts for young family members

None of the tools provide instructive cues to remind students of steps and procedures. And they don’t provide cognitive scaffolding when students are struggling, such as instant instructional advice if a student misses a question.

The tools also fail to provide teachers with data collected about the reason for errors. If they did, teachers could create a learning analysis overviews and specialised learning programs for each student they teach.

It’s clear we need better digital design in our education apps, and particularly those used without a teacher present. But how do we do that?

Bringing educators and technologists together

What need to establish a closer connection between the technologists and the educators.

The tech people need help designing the technology, and they need to design more than just the textbook as an app. Educators can help technologists envision what instruction could look like if the digital device had to do the teaching (and not just the practice) – and then build apps and sites that are innovative and interactive.

Read more: Online learning can prepare students for a fast-changing future – wherever they are

Educators also need to learn from the technologists so they can maximise the use of the devices in their classes. Many educators lack training to use the technological devices to their full potential.

Finally, digital technology designers must consult with educational psychology specialists who provide training for teachers.

We need new technology that isn’t just a copy of educational tools that already exist. Only then will we see the benefits of true digital homework.

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New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”

A systematic review of factors influencing students’ behavioral intention to adopt online homework

• Published: 19 September 2023

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• Liu Chen   ORCID: orcid.org/0009-0005-8361-9718 1 ,
• Su Luan Wong 1 , 2 &
• Shwu Pyng How 1 , 2  

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As a format of homework delivery, online homework promises the usage of technology to help students learn better in the modern era. However, evidence has shown that many students are reluctant to adopt online homework for learning. Behavioral intention is acknowledged as a critical factor predicting the adoption of technology among users. Relevant studies targeted specifically on online homework in terms of behavioral intention are scattered till now. Thus, a review of the literature was conducted to identify factors influencing students’ behavioral intention to adopt online homework. Abiding by the inclusion and exclusion criteria with the guide of PRISMA, 25 articles were selected from four databases. In the current study, the included studies’ characteristics were outlined first. Then, based on the UTAUT model, the findings showed that performance expectancy, effort expectancy, social influence, and facilitating conditions impact students’ behavioral intention to adopt online homework. Other factors, such as content design, functions, attitudes, and so on, are also associated with students’ behavioral intention to adopt online homework. Further studies and limitations are also included in this study.

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Chen, L., Wong, S.L. & How, S.P. A systematic review of factors influencing students’ behavioral intention to adopt online homework. J. Comput. Educ. (2023). https://doi.org/10.1007/s40692-023-00295-7

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How to effectively use technology to maximize homework outcomes

“Teachers’ Use of Technology for School and Homework Assignments: 2018–19 First Look” .  This report was generated in response to the enormous role technology is, and will increasingly be, playing in providing remote learning opportunities for students, whether in supporting part-time “school based” education or temporarily replacing it altogether.  The provides data on the access and availability of computers, smartphones, and the Internet to students at home, the impact that students’ access to technology outside of school has on teachers’ homework assignments, and ways that teachers provide assistance to their students who have limited access to technology and the Internet outside of school.  The following are some of the more important findings.

Teacher Awareness of Home Computer Availability and Use:   Teachers are on the front line of interfacing with students about their access to computers and the Internet at home.  Yet, they often have inexact information in this area.  Teachers reported that they get information by doing surveys of students or parents (51 percent), talking to students or parents individually (84 percent), and developing a sense while working with students.  Yet, among all teachers, a little over one in five reported being very knowledgeable and one in two reported being somewhat knowledgeable about their students’ access to computers and the Internet at home. School Support for Access to Computers and Internet:   Only twenty-six percent of teachers reported that their students have district- or school-provided computers for students to take home on a long-term basis during the school year. Thirty-six percent of teachers reported that the teachers estimated the percentage of their students who have access to a computer at home, including district- or school-provided computers for students who take them home. About two-thirds of teachers estimated that 75 percent or more of their students have access to a computer at home. While computers and Internet service might exist in students’ households, computer availability for homework and the reliability of computer connections to the Internet can vary considerably. About a third (35 percent) of teachers estimated that their students’ home computers were very available for school assignments. Twenty-nine percent of teachers thought it very likely that their students’ home computers had reliable Internet access.

Access to Technology and Homework Assignments:   About half of the teachers reported that their students’ access to technology and the Internet outside of school has a moderate (28 percent) or large (20 percent) influence on the homework they assign to them.  About a fifth (19 percent) of teachers reported that they often assign technology-based homework and an additional 28 percent reported doing so sometimes. The teachers who assign technology-based homework, at least rarely, were asked the extent that their students have difficulty completing this type of homework because they are not familiar with how to use technology. 

Among the 98 percent of teachers whose students are given online or computerized assessments by the state, district, or school, 44 percent reported that their students were very prepared and 39 percent reported students to be somewhat prepared to use the technology required for these assessments.

The overall conclusions of this survey is that, while there have been successes along the way to integrating technology into education, there is a long way to go in terms of data systems, resources, accountability, and ongoing support to meet the new needs for remote learning.

Citation(s):  Gray, L., and Lewis, L. (2020). Teachers’ Use of Technology for School and Homework Assignments: 2018–19 (NCES 2020-048). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020048

Link:  https://nces.ed.gov/pubs2020/2020048.pdf

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Is Homework Bad? Here Is What Research Says

By Med Kharbach, PhD | Last Update: April 30, 2024

Homework is a controversial topic and the object of differing opinions among teachers, parents, and educators . While some highly value it considering it key in scholarly achievement and academic performance, others view it as a nuisance to students’ independence and a cause for unwarranted emotional and physical stress for kids. 

The controversy surrounding homework does not only revolve around its value, but also around questions such as: How much homework is enough homework? How much time should be allotted to homework? How frequent should homework be assigned? Does help from others (e.g., parents or other students) undermine the value of homework? Should homework be banned? Should kids be assigned homework? and many more.

