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ĚƵĐĂƟŽŶнdĞĐŚŶŽůŽŐLJн
/ŶŶŽǀĂƟŽŶс>ĞĂƌŶŝŶŐ͍
T.  V.  Joe  Layng  and  Janet  S.  Twyman

from  the  Center  on  Innovations  in  Learning  website

www.centeril.org

This  report  is  in  the  public  domain.  While  permission  to  
reprint  this  publication  is  not  necessary,  it  should  be  cited  as:

Layng,  T.  V.  J.,  &  Twyman,  J.  S.  (2013).  Education  +  technology  
+  innovation  =  learning?  In  M.  Murphy,  S.  Redding,  &  J.  
Twyman  (Eds.),  Handbook  on  innovations  in  learning  (pp.  
133–148).  Philadelphia,  PA:  Center  on  Innovations  in  
Learning,  Temple  University;  Charlotte,  NC:  Information  Age  
Publishing.    Retrieved  from  http://www.centeril.org/
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Technology  in    
>ĞĂƌŶŝŶŐ/ŶŶŽǀĂƟŽŶ
ĚƵĐĂƟŽŶнdĞĐŚŶŽůŽŐLJн/ŶŶŽǀĂƟŽŶс>ĞĂƌŶŝŶŐ͍
T.V.  Joe  Layng  and  Janet  S.  Twyman

Close  your  eyes,  and  think  of  the  word  “technology.”  What  thoughts  and  
images  come  to  mind?  Your  smart  phone?  Computers?  Hardware  or  digital  
–Š‹‰•ǡ‘”‹ˆ‘”ƒ–‹‘‹„‹–•ƒ†„›–‡•ϐŽ‘ƒ–‹‰ƒ”‘—†‹–Š‡Dz…Ž‘—†dzƒ„‘˜‡›‘—”
head?  Now,  pause  to  pay  attention  to  the  feelings  that  you  associate  with  “tech-­‐
nology”?  Do  you  feel  comfortable,  or  sense  stirrings  of  concern?  Is  there  eager-­‐
‡••ǡ‘”†‘›‘—Šƒ˜‡ƒ•‡•‡–Šƒ––Š‹‰•…‘—Ž†˜‡”›‡ƒ•‹Ž›„‡‘—–‘ˆ…‘–”‘Žǫ
Technology  is  the  use  and  knowledge  of  tools,  techniques,  systems,  or  meth-­‐
‘†•‹‘”†‡”–‘•‘Ž˜‡ƒ’”‘„Ž‡‘”•‡”˜‡•‘‡’—”’‘•‡ǤŠƒ–™‡˜‹‡™ƒ•‡™
–‡…Š‘Ž‘‰›‡˜‘Ž˜‡•ƒ†ƒ†˜ƒ…‡•’‡”•‹•–‡–Ž›Ǥ–‡…Š‘Ž‘‰‹…ƒŽ‹‘˜ƒ–‹‘Ȅ
•–‘‡–‘‘Ž•Ȅ‹••ƒ‹†–‘„‡ƒ†”‹˜‡”„‡Š‹†‡ƒ”Ž›Š—ƒ‹‰”ƒ–‹‘ȋ ƒ…‘„•‡–ƒŽǤǡ
ʹͲͲͺȌǤ‰”‹…—Ž–—”‡ƒ†’‘––‡”›™‡”‡‹‘˜ƒ–‹˜‡Dz–‡…Š‘Ž‘‰‹‡•dz–‘‘—”‡‘Ž‹–Š‹…
ƒ…‡•–‘”•ȋ‘Ž‡ǡͳͻ͹ͲȌǡƒ•™ƒ•–Š‡Ž‹‰Š–„—Ž„–‘†‹•‘ƒ†Š‹•…‘–‡’‘”ƒ”‹‡•
ȋƒ”‰ƒ†‘Ƭ‘—‰Žƒ•ǡʹͲͲͳȌǤ‡…Š‘Ž‘‰›ƒ”‘•‡–Š”‘—‰Š‘—”‡‡†–‘•‘Ž˜‡’”‘„-­‐
Ž‡•ǡ™Šƒ–‡˜‡”’”‘„Ž‡•™‡ƒ•‹†‹˜‹†—ƒŽ•‘”ƒ••‘…‹‡–‹‡•™‡”‡ˆƒ…‡†™‹–Šƒ–ƒ›
‰‹˜‡–‹‡Ǥ‡Ž‡ƒ”‡†–‘—•‡ƒ–‡”‹ƒŽ•ˆ”‘–Š‡‡˜‹”‘‡–ȋ‡Ǥ‰Ǥǡ–‘‘Ž•Ȍǡ‘”‘—”
‘™‹‰‡—‹–›ȋ‡Ǥ‰Ǥǡ’”‘…‡••‡•Ȍǡ–‘…”‡ƒ–‡‡™–Š‹‰•ƒ†•‘Ž˜‡‘—”’”‘„Ž‡•Ǥ
…”‘••‡˜‡”›‡†‡ƒ˜‘”‘™–‘ƒ‹†ǡ™‡…‘–‹—‡–‘ƒ†˜ƒ…‡‘™Ž‡†‰‡
ƒ†–‡…Š‘Ž‘‰›™‹–Š‡ƒ…Š‡™†‹•…‘˜‡”›ƒ†‡‘”’”‘„Ž‡•‘Ž˜‡†ȋ‘—‰Žƒ•ǡ
ʹͲͳʹȌǤ‘˜ƒ–‹˜‡–‡…Š‘Ž‘‰›‹•”ƒ”‡Ž›–Š‡”‡•—Ž–‘ˆƒDz‡—”‡ƒ‘‡–ǡdz„—–‘ˆ
—…Š‘”‡Ǥ—‡–‘Š—ƒ‡†‡ƒ˜‘”ǡ–Š‡ƒ”…Š‘ˆ‹‘˜ƒ–‹‘ƒ†‡™–‡…Š‘Ž-­‐
ogy  continues  through  time.
ͳͻ͸ͺǡƒ––Š‡†ƒ™‘ˆ–Š‡Dz‘†‡”dz–‡…Š‘Ž‘‰›”‡˜‘Ž—–‹‘ǡǤ Ǥ‹‡”
…ƒŽŽ‡†ˆ‘”–Š‡†‡˜‡Ž‘’‡–ƒ†‰”‘™–Š‘ˆƒDz–‡…Š‘Ž‘‰›‘ˆ–‡ƒ…Š‹‰ǤdzŠ‹•
–‡…Š‘Ž‘‰›™‘—Ž†‡š–‡†–Š‡’”‘‰”‡••‹‘‘ˆ•…‹‡–‹ϐ‹…†‹•…‘˜‡”‹‡•ƒ†‡‹–Š‡

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,ĂŶĚŬŽŶ/ŶŶŽǀĂƟŽŶƐŝŶ>ĞĂƌŶŝŶŐ

’•›…Š‘Ž‘‰›Žƒ„‘”ƒ–‘”›‹–‘–Š‡•…Š‘‘Ž…Žƒ••”‘‘ǤŽ–Š‘—‰Š‹‡”†‹†…”‡ƒ–‡
‘‡‘ˆ–Š‡ϐ‹”•–Dz–‡ƒ…Š‹‰ƒ…Š‹‡•dzȋ‹‡”ǡͳͻ͸ͺȌǡŠ‡†‹†‘–‡ƒ–Šƒ––‡ƒ…Š-­‐
‹‰”‡“—‹”‡†ƒ…Š‹‡•Ǥ•–‡ƒ†ǡŠ‡ƒ†˜‘…ƒ–‡†ƒDz–‡…Š‘Ž‘‰›dz‘ˆ–‡ƒ…Š‡”ȀŽ‡ƒ”‡”
‹–‡”ƒ…–‹‘•–Šƒ–…‘—Ž†‰”‡ƒ–Ž›‹’”‘˜‡–Š‡Ž‹‡Ž‹Š‘‘†‘ˆŽ‡ƒ”‡”•—……‡••ȋ‹‡”ǡ
ͳͻͷͶǡͳͻͺͶȌǤ•‘–‡†„›™›ƒȋ‹’”‡••Ȍǡ‹‡”‘—–Ž‹‡†Dzƒ–‡…Š‘Ž‘‰›‘ˆ
‹•–”—…–‹‘„ƒ•‡†‘–Š‡„‡Šƒ˜‹‘”ƒŽ’”‹…‹’Ž‡•‘ˆ•ƒŽŽǡ‹…”‡‡–ƒŽ•–‡’•ǡ•‹’Ž‡
to  complex  sequencing,  high  rates  of  learner  interaction,  reinforcement  of  cor-­‐
”‡…–”‡•’‘•‡•ǡƒ†‹†‹˜‹†—ƒŽ’ƒ…‹‰dzȋǤ’ǤȌƒ†–Š—•…‘‡…‡†ƒ‹•–”—…-­‐
–‹‘ƒŽ–‡…Š‘Ž‘‰›”‡˜‘Ž—–‹‘ˆ‡ƒ–—”‹‰…ƒ”‡ˆ—ŽŽ›†‡•‹‰‡†‹•–”—…–‹‘ǡ–Š‘”‘—‰Š
•…‹‡–‹ϐ‹…˜ƒŽ‹†ƒ–‹‘ǡƒ†ƒ—–‘ƒ–‡†ȋ‡…Šƒ‹…ƒŽȌ†‡Ž‹˜‡”›•›•–‡•ȋ—’Š‡–ƒŽǤǡ
ʹͲͲ͹ȌǤ
‡–ǡƒŽ‘•–ͷͲ›‡ƒ”•Žƒ–‡”ǡ‹‡”ǯ•˜‹•‹‘•–‹ŽŽŠƒ•‘–…‘‡–‘’ƒ••Ǥ ‡™‘ˆ
–Š‡†‹•…‘˜‡”‹‡•ƒ†‡‹–Š‡’•›…Š‘Ž‘‰‹…ƒŽǡ„‡Šƒ˜‹‘”ƒŽǡƒ†…‘‰‹–‹˜‡Žƒ„‘”ƒ–‘”‹‡•
Šƒ˜‡ƒ†‡–Š‡‹”™ƒ›‹–‘‡†—…ƒ–‹‘ƒŽ’”ƒ…–‹…‡ȋƒ‰‡ƒǡʹͲͲʹǢŽƒ˜‹ǡʹͲͲʹȌǤ
Instead,  when  we  hear  the  words  educational  technology  these  days,  we  do  not  
think  of  teaching  processes  or  
Modern  technologies  allow  data   ™ƒ›•‘ˆŽ‡ƒ”‹‰Ǣ™‡–Š‹‘ˆ
collection  on  student  responses,   laptops,  tablets,  apps,  and  other  
learning  patterns,  content  access,  and   forms  of  hardware  and  software.
a  myriad  of  information  on  learning   There  is  a  storied  history  of  
effects. DzŠƒ”†™ƒ”‡dz–‡…Š‘Ž‘‰›‹˜‡–‡†
ˆ‘”‘”—•‡†‹–Š‡…Žƒ••”‘‘Ǥ
–‹‡Ž‹‡‘ˆ…Žƒ••”‘‘–‡…Š‘Ž‘‰›‘ˆ–‡‹…Ž—†‡•ƒ†˜ƒ…‡•ˆ”‘’ƒ’›”—•ȋƒ–ƒ„‘—–
͵ͲͲͲǤǤȌǡ–‘–Š‡“—‹ŽŽ’‡ǡ–Š‡Š‘”„‘‘ǡ–Š‡ƒ‰‹…Žƒ–‡”ǡ…ŠƒŽ„‘ƒ”†•ǡ’‡-­‐
…‹Ž•ǡ–Š‡‘˜‡”Š‡ƒ†’”‘Œ‡…–‘”ǡ–Š‡•Ž‹†‡’”‘Œ‡…–‘”ǡ–Š‡–‡ƒ…Š‹‰ƒ…Š‹‡ǡŠƒ†Š‡Ž†
…ƒŽ…—Žƒ–‘”•ǡ–Š‡†‡•–‘’…‘’—–‡”ǡ‹–‡”ƒ…–‹˜‡™Š‹–‡„‘ƒ”†•ǡ•–—†‡–”‡•’‘•‡
•›•–‡•ǡƒ†‘™’‘™‡”ˆ—Žǡ–‡”‡–Ǧ…‘‡…–‡†ǡ‘„‹Ž‡ǡ’‡”•‘ƒŽ†‹‰‹–ƒŽ†‡˜‹…‡•ǡ
•—…Šƒ•–ƒ„Ž‡–•ƒ†•ƒ”–’Š‘‡•ȋ‹Ž•‘ǡ”‡ŽŽƒƒǡƬ‡‡ǡʹͲͳͲȌǤŠ‡•‡‘”‡
‘†‡”Ž‹•–‹‰•”‡’”‡•‡–ƒ–”‡‡†‘—•‡˜‘Ž—–‹‘‹–Š‡–‡…Š‘Ž‘‰›‘ˆDz–‘‘Ž•dz
—•‡††ƒ‹Ž›‹•…Š‘‘Ž•Ǥ—–Šƒ•–Š‡–‡…Š‘Ž‘‰›‹’”‘…‡••‡•ǡ‹Š‘™™‡–‡ƒ…Šƒ†
Ž‡ƒ”ǡ‡“—ƒŽŽ›‡˜‘Ž˜‡†ǫŠ‡ƒ•™‡”ǡ‹ˆ™‡—•‡•–—†‡–Ž‡ƒ”‹‰‘—–…‘‡•ƒ•‘—”
measure,  is  unfortunately  “no.”
˜‡ƒ•‘—”–‘‘Ž•ƒ†˜ƒ…‡ǡ–Š‡”‡•‡‡•–‘‘Ž‹––Ž‡…Šƒ‰‡‹–Š‡™ƒ›™‡–‡ƒ…Š
ȋŽŽ‹‰–‘ǡͳͻͻͶȌǤ —•–ƒ•–Š‡‡”ƒ™Š‡ϐ‹Ž•–”‹’•ƒ†–Š‡–Š‡™‡”‡‹–”‘-­‐
†—…‡†‹–‘…Žƒ••”‘‘•ǡ•Š‘”–˜‹†‡‘•ƒ……‡••‡†‘˜‡”–Š‡–‡”‡–ƒ”‡Šƒ‹Ž‡†ƒ•
ƒŒ‘”„”‡ƒ–Š”‘—‰Š•ǡ–‘—–‡†ƒ•”‡˜‘Ž—–‹‘‹œ‹‰‡†—…ƒ–‹‘ȋ‡––‡”Ƭ‡˜‡”ƒ…‡ǡ
ͳͻͻ͹ȌǤ‘™‡˜‡”ǡƒ›–Š‹‰„‡›‘†ƒ…—”•‘”›Ž‘‘”‡˜‡ƒŽ•–Šƒ––Š‹•Dz”‡˜‘Ž—–‹‘dz
•–‹ŽŽ”‡Ž‹‡•‘–Š‡ƒ‰‡Ǧ‘Ž†‘†‡Ž‘ˆ‹ˆ‘”ƒ–‹‘’”‡•‡–ƒ–‹‘ǡ‹†‹˜‹†—ƒŽ‘”‰”‘—’
•–—†›ǡ•‘‡•‘”–‘ˆ–‡•–ȋ’‡”Šƒ’•Ȍǡƒ†–Š‡–Š‡Š‘’‡†Ǧˆ‘”Ž‡ƒ”‹‰Ǥ†™‡Šƒ˜‡
•‡‡–Šƒ––Š‡•‡‡–Š‘†•’”‘†—…‡•‘‡•–—†‡–•™Š‘†‘Ž‡ƒ”ǢŠ‘™‡˜‡”ǡ‘•–
†‘‘–Ǥ•–”—…–‘”•ƒ›ƒ††“—‡•–‹‘•ƒ†•—‰‰‡•–†‹•…—••‹‘–‘’‹…•ȋƒ•‹•‘ˆ–‡
†‘‡„›…‘’ƒ‹‡•‘ˆˆ‡”‹‰˜‹†‡‘•‡Ž‡…–‹‘•ˆ”‘…—””‡––‡Ž‡˜‹•‹‘‡–™‘”•Ȍǡ

