Prioritize evidence-based technology programs and implement them with professional learning and integrated practice¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors recommend that schools and districts adopting educational technology "prioritize evidence-based practices" and track the impact of adopted technologies. They argue technology-based programs "along with accompanying professional learning and integrated with practices, can support teachers in creating classroom conditions that better prepare students for future math learning." They caution that without equitable implementation—unequal access, lack of data literacy and teacher training—technology programs can widen achievement gaps.

Design Implications¶

Context¶

Requirements¶

• Implementation requires specialized training and professional development, which the authors note can be expensive and time-consuming.

Constraints¶

• Unequal access, lack of data literacy and teacher training, inequitable implementation, and lack of support for low-performing students can widen achievement gaps.

Target Learners¶

• K–12 students, particularly middle school math students

Target Learning Goals¶

• Mathematics achievement and equitable access to high-quality math education

Related Strategies¶

• CEO Forum recommendations: prepare and certify teachers for technology integration across pre-service, licensure, and in-service career stages
• Districts should build community-shared visions, evaluation infrastructure, and policies for procuring and using AI edtech
• Teacher AI professional development should pair readiness-building with structured engagement with attribution and pedagogy

Examples¶

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Key Sources¶

• Feng, M., Huang, C.-W., & Collins, K. (2023). Technology-based support shows promising long-term impact on math learning: Initial results from a randomized controlled trial in middle schools. WestEd. https://osf.io/exqpn