However, as the research cited in this article demonstrates, homework, controversial as it is, has some benefits for students although these benefits differ according to various factors including students age, skill and grade level, students socio-economic status, purpose behind homework, duration of the homework, among other considerations. In this article, I cover some of the key issues related to homework and provide research resources to help teachers and parents learn more about homework.

What Does Homework Mean? 

According to Cooper (1989), homework is defined as “tasks assigned to students by school teachers that are meant to be carried out during non-school hours”. Cooper’s definition is similar to the one found in Cambridge Dictionary which defines homework as “work that teachers give their students to do at home” or as “studying that students do at home to prepare for school”.

There is way more to homework than what these general definitions outline. Homework assignments are not equal and there are various variables that can affect the value and effectiveness of homework.

Some of these variables, according to Blazer (2009) , include difficulty level of assigned tasks, skill and subject areas covered, completion timeframe (short or long term), degree of autonomy and individualization, social context (done independently or with the help of others), obligatory or voluntary, whether it will be submitted for grading or not, among other variables.

Is Homework Bad?

Going through the scholarly literature and regardless of the disagreement and controversies the topic of homework raises, there is a growing consensus that homework has some benefits , especially for students in middle and high school ( National Education Association ).

One of the most comprehensive research studies on homework is a meta-analysis done by professor Harris Cooper and his colleagues (2006) and published in the journal Review of Educational Research .

In this study, Cooper et al analyzed a large pool of research studies on homework conducted in the United States between between 1987 and 2003. Their findings indicate the existence of ‘a positive influence of homework on achievement’.

The influence is mainly noticed in students in grades 7-12 and less in students grades K-6. However, even though kids benefit less from homework, Cooper et al. confirm the importance of some form of homework for students of all ages.

What Is The Purpose of Homework? 

There are several reasons for assigning homework. Some of these reasons according to Blazer include:

– Review and reinforce materials learned in class – Check students understanding and assess their skills and knowledge – Enhance students study skills – Provide students with learning opportunities where they can use their newly acquired skills to explore new insights. – Enable students to hone in their search skills and apply them to find resources on an assigned topic – Help students develop social emotional learning skills – Enable students to develop functional study habits and life skills. These include time management and organization skills, problem solving skills, self-discipline, accountability, self-confidence, communication skills, critical thinking skills, inquisitiveness, among others.

Drawbacks of Homework  

Critics of homework argue that it has less value and can result in negative consequences. In her literature review, Blazer (2009) summarized some of these drawbacks in the following points:

– Homework can cause emotional and physical fatigue – Homework takes away from kids’ leisure time and interferes with their natural development. – Homework can drive students to develop negative attitudes towards school and learning. – Assigned homework prevents students from engaging in self-directed and independent learning. – Homework can interfere with students’ engagement in social activities including sports and community involvement. – Excessive homework can create tension and stress and lead to friction between parents and kids. – Homework may encourage a culture of cheating – Homework “can widen social inequalities. Compared to their higher income peers, students from lower income homes are more likely to work after school and less likely to have an environment conducive to studying”.

How Much Homework Should Students Have? 

According to Fernández-Alonso, Suárez-Álvarez and Muñiz ( 2015 ), spending 60 minutes per day doing homework is considered a reasonably effective time. However, the study also added that the amount of help and effort needed to do homework is key in this equation because “when it comes to homework”, as the authors concluded, “how is more important than how much”. 

This conclusion is congruent with several other studies (e.g., Farrow et al. (1999), that emphasize the idea that when doing homework, quality is more important than quantity. When the variables of time and effort are taken into account, the question of how much homework should students have becomes statistically irrelevant.

Catty Vatterott, author of Rethinking Homework: Best Practices that Support Diverse Needs , also advocates for quality over quantity when assigning homework tasks.She argues that instead of banning homework altogether, we can embrace a more open approach to homework; one that deemphasizes grading and differentiates tasks.

Along similar lines, studies have also confirmed the correlation between autonomy and positive performance. Autonomous students, that is those who can do homework on their own, are more likely to perform better academically (Fernández-Alonso, 2015; Dettmers et al.,2010, 2011; Trautwein & Lüdtke, 2007, (Xu, 2010a). Findings from these studies indicate that “students who need frequent or constant help with homework have worse academic results.” (Fernández-Alonso, 2015)

Besides the 60 minutes per day recommendation for older students, there is also the 10 minutes rule which, according to Harris Cooper , works by multiplying a kid’s grade by 10 to determine how much time they need for homework per day.

According to the 10 minute rule, first graders require 10 minutes per day of homework, second graders 20 minutes, and for each subsequent year you add another 10 minutes so that at the last year of high school, grade 12 students will have 2 hours of daily homework. As Cooper argues, “when you assign more than these levels, the law of diminishing returns or even negative effects – stress especially – begin to appear”.

The debate over homework is far from being settled and probably will never reach definitive conclusions. With that being said, l personally view homework as a heuristic for learning. It scaffolds classroom learning and helps students reinforce learned skills. For elementary students, homework should not be tied to any academic grades or achievement expectation.

In fact, kids’ homework assignments, if any, should align with the overall interests of kids in that it should support and include elements of play, fun, and exploration. Needless to mention that, once outside school, kids are to be given ample time to play, explore, and learn by doing.