134
 ĚƵĐĂƟŽŶнdĞĐŚŶŽůŽŐLJн/ŶŶŽǀĂƟŽŶ

„—––Š‡•‡ƒ”‡‹‘”ƒ††‹–‹‘•–‘™Šƒ–‹•‘–Š‡”™‹•‡ƒ˜‡”›‘‹•–”—…–‹‘ƒŽ–‡…Š-­‐
nological  approach.  
–Š‡”‡šƒ’Ž‡•‹••‹‰ƒ–”—‡–‡ƒ…Š‹‰–‡…Š‘Ž‘‰›ƒ„‘—†Ǥ‡ƒ”…Š‡‰‹‡•
Šƒ˜‡†”ƒƒ–‹…ƒŽŽ›‹…”‡ƒ•‡†‘—”ƒ……‡••–‘‹ˆ‘”ƒ–‹‘Ǥ‡Ž‹˜‡‹ƒ‹ˆ‘”ƒ–‹‘Ǧ
”‹…Š…—Ž–—”‡™Š‡”‡–Š‡”‡ƒ”‡ˆ‡™ˆƒ…–•™‡…ƒǯ–Ž‘…ƒ–‡‹„—–ƒˆ‡™‹—–‡•ȋ‡—ǡ
‹œ‡”ǡ‘‹”‘ǡƬƒƒ…ǡʹͲͲͶǢ‹–ŠǡʹͲͳͳȌǤ‡––Š‡•‡ƒ”–‹…Ž‡•ƒ†™‡„’ƒ‰‡•ǡ
Œ—•–•‡…‘†•ƒ™ƒ›ˆ”‘‘—”ϐ‹‰‡”–‹’•ǡƒ”‡•–‹ŽŽ‘•–Ž›’ƒ••‹˜‡‹ˆ‘”ƒ–‹‘ˆ‘”—•
–‘Dzƒ„•‘”„dzƒ†Dz”‡–ƒ‹dzƒ†‡˜‡‡˜ƒŽ—ƒ–‡ˆ‘””‡Ž‹ƒ„‹Ž‹–›ȋ„ƒ””ƒƬ—ƒǡʹͲͲ͸Ȍ
–Š‡„‡•–™‡…ƒǤ‘•–‘Ž‹‡…‘—”•‡•–‡†–‘„‡”‡’Ž‹…ƒ•‘ˆ–”ƒ†‹–‹‘ƒŽ…Žƒ••”‘‘•
‘†‹ϐ‹‡†ˆ‘”ƒ•›…Š”‘‘—•†‡Ž‹˜‡”›Ǥ†—…ŠŽ‹‡–Š‡–”ƒ†‹–‹‘ƒŽ…Žƒ••”‘‘ǡ
•‘‡‘ˆ–Š‡•‡‘Ž‹‡…‘—”•‡•ƒ”‡’‘‘”Ž›‘”‰ƒ‹œ‡†ƒ††‡Ž‹˜‡”‡†ǡ™Š‹Ž‡‘–Š‡”•
ƒ›„‡™‡ŽŽ‘”‰ƒ‹œ‡†ƒ†‡‰ƒ‰‹‰Ǣ›‡–ǡ’‡†ƒ‰‘‰‹…ƒŽŽ›ǡ–Š‡”‡‹•Ž‹––Ž‡”‡ƒŽ†‹ˆˆ‡”-­‐
‡…‡„‡–™‡‡–Š‡–™‘Ǥƒ„Ž‡–•’—–…‘’—–‹‰’‘™‡”ȋϐ‹‰—”ƒ–‹˜‡Ž›Ȍ‹–Š‡Šƒ†•
‘ˆ‘—”…Š‹Ž†”‡ǡ’”‘˜‹†‹‰ʹͶȀ͹ƒ……‡••‹ˆ™ƒ–‡†ȋŠ‹ŠǡʹͲͲ͹ȌǤ‘—…Š‹–‡”ˆƒ…‡•
‹˜‹–‡‹–‡”ƒ…–‹‘ǡƒ†ƒ•–‡”›‘ˆ–Š‡‹–‡”ˆƒ…‡‘ˆ–‡”‡“—‹”‡•Ž‹––Ž‡–”ƒ‹‹‰ǡ„—–
™‹–Š™Šƒ–ƒ”‡‘—”ȂͳʹŽ‡ƒ”‡”••’‡†‹‰ƒƒ˜‡”ƒ‰‡‘ˆ͹ǤͷŠ‘—”•ƒ†ƒ›‹–‡”ƒ…–-­‐
‹‰ȋ‡ƒ•ǡ‘›ƒƒǡ—”’Š›ǡƬ ‘‡•ǡʹͲͳͲǢ‹†‡‘—–ǡ ‘‡Š”ǡƬ‘„‡”–•ǡʹͲͳͲȌǫ
Š‹•…Šƒ’–‡”ǡ™Š‹Ž‡’”‘˜‹†‹‰ƒ‘˜‡”˜‹‡™‘ˆ…—””‡–ǡƒ‹•–”‡ƒȂͳʹŠƒ”†-­‐
™ƒ”‡Ȁ•‘ˆ–™ƒ”‡‡†—…ƒ–‹‘ƒŽ–‡…Š‘Ž‘‰›ǡ™‹ŽŽˆ‘…—•‘‘”‡…”‹–‹…ƒŽƒ•’‡…–•‘ˆ
education  technology:  teaching  and  learning  and  how  we  can  use  a  technology  of  
–‡ƒ…Š‹‰–‘‹’”‘˜‡‘—–…‘‡•ˆ‘”ƒŽŽŽ‡ƒ”‡”•Ǥ
Š‡Š‹•–‘”›‘ˆˆƒ‹Ž—”‡‹‡†—…ƒ–‹‘”‡ˆ‘”ȋƒœ†‹ǡʹͲͲͲǢŽ‹‡„ƒ”†ǡͳͻͺͺǢ
ƒ”ƒ•‘ǡͳͻͻͲȌŠƒ•…ƒ—•‡†ƒ›–‘ƒ•ǡDzŠƒ–†‘™‡‡‡†–‘†‘ǡƒ•ƒ•›•–‡ƒ†
ƒ•‘…‹‡–›ǡ–‘‹’”‘˜‡•…Š‘‘Ž‹‰ǫdz‡ˆ—”–Š‡”–Š‡“—‡•–‹‘„›ƒ•‹‰ǡDzƒ™‡†‘
what  has  eluded  us  to  this  point,  that  is,  create  a  real  technology  of  teaching  and  
learning?  Is  there  any  hope  that  our  practices  can  be  informed  by  the  sciences  
‘ˆ„‡Šƒ˜‹‘”ǡŽ‡ƒ”‹‰ǡƒ†…‘‰‹–‹‘ǫŠƒ–”‘Ž‡…ƒ…—””‡–ȋƒ†ˆ—–—”‡Ȍ†‹‰‹–ƒŽ
–‡…Š‘Ž‘‰›ƒ†‡™†‡˜‹…‡•’Žƒ›‹ƒ‹‰–Š‹•Šƒ’’‡ǫdz
The  Technology  of  Tools
‡…Š‘Ž‘‰›–‘‘Ž•ǡ„‘–ŠŠƒ”†™ƒ”‡ƒ†•‘ˆ–™ƒ”‡ǡŠƒ˜‡„‡‡Žƒ—†‡†ƒ•–Š‡’ƒƒ-­‐
…‡ƒˆ‘”™Šƒ–ƒ‹Ž•–Š‡‡”‹…ƒ…Žƒ••”‘‘ȋ‡Ǥ‰Ǥǡƒ––‡—…Š‹‘•‡ƒǡʹͲͳ͵ȌǤ
Š‡–Š‡”‘”‘––Š‡›…ƒ‘”™‹ŽŽˆ—Žϐ‹ŽŽ–Šƒ–’”‘‹•‡‹••–‹ŽŽ•—„Œ‡…––‘‰”‡ƒ–†‡„ƒ–‡
ȋ”ƒ†›ǡʹͲͳʹȌǤŠ‹Ž‡˜ƒ”‹‘—•–‘‘Ž–‡…Š‘Ž‘‰‹‡•Šƒ˜‡‹’”‘˜‡†•‘‡ˆƒ…‡–•‘ˆ
‡†—…ƒ–‹‘Ȅ•—…Šƒ•‰”‡ƒ–‡”‹ˆ‘”ƒ–‹‘ƒ……‡••ǡ‹…”‡ƒ•‡†˜ƒ”‹‡–›‘ˆ…‘–‡–…”‡-­‐
ƒ–‹‘–‘‘Ž•ǡ„”‘ƒ†‡”ƒ……‡••–‘‹•–”—…–‹‘ǡƒ—–‘ƒ–‡††ƒ–ƒ…‘ŽŽ‡…–‹‘ǡƒ†„‡Šƒ˜-­‐
‹‘”ƒƒ‰‡‡––‘‘Ž•Ȅ–Š‡•‡ƒŽ‡••„Ž‡†‹‰‘ˆ‹•–”—…–‹‘ƒŽ†‡•‹‰ǡ’‡†ƒ‰‘‰›ǡ
ƒ†–‡…Š‘Ž‘‰›–‘‘Ž•Šƒ•„‡‡—…ŠŠƒ”†‡”–‘ƒ…Š‹‡˜‡Ǥ‡šƒ’Ž‡‘ˆ–Šƒ–•‡ƒ-­‐
Ž‡••„Ž‡†‹‰‹•†‡•…”‹„‡†‹ƒ”‡…‡–™Š‹–‡’ƒ’‡”„›ƒ›‰ȋʹͲͳʹȌǣ
ƒ‰‹‡ƒ”‡ƒ†‹‰…‘’”‡Š‡•‹‘’”‘‰”ƒ–Šƒ–™ƒ•†‡•‹‰‡†–‘–ƒ‡ƒ†˜ƒ-­‐
–ƒ‰‡‘ˆƒ™‹†‡”ƒ‰‡‘ˆ–‡…Š‘Ž‘‰›ƒ˜ƒ‹Žƒ„Ž‡‹ƒ…Žƒ••”‘‘ǡ‹…Ž—†‹‰…‘-­‐
’—–‡”•ǡ‹–‡”ƒ…–‹˜‡™Š‹–‡„‘ƒ”†•ǡƒ†’‡”Šƒ’•‹ƒ†•Ǥ–‡ƒ…Š‡”‹‰Š–„‡‰‹

