For a new product in the first few years of classroom use, these are important findings of educational impact. Measuring learning quantitatively by comparing the treatment to a comparison group is critical to understanding the true educational value of the product. The results show that student experience with Time To Know was important to their learning. And two-year experience produced a stronger treatment effect than a one-year of experience. This is not surprising given the innovative nature of the Time To Know platform. Many empirical studies on innovation and technology find the same thing.
In this analysis of best-practice teaching we have reviewed descriptions from a variety of sources, ranging from a teacher observation checklist from Texas, statements from the learning standards from one state, Massachusetts, and research findings from two national panels.
How can we orchestrate pedagogy and technology to work together in harmony? After three decades of failed attempts, we have a new opportunity.
The Time To Know platform encourages teachers to use their expertise in the discipline and their pedagogical style in the most creative and efficient manner. It includes authoring tools that teachers can use to customize both the online and offline materials to match their teaching preferences and the capabilities of their students. The result is rich content that can be tailored to each local setting and that fits seamlessly into daily classroom practice.
The education system today faces significant challenges, including low literacy rates, widening education gaps, erosion of teacher status, and inadequate preparation of students for a knowledge based economy. Moreover, there is a growing chasm between the engaging digital life children experience outside of school, and the traditional teaching style that prevails in the classroom.
The hardware used in the Digital Teaching Platform – laptop computers and a wireless network – is less than 10 years old, and research findings that document this infrastructure’s impact on teaching and learning are sparse. Nevertheless, the one-to-one computing environment has spawned a number of studies; although the results of these investigations are encouraging, the findings are limited and one must draw inferences with care.