As Cooper stated “A good way to think about homework is the way you think about medications or dietary supplements. If you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”

Research on Homework 

The topic of homework has been the subject of several academic research studies. The following is a sample of some of these research studies:

• Blazer, C. (2009). Literature review: Homework. Miami, FL: Miami Dade County Public Schools.
• Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47, 85–91.
• Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76, 1– 62.
• Dettmers, S., Trautwein, U., Lüdtke, M., Kunter, M., & Baumert, J. (2010). Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology,
• Dettmers, S., Trautwein, U., & Lüdtke, O. (2009). The relationship between homework time and achievement is not universal: Evidence from multilevel analyses in 40 countries. School Effectiveness and School Improvement, 20, 375– 405.
• Epstein, J. L., & van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychologist, 36, 181–193
• Farrow, S., Tymms, P., & Henderson, B. (1999). Homework and attainment in primary schools. British Educational Research Journal, 25, 323–341
• Goldstein, A. (1960). Does homework help? A review of research. The Elementary School Journal, 60, 212–224.
• Trautwein, U., & Köller, O. (2003). The relationship between homework and achievement: Still much of a mystery. Educational Psychology Review, 15, 115–145
• Warton, P. M. (2001). The forgotten voices in homework: Views of students. Educational Psychologist, 36, 155–165.
• Xu, J. (2013). Why do students have difficulties completing homework? The need for homework management. Journal of Education and Training Studies, 1, 98 –105.
• Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30, 397– 417.
• Kralovec, E., & Buell, J. (2001). End Homework Now. Educational Leadership, 58(7), 39-42.
• Krashen, S. (2005). The Hard Work Hypothesis: Is Doing Your Homework Enough to Overcome the Effects of Poverty? Multicultural Education, 12(4), 16-19.
• Lenard, W. (1997). The Homework Scam. Teacher Magazine, 9(1), 60-61.
• Marzano, R.J., & Pickering, D.J. (2007). The Case For and Against Homework. Educational Leadership, 64(6), 74-79.
• Skinner, D. (2004). The Homework Wars. Public Interest, 154, Winter, 49-60.
• Corno, L. (1996). Homework is a Complicated Thing. Educational Researcher, 25(8), 27-30.
• Forster, K. (2000). Homework: A Bridge Too Far? Issues in Educational Research, 10(1), 21-37.
• Hoover-Dempsey, K.V., Battiato, A.C., Walker, J.M., Reed, R.P., DeLong, J.M., & Jones, K.P. (2001). Parent Involvement in Homework. Educational Psychologist, 36(3), 195-209.

Books on Homework 

Here are some interesting books that profoundly explore the concept of homework:

1. The Homework Myth: Why Our Kids Get Too Much of a Bad Thing , by Kohn (2006)

• 2. Rethinking Homework: Best Practices that Support Diverse Needs , by Catty Vatterot
• 3. The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning , by Kralovec, E., & Buell, J. (2000)
• 4. The Case Against Homework: How Homework Is Hurting Children and What Parents Can Do About It , by Sara Bennett and Nancy Kalish

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Meet Med Kharbach, PhD

Dr. Med Kharbach is an influential voice in the global educational technology landscape, with an extensive background in educational studies and a decade-long experience as a K-12 teacher. Holding a Ph.D. from Mount Saint Vincent University in Halifax, Canada, he brings a unique perspective to the educational world by integrating his profound academic knowledge with his hands-on teaching experience. Dr. Kharbach's academic pursuits encompass curriculum studies, discourse analysis, language learning/teaching, language and identity, emerging literacies, educational technology, and research methodologies. His work has been presented at numerous national and international conferences and published in various esteemed academic journals.

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Why the “homework gap” is key to America’s digital divide

• Tanya Basu archive page

When the pandemic hit, parents scrambled to get enough devices to get their kids for online schooling. But even when they did, not everything went smoothly. Getting multiple people online for hours at a time in a home was one big obstacle; making sure entire communities were able to sign on was another.

Jessica Rosenworcel, the senior Democrat on the Federal Communications Commission, wasn’t surprised. For years, Rosenworcel has talked about the “homework gap,” the term she coined to describe a problem facing communities where kids can’t access the internet because infrastructure is inadequate, their families can’t afford it, or both. 

People are now paying attention—not least because rumors are swirling that if Joe Biden is elected president, she could be appointed chairperson of the FCC. (Rosenworcel would not confirm these rumors, citing the Hatch Act.)

The FCC’s current broadband standard is a download speed of at least 25 megabits per second—the minimum for a single 4K Netflix stream. But in rural areas, where a Pew study estimates that one-third of Americans don’t have access to broadband, those speeds are unheard of. And while the Pew data indicates that about three-quarters of urban and suburban households have access to broadband, take that claim with a huge grain of salt: in current FCC mapping, a zip code is considered to be served with broadband if a single household has access .

In light of these problems, Rosenworcel is passionate about getting the FCC to update the E-Rate program , a federal education technology service created in 1996 that offers schools and libraries discounted internet access. 

I spoke to Rosenworcel about her plans to use the program to address the homework gap. This interview has been edited and condensed for length.

How did you come up with the term “homework gap”?

When I joined the FCC, I decided that I would visit some schools that were E-Rate beneficiaries when I was traveling for work. And something struck me: I wound up in big cities and in small towns, in urban America and rural America, but I heard the very same things from teachers and administrators no matter where I went: “The E-Rate program is great. We now have these devices we can use in all of our classrooms. But when our students go home at night, not all of them have reliable internet access at home. It’s hard for our teachers to assign homework if we don’t have the confidence that every student has reliable access outside of school.”

The more that I talked to teachers, the more I heard the same stories over and over again: Kids sitting in the school parking lot with school laptops they had borrowed late into the evening, trying to peck away at homework because that was the only place they could actually get online. Or kids sitting in fast food restaurants and doing their homework with a side of fries.

I looked at the data and I found that seven in 10 teachers would assign homework that requires internet access. But FCC data consistently shows that one in three households don’t have broadband at home. I started calling where those numbers overlap the “homework gap” because I felt that this portion of the digital divide really needed a phrase or a term to describe it because it’s so important.

It’s becoming apparent that every student needs this to complete schoolwork now. And then enter the pandemic, right? We sent millions and millions of kids home. We told so many of them to go to online class, but the data suggests that as many as 17 million of them can’t make it there, so now this homework gap is becoming an education gap—and I worry it can become a long-term opportunity gap if we don’t correct it.

Why does the US have such digital inequity?

Well, we’re really a diverse country. We’re also diverse geographically, and that has wonderful qualities but it also has consequences. It takes some work to make sure everyone is connected. But we’ve done it before. We did it with electricity following the Rural Electrification Act. We did it with basic telephony. We can do it again with broadband. 