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,ĂŶĚŬŽŶ/ŶŶŽǀĂƟŽŶƐŝŶ>ĞĂƌŶŝŶŐ

„›ƒ••‹‰‹‰–Š‡ϐ‹”•––Š”‡‡Ž‡••‘•‘ˆ–Š‡’”‘‰”ƒ–‘„‡…‘’Ž‡–‡†‘Ž‹‡ƒ•
Š‘‡™‘”ȋ‡Ǥ‰Ǥǡ‡‘‡–ƒŽǤǡʹͲͳͳȌǤ‡ƒ”‡”•…‘—Ž†ƒ……‡••–Š‡Ž‡••‘•—•‹‰
ƒ‘–‡„‘‘‘”‹ƒ†–Š‡›Šƒ˜‡ƒ–Š‘‡ǡ‘”’‡”Šƒ’•—•‡ƒ…‘’—–‡”–Šƒ–ƒ›
be  located  in  a  library  or  computer  lab  at  school.  The  teacher  could  access  
reports  that  not  only  let  her  know  if  the  work  was  done,  but  also  describe  the  
precise  performance  of  each  learner.  The  online  application  featuring  con-­‐
tinuous  adaptation  would  catch  and  correct  many  of  the  errors  made  by  the  
Ž‡ƒ”‡”ǤŠ‡’”‘‰”ƒ™‘—Ž†’”‘˜‹†‡‹†‹˜‹†—ƒŽ‹œ‡†…‘””‡…–‹‘„ƒ•‡†‘–Š‡
type  of  error  that  occurs.  The  teacher  would  know  how  many  questions  were  
ƒ•™‡”‡†…‘””‡…–Ž›–Š‡ϐ‹”•––‹‡ǡ˜‡”•—•ƒˆ–‡”ƒ…‘””‡…–‹‘Ǥ‡ƒ”‡”•™‹–Š
ƒ›…‘””‡…–‹‘•™‘—Ž†‡˜‡–—ƒŽŽ›ƒ•™‡”…‘””‡…–Ž›ǡ„—–…‘—Ž†„‡ϐŽƒ‰‰‡†
ƒ•’‡”Šƒ’•‡‡†‹‰‘”‡ƒ––‡–‹‘ǤŠ‡–‡ƒ…Š‡”…‘—Ž†–Š‡’”‘˜‹†‡™Š‘Ž‡Ǧ
…Žƒ••”‘‘‹–‡”ƒ…–‹˜‡™Š‹–‡„‘ƒ”†Ž‡••‘•–Šƒ–”‡˜‹‡™ƒ†‡š–‡†–Š‡ƒ–‡-­‐
”‹ƒŽŽ‡ƒ”‡†‘Ž‹‡Ǥ‡ƒ”‡”•™‘—Ž†„‡ƒ„Ž‡–‘’ƒ”–‹…‹’ƒ–‡ƒ†˜‡”„ƒŽ‹œ‡–Š‡
•–”ƒ–‡‰‹‡•–Š‡›Ž‡ƒ”Ǥ‘‹–‡”ƒ…–‹˜‡™Š‹–‡„‘ƒ”†ǫ‡ƒ…Š‡”‰—‹†‡•ƒ†Ž‡ƒ”‡”
”‡•’‘•‡ƒ–‡”‹ƒŽ•…‘—Ž†„‡’”‘˜‹†‡†–‘Š‡Ž’–”ƒ•ˆ‡”ƒ†‡š–‡†•‹ŽŽ•
learned  in  the  program.
Š‡–‡ƒ…Š‡”ƒ›ϐ‹†–Šƒ–•‘‡‘ˆ–Š‡Ž‡ƒ”‡”•†‘‘–Šƒ˜‡–Š‡„ƒ•‹…†‡…‘†-­‐
‹‰•‹ŽŽ•‡…‡••ƒ”›ˆ‘”–Š‡Ž‡••‘•Ǥ„”‹‡ˆ–™‘Ǧ‹—–‡ƒ••‡••‡–ƒ†‹‹•-­‐
–‡”‡†–‘‡ƒ…ŠŽ‡ƒ”‡”‹‰Š–ϐ‹†–Šƒ–•‘‡‡‡†–‘„‡‰‹‹–Š‡•‡…‘†ŠƒŽˆ‘ˆ
an  online  phonics  program,  while  others  need  to  begin  earlier.
•–Š‡’”‘‰”ƒ’”‘…‡‡†•ǡ•‹ŽŽ•Ž‡ƒ”‡†‘Ž‹‡„‡…‘‡–Š‡„ƒ•‹•‘ˆ…‘ŽŽƒ„-­‐
‘”ƒ–‹˜‡‹Ǧ…Žƒ••ƒ…–‹˜‹–‹‡•ǤŠ‡ƒ…–‹˜‹–‹‡•‡š–‡†„‡›‘†–Š‡—Ž–‹’Ž‡Ǧ…Š‘‹…‡ǡ
‹“—‹”›Ǧ„ƒ•‡†Ž‡••‘•’”‘˜‹†‡†‘Ž‹‡ǡƒ†‰‹˜‡Ž‡ƒ”‡”•–Š‡‘’’‘”–—‹–›–‘
…‘•–”—…–‘’‡Ǧ‡†‡†ƒ•™‡”•–‘Ž‹–‡”ƒŽǡ‹ˆ‡”‡–‹ƒŽǡ†‡”‹˜‡†˜‘…ƒ„—Žƒ”›ǡƒ†
ƒ‹‹†‡ƒ“—‡•–‹‘•Ǥƒ–‡”‹ƒŽˆ”‘ƒ”ƒ‰‡‘ˆ•—„Œ‡…–•‹‰Š–„‡‹…Ž—†‡†‹
the  collaborations  as  the  programs  progress  and  the  learners  master  increas-­‐
ingly  complex  reading  tasks.  We  should  see  learners  eagerly  extend  their  new  
comprehension  abilities  to  new  areas.
–Š‡”–‡ƒ…Š‡”•ƒ›ˆ‘…—•‘–Š‡™Š‘Ž‡Ǧ…Žƒ••”‘‘Ž‡••‘•ǡƒ†”‡•‡”˜‡‘Ž‹‡
‘”‹ƒ†™‘”ˆ‘”–Š‘•‡Ž‡ƒ”‡”•™Š‘•‡‡–‘„‡Šƒ˜‹‰–”‘—„Ž‡‹…Žƒ••Ǥ‡–
‘–Š‡”•ƒ›”‡Ž›‘–Š‡‘Ž‹‡’”‘‰”ƒƒ†—•‡–Š‡‹–‡”ƒ…–‹˜‡…Žƒ••”‘‘
Ž‡••‘•ˆ‘”•ƒŽŽǦ‰”‘—’‹•–”—…–‹‘ˆ‘”–ƒ”‰‡–‡†Ž‡ƒ”‡”•Ǥ†›‡–‘–Š‡”•ƒ›
„‡‰‹™‹–Š–Š‡‹–‡”ƒ…–‹˜‡™Š‹–‡„‘ƒ”†Ž‡••‘•ƒ†•—„•‡“—‡–Ž›”‡Ž›‘”‡
‘–Š‡‘Ž‹‡Ž‡••‘•ƒ•ƒ”‡•—Ž–‘ˆƒ…“—‹”‹‰‹ƒ†•ˆ‘”–Š‡‹”…Žƒ••”‘‘•ǤŠ‡
‘’–‹‘•ƒ”‡ƒ›ƒ†–Š‡ϐŽ‡š‹„‹Ž‹–›‰”‡ƒ–ǤŠƒ–ƒŽŽ‘ˆ–Š‡•‡–‡ƒ…Š‡”•™ƒ–ǡ
Š‘™‡˜‡”ǡ‹•…‘–‡––Šƒ–™‹ŽŽŠ‡Ž’–Š‡ƒ…Š‹‡˜‡–Š‡‹”…Žƒ••”‘‘‰‘ƒŽ•Ȅ‘
matter  what  technology  is  theirs  to  use,  or  how  they  choose  to  use  it.
•—ƒ”›ǡ•…Š‘‘Ž•‡‡†–‘„‡ƒ„Ž‡–‘–ƒ‡ƒ†˜ƒ–ƒ‰‡‘ˆƒ›‘”ƒŽŽ‹•–”—…-­‐
tional  technology  found  in  any  combination  that  meets  their  needs.  
Š‡›‹‰Š–‹–”‘†—…‡‹ƒ†•‹‘‡…Žƒ••”‘‘ǡ„—–Šƒ˜‡Ž‡ƒ”‡”•‹‘–Š‡”

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 ĚƵĐĂƟŽŶнdĞĐŚŶŽůŽŐLJн/ŶŶŽǀĂƟŽŶ

classrooms  access  the  same  lessons  on  a  computer.  If  a  classroom  has  no  
…‘’—–‡”•ǡ„—–†‘‡•Šƒ˜‡ƒ‹–‡”ƒ…–‹˜‡™Š‹–‡„‘ƒ”†ǡ•–—†‡–••Š‘—Ž†•–‹ŽŽ
„‡ƒ„Ž‡–‘Ž‡ƒ”–Š‡•ƒ‡ƒ–‡”‹ƒŽǤŠƒ–ǯ•‘”‡ǡ–‡ƒ…Š‡”••Š‘—Ž†„‡ƒ„Ž‡–‘
–ƒ‡ƒ†˜ƒ–ƒ‰‡‘ˆ‡ƒ…Š–‡…Š‘Ž‘‰›ǯ••’‡…‹ƒŽˆ‡ƒ–—”‡•ǡ•—…Šƒ•™Š‘Ž‡Ǧ‰”‘—’
‘”•ƒŽŽǦ‰”‘—’‹•–”—…–‹‘—•‹‰‹–‡”ƒ…–‹˜‡™Š‹–‡„‘ƒ”†•ǡ‹†‹˜‹†—ƒŽ‹œ‡†
‹•–”—…–‹‘—•‹‰…‘’—–‡”•ǡ‘”‘„‹Ž‡Ž‡ƒ”‹‰—•‹‰‹ƒ†•Ǥȋ’’Ǥ͵ȂͶȌ
This  scenario  may  seem  idealistic  and  futuristic,  but,  in  fact,  it  exists  today  
ȋ•‡‡ƒ›‰ǡʹͲͳ͵ƒȌǤ‡…ƒŽ‡ƒ”ƒ‰”‡ƒ–†‡ƒŽƒ„‘—––Š‡—•‡‘ˆ‡†—…ƒ–‹‘–‡…Š‘Ž-­‐
‘‰›„›‡šƒ‹‹‰™Šƒ–‹•‹˜‘Ž˜‡†‹–Š‡•…‡ƒ”‹‘Ǥ ‹”•–ǡ–Š‡”‡ƒ”‡–Š‡–‘‘Ž•ǤŠ‡
ƒ—–Š‘”–ƒŽ•ƒ„‘—–ˆ‘—”ǣ…‘’—–‡”•ǡ‹–‡”ƒ…–‹˜‡™Š‹–‡„‘ƒ”†•ǡ‹ƒ†•ǡƒ†ȋ‰‘‘†
‘Ž†Ȍ’”‹–ƒ–‡”‹ƒŽǤ‘™‡˜‡”ǡ™Šƒ–ƒ‡•–Š‡‹”—•‡…‘’‡ŽŽ‹‰‹•‘––Š‡‹†‹-­‐
˜‹†—ƒŽ†‡˜‹…‡•ǡ„—–Š‘™–Š‡›ƒŽŽ™‘”–‘‰‡–Š‡”–‘ƒ…Š‹‡˜‡ƒ˜ƒŽ—‡†‡†—…ƒ–‹‘ƒŽ
‘—–…‘‡ǣ”‡ƒ†‹‰…‘’”‡Š‡•‹‘Ǥ —”–Š‡”ǡƒŽŽ™‘”–‘‰‡–Š‡”ǡ‘–”‹‰‹†Ž›‘”
in  a  scripted  lock-­‐step  curriculum,  but  afford  a  range  of  options  that  meet  the  
learning  goals.  What  ties  the  tools  
–‘‰‡–Š‡”‹•ƒ—‹ϐ‹‡†…—””‹…—Ž— Tools  and  their  software  must  be  
instantiated  within  a  software   considered  as  a  unit  and  perhaps  
framework. evaluated  as  such.
Š‡Šƒ”†™ƒ”‡Ȁ•‘ˆ–™ƒ”‡–‡…Š-­‐
nologies  are  tools  that  assist  and  enhance  the  learning  process,  but  should  not  
†”‹˜‡Ž‡ƒ”‹‰‰‘ƒŽ•ȋƒ–‹‘ƒŽ†—…ƒ–‹‘••‘…‹ƒ–‹‘ǡʹͲͳ͵Ǣ•‡‡ƒŽ•‘…ƒ‡›ǡ
ʹͲͳͳȌǤ–‹•–Š‡•‘ˆ–™ƒ”‡‹ˆ”ƒ•–”—…–—”‡ƒ…”‘••†‡˜‹…‡•–Šƒ–…‘„‹‡•‡ƒ…Š•‡’ƒ-­‐
”ƒ–‡†‡˜‹…‡‹–‘ƒ—‹ϐ‹‡†™Š‘Ž‡Ǥ–‡ƒ…Š‡”ƒ›…Š‘‘•‡ƒ…‘’—–‡”ǡƒ‹ƒ†ǡ‘”
ƒ‹–‡”ƒ…–‹˜‡™Š‹–‡„‘ƒ”†ƒ†ƒŽ•‘•—’’Ž‡‡–™‹–Š’”‹–‹ˆ†‡•‹”‡†ǤŠ‹Ž‡†‹ˆ-­‐
ˆ‡”‡–‹ƒŽ…‘•–•‹‰Š–‹ϐŽ—‡…‡—•‡ǡ‹–‹•–Š‡ϐŽ‡š‹„‹Ž‹–›‹Š‘™‡ƒ…Š‹•—•‡†–Šƒ–
ƒŽŽ‘™•–Š‡–‡ƒ…Š‡”–‘‡‡––Š‡•’‡…‹ϐ‹…‡‡†•ƒ†–‡…Š‘Ž‘‰›”‡“—‹”‡‡–•‘ˆ–Š‡
school,  the  classroom,  and  the  learners.  Thus,  tools  and  their  software  must  be  
…‘•‹†‡”‡†ƒ•ƒ—‹–ƒ†’‡”Šƒ’•‡˜ƒŽ—ƒ–‡†ƒ••—…ŠǤ
Tools  and  Data
We  hear  a  great  deal  about  data  these  days  as  well.  The  data  generated  by  
‹†‹˜‹†—ƒŽ•‘ˆ–™ƒ”‡’”‘‰”ƒ•ƒ†–Š‡‹•–”—…–‹‘ƒŽ†‡Ž‹˜‡”›’Žƒ–ˆ‘”–Šƒ–ƒ-­‐
ƒ‰‡•‘—”Ž‡ƒ”‹‰–‘‘Ž•ƒ”‡‹†‡‡†‹’‘”–ƒ–Ǥ‡–†ƒ–ƒƒŽ‘‡ƒ›‘–„‡˜‡”›
Š‡Ž’ˆ—ŽǤƒ”‡…‡–†‡‘•–”ƒ–‹‘‘ˆ–Š‡—•‡‘ˆDzƒ†ƒ’–‹˜‡dz†ƒ–ƒǡƒ˜‡†‘”’”‘—†Ž›
•Š‘™‡†Š‘™–Š‡‡˜‡‹‰ǯ•Š‘‡™‘”ƒ••‹‰‡–’”‘˜‹†‡†‹†‹˜‹†—ƒŽ‹œ‡†ǡ‘‡Ǧ
’ƒ‰‡”‡’‘”–•ˆ‘”‡ƒ…Š•—„Œ‡…–‹™Š‹…Š‡ƒ…Š•–—†‡–™ƒ•‡‰ƒ‰‡†ǤŠ‡†ƒ–ƒ™‡”‡
†‹•’Žƒ›‡†ƒ––”ƒ…–‹˜‡Ž›Ǣ•–—†‡–•–”‡‰–Š•ƒ†™‡ƒ‡••‡•™‡”‡Š‹‰ŠŽ‹‰Š–‡†Ǥ›
examining  the  page,  a  teacher  could  spot  certain  learner  weaknesses  and  subse-­‐
“—‡–Ž›†‡•‹‰ƒ‹–‡”˜‡–‹‘–‘ƒ††”‡••–Š‡’”‘„Ž‡Ǥ–ƒŽŽ•‘—†‡†“—‹–‡…‘-­‐
’‡ŽŽ‹‰ǡ–Šƒ–‹•ǡ—–‹Ž‘‡†‘‡•–Š‡ƒ–ŠǤˆƒϐ‹ˆ–ŠǦ‰”ƒ†‡–‡ƒ…Š‡”–‡ƒ…Š‡•ϐ‹˜‡•—„-­‐
Œ‡…–•’‡”†ƒ›–‘͵Ͳ•–—†‡–•ǡ–Šƒ–‡ƒ•ͳͷͲ’ƒ‰‡•‘ˆ”‡’‘”–•™‘—Ž†„‡’”‘†—…‡†
†ƒ‹Ž›Ǥ‘™†‘‡•‘‡‘˜‡”™‘”‡†–‡ƒ…Š‡”‡˜‡„‡‰‹–‘ƒ‡—•‡‘ˆ–Šƒ–—…Š

