Educational Equity Using Computer-Assisted Instruction

ID: 52567 Type: Brief Paper
  1. Haya Shamir, David Pocklington, Kathryn Feehan, and Erik Yoder, Waterford Research Institute, United States

Friday, March 30 10:15-10:35 AM Location: Edison C View on map

Presider: Haya Shamir, Waterford Institute, United States

Abstract: Technology is increasingly playing a role in the education of early learners. As such, it is vital that research demonstrates that the new suite of tools that are enabled by emerging technologies are both engaging and effective for all students. The Waterford Early Reading Program, a computer-assisted adaptive curriculum, was administered to kindergarten and first grade students enrolled in a South Carolina public school district during the 2016-2017 school year. Analysis of gains made in literacy skills from the middle of the school year to the end of the school year indicated a significant positive effect for students in kindergarten and first grade. Analysis of end of year scores while controlling for middle of year scores showed similar evidence of the efficacy of the curriculum for students in kindergarten and first grade. Examination of available demographics indicated that students of all genders and ethnicities benefitted from the curriculum.

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