Early in the pandemic I spoke to immigrant families and people who don’t have access to the internet unless they go to a public space. A lot of them were told they could get reduced-rate internet, but that was difficult in terms of documentation and being able to pay those rates. How has the FCC addressed this issue, and do you think there is a way to move forward here?

I’m one of five people at the FCC. I’m the senior Democrat. I’m not in the majority. I can be noisy and I can be relentless, but I don’t always convince my colleagues.

I am convinced that we can update the E-Rate program using existing law and support schools—loaning out Wi-Fi hot spots, for instance. I think we can do that today with the E-Rate program.

And shame on us for not doing it. Because we’re not doing it, what you see are pictures like the one that went viral of two girls sitting outside of a Taco Bell in Salinas, California, not for lunch—they were there because they were using the free Wi-Fi signal. And what you now see is Wi-Fi in parking lots across this country in places that have been closed down because there’s this cruel virus and students are sitting in hot cars attending class and doing their schoolwork. And then other students are entirely locked out of the virtual classrooms, because they just don’t have a way to get online.

So shame on the FCC for not making it a priority to update E-Rate to address this crisis, because it’s within our power to help right now. I am saddened that my agency keeps looking the other way.

What is the demographic of kids most affected by the homework gap?

It has a disproportionate impact on communities of color. It’s disproportionately harmful to rural America and disproportionately harms low-income households. What’s most cruel to me about this is that we have a program we could update and help fix this, but we keep looking the other way. So many students are unable to attend class in person right now. And if they can’t make it into online classrooms and they’re out of schools for months, it’s going to have a long-term impact on their education. 

Is implementing the E-Rate program even feasible right now?

One of the beauties of the E-Rate program is that it’s set up in a way so that more support goes to schools with greater numbers of students on free or reduced-price lunch programs. In other words, it’s almost a perfect map of where the demand is most likely. We could use that to really figure out how to get devices or wireless hot spots out to students—things that could make a meaningful difference. I mean, it wasn’t that long ago that every student didn’t always get textbooks or a grammar workbook. We have to start recognizing that for students who don’t have internet access at home, having the school loan out a wireless hot spot is the difference between keeping up in class and falling behind. We can do something to fix this. 

How quickly can we expand the E-Rate program? 

The truth is that we should have started this at the start of the pandemic. Seven months in is too late, but today is better than tomorrow. We should be doing this immediately. And it’s not totally irrational. Years ago, the FCC years ago made some adjustments following Hurricane Katrina to a different program that helps low-income households get internet service, to make sure that everyone who got displaced was able to get phone service started again with a wireless line. 

We have a history of looking at a disaster, trying to assess what’s necessary to keep people connected, and updating our programs in response. We should be doing this right now with E-Rate for the homework gap.

I read that you’re a mom. 

I’m curious what you thought about homeschooling and being online during this time.

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Teaching About Technology in Schools Through Technoskeptical Inquiry

June 3, 2024 | victorialynn | Harvard Educational Review Contributors , Voices in Education

By Jacob Pleasants, Daniel G. Krutka, and T. Philip Nichols

New technologies are rapidly transforming our societies, our relationships, and our schools. Look no further than the intense — and often panicked — discourse around generative AI , the metaverse , and the creep of digital media into all facets of civic and social life . How are schools preparing students to think about and respond to these changes?

In various ways, students are taught how to use technologies in school. Most schools teach basic computing skills and many offer elective vocational-technical classes. But outside of occasional conversations around digital citizenship, students rarely wrestle with deeper questions about the effects of technologies on individuals and society.

Decades ago, Neil Postman (1995) argued for a different form of technology education focused on teaching students to critically examine technologies and their psychological and social effects. While Postman’s ideas have arguably never been more relevant, his suggestion to add technology education as a separate subject to a crowded curriculum gained little traction. Alternatively, we argue that technology education could be an interdisciplinary endeavor that occurs across core subject areas. Technology is already a part of English Language Arts (ELA), Science, and Social Studies instruction. What is missing is a coherent vision and common set of practices and principles that educators can use to align their efforts.

To provide a coherent vision, in our recent HER article , we propose “technoskepticism” as an organizing goal for teaching about technology. We define technoskepticism as a critical disposition and practice of investigating the complex relationships between technologies and societies. A technoskeptical person is not necessarily anti-technology, but rather one who deeply examines technological issues from multiple dimensions and perspectives akin to an art critic.

We created the Technoskepticism Iceberg as a framework to support teachers and students in conducting technological inquiries. The metaphor of an iceberg conveys how many important influences of technology lie beneath our conscious awareness. People often perceive technologies as tools (the “visible” layer of the iceberg), but technoskepticism requires that they be seen as parts of systems (with interactions that produce many unintended effects) and embedded with values about what is good and desirable (and for whom). The framework also identifies three dimensions of technology that students can examine. The technical dimension concerns the design and functions of a technology, including how it may work differently for different people. The psychosocial dimension addresses how technologies change our individual cognition and our larger societies. The political dimension considers who makes decisions concerning the terms, rules, or laws that govern technologies.

To illustrate these ideas, how might we use the Technoskeptical Iceberg to interrogate generative AI such as ChatGPT in the core subject areas?

A science/STEM classroom might focus on the technical dimension by investigating how generative AI works and demystifying its ostensibly “intelligent” capabilities. Students could then examine the infrastructures involved in AI systems , such as immense computing power and specialized hardware that in turn have profound environmental consequences. A teacher could ask students to use their values to weigh the costs and potential benefits of ChatGPT.

A social studies class could investigate the psychosocial dimension through the longer histories of informational technologies (e.g., the printing press, telegraph, internet, and now AI) to consider how they shifted people’s lives. They could also explore political questions about what rules or regulations governments should impose on informational systems that include people’s data and intellectual property.

In an ELA classroom, students might begin by investigating the psychosocial dimensions of reading and writing, and the values associated with different literacy practices. Students could consider how the concept of “authorship” shifts when one writes by hand, with word processing software, or using ChatGPT. Or how we are to engage with AI-generated essays, stories, and poetry differently than their human-produced counterparts. Such conversations would highlight how literary values are mediated by technological systems . 