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†ƒ–ƒǫ˜‡‹…ƒ•‡•‹™Š‹…Š–‡ƒ…Š‡”•ƒ›Šƒ˜‡–‹‡–‘…‘–‡’Žƒ–‡ƒ†‡–ƒ‹Ž‡†
report,  what  is  to  be  done  with  the  information?  How  is  an  instructional  inter-­‐
˜‡–‹‘‘”…Šƒ‰‡†‡•‹‰‡†ƒ††‡Ž‹˜‡”‡†ǡƒ†Š‘™‹•‹––”ƒ…‡†ƒ†‡˜ƒŽ—ƒ–‡†ǫ
ƒ–ƒǡ‹•–‡ƒ†‘ˆ„‡‹‰ƒ’ƒ–Š–‘‰”‡ƒ–‘—–…‘‡•ǡƒ›‹•–‡ƒ†Ž‡ƒ†–‘‡˜‡
‰”‡ƒ–‡”•–”‡••‘‘—”–‡ƒ…Š‡”•ƒ†’”‹…‹’ƒŽ•ȋƒ„‡ŽŽƬ
”‘••ǡʹͲͳʹȌǤ—”†ƒ–ƒ
need  to  be  tied  to  the  practices  of  teaching  and  learning.  Data  should  be  smart  
ȋ‰‹˜‹‰—•‹•‹‰Š–Ȍǡ–ƒ”‰‡–‡†ȋˆ‘…—•‡†‘–Š‡˜ƒ”‹ƒ„Ž‡•‘ˆ…‘…‡”Ȍǡƒ†‹ˆ‘”ƒ-­‐
–‹˜‡ȋŽ‡ƒ†‹‰–‘‹‡†‹ƒ–‡ǡ‡˜ƒŽ—ƒ–‡†‹–‡”˜‡–‹‘•ȌǤŠƒ–‹•‡‡†‡†ƒ”‡Dz•ƒ”–
”‡’‘”–•dz–Šƒ–’”‘˜‹†‡…”‹–‹…ƒŽ‹ˆ‘”ƒ–‹‘ˆ‘”͵ͲŽ‡ƒ”‡”•‘‘‡’ƒ‰‡ǡ‘–͵Ͳ
’ƒ‰‡•‘ˆ”‡’‘”–•Ǥ—”–‘‘Ž•‡‡†–‘„‡Ž‹‡†‹™ƒ›•–Šƒ–’”‘˜‹†‡…‘–‹—‘—•ǡ
ˆ‘”ƒ–‹˜‡‡˜ƒŽ—ƒ–‹‘ǡ‘–‘ˆ•–—†‡–•ǡ„—–‘ˆ–Š‡‡ˆˆ‡…–‹˜‡‡••‘ˆ–Š‡‹•–”—…–‹‘
‘”Ž‡ƒ”‹‰‡˜‹”‘‡–ǡƒ†’”‘˜‹†‡ƒ„ƒ•‹•–‘‹’”‘˜‡–Šƒ–‡ˆˆ‡…–‹˜‡‡••Ǥ
In  summary,  the  successful  integration  of  a  technology  tool  for  learning  
generally  goes  hand-­‐in-­‐hand  with  changes  in  teacher  training,  curricula,  and  
ƒ••‡••‡–’”ƒ…–‹…‡•ȋ”–‡”ǡͳͻͻͻǢ‘’…ŠƒǡʹͲͳʹȌǤ–‡‰”ƒ–‹‘—•–‘……—”‘–
‘Ž›™‹–Š…—””‡–†‡˜‹…‡•ǡ„—–™‹–Š‡˜‘Ž˜‹‰†‡˜‹…‡•ƒ•™‡ŽŽǤ•…Š‘‘Ž•Š‘—Ž†
‘–…‘•–ƒ–Ž›ˆƒ…‡–Š‡–Š”‡ƒ––Šƒ–†‡˜‹…‡•’—”…Šƒ•‡†–Š‹•›‡ƒ”™‹ŽŽ„‡–‘–ƒŽŽ›
—•‡Ž‡••‹–™‘›‡ƒ”•ǤŠ‹•™‹ŽŽ”‡“—‹”‡–Š‡†‡˜‡Ž‘’‡–‘ˆ•‘ˆ–™ƒ”‡‹–Š‡ˆ‘”
‘ˆƒ‹•–”—…–‹‘ƒŽ†‡Ž‹˜‡”›’Žƒ–ˆ‘”–Šƒ–‡˜‘Ž˜‡•–‘‹–‡‰”ƒ–‡‘Ž††‡˜‹…‡•™‹–Š
‡™ǡƒ…”‘••†‡˜‹…‡ƒ—ˆƒ…–—”‡”•ǡˆ‘”„‘–Š–Š‡‹†‹˜‹†—ƒŽƒ†™Š‘Ž‡…Žƒ••”‘‘Ǥ
Š‡•‡–‘‘Ž•ǡ™Š‹Ž‡„‡‹‰†‡˜‡Ž‘’‡†ƒ†–‡•–‡†ǡƒ”‡‘–›‡–—„‹“—‹–‘—•ȋ†—–‘’‹ƒǡ
ʹͲͲ͹ȌǤŠ‡•‡†‡˜‹…‡•ƒ”‡‘–…Š‡ƒ’ǡƒ†‹˜‡•–‡–•—•–„‡’”‘–‡…–‡†Ǥ›•–‡•
–Šƒ–”‡Ž›‘ƒ•‹‰Ž‡†‡˜‹…‡‘”‘’‡”ƒ–‹‰•›•–‡ƒ”‡–‘‘Ž‹‹–‹‰ƒ†”‡•–”‹…–‹‰Ǥ
‡˜‹…‡•‡‡†–‘„‡‹–‡‰”ƒ–‡†•—…Š–Š‡†ƒ–ƒ’”‘†—…‡†ƒ”‡—•‡ˆ—Žǡ‡ƒ•›–‘—•‡ǡƒ†
‡ƒ•›–‘ƒ’’Ž›Ǥ†ǡ‹ˆ™‡Šƒ˜‡ƒŽŽ–Š‹•ǡ™‹ŽŽ™‡„‡‹”‡ƒ…Š‘ˆ’”‘˜‹†‹‰–Š‡˜‡”›
best  education  for  our  learners?  The  answer  is,  sadly,  not  quite.
The  Technology  of  Process
—‡ŽŽ‹‰–‘Šƒ•„‡‡“—‘–‡†ȋƒ”Ž‡ǡͳͻͻͲȌƒ••ƒ›‹‰ǡDz‡ƒ—–›™‹–Š‘—–
—–‹Ž‹–›‹•ƒ‘”ƒ‡–ƒŽŽ—’Ǥdz‡‰”‡––ƒ„Ž›ǡ‘—”–‘‘Ž•‘ˆ–‡…Š‘Ž‘‰›ƒ›‡†—’
„‡‹‰Œ—•––Šƒ–Ǥ‡ƒ’’”‘ƒ…Š–‘•‘Ž˜‹‰–Š‹•†‹Ž‡ƒ‹•–‘ˆ‘…—•‘‹’”‘˜‹‰
what  is  actually  done  with  the  tools,  that  is,  to  focus  on  the  practices  used  in  
–‡ƒ…Š‹‰ƒ†Ž‡ƒ”‹‰Ǥ‡‘ˆ–‡Š‡ƒ”–Šƒ–Dz–‡ƒ…Š‹‰dz”‡ƒ‹•Žƒ”‰‡Ž›ƒƒ”–Ǥ—–
”‡…‡–ƒ†˜ƒ…‡•‹–Š‡–‡…Š‘Ž‘‰›‘ˆ–Š‡–‡ƒ…Š‹‰ƒ†Ž‡ƒ”‹‰’”‘…‡•••—‰‰‡•–
we  may  be  beginning  to  combine  the  science  of  learning  with  the  art  of  teach-­‐
‹‰ǤŠ‡”‡ƒ”‡–Š”‡‡‘‡š…Ž—•‹˜‡™ƒ›•‹™Š‹…Š™‡ƒ›†‘–Š‹•Ǥ‡—•‡•ƒ
technology  of  data  analysis  to  make  explicit  currently  implicit  practices  that  may  
•—……‡‡†ǡ‘”ƒ–Ž‡ƒ•–’”‘˜‹†‡‹ˆ‘”ƒ–‹‘ƒ„‘—–™Šƒ–™‹ŽŽŠƒ’’‡–‘‘—”Ž‡ƒ”-­‐
‡”•‰‹˜‡…‡”–ƒ‹…—””‹…—Žƒȋ•‡‡†‡”•‘ǡ
—Ž™ƒ‹ǡƬ‘’‘˜‹…ǡʹͲͳ͵Ǣƒ†–Š‡
•‡”‹‡•‘ˆƒ”–‹…Ž‡•„›ƒ›‰ǡ‘–ƒǡƬ‡‘ǡʹͲͳͳǢ‡‘ǡƒ›‰ǡƬ‘–ƒǡʹͲͳͳǢƒ†
‘–ƒǡ‡‘ǡƬƒ›‰ǡʹͲͳͳȌǤ•‡…‘†ƒ’’”‘ƒ…Š•›•–‡ƒ–‹…ƒŽŽ›ƒ’’Ž‹‡•ƒ•…‹‡–‹ϐ‹…
”‡•‡ƒ”…Šƒ††‡˜‡Ž‘’‡–’”‘…‡••‹–Š‡’”‘†—…–‹‘‘ˆ–Š‡•‘ˆ–™ƒ”‡ƒ’’Ž‹…ƒ–‹‘•

138
 ĚƵĐĂƟŽŶнdĞĐŚŶŽůŽŐLJн/ŶŶŽǀĂƟŽŶ

•‘Ž†–‘•…Š‘‘Ž•ȋƒ›‰ǡ–‹‡Ž‡ƒ–Š‡”ǡƬ™›ƒǡʹͲͲ͸ȌǤŠ‡–Š‹”†‡š’Ž‹…‹–Ž›
ƒ’’Ž‹‡•’”ƒ…–‹…‡•–Šƒ––Š‡Ž‡ƒ”‹‰•…‹‡…‡•Šƒ˜‡†‡–‡”‹‡†–‘„‡‡ˆˆ‡…–‹˜‡ǡ
thereby  making  use  of  work  in  the  experimental  and  applied  learning  sciences  in  
‘—”–‡ƒ…Š‹‰ȋ•‡‡™›ƒǡƒ›‰ǡ–‹‡Ž‡ƒ–Š‡”ǡƬ‘„„‹•ǡʹͲͲͶȌǤ
Big  Data:  Making  the  Implicit  Explicit
‡ƒ’’”‘ƒ…Š‡’Ž‘›•Dz„‹‰†ƒ–ƒdz–‘‹‡–Š‡ƒ”–‘ˆ–‡ƒ…Š‹‰‹‘”†‡”–‘’”‘-­‐
˜‹†‡‡ˆˆ‡…–‹˜‡’”ƒ…–‹…‡•Ǥ”‘’‘‡–•‘ˆ„‹‰†ƒ–ƒƒ‹–ƒ‹–Šƒ–•‘Ž—–‹‘•ˆ‘”–‡ƒ…Š-­‐
‹‰ƒ†Ž‡ƒ”‹‰…ƒ‡‡”‰‡ˆ”‘…‘ŽŽ‡…–‹‰ƒ†ƒƒŽ›œ‹‰ƒ•—…Š†ƒ–ƒƒ•™‡
…ƒˆ”‘ƒ•ƒ›Ž‡ƒ”‡”•ƒ•™‡…ƒȋ
”‡ŽŽ‡”Ƭ”ƒ…Š•Ž‡”ǡʹͲͳʹǢ‡•–ǡʹͲͳʹȌǤ—–
what  is  meant  by  “big  data,”  and  what  does  it  mean  for  education?
•‹‰†ƒ–ƒ–‘†”‹˜‡†‡…‹•‹‘ƒ‹‰‹•‘–‡™–‘•…Š‘‘Ž†‹•–”‹…–•Ǥˆƒ…–ǡ
‘•–†‹•–”‹…–•ƒ”‡ϐŽ‘‘†‡†™‹–Š†ƒ–ƒǤ˜‡”›–Š‹‰ˆ”‘ƒ––‡†ƒ…‡ǡ–‘„—•”‹†‡”-­‐
•Š‹’ǡ–‘—„‡”‘ˆ…ƒˆ‡–‡”‹ƒ‡ƒŽ••‡”˜‡†ǡ–‘’”‘‰”ƒ—•ƒ‰‡”ƒ–‡•ǡ–‘–‡ƒ…Š‡”•‹…
days,  to  student  test  scores  and  more  are  collected  and  used  to  make  decisions.  
ƒ›•…Š‘‘Ž•Šƒ˜‡ƒ†‘’–‡†…Žƒ••”‘‘”‡’‘”–‹‰•›•–‡•–Šƒ–†‡•…”‹„‡™Šƒ–
students  are  doing,  their  grades,  homework,  and  so  forth.  These  data  are  often  
ƒ˜ƒ‹Žƒ„Ž‡–‘•–—†‡–•ƒ†’ƒ”‡–•ƒ•™‡ŽŽǤ…Š‘‘Ž••–”‹˜‡–‘ϐ‹††ƒ–ƒ–Šƒ–Š‡Ž’
them  make  sense  of  what  they  are  trying  to  do,  and  perhaps  indicate  what  works,  
ƒ†‡˜‡’”‡†‹…–‘—–…‘‡•‰‹˜‡…‡”–ƒ‹’”ƒ…–‹…‡•Ǥˆ–‡–Š‡™‘”†‘•–ˆ”‡-­‐
“—‡–Ž›—•‡†‹•Dzƒ……‘—–ƒ„‹Ž‹–›dzȋŠ”‡Ƭ™ƒ„‘”ǡʹͲͳʹȌǤƒ–ƒƒ”‡ˆ”‡“—‡–Ž›
—•‡†–‘…‘’ƒ”‡‘—–…‘‡•„‡–™‡‡•…Š‘‘Ž•Ǥ‘‡–‹‡•†ƒ–ƒƒ”‡—•‡†–‘Š‡Ž’
identify  successful  practices  that  might  be  shared  in  some  way,  yet  at  other  times  
–Š‡›ƒ”‡—•‡†–‘”‡™ƒ”†‘”’—‹•Šƒ†‹‹•–”ƒ–‘”•‘”–‡ƒ…Š‡”•ȋ—”‡––ǡ—•Š‹‰ǡ
Ƭ‹˜‘ƒǡʹͲͳʹȌǤ
‹‰†ƒ–ƒ‹•‘‡‘ˆ–Šƒ–Ǥ‹‰†ƒ–ƒ‘ˆ–‡ƒ‡•ˆ‡™‘”‘ƒ••—’–‹‘•ƒ„‘—–
™Šƒ––Š‡†ƒ–ƒ•Š‘™Ǥƒ–ƒƒ”‡‘–…Š‘•‡–‘•Š‘™–Š‹•‘”–Šƒ–Ǥ•–‡ƒ†ǡ‡˜‡”›„‹–
‘ˆ†ƒ–ƒ…‘ŽŽ‡…–‡†ǡˆ”‘Œ—•–ƒ„‘—–‡˜‡”›•‘—”…‡ǡ‹•—•‡†Ǥ ‘”•…Š‘‘Ž•ǡ–Š‹•™‘—Ž†
‡ƒƒŽŽ–Š‡†ƒ–ƒŽ‹•–‡†ƒ„‘˜‡ƒ†‘”‡Ȅ‹…Ž—†‹‰†ƒ–ƒ’—„Ž‹…Ž›ƒ˜ƒ‹Žƒ„Ž‡„—–
‘–…‘ŽŽ‡…–‡†„›–Š‡•…Š‘‘Žǡ•—…Šƒ•…‡•—•†ƒ–ƒǤŠ‹•‹…Ž—•‹˜‡‡••‹•™Š›‹–‹•
…ƒŽŽ‡†Dz„‹‰†ƒ–ƒǤdz—–‹–‹•‘–•‹’Ž›–Š‡ƒ‘—–‘ˆ†ƒ–ƒǡ„—–Š‘™–Š‡†ƒ–ƒƒ”‡
—•‡†–Šƒ–‹•‹’‘”–ƒ–ȋ
”‡ŽŽ‡”Ƭ”ƒ…Š•Ž‡”ǡʹͲͳʹǢ‹‡‡•Ƭ
ƒ•‡˜‹…ǡʹͲͳʹȌǤ
‘•–‹•–ƒ…‡•ǡDz‰‡‡–‹…ƒŽ‰‘”‹–Š•dzƒ”‡—•‡†–‘ϐ‹†’ƒ––‡”•ƒ†Š‹‰ŠŽ‹‰Š–
”‡Žƒ–‹‘•Š‹’•‹–Š‡†ƒ–ƒȋ‡ƒ•Ž‡›ǡƒ”–‹ǡƬ—ŽŽǡͳͻͻ͵Ǣ•‡‡ƒŽ•‘›ƒƒ‡”ǯ•
chapter  on  data  analytics  in  this  Handbook).  Used  correctly,  these  algorithms  can  
potentially  diagnose  learner  problems,  suggest  solutions,  make  predictions,  and  
‡˜‡†‡•‹‰‹•–”—…–‹‘Ǥ
The  algorithms  are  referred  to  as  “genetic”  because  the  principles  of  selec-­‐
tion,  much  like  those  found  in  nature,  are  applied  to  the  outcomes  of  looking  
ˆ‘””‡Žƒ–‹‘•‹–Š‡†ƒ–ƒȋ ‘Š•‘ǡͳͻͻͻȌǤ›Ž‘‘‹‰ƒ–Ž‡ƒ”‡”…Šƒ”ƒ…–‡”‹•–‹…•ǡ
academic  history,  economic  and  social  demographics,  assignments  made,  assign-­‐
‡–•…‘’Ž‡–‡†ǡ“—‹œ•…‘”‡•ǡ‰”ƒ†‡•‘’”‘Œ‡…–•ǡƒ†•‘ˆ‘”–Šǡ‘‡ƒŽ‰‘”‹–Š

139
,ĂŶĚŬŽŶ/ŶŶŽǀĂƟŽŶƐŝŶ>ĞĂƌŶŝŶŐ

ƒ›’”‡†‹…–ƒ–ƒͷͲΨ…‘””‡…–”ƒ–‡–Šƒ–Ž‡ƒ”‡”•™Š‘Šƒ˜‡…‡”–ƒ‹…Šƒ”ƒ…–‡”‹•–‹…•
ƒ†‡š’‡”‹‡…‡ƒ›„‡•—……‡••ˆ—Ž‹ƒ‰‹˜‡…—””‹…—Ž—ǡƒ†ƒ‘–Š‡”ƒŽ‰‘”‹–Š
‹‰Š–’”‡†‹…–ƒ–ƒ͸ͲΨ…‘””‡…–”ƒ–‡–Šƒ–Ž‡ƒ”‡”•™Š‘Šƒ˜‡•Ž‹‰Š–Ž›†‹ˆˆ‡”‡–
characteristics  and  experience  may  be  successful  in  the  curriculum.  Thus,  an  
‹‹–‹ƒŽ’‘’—Žƒ–‹‘‘ˆŠ›’‘–Š‡•‡•‹•‰‡‡”ƒ–‡†ǤŠ‡Dzϐ‹–‡••dz‘ˆ‡ƒ…ŠŠ›’‘–Š‡•‹•
is  computed  based  on  how  closely  each  hypothesis  predicts  actual  outcomes.  
™‘Š›’‘–Š‡•‡•ˆ”‘–Š‡‘Ž†‰‡‡”ƒ–‹‘ƒ”‡•‡Ž‡…–‡†ˆ‘”ƒ–‹‰Ǣ–Šƒ–‹•ǡ‰‡‡–‹…
‘’‡”ƒ–‘”•ƒ”‡—•‡†‘–Š‹•’ƒ‹”–‘…”‡ƒ–‡ƒ–Ž‡ƒ•––™‘‘ˆˆ•’”‹‰ǤŠ‡ϐ‹–‡••‘ˆ–Š‡
two  offspring  is  computed,  and  the  ones  selected  that  make  the  better  predic-­‐
tion,  these  offspring  are  added  to  the  new  generation.  This  process  continues  
—–‹Ž–Š‡„‡•–’‘••‹„Ž‡ƒŽ‰‘”‹–Š‡˜‘Ž˜‡•–Šƒ–”‡•—Ž–•‹–Š‡‘•–ƒ……—”ƒ–‡’”‡-­‐
†‹…–‹‘•Ǥ‹…‡–Š‹•‹•†‘‡™‹–Š˜‡”›’‘™‡”ˆ—Ž…‘’—–‡”•ǡ…ƒŽ…—Žƒ–‹‘•‘……—”
˜‡”›”ƒ’‹†Ž›Ǥ‹–Š–Š‡•‡†ƒ–ƒǡƒ•…Š‘‘Ž‘™•™Š‹…ŠŽ‡ƒ”‡”•™‹–Š‹†‡–‹ϐ‹ƒ„Ž‡
…Šƒ”ƒ…–‡”‹•–‹…•™‹ŽŽŽ‹‡Ž›•—……‡‡†™‹–Šƒ‰‹˜‡…—””‹…—Ž—ǤŠ‡•…Š‘‘Ž…ƒ‘™
‘”‡‡ˆˆ‡…–‹˜‡Ž›ƒ–…ŠŽ‡ƒ”‡”•–‘…—””‹…—ŽƒǤ‘‡–‹‡•ǡŠ—†”‡†•‘ˆƒŽ‰‘”‹–Š•
…ƒ„‡–‡•–‡†ƒ‰ƒ‹•–‘‡ƒ‘–Š‡”‹Œ—•–ƒˆ‡™‹—–‡•Ǥ—…Š’”‘…‡†—”‡•…ƒ
ƒ‡˜‡”›…Ž‡ƒ”ǡ‘”‡“—‹…Ž›ƒ†”‡Ž‹ƒ„Ž›–Šƒ‡˜‡”„‡ˆ‘”‡ǡ–Šƒ–…‡”–ƒ‹‡–Š‘†•
Šƒ˜‡‘–™‘”‡†™‹–Šƒ’ƒ”–‹…—Žƒ”‰”‘—’‘ˆŽ‡ƒ”‡”•™Š‹Ž‡ƒ‘–Š‡”Šƒ•Ǥ”ǡ„ƒ•‡†
—’‘†ƒ–ƒ‘–’”‡˜‹‘—•Ž›…‘•‹†‡”‡†ǡ•…Š‘‘Ž•‹‰Š–„‡„‡––‡”ƒ„Ž‡–‘‹†‡–‹ˆ›
ƒ†ƒ••‹•––Š‘•‡ƒ–”‹•Ǥ ‘”‡šƒ’Ž‡ǡ‹–ƒ›„‡ˆ‘—†–Šƒ–ƒ––‡†ƒ…‡ˆ‘”–Š‡ϐ‹”•–
20  days  of  high  school  predicts  the  graduation  rate  for  a  particular  set  of  high  
schools.  With  those  data,  a  school  could  immediately  target  students  likely  not  
to  graduate.  There  would  be  no  need  to  wait  for  test  scores  or  other  results.  It  
ƒ›™‡ŽŽ„‡’‘••‹„Ž‡–‘–Š‡’”‡†‹…–™Š‹…Š‹–‡”˜‡–‹‘ƒ›„‡‘”‡Ž‹‡Ž›–‘
succeed.
This  process  continually  learns  from  itself  with  new  incoming  data.  
Ž–‹ƒ–‡Ž›ǡ–Š‡†ƒ–ƒ‰‡‡”ƒ–‡†ˆ”‘ƒ‰”‡ƒ–˜ƒ”‹‡–›‘ˆ•‘—”…‡•‰‡–•…‘„‹‡†
™‹–Š–Š‡†ƒ›Ǧ–‘Ǧ†ƒ›ƒ…–‹˜‹–‹‡•‘ˆ–‡ƒ…Š‡”•–‘’”‘†—…‡ƒ†–‡•–‘”‡ƒŽ‰‘”‹–Š•Ǥ
˜‡”›–Š‹‰ƒ–‡ƒ…Š‡”†‘‡•ǡ–Š‡Ž‡••‘’Žƒ•ǡ–Š‡™‘”•Š‡‡–•ǡ–Š‡’”‘Œ‡…–•ǡ–Š‡
homework,  and  all  the  student  data  from  all  of  those  elements  would  be  fed  into  
the  database.  Data  from  thousands  and  perhaps  someday  millions  of  learners  
™‘—Ž†„‡‡–‡”‡††ƒ‹Ž›‹–‘–Š‡’”‘‰”ƒ•Ǥ–‹‡ǡ–Š‡‘•–‡ˆˆ‡…–‹˜‡’”ƒ…–‹…‡•
™‘—Ž†‡‡”‰‡Ǥ•–Š‡•‡’”ƒ…–‹…‡•ƒ”‡—•‡†ƒ†–‡ƒ…Š‡”•˜ƒ”›–Š‡”‡…‘‡†ƒ-­‐
–‹‘•ǡ–Š‡•‡†ƒ–ƒ™‘—Ž†ϐ‹†–Š‡‹”™ƒ›„ƒ…ƒ†‡™’”ƒ…–‹…‡•™‘—Ž†„‡•‡Ž‡…–‡†Ǥ
–Š‡‘”›ǡ–Š‡˜‡”›„‡•–‡†—…ƒ–‹‘ƒŽ’”ƒ…–‹…‡••Š‘—Ž†‡‡”‰‡–Šƒ–‘•–…Ž‘•‡Ž›
‡‡––Š‡”‡“—‹”‡‡–•‘ˆ‡ƒ…ŠŽ‡ƒ”‡”Ǥ —”–Š‡”ǡ‹ˆ‹•–”—…–‹‘‹•„‡‹‰†‡•‹‰‡†ǡ
–Š‡’ƒ–Š•‹–Š‡‹•–”—…–‹‘…ƒ“—‹…Ž›„‡‡˜ƒŽ—ƒ–‡†ƒ†ƒŽ–‡”‡†—–‹Ž–Š‡„‡•–
instructional  sequence  emerges.  
Š‡”‡ƒ”‡…”‹–‹…•‘ˆ–Š‹•—•‡‘ˆ„‹‰†ƒ–ƒȋ•‡‡‹‘ǡʹͲͳ͵ȌǤ‡…Ž‡ƒ”…ŠƒŽŽ‡‰‡
‹•’”‹˜ƒ…›ȋ•‡‡–”ƒ—••ǡʹͲͳ͵ȌǤ›‹–•˜‡”›ƒ–—”‡ǡ„‹‰†ƒ–ƒ•‡ƒ”…Š‡•ƒ†‡‡’•
•‡ƒ”…Š‹‰ˆ‘”‡˜‡”›„‹–‘ˆ†ƒ–ƒ…‘ŽŽ‡…–‡†ƒ„‘—–ƒ’‡”•‘ǡ‰‡‡”ƒ–‹‰ƒ—ˆƒ–Š-­‐
‘ƒ„Ž‡ʹǤͷ“—‹–‹ŽŽ‹‘„›–‡•‘ˆ†ƒ–ƒƒ„‘—–‘—”‡š‹•–‡…‡‡˜‡”›•‹‰Ž‡†ƒ›ȋǡ