Students who use technoskepticism to explore generative AI technologies should be better equipped to act as citizens seeking to advance just futures in and out of schools. Our questions are, what might it take to establish technoskepticism as an educational goal in schools? What support will educators need? And what might students teach us through technoskeptical inquiries?

Postman, N. (1995). The End of Education: Redefining the Value of School. Vintage Books.

About the Authors

Jacob Pleasants is an assistant professor of science education at the University of Oklahoma. Through his teaching and research, he works to humanize STEM education by helping students engage with issues at the intersection of STEM and society.

Daniel G. Krutka is a dachshund enthusiast, former high school social studies teacher, and associate professor of social studies education at the University of North Texas. His research concerns technology, democracy, and education, and he is the cofounder of the Civics of Technology project ( www.civicsoftechnology.org ).

T. Philip Nichols is an associate professor in the Department of Curriculum and Instruction at Baylor University. He studies the digitalization of public education and the ways science and technology condition the ways we practice, teach, and talk about literacy.

They are the authors of “ What Relationships Do We Want with Technology? Toward Technoskepticism in Schools ” in the Winter 2023 issue of Harvard Educational Review .

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A Bipartisan Bill Aims to Boost AI Education for K-12 Teachers

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More than half of educators believe that students will need some knowledge of artificial intelligence to succeed in the workplace of the future, according to an EdWeek Research Center survey conducted late last year.

It appears that at least some lawmakers in Congress have come to the same conclusion.

U.S. Sens. Maria Cantwell, D-Wash., and Jerry Moran, R-Kan., this month introduced the bipartisan NSF AI Education Act of 2024 . The bill seeks to expand scholarship aid and professional development opportunities for K-12 educators interested in artificial intelligence and quantum computing, with support from the National Science Foundation or NSF.

Quantum computing , like AI, is a rapidly developing field related to computer science, which seeks to harness technology to quickly solve problems.

The legislation would create a grant program at the NSF to promote research on teaching AI at K-12 schools, with a focus on schools that serve low-income, rural, and tribal students. The bill leaves the size of the grant program up to NSF.

This bill also calls on NSF to award undergraduate and graduate scholarships for future educators, as well as students interested in farming and advanced manufacturing, to study AI. The grants would be given directly to post-secondary institutions to cover students’ tuition and fees and to provide them with a stipend.

The bill directs NSF to develop publicly available “playbooks” for introducing AI in P-12 classrooms nationwide. The playbooks would include a special focus on schools in rural or economically struggling communities.

This guidance would be in addition to AI resources that the Biden administration has directed the U.S. Education Department to release this year , including a forthcoming AI policy toolkit.

The bill calls on NSF to conduct an outreach campaign on its AI and quantum education opportunities at K-12 schools and post-secondary institutions.

“The emerging tech jobs of tomorrow are here today,” Cantwell said in a statement. “Demand for AI expertise is already high and will continue to grow. This bill will open doors to AI for students at all levels, and upskill our workforce.”

“Artificial intelligence has tremendous potential, but it will require a skilled and capable workforce to unlock its capabilities,” Moran said in a statement. “If we want to fully understand AI and remain globally competitive, we must invest in the future workforce today.”

‘There’s a real dearth of practical resources’

At least one advocate for AI education is heartened that some in Congress have begun to focus on this issue—and particularly pleased by the legislation’s focus on research on AI in education.

Educators are asking, “when are we going to understand the potential positive impact of generative AI on schools but also the potential harms that we need to mitigate?” said Amanda Bickerstaff, the CEO of AI for Education, a business that works with educators the responsible adoption of AI in schools.

She’s glad that the bill may allow NSF to start creating materials for AI in education.

“There’s a dearth of really practical resources, and there’s a real need for educators to get their hands around what to actually start doing within their classrooms to support student learning,” as well as how to use the tools in a smart way to develop lesson plans, assignments, and complete other tasks, Bickerstaff said.

This is at least the second piece of bipartisan legislation introduced in this Congress to promote AI literacy. In December, Reps. Lisa Blunt Rochester, D-Del., and Larry Bucshon, R-Ind., introduced the “Artificial Intelligence Literacy Act.”

That measure would shine a spotlight on the importance of teaching AI literacy. It would make it clear that K-12 schools, colleges, nonprofits, and libraries can use grants available under an existing program—the $1.25 billion Digital Equity Competitive Grant program —to support AI literacy. It defines AI literacy as understanding the basic principles of AI, its applications and limitations, as well as ethical considerations.

Importantly, neither bill would set aside new money for teaching AI, though a spokeswoman for the Democrats on the Senate commerce committee, which Cantwell chairs and on which Moran serves as a senior member, said Cantwell will work to ensure NSF has the funds it needs to implement these programs.

The agency currently receives $9.05 billion, for fiscal year 2024 but Cantwell and other leaders are pushing for $15.6 billion for fiscal year 2025 the amount specified in a recent bipartisan law aimed in part at advancing economic competitiveness through STEM education, the spokeswoman said.

While the lack of dedicated new funds might disappoint educators hoping for additional resources, it also may boost the measures’ chance of passing, as Congress is operating under a bipartisan deal with significant spending constraints.

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Technology and Homework

In recent years, technology has become increasingly integrated into various aspects of education, revolutionizing traditional teaching methods and reshaping the learning experience. From interactive whiteboards in classrooms to online learning platforms, technology has become an essential tool for educators and students alike.

overview of how technology is changing homework

Homework assignments, once limited to pen-and-paper tasks or textbook readings, have evolved significantly with the integration of technology. Students now have access to a vast array of digital resources, ranging from online databases and educational websites to interactive learning platforms and multimedia tools.

Technology enables students to engage with homework assignments in more dynamic and interactive ways, such as collaborating with peers remotely, conducting research online, and creating multimedia presentations.

Benefits and challenges of technology in homework

As technology continues to reshape homework assignments, it brings forth a myriad of benefits and challenges. On one hand, technology enhances access to information, promotes collaboration, and offers personalized learning experiences.