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 ĚƵĐĂƟŽŶнdĞĐŚŶŽůŽŐLJн/ŶŶŽǀĂƟŽŶ

ʹͲͳ͵ȌǤ‡†—…ƒ–‹‘ǡ–Š‹•‹…Ž—†‡•‡˜‡”›‘‡Ȅƒ†‹‹•–”ƒ–‘”•ǡ–‡ƒ…Š‡”•ǡƒ†•–—-­‐
†‡–•ǤŠ‹Ž‡„‹‰†ƒ–ƒƒ†˜‘…ƒ–‡•ƒ”‰—‡–Šƒ––Š‡‹†‹˜‹†—ƒŽ†ƒ–ƒ‹•‘–‹’‘”–ƒ–
ƒ’ƒ”–ˆ”‘–Š‡™Š‘Ž‡ǡ‹–‹••–‹ŽŽ…‘ŽŽ‡…–‡†ƒ†•–‘”‡†Ǥ —”–Š‡”ǡƒ”‡–Š‡”‡“—‡•–‹‘•
‘ˆ–Š‡†ƒ–ƒ–Šƒ–•Š‘—Ž†‘–„‡ƒ•‡†ǫŠƒ–ƒ›’”‡˜‡–†ƒ–ƒˆ”‘„‡‹‰—•‡†–‘
single  out  a  small  group  and  sort  the  remaining  into  tracks  with  fewer  resources?  
ƒ”‡ˆ—Ž…‘•‹†‡”ƒ–‹‘—•–„‡‰‹˜‡–‘–Š‡–›’‡•‘ˆ†ƒ–ƒ•–‘”‡†ǡŠ‘™‹–‹••–‘”‡†ǡ
ƒ†™Š‘Šƒ•ƒ……‡••–‘‹–ǤŠ‡ǤǤ‡’ƒ”–‡–‘ˆ†—…ƒ–‹‘Šƒ•”‡…‡–Ž›”‡Ž‡ƒ•‡†
–™‘’—„Ž‹…ƒ–‹‘•ȋ‹…Ž—†‹‰’‘Ž‹…›†”ƒˆ–•Ȍ–‘ƒ••‹•–‡†—…ƒ–‘”•ƒ†ƒ†‹‹•–”ƒ–‘”•
™‹–Š—†‡”•–ƒ†‹‰ƒ†—•‹‰†‹‰‹–ƒŽ„‹‰†ƒ–ƒȋ•‡‡ǤǤ‡’ƒ”–‡–‘ˆ†—…ƒ–‹‘ǡ
ʹͲͳʹƒǡʹͲͳʹ„ȌǤ
dŚĞ^ĐŝĞŶƟĮĐZĞƐĞĂƌĐŚĂŶĚĞǀĞůŽƉŵĞŶƚWƌŽĐĞƐƐ
‘–Š‡”ƒ’’”‘ƒ…Š–Šƒ–…ƒ…‘–”‹„—–‡–‘ƒ–‡…Š‘Ž‘‰›‘ˆŽ‡ƒ”‹‰‹•–‘„‡
ˆ‘—†‹–Š‡Ž‡ƒ”‹‰•…‹‡…‡•Žƒ„‘”ƒ–‘”‹‡•ƒ†‹•…‹‡–‹ϐ‹…ƒŽŽ›†‡•‹‰‡†Ž‡ƒ”-­‐
‹‰‡˜‹”‘‡–•Ǥ–Š‡Žƒ––‡”ǡŽ‡ƒ”‹‰•…‹‡–‹•–•—•‡•…‹‡–‹ϐ‹…‡–Š‘†•–‘
ƒ…–—ƒŽŽ›†‡•‹‰‘”Dz‡‰‹‡‡”dz–Š‡Ž‡ƒ”‹‰‡˜‹”‘‡–ǤŠ‹•ƒ’’”‘ƒ…Š‹•Š‹‰ŠŽ›
†‡’‡†‡–‘ƒ˜‡”›’”‡…‹•‡ǡ‹–‡‰”ƒ–‡†”‡•‡ƒ”…Šƒ††‡˜‡Ž‘’‡–’”‘…‡••ǡƒ
–›’‡‘ˆ•…‹‡–‹ϐ‹…ˆ‘”ƒ–‹˜‡‡˜ƒŽ—ƒ–‹‘Ǥƒ›‰ǡ–‹‡Ž‡ƒ–Š‡”ǡƒ†™›ƒȋʹͲͲ͸Ȍ
†‡•…”‹„‡†‹–‹†‡–ƒ‹ŽǢ™‡Šƒ˜‡’ƒ”ƒ’Š”ƒ•‡†‹–„‡Ž‘™ǣ
…‹‡–‹•–•ƒ†‡‰‹‡‡”•™Š‘•‡”‡•’‘•‹„‹Ž‹–›‹–‹•–‘†‡•‹‰…‘’Ž‡š•›•-­‐
–‡•ǡ•—…Šƒ•ƒƒ‹”’Žƒ‡ǡ”‡Ž›‘–Š‘”‘—‰Šˆ‘”ƒ–‹˜‡‡˜ƒŽ—ƒ–‹‘–‘’”‘†—…‡ƒ
˜‡Š‹…Ž‡–Šƒ–™‹ŽŽϐŽ›–Š‡ϐ‹”•––‹‡Ǥ ‘”‡šƒ’Ž‡ǡ…ƒ”‡ˆ—Ž™‹†–—‡Žƒ†‘–Š‡”
‡š’‡”‹‡–•–‡•–Š‘™–Š‡ƒ–‡”‹ƒŽ•’‡”ˆ‘”ǡŠ‘™—…ŠŽ‹ˆ–‹•’”‘˜‹†‡†„›
–Š‡™‹‰•ǡƒ†Š‘™–Š‡‘˜‡”ƒŽŽƒ‡”‘†›ƒ‹…•ƒ”‡‹’Ž‡‡–‡†Ǥƒ…Š”‡˜‹•‹‘
‹•”‡–‡•–‡†—–‹Ž–Š‡…‘’‘‡–‡‡–•ƒ’”‡†‡–‡”‹‡†•–ƒ†ƒ”†ǤŽ›ƒˆ–‡”
–Š‘”‘—‰Š–‡•–‹‰‘ˆ–Š‡…‘’‘‡–•ǡ„‘–Š•‡’ƒ”ƒ–‡Ž›ƒ†–‘‰‡–Š‡”ǡ‹•–Š‡ϐ‹ƒŽ
“—‡•–‹‘ƒ•‡†ǡDz‘‡•‹–ϐŽ›ǫdz
ƒ…ŠϐŽ‹‰Š–‹•…‘•‹†‡”‡†ƒ”‡’Ž‹…ƒ–‹‘Ǣ–Š‡‘”‡…‘†‹–‹‘•‡…‘—–‡”‡†ǡ–Š‡
‘”‡•›•–‡ƒ–‹…–Š‡”‡’Ž‹…ƒ–‹‘Ǥ‡•‹‰‘†‹ϐ‹…ƒ–‹‘•†‡–‡”‹‡†ˆ”‘–‡•–
ϐŽ‹‰Š–•‹’”‘˜‡•–ƒ„‹Ž‹–›ƒ†”‡Ž‹ƒ„‹Ž‹–›‡˜‡‘”‡Ǥ‹‰‘”‘—•ˆ‘”ƒ–‹˜‡‡˜ƒŽ—-­‐
ƒ–‹‘•…ƒŠƒ˜‡–Š‡•ƒ‡‡ˆˆ‡…–‘‹•–”—…–‹‘ƒŽ’”‘‰”ƒ†‡˜‡Ž‘’‡–Ǥ›
‡•—”‹‰–Šƒ–‡ƒ…Š…‘’‘‡–‡‡–•ƒ•’‡…‹ϐ‹‡†“—ƒŽ‹–›•–ƒ†ƒ”†ǡ™Š‹…Š‹
–Š‡…ƒ•‡‘ˆ‹•–”—…–‹‘™‘—Ž†„‡ƒŠ‹‰Šƒ•–‡”›•–ƒ†ƒ”†ƒ…Š‹‡˜‡†„›–Š‡
Ž‡ƒ”‡”•–‡•–‡†ǡ™‡…ƒ†‡•‹‰ƒ†„—‹Ž†‹•–”—…–‹‘ƒŽ’”‘‰”ƒ•–Šƒ–Šƒ˜‡–Š‡
•ƒ‡Š‹‰ŠŽ‹‡Ž‹Š‘‘†‘ˆ•—……‡••ƒ•™Š‡„—‹Ž†‹‰ƒ‘†‡”ƒ‹”…”ƒˆ–Ǥ‹‰‘”‘—•
Dz•‹‰Ž‡Ǧ•—„Œ‡…–dz‹–‡”ƒ–‹˜‡…›…Ž‡•ȋ–‡•–Ȃ”‡˜‹•‡Ȃ–‡•–Ȍ’”‘˜‹†‡‰”‡ƒ–…‘ϐ‹†‡…‡
–Šƒ–ƒŽŽƒ‹”…”ƒˆ–„—‹Ž–‹ƒ……‘”†™‹–Š–Š‡†‡•‹‰ƒ††‡˜‡Ž‘’‡–’”‘…‡••
™‹ŽŽϐŽ›Ȅ™‹–Š‘—––Š‡‡‡†ˆ‘”–‡•–•…‘’ƒ”‹‰‰”‘—’•‘ˆƒ‹”…”ƒˆ–Ǥ•‹‹Žƒ”
ƒ’’”‘ƒ…Š–‘‡†—…ƒ–‹‘ƒŽ’”‘‰”ƒ†‡˜‡Ž‘’‡–…ƒ’”‘˜‹†‡…‘’ƒ”ƒ„Ž‡
…‘ϐ‹†‡…‡Ǥ
›‡’Ž‘›‹‰ƒ•…‹‡–‹ϐ‹…ˆ‘”ƒ–‹˜‡‡˜ƒŽ—ƒ–‹‘’”‘…‡••–Šƒ–•ƒ™‹–•„‡‰‹-­‐
‹‰•‹–Š‡ͳͻͷͲ•ȋƒ”Ž‡ǡͳͻ͸͹Ȍƒ†Šƒ•…‘–‹—‡†–‘†ƒ›ȋƒ›‰‡–ƒŽǤǡʹͲͲ͸Ǣ

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,ĂŶĚŬŽŶ/ŶŶŽǀĂƟŽŶƐŝŶ>ĞĂƌŶŝŶŐ

™›ƒ‡–ƒŽǤǡʹͲͲͶȌǡŽ‡ƒ”‹‰‡˜‹”‘‡–•ƒ›„‡…”‡ƒ–‡†–Šƒ–ƒ”‡–Š‡’”‘†-­‐
—…–•‘ˆ”‹‰‘”‘—•†‡˜‡Ž‘’‡–ƒŽ–‡•–‹‰ƒ†–Šƒ–™‹ŽŽ’”‘†—…‡–Š‡‘—–…‘‡•
”‡“—‹”‡†ˆ‘”Ž‡ƒ”‡”•—……‡••Ǥˆˆ‘”–•ƒ”‡—†‡”™ƒ›–‘Š‡Ž’ƒ—–‘ƒ–‡–Š‹•’”‘-­‐
cess,  thereby  making  it  accessible  
–‘ƒŽƒ”‰‡”…—””‹…—Ž—†‡˜‡Ž‘’‡–
One  major  question  raised  by  this  
…‘—‹–›ȋ•‡‡†‡”•‘ǡ
—Ž™ƒ‹ǡ
technology  is,  “Who  pays  for  it?”
Ƭ‘’‘˜‹…ǡʹͲͳ͵ȌǤŠ‹•’”‘…‡••‹•
increasingly  used  by  educational  
’—„Ž‹•Š‡”•ƒ†‘–Š‡”•Ž‘‘‹‰–‘„—‹Ž†”‡’Ž‹…ƒ„Ž‡ƒ†•…ƒŽƒ„Ž‡Ž‡ƒ”‹‰‡˜‹”‘-­‐
ments.  Those  purchasing  applications  for  their  tablets,  computers,  or  white-­‐
„‘ƒ”†••Š‘—Ž††‡–‡”‹‡‹ˆ–Š‘•‡ƒ’’Ž‹…ƒ–‹‘•Šƒ˜‡‰‘‡–Š”‘—‰Š•—…Šƒ’”‘…‡••
ȋ•‡‡‡‘‡–ƒŽǤǡʹͲͳͳǡˆ‘”ƒ‡šƒ’Ž‡‘ˆ–Š‹•’”‘…‡••ƒ’’Ž‹‡†–‘–‡ƒ…Š‹‰”‡ƒ†‹‰
comprehension.)
‡ƒŒ‘”“—‡•–‹‘”ƒ‹•‡†„›–Š‹•–‡…Š‘Ž‘‰›‹•ǡDzŠ‘’ƒ›•ˆ‘”‹–ǫdzŠ‡
•…‹‡–‹ϐ‹…†‡˜‡Ž‘’‡–’”‘…‡••‹•‘–…Š‡ƒ’Ǥ ‡™•–ƒ”–Ǧ—’•…ƒƒˆˆ‘”†‹–ǡƒ†ˆ‡™
established  publishers  feel  the  need  to  do  it  since  districts  may  often  purchase  
Dz‰‘‘†‡‘—‰Šdz’”‘†—…–•ǡ’ƒ”–‹…—Žƒ”Ž›‹ˆDz‰‘‘†‡‘—‰Šdz‹•Ž‡••‡š’‡•‹˜‡ȋ•‡‡
ƒœ‡Ƭƒ‹‡†‹ƒǡʹͲͲͷȌǤ
ŝƌĞĐƚƉƉůŝĐĂƟŽŶŽĨ>ĞĂƌŶŝŶŐ^ĐŝĞŶĐĞƚŽdĞĂĐŚŝŶŐ
†—…ƒ–‹‘ƒŽ’”ƒ…–‹…‡•…ƒƒŽ•‘„‡‹ˆ‘”‡†„›–Š‡™‘”‘ˆŽ‡ƒ”‹‰•…‹‡-­‐
tists  as  they  increasingly  attempt  to  bring  the  laboratory  to  school.  The  results  
‘ˆ›‡ƒ”•‘ˆ‹’‘”–ƒ–Ž‡ƒ”‹‰•…‹‡…‡•”‡•‡ƒ”…ŠŠƒ•›‡––‘ϐ‹†‹–•™ƒ›‹–‘–Š‡
…Žƒ••”‘‘ǤŠ‹•‹•–”‘—„Ž‡•‘‡Ǥ…‹‡–‹•–•Šƒ˜‡‹˜‡•–‹‰ƒ–‡†ƒŽŽ–›’‡•‘ˆŽ‡ƒ”‹‰
ƒ†Šƒ˜‡‘ˆ–‡†‡˜‡Ž‘’‡†‘’–‹ƒŽ•–”ƒ–‡‰‹‡•ˆ‘”’”‘†—…‹‰‡ƒ…Š–›’‡Ǥ‹ˆˆ‡”‡–
–›’‡•‘ˆŽ‡ƒ”‹‰Šƒ˜‡„‡‡‹†‡–‹ϐ‹‡†ǡƒ†”‡•‡ƒ”…Š‡”•Šƒ˜‡ˆ‘—†–Šƒ––‡ƒ…Š-­‐
ing  methods  appropriate  for  one  type  of  learning  is  not  appropriate  for  another.  
ƒ”‹‘—•…ƒ–‡‰‘”‹œƒ–‹‘•‘ˆ…‘–‡–ƒƒŽ›•‹•ƒ†ƒ–…Š‡†–‡ƒ…Š‹‰ƒ’’Ž‹…ƒ–‹‘•
Šƒ˜‡„‡‡’”‘’‘•‡†ǡ…ƒ–‡‰‘”‹œƒ–‹‘•™Š‹…Šƒ”‡‹–‡†‡†–‘’”‘˜‹†‡ƒ—•‡ˆ—Ž
‰—‹†‡ˆ‘”–Š‡ƒƒŽ›•‹•‘ˆ…‘–‡–ƒ†–Š‡ƒ’’Ž‹…ƒ–‹‘‘ˆ‡ˆˆ‡…–‹˜‡–‡ƒ…Š‹‰ȀŽ‡ƒ”-­‐
ing  methods.  
‡…ƒ–‡‰‘”‹œƒ–‹‘ȋ‹‡ƒƬƒ”Ž‡ǡͳͻͻͳȌ•‡’ƒ”ƒ–‡•Ž‡ƒ”‹‰‹–‘–Š”‡‡
ƒ‹…ƒ–‡‰‘”‹‡•ǣ’•›…Š‘‘–‘”ǡ•‹’Ž‡…‘‰‹–‹˜‡ǡƒ†…‘’Ž‡š…‘‰‹–‹˜‡ǤŠ‘—‰Š
–Š‡…ƒ–‡‰‘”‹‡•‘ˆˆ‡”„”‘ƒ†…Žƒ••‹ϐ‹…ƒ–‹‘ǡŽ‡ƒ”‡”„‡Šƒ˜‹‘”ƒ›‘–‡…‡••ƒ”‹Ž›ˆƒŽŽ
…Ž‡ƒŽ›‹–‘‘‡‘”–Š‡‘–Š‡”Ǥƒ…Š…ƒ–‡‰‘”›…ƒ„‡ˆ—”–Š‡”•—„†‹˜‹†‡†‹–‘„ƒ•‹…
relations,  linked  relations,  and  combined  relations.  Within  the  psychomotor  cat-­‐
egory,  the  focus  is  on  learning  how  to  physically  do  something.  Holding  a  pencil  
’”‘’‡”Ž›ȋ„ƒ•‹…”‡Žƒ–‹‘Ȍǡ•™‹‰‹‰ƒ‰‘Žˆ…Ž—„ȋŽ‹‡†”‡Žƒ–‹‘ǡƒ…‘’‘‡–‹•
dependent  on  preceding  one),  and  performing  a  complex  ice-­‐skating  routine  
ȋ…‘„‹‡†”‡Žƒ–‹‘ǡ…‘’‘‡–•ƒ”‡…‘„‹‡†ƒ†”‡…‘„‹‡†–‘ˆ‘”‡™”‘—-­‐
tines)  all  fall  in  this  psychomotor  learning  category.  What  separates  psychomo-­‐
–‘”Ž‡ƒ”‹‰ˆ”‘‘–Š‡”–›’‡•ƒ”‡–Š‡’Š›•‹…ƒŽ–”ƒ‹‹‰”‡“—‹”‡†ƒ†–Š‡‡˜‡–•

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ȋ‹‡•–Š‡–‹…•–‹—Ž‹Ȍ–Šƒ–‰—‹†‡„‡Šƒ˜‹‘”‘ˆ–‡ƒ”‹•‡ˆ”‘™‹–Š‹‘‡ǯ•‘™„‘†›Ǥ
‹’Ž›•Š‘™‹‰ƒŽ‡ƒ”‡”Š‘™•‘‡–Š‹‰‹•†‘‡‹••‡Ž†‘ƒ†‡“—ƒ–‡Ǥ‡ƒ”‡”•
—•–Ž‡ƒ”–‘•‡•‡…Šƒ‰‡•‹—•…Ž‡‘˜‡‡–ƒ†…‡”–ƒ‹–‡’‘”ƒŽȂ•’ƒ–‹ƒŽ
”‡Žƒ–‹‘•ȋ•‡‡‡…Š‡”ǡͳͻͻͶˆ‘”ƒ…‘’”‡Š‡•‹˜‡†‹•…—••‹‘ȌǤ
‹–Š‹–Š‡•‹’Ž‡…‘‰‹–‹˜‡…ƒ–‡‰‘”›ǡ„ƒ•‹…”‡Žƒ–‹‘•‹…Ž—†‡ȋƒȌ’ƒ‹”‡†
ƒ••‘…‹ƒ–‡Ž‡ƒ”‹‰ȋ‡Ǥ‰Ǥǡ‰‹˜‡ƒ…‘—–”›ǡƒ‡‹–•…ƒ’‹–ƒŽȌǡ—Ž–‹’Ž‡†‹•…”‹‹ƒ-­‐
–‹‘Ž‡ƒ”‹‰ȋ‡Ǥ‰Ǥǡ•Š‘™—„‡”•Ͳ–Š”‘—‰Šͻǡ’‹…‘—–‡ƒ…Š™Š‡ƒ•‡†Ȍǡƒ†
•‹’Ž‡•‡”‹ƒŽŽ‡ƒ”‹‰ȋ‡Ǥ‰Ǥǡ…‘—–‹‰ȌǤ‹‡†”‡Žƒ–‹‘•‹…Ž—†‡•‡“—‡…‡Ž‡ƒ”‹‰
ȋ‡Ǥ‰Ǥǡ”‡…‹–‡MacbethȌǡ…‘†‹–‹‘ƒŽ•‡“—‡…‡ȋƒŽ‰‘”‹–Š•ȌŽ‡ƒ”‹‰ȋ‡Ǥ‰Ǥǡ…‘’Ž‡–‡
ƒŽ‘‰†‹˜‹•‹‘’”‘„Ž‡Ȍǡƒ†…‘„‹‡†”‡Žƒ–‹‘•Ž‡ƒ”‹‰ȋ•—…Šƒ•˜‡”„ƒŽ”‡Žƒ-­‐
tions  in  which  performances  are  described  but  not  necessarily  demonstrated,  
e.g.,  describe  how  a  play  at  third  base  is  made).  The  primary  goal  for  simple  
…‘‰‹–‹˜‡Ž‡ƒ”‹‰‹˜‘Ž˜‡•Ž‡ƒ”‹‰–‘’‡”ˆ‘”ƒ–ƒ•‘‡…ƒƒŽ”‡ƒ†›†‘‹–Š‡
’”‡•‡…‡‘ˆ‡™‡˜‡–•Ǥ‡•–‹‰ˆ‘”•‹’Ž‡…‘‰‹–‹˜‡Ž‡ƒ”‹‰–›’‹…ƒŽŽ›‹˜‘Ž˜‡•
†‡–‡”‹‹‰‹ˆ–Š‡Ž‡ƒ”‡”…ƒ†‘’”‡…‹•‡Ž›™Šƒ–Šƒ•„‡‡–ƒ—‰Š–Ǥ‡”‡ǡ’”‘˜‹†‹‰
‡‘—‰Š’”ƒ…–‹…‡ƒ†’”‘’‡”’”‡•‡–ƒ–‹‘‘ˆ‡˜‡–•–‘„‡Ž‡ƒ”‡†‹•‹’‘”–ƒ–Ǥ
Š‡…‘’Ž‡š…‘‰‹–‹˜‡…ƒ–‡‰‘”›‹˜‘Ž˜‡•…‘…‡’–••—…Šƒ••‘Ž‹†ǡŽ‹“—‹†ǡƒ†
‰ƒ•ȋ„ƒ•‹…”‡Žƒ–‹‘•Ȍǡ™Š‹…Šƒ”‡†‡ϐ‹‡†„›ƒ•‡–‘ˆDz—•–Šƒ˜‡dzˆ‡ƒ–—”‡•–Šƒ–
‡˜‡”›‹•–ƒ…‡‘ˆ–Š‡…‘…‡’–•Šƒ”‡•ǡ„—–‡ƒ…Š‹•–ƒ…‡ƒŽ•‘Šƒ•…‡”–ƒ‹Dz…ƒ
Šƒ˜‡dzˆ‡ƒ–—”‡•–Šƒ–ƒ”‡‘–•Šƒ”‡†ƒ††‘‘–‡–‡”‹–‘–Š‡†‡ϐ‹‹–‹‘‘ˆ–Š‡…‘-­‐
…‡’–ǤŠ‡‰‘ƒŽ‹•–‘Šƒ˜‡Ž‡ƒ”‡”•…Žƒ••‹ˆ›‹•–ƒ…‡•˜‡”•—•‘Ǧ‹•–ƒ…‡•„ƒ•‡†
‘–Š‡Dz—•–Šƒ˜‡dzˆ‡ƒ–—”‡•ƒ†„‡ƒ„Ž‡–‘‹†‡–‹ˆ›‹•–ƒ…‡•‘–’”‘˜‹†‡††—”‹‰
‹•–”—…–‹‘ƒ•ƒ‡šƒ’Ž‡‘ˆ–Š‡…‘…‡’–Ǥ —”–Š‡”ǡŽ‡ƒ”‡”•—•–„‡ƒ„Ž‡–‘…‘”-­‐
”‡…–Ž›”‡Œ‡…–‘‹•–ƒ…‡•–Šƒ–Žƒ…‘‡‘”‘”‡‘ˆ–Š‡Dz—•–Šƒ˜‡dzˆ‡ƒ–—”‡•Ǥ‡š–
…‘‡’”‹…‹’Ž‡•ƒ†‘–Š‡”Š‹‰Š‡”‘”†‡”Ž‹‹‰‘ˆ…ƒ–‡‰‘”‹…ƒŽŽ‡ƒ”‹‰ȋŽ‹‡†
”‡Žƒ–‹‘•ȌǤ’”‹…‹’Ž‡ǡˆ‘”‡šƒ’Ž‡ǡ†‡•…”‹„‡•–Š‡”‡Žƒ–‹‘„‡–™‡‡…‘…‡’–•ǡƒ†
can  often  be  stated  as  an  if–then  relation.  It  may  be  a  statement  of  a  law  such  as,  
Dzˆ‘”‡˜‡”›ƒ…–‹‘ǡ–Š‡”‡‹•ƒ‡“—ƒŽƒ†‘’’‘•‹–‡”‡ƒ…–‹‘ǤdzŠ‡ˆ‘—”‡›…‘…‡’–•
being  linked  are  equal,  opposite,  action,  and  reaction.  The  application  of  the  
’”‹…‹’Ž‡ǡ‡˜‡‹ˆ‘‡…ƒ•–ƒ–‡‹–ǡ™‹ŽŽ„‡†‡–‡”‹‡†ǡ‹’ƒ”–ǡ„›Š‘™™‡ŽŽ‘‡
understands  the  four  concepts.  Not  being  able  to  distinguish  action  from  reac-­‐
–‹‘ƒ†‘–„‡‹‰ƒ„Ž‡–‘”‡…‘‰‹œ‡‡ƒ…Š‹•–ƒ…‡ƒ…”‘••ƒ™‹†‡”ƒ‰‡‘ˆDz…ƒ
Šƒ˜‡dzˆ‡ƒ–—”‡•ƒ‡—†‡”•–ƒ†‹‰–Š‡’”‹…‹’Ž‡‡ƒ”Ž›‹’‘••‹„Ž‡Ǥ–”ƒ–‡‰‹‡•
ȋ…‘„‹‡†”‡Žƒ–‹‘•Ȍƒ‡—’–Š‡Žƒ•–…ƒ–‡‰‘”›‘ˆ…‘’Ž‡š…‘‰‹–‹˜‡”‡Žƒ–‹‘•Ǥ
Š‡•‡ƒ”‡•‡ŽˆǦ†‹•…‘˜‡”›•–”ƒ–‡‰‹‡•–Šƒ–Ž‡ƒ”‡”•—•‡–‘ƒƒŽ›œ‡ƒ†…”‡ƒ–‡‡™
insights  and  rules.  Considerable  work  has  been  done  on  how  to  teach  learners  
–Š‡•‡•–”ƒ–‡‰‹‡•ȋ•‡‡‘„„‹•ǡʹͲͳͳǢŠ‹„‡›Ƭ‘…ŠŠ‡ƒ†ǡͳͻͻͻȌǤƒ”‡Ž›†‘™‡
see  them  used  in  the  classroom.
Š‘—‰Šƒ–‡”‹ƒŽ•ƒ”‡ƒ˜ƒ‹Žƒ„Ž‡ˆ‘”–”ƒ‹‹‰–‡ƒ…Š‡”•‹–Š‡•‡‡–Š‘†•ǡ‘‡
™‹ŽŽ‘–Ž‹‡Ž›ϐ‹†–Š‡‹…‘ŽŽ‡‰‡•‘ˆ‡†—…ƒ–‹‘Ǥ‡–‘”‡ƒ”‡„‡‹‰†‡˜‡Ž‘’‡†
all  the  time.  It  is  now  possible  using  new  learning  technologies  to  rapidly  teach  
˜‘…ƒ„—Žƒ”›ȋˆ‘—”‡™™‘”†•ˆ—ŽŽ›–ƒ—‰Š–‹ͷ‹—–‡•Ȍǡ„›…‘„‹‹‰”‡•‡ƒ”…Š‹