On the other hand, it poses challenges such as potential distractions, internet safety concerns, and accessibility issues. Through a comprehensive examination of these aspects, this article aims to explore the multifaceted role of technology in homework and its implications for education.

The Role of Technology in Homework

Main ways technology is used in homework assignments.

In contemporary education, technology serves as a versatile tool enhancing various aspects of homework assignments.

• Research and information gathering Technology revolutionizes research processes, providing students with instant access to vast repositories of knowledge. Online databases, search engines, and academic platforms offer a plethora of scholarly articles, journals, and multimedia resources, enabling students to delve deep into their subjects and gather diverse perspectives efficiently.
• Collaboration and communication Technology fosters collaboration among students, irrespective of geographical barriers. Platforms like Google Docs , Microsoft Teams , and online discussion forums facilitate real-time collaboration, allowing students to work together on projects, share ideas, and provide feedback seamlessly. This collaborative environment promotes peer learning and cultivates essential teamwork skills.
• Organization and productivity tools Technology offers an array of tools to enhance organization and productivity. Digital planners, task management apps, and note-taking software aid students in managing their homework effectively . These tools enable students to create schedules, set reminders, and track progress, fostering better time management and accountability.

Popular technology tools used for homework tasks

Several technology tools have gained popularity among students and educators for their effectiveness in homework assignments.

• Google Scholar : A specialized search engine for scholarly literature, providing access to academic papers, theses, and books across various disciplines.
• Zoom : A video conferencing platform used for virtual meetings, discussions, and presentations, facilitating remote collaboration among students.
• Evernote : A note-taking app that allows students to capture ideas, organize notes, and sync across devices, enhancing productivity and information management.
• Trello : A task management tool that enables students to create boards, lists, and cards to organize assignments, track progress, and collaborate with peers effectively.

Benefits of Technology in Homework

Enhanced access to information and resources.

Technology provides students with unparalleled access to a wealth of information and resources, transcending the limitations of traditional learning materials. Through online databases, educational websites, and digital libraries, students can explore diverse perspectives, access scholarly articles, and engage with multimedia resources relevant to their homework assignments.

This abundance of information fosters critical thinking, creativity, and independent inquiry, empowering students to deepen their understanding of subjects and broaden their intellectual horizons.

Increased collaboration and peer learning opportunities:

Technology facilitates collaboration among students, enabling them to work together on homework assignments regardless of geographical barriers. Online platforms such as Google Docs, Microsoft Teams, and discussion forums create virtual spaces for students to share ideas, exchange feedback, and collaborate on projects in real time.

By engaging in collaborative learning experiences, students develop communication skills, teamwork abilities, and a deeper appreciation for diverse perspectives, enhancing their academic and social growth.

Improved organization and time management skills

Technology offers a plethora of organization and productivity tools to help students manage their homework effectively. Digital planners, task management apps, and calendar systems enable students to create schedules, set reminders, and prioritize tasks, enhancing their organization and time management skills.

By adopting these tools, students learn to balance competing demands, meet deadlines, and maximize their productivity, laying a foundation for success in academics and beyond.

Personalized learning experiences

Technology enables personalized learning experiences tailored to individual students’ needs, preferences, and learning styles. Adaptive learning platforms, intelligent tutoring systems, and personalized feedback mechanisms adjust the pace, content, and difficulty level of homework assignments to match students’ abilities and interests.

By providing tailored instruction and targeted support, technology promotes student engagement, motivation, and academic achievement, fostering a deeper and more meaningful learning experience for each student.

Overall, the benefits of technology in homework assignments are manifold, offering students enhanced access to information, increased collaboration opportunities, improved organization and time management skills, and personalized learning experiences. By leveraging technology effectively, educators can empower students to thrive academically and develop essential skills for success in the digital age.

Challenges and Concerns

Potential distractions and time management issues.

One of the primary challenges associated with technology in homework assignments is the potential for distractions and time management issues. With the plethora of digital distractions available, students may struggle to stay focused on their homework tasks, leading to procrastination and decreased productivity.

Additionally, the allure of social media, online games, and entertainment platforms can easily divert students’ attention away from their academic responsibilities, posing challenges to effective time management and task prioritization.

Internet safety and privacy concerns

Internet safety and privacy concerns are significant considerations when using technology for homework assignments. Students must navigate online spaces responsibly and safeguard their personal information from potential threats such as cyberbullying, identity theft, and exposure to inappropriate content.

Moreover, the collection and storage of student data by educational technology platforms raise concerns about data privacy and security, necessitating robust measures to protect students’ sensitive information and uphold their digital rights.

Accessibility barriers for students without reliable technology or internet access

Another challenge is the accessibility barriers faced by students without reliable technology or internet access. Disparities in access to technology and digital resources exacerbate existing educational inequalities, limiting some students’ ability to fully participate in technology-based homework assignments.

Students from low-income households or underserved communities may lack access to necessary devices, high-speed internet connections, or digital literacy skills, hindering their academic success and exacerbating the digital divide.

Risk of plagiarism and the importance of digital literacy

The proliferation of online information poses ethical challenges related to plagiarism and the importance of digital literacy. With the abundance of information available online, students must develop critical thinking skills to evaluate sources critically, discern credible information from misinformation, and cite sources properly to avoid plagiarism.

Moreover, the ease of copying and pasting content from the internet without proper attribution underscores the importance of teaching students about digital ethics, intellectual property rights, and responsible research practices to uphold academic integrity and ethical standards.

Addressing these challenges and concerns requires a concerted effort from educators, policymakers, and technology providers to implement safeguards, promote responsible use of technology, and ensure equitable access to digital resources for all students. By addressing these issues proactively, educators can harness the benefits of technology in homework assignments while mitigating its potential risks and challenges, fostering a safe, inclusive, and conducive learning environment for all students.

Effective Integration of Technology

Strategies for teachers to integrate technology effectively into homework assignments

• Clear guidelines and expectations: Providing clear guidelines and expectations is essential for the effective integration of technology into homework assignments. Teachers should outline specific objectives, requirements, and deadlines for each assignment, along with guidelines for using digital tools responsibly. Clear communication helps students understand the purpose of the assignment and fosters a sense of accountability for their learning outcomes.
• Selection of appropriate digital tools: Selecting appropriate digital tools is crucial to the success of technology-integrated homework assignments. Teachers should assess the learning objectives and instructional needs of each assignment and choose digital tools that align with these objectives. Whether it’s research platforms, collaborative tools, or productivity apps, selecting the right tools enhances student engagement, promotes active learning, and facilitates achievement of learning goals.
• Training and support for students: Providing training and support for students is vital to ensure they can effectively utilize technology for homework assignments. Teachers should offer instructional sessions or tutorials on how to use digital tools, navigate online resources, and troubleshoot technical issues. Additionally, ongoing support through feedback, guidance, and assistance empowers students to overcome challenges and maximize the benefits of technology in their learning journey.
• Monitoring progress and engagement: Monitoring students’ progress and engagement with technology-integrated homework assignments is essential for assessing learning outcomes and providing timely support. Teachers can use analytics tools, digital platforms, or formative assessments to track students’ progress, identify areas for improvement, and adjust instructional strategies accordingly. By monitoring student engagement, teachers can ensure that technology is enhancing rather than hindering learning experiences.

Successful integration of technology in homework

• Flipped Classroom Model: In a flipped classroom, teachers assign instructional videos or online lessons as homework, allowing class time to be used for interactive activities, discussions, and collaborative projects. This model promotes active learning, student engagement, and a deeper understanding of concepts.
• Online Discussion Forums: Teachers can create online discussion forums where students can engage in asynchronous discussions, share insights, and collaborate on homework assignments outside of class hours. This fosters peer learning, critical thinking, and communication skills.
• Virtual Labs and Simulations: Virtual labs and simulations provide students with hands-on learning experiences in subjects like science, mathematics, and engineering. These interactive tools allow students to conduct experiments, explore concepts, and solve problems in a virtual environment, enhancing their understanding and retention of course material.
• Digital Portfolios: Students can create digital portfolios to showcase their work, achievements, and reflections over time. Digital portfolios offer a platform for students to demonstrate their learning progress, reflect on their strengths and areas for growth, and receive feedback from peers and teachers.

Tips for Students

Responsible use of technology for homework.

• Prioritize tasks and minimize distractions To maximize productivity, prioritize homework tasks based on urgency and importance. Use productivity apps or time management techniques to create a focused work environment and minimize distractions from social media, entertainment, or unrelated websites. Set specific time blocks for homework and commit to staying focused during these periods.
• Evaluate online sources critically When conducting research or gathering information online, critically evaluate the credibility and reliability of sources. Consider the author’s expertise, the publication date, and the source’s reputation. Cross-reference information from multiple sources to ensure accuracy and reliability. Be wary of misinformation and biased sources, and prioritize credible sources for academic integrity.
• Practice good digital citizenship Practice good digital citizenship by respecting intellectual property rights, privacy, and online etiquette. Adhere to copyright laws by properly citing sources and obtaining permission before using others’ work. Protect your personal information by using secure passwords, being cautious with sharing personal data online, and avoiding interactions with suspicious or untrustworthy individuals. Treat others with respect and kindness in online interactions, and contribute positively to digital communities.
• Seek help when needed Don’t hesitate to seek help when facing challenges with homework assignments or technology-related issues. Reach out to teachers, classmates, or academic support services for assistance and clarification. Utilize online resources, tutorials, or help forums to troubleshoot technical issues or enhance your understanding of course material. Effective communication and proactive problem-solving can help overcome obstacles and ensure a successful learning experience.

The Future of Homework and Education

Exploration of how technology will continue to impact homework and education

• Personalized learning and adaptive technologies The future of homework and education will see a significant emphasis on personalized learning experiences tailored to individual students’ needs and preferences. Adaptive learning technologies will play a crucial role in this evolution, leveraging artificial intelligence and data analytics to customize instruction, adapt to students’ learning styles, and provide targeted support. By delivering personalized content, pacing, and feedback, these technologies will enhance student engagement, motivation, and academic achievement, paving the way for more effective and efficient learning experiences.
• Online learning platforms and virtual classrooms The proliferation of online learning platforms and virtual classrooms will continue to reshape the landscape of education and homework assignments. These platforms offer flexible and accessible learning environments, allowing students to engage in coursework anytime, anywhere. Virtual classrooms enable real-time interaction, collaboration, and instruction, bridging geographical barriers and expanding educational opportunities for students worldwide. As technology advances, these platforms will become increasingly immersive, interactive, and integrated with traditional educational settings, providing a seamless learning experience for students and educators alike.
• Digital skills and workforce readiness Technology integration in homework assignments will also emphasize the development of digital skills and readiness for the future workforce. In an increasingly digital and interconnected world, students must acquire essential digital literacy skills such as information literacy, media literacy, and computational thinking. Homework assignments will incorporate project-based learning, coding exercises, and digital portfolios to cultivate these skills, preparing students for success in a technology-driven society and diverse workforce.

Recap of key points discussed in the article:

We explored the multifaceted role of technology in homework assignments, highlighting its benefits, challenges, and implications for education. We discussed how technology enhances access to information, fosters collaboration, improves organization and time management skills, and facilitates personalized learning experiences.

However, we also addressed concerns such as potential distractions, internet safety, accessibility barriers, and the risk of plagiarism, underscoring the importance of responsible use of technology.

Call to action for educators, students, and policymakers to leverage technology responsibly for improved learning outcomes

We call upon educators to embrace technology as a catalyst for positive change in education, leveraging its potential to enhance learning outcomes and prepare students for success in the digital age. We urge students to use technology responsibly, prioritize learning goals, and seek support when needed.

Additionally, we call on policymakers to invest in technology infrastructure, digital literacy initiatives, and equitable access to digital resources to ensure that all students have the opportunity to thrive in a technology-enabled learning environment.

Together, let us harness the power of technology to create a brighter future for education and empower learners to reach their full potential.

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Worksheets and Ideas for English Holiday Homework Class 1 

• Updated on  
• Jun 3, 2024

Holiday homework is a great way to ensure that kids remain in touch with their studies. It is another chance to improve their studies. Hence, in this blog, we are providing you with Worksheets and Ideas for English Holiday Homework Class 1. These will encourage kids to learn while still enjoying their vacations. If you want to learn more about them, keep reading this blog! 

English Holiday Homework Class 1: Worksheet 

Also Read : Computer Holiday Homework For Classes 5 to 8  

Also Read : Essay on Summer Vacation: Samples for Students  

Also Read : Holiday Homework for Class 3: English  

English Holiday Homework Class 1: Ideas 

• Story Reading 

Read short stories 3 days a week or you can listen to audiobooks. 

Learn 3 rhymes during your holidays and sing them to your class teacher. 

• Family Fun 

Interview the members of your family and write down their favourite colours and hobbies. Create a scrapbook with their pictures and write 5 lines about each of them. 

• Wall Hanging of Words 

Create a wall hanging of different words like cat, dog, etc., and paste their pictures too. 

Also Read : 10 Ways to Make Your Summer Break Productive  

Ans: You can implement many ways to do your holiday homework. You can also make it creative using decorative materials like glitter, paint, mirrors, etc. 

Ans: You can make a schedule and stick to it. Make sure to include proper time to study, play, and rest. 

Ans: Homework activities are tasks that are assigned to the students that they need to complete during the duration of their holidays. 

Explore interesting ideas for school children here : 

To refer to interesting ideas related to children’s school education and Holiday Homework activities, follow Leverage Edu now!! 

Deepansh Gautam

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QS Rankings 2025: World's Top 10 Universities

Massachusetts institute of technology (mit) is the best university as per the qs world rankings 2025..

Quacquarelli Symonds has released QS World Rankings 2025 featuring Massachusetts Institute of Technology (MIT) at the top. The university maintained its reign at the top for the 13th consecutive year. Imperial College London jumped four places to take second and the University of Oxford and Harvard University have been ranked in third and fourth place respectively. The University of Cambridge is at the top five.  The rankings were released after the unveiling event at the QS Edu Data Summit in Washington D.C.

The United States is the most represented country with 197 ranked institutions, followed by the United Kingdom with 90 and mainland China with 71.  The following is the list of top 10 universities across the world as per the QS Rankings 2025.

• Massachusetts Institute of Technology (MIT), Cambridge, United States
• Imperial College London, London, United Kingdom
• University of Oxford, Oxford, United Kingdom
• Harvard University, Cambridge, United States
• University of Cambridge, Cambridge, United Kingdom
• Stanford University, Stanford, United States
• ETH Zurich, Zürich, Switzerland
• National University of Singapore (NUS), Singapore, Singapore
• UCL, London, United Kingdom
• California Institute of Technology (Caltech), Pasadena, United States

As per  the official website, this year's ranking is the largest ever, featuring over 1,500 universities across 105 higher education systems.  The results draw on the analysis of 17.5m academic papers and the expert opinions of over 240,000 academic faculty and employers.   

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Hwork: AI Parents Helper 17+

Scan homework and get answers, guangzhou brilliance forever information technology co.ltd, designed for ipad.

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Powered by AI. Welcome to Hwork, the intelligent homework helper designed especially for you. We understand the hard work and challenges that come with assisting your children with their homework, which is why we’ve created an app that simplifies your daily teaching assistance tasks. ► Instant Intelligent Check Forget about the tedious manual homework check. With Hwork, just one simple scan is all it takes to automatically grade your child's workbook or test paper. Our AI technology can complete the homework check in a flash, freeing up your valuable time so you can spend more quality moments with your child. ► Comprehensive Subject Coverage No matter what grade or subject your child is studying, whether it's math, language arts, English, or science, Hwork offers comprehensive subject support. We are dedicated to accompanying every step of your child's learning journey and meeting their diverse needs at different stages. ► Error Analysis and Tutoring When mistakes are found, Hwork doesn't just point them out—it provides detailed problem-solving approaches and methods. This smart tutoring helps your child fundamentally understand the concepts and enhance the quality of their learning. ► Snap Away Problems Difficult problems are no longer a headache. Hwork provides immediate solutions. It’s not just an answer provider but also a good tool for educating your child, helping them build confidence and fall in love with the learning process. Download Hwork now and join the ranks of families who have witnessed significant improvements in their children's learning outcomes. Embark on a new, efficient, and joyful home-learning adventure together! ► Key Features Rapid homework checking: Complete homework grading in one second. Intelligent recognition: AI automatically identifies questions and provides correct answers. Error analysis: Detailed analysis and solution methods for incorrect questions. Extensive subjects: Covers major subjects from elementary to high school. User-friendly interface: Clean and intuitive design, easy to navigate. Make Hwork your trusted partner in educating your child, turning homework assistance into an engaging and effortless task! ► Subscription Instructions Subscription levels: weekly membership, monthly membership, quarterly membership, annual membership Member payment: Users deduct payments through their iTunes account and make payment upon confirmation of purchase. Subscription renewal: The user's iTunes account will be charged within 24 hours before expiration, increasing the corresponding subscription period. Unsubscribe: To unsubscribe, go to "iTunes Store and App Store" ->click "App ID", go to the "Account Settings" page, click "Subscription", and select unsubscribe. Resume Purchase: If you are still prompted to make a purchase after purchasing, you can click the "Resume Subscription" button at the bottom of the subscription interface. Privacy Policy: http://solve.sunnever.com/solve/policy.html Terms of Service: http://solve.sunnever.com/solve/service.html

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University of illinois research park explores options for new data center, a proposed zoning change in champaign, ill., would accommodate a potential new data center for an on-campus technology hub for startup companies and corporate research at the university of illinois urbana-champaign..

• The facility is separated by at least 200 feet from areas zoned residential.
• On-site utility equipment is set back 60 feet from any residential uses.