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,ĂŶĚŬŽŶ/ŶŶŽǀĂƟŽŶƐŝŶ>ĞĂƌŶŝŶŐ

™Šƒ–‹•…ƒŽŽ‡†Dz•–‹—Ž—•‡“—‹˜ƒŽ‡…‡dz™‹–Š”‡•‡ƒ”…Š‹™Šƒ–‹•…ƒŽŽ‡†Dzˆƒ•–ƒ’-­‐
’‹‰dzȋ‘–ƒǡ‡‘ǡƬƒ›‰ǡʹͲͳͳȌǤ‡…ƒ‡˜‡–‡ƒ…Šˆ‘”‰‡‡”ƒ–‹˜‹–›ƒ†”‡…‘-­‐
„‹ƒ–‘”‹ƒŽ‹•‹‰Š–•ȋ‘„„‹•ǡʹͲͳͳȌǤ–‡…Š‘Ž‘‰›‘ˆŽ‡ƒ”‹‰‹•’‘••‹„Ž‡Ǥ
–‡”‡•–‹‰Ž›ǡ•‘‡‘ˆ–Š‡•‡‡–Š‘†•Šƒ˜‡„‡‡ƒ˜ƒ‹Žƒ„Ž‡ˆ‘”†‡…ƒ†‡•Ǥ ‘”
example,  there  is  consensus  on  how  best  to  teach  concepts,  whether  using  direct  
–‡ƒ…Š‹‰ǡ’‡‡”Ǧ–‡ƒ…Š‹‰ǡ‹“—‹”›ǡ‰ƒ‡•ǡ‘”’”‘Œ‡…–•ȋ‡Ǥ‰Ǥǡƒ›‰ǡʹͲͳ͵„ȌǤ•‡ƒ”Ž›
ƒ•ͳͻ͹ͳǡǤ‡…‹ŽŽƒ””‡˜‹‡™‡†ƒ„‘—–ʹ͵ͷ…‘…‡’–ǦŽ‡ƒ”‹‰•–—†‹‡•ˆ”‘ƒ”ƒ‰‡
of  laboratories  and  applied  classroom  experiments.  He  found  a  remarkable  con-­‐
•‡•—•‘™Šƒ–‹•‡ˆˆ‡…–‹˜‡™Š‡–‡ƒ…Š‹‰…‘…‡’–•ȋŽƒ”ǡͳͻ͹ͳȌǤ‡š’Ž‹…ƒ„Ž›ǡ
‡˜‡–Š‘—‰Š•—„•‡“—‡–™‘”‘˜‡”–Š‡›‡ƒ”•Šƒ••—’’‘”–‡†Žƒ”ǯ•…‘…Ž—•‹‘•ǡ
–Š‡‡–Š‘†•Šƒ˜‡›‡––‘„‡‹…‘”’‘”ƒ–‡†‹–‘…Žƒ••”‘‘–‡ƒ…Š‹‰ǡ–Š‡†‡•‹‰‘ˆ
textbooks,  or  apps.  
‘ƒ‡–Š‡•‡‡–Š‘†•ƒ˜ƒ‹Žƒ„Ž‡–‘•…Š‘‘Ž•™‘—Ž†ǡ‘ˆ…‘—”•‡ǡ”‡“—‹”‡ƒƒ•-­‐
•‹˜‡‹˜‡•–‡–‹’”‘ˆ‡••‹‘ƒŽ†‡˜‡Ž‘’‡–ǤŠ‡”‡†‘‡•–Šƒ–‘‡›…‘‡
from?  Who  determines  where  to  start?  How  are  teachers  supported  as  they  try  to  
introduce  these  methods  into  their  classroom?
‡Šƒ˜‡„”‹‡ϐŽ›ƒ††”‡••‡†–™‘–›’‡•‘ˆŽ‡ƒ”‹‰–‡…Š‘Ž‘‰‹‡•ǣ–‘‘Ž•ƒ†
processes.  Now,  what  would  happen  if  these  three  technologies  of  process  were  
…‘„‹‡†™‹–Š–Š‡”ƒ’‹†Ž›‰”‘™‹‰–‡…Š‘Ž‘‰›‘ˆ–‘‘Ž•ǫ‡ƒ›„‡ƒ„Ž‡–‘‘˜‡”-­‐
…‘‡–Š‡•Š‘”–…‘‹‰•ƒ†…ŠƒŽŽ‡‰‡•‘ˆ‡ƒ…ŠǤ†—…ƒ–‘”•…ƒ‡…‘—”ƒ‰‡˜‡-­‐
†‘”•ǡ†‡˜‹…‡ƒ—ˆƒ…–—”‡•ǡƒ††‡˜‡Ž‘’‡”•–‘’”‘˜‹†‡–‘‘Ž•–Šƒ–‹…Ž—†‡–‡…Š‘Ž-­‐
ogies  for  the  collection  and  use  of  big  data  and  content  products  that  are  based  
‘ƒ•–”‘‰•…‹‡–‹ϐ‹…ˆ‘”ƒ–‹˜‡‡˜ƒŽ—ƒ–‹‘Ȅ–Š‡”‡•—Ž–•‘ˆ™Š‹…Š‹ˆ‘”ƒ†ƒ”‡
…‘–‹—ƒŽŽ›‹ˆ‘”‡†„›„‹‰†ƒ–ƒȄƒ†–‘‡•—”‡–Šƒ––Š‡•‡–‘‘Ž•ƒ†’”‘†—…–•
—•‡–Š‡‘•–—’Ǧ–‘Ǧ†ƒ–‡Ž‡ƒ”‹‰•…‹‡…‡•‡–Š‘†•ƒ•’‘••‹„Ž‡Ǥ —”–Š‡”ǡ–Š‡•‡
’”‘†—…–••Š‘—Ž†…‘‡™‹–Š’”‘ˆ‡••‹‘ƒŽ†‡˜‡Ž‘’‡––Šƒ–‹–•‡Žˆ‹•‹ˆ‘”‡†„›
ƒ†‹ˆ‘”•ƒŽŽ‘ˆ–Š‡•‡Ǥ›ƒŽŽ‘…ƒ–‹‰•…ƒ”…‡”‡•‘—”…‡•–‘–Š‘•‡™Š‘’”‘˜‹†‡
–Š‡•‡–‘‘Ž•ǡ†‹•–”‹…–•…ƒŠ‡Ž’‡•—”‡–Š‡›ƒ”‡‹˜‡•–‹‰‹‘”‡–Šƒ‘”ƒ‡–ƒŽ
lumps.
ĐƟŽŶWƌŝŶĐŝƉůĞƐ
State  and  Local  Education  Agencies
a.   •—”‡‡“—‹–›‘ˆƒ……‡••–‘„”‘ƒ†„ƒ†–‡”‡–ǡˆ‘”ƒŽŽ•–—†‡–•Ǥ
b.   •—”‡–Šƒ––‡…Š‘Ž‘‰›ƒ††‹‰‹–ƒŽ–‘‘Ž•™‘”–‘‰‡–Š‡”ǡ‹…‘…‡”–ǡ–‘’”‘-­‐
duce  educational  outcomes.  
c.   ”‘˜‹†‡ƒ†‹‹•–”ƒ–‘”•™‹–Š–”ƒ‹‹‰ƒ†‰—‹†‡Ž‹‡•‘Š‘™–‘ƒ‡
informed  decisions  about  purchasing  equipment,  technology  use,  educa-­‐
tional  applications,  and  data  systems.  
d.   ”‘˜‹†‡ƒ••‡••‡–ƒ†ƒ……‘—–ƒ„‹Ž‹–›•›•–‡•ȋ‘”‰—‹†‡Ž‹‡•ˆ‘”…ƒ”‡ˆ—Ž
†‡˜‡Ž‘’‡–Ȍ–Šƒ–‡•—”‡ƒ…ƒ†‡‹…‹–‡‰”‹–›ƒ†ƒ……—”ƒ–‡Ž›‡ƒ•—”‡–Š‡
‹’ƒ…–‘•–—†‡–•‹–‡”•‘ˆ’•›…Š‘‘–‘”ǡ•‹’Ž‡…‘‰‹–‹˜‡ǡƒ†…‘-­‐
’Ž‡š…‘‰‹–‹˜‡Ž‡ƒ”‹‰Ǥ

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 ĚƵĐĂƟŽŶнdĞĐŚŶŽůŽŐLJн/ŶŶŽǀĂƟŽŶ

e.   ‘•–‡”‹ǦŠ‘—•‡Dz„‹‰†ƒ–ƒdz‡š’‡”–‹•‡ǡ‹…Ž—†‹‰†‡˜‡Ž‘’‹‰ƒ–”ƒ‹‹‰’Žƒ
for  analytical  skills  and  the  understanding  of  interrelationships  between  
data  sets.  
f.   Collaboration  with  a  national  agency  and  work  towards  competency  certi-­‐
ϐ‹…ƒ–‹‘ˆ‘”–‡ƒ…Š‡”•‘ˆ‘Ž‹‡Ž‡ƒ”‹‰Ǥ
g.   …‘—”ƒ‰‡’”‡•‡”˜‹…‡ƒ†‹•‡”˜‹…‡’”‘‰”ƒ•–‘’”‘˜‹†‡‹•–”—…–‹‘
ƒ†’”‘ˆ‡••‹‘ƒŽ†‡˜‡Ž‘’‡–”‡Žƒ–‡†–‘–Š‡ƒ’’Ž‹…ƒ–‹‘‘ˆŽ‡ƒ”‹‰•…‹-­‐
ence  principles,  including  making  use  of  work  from  the  experimental  and  
applied  learning  sciences  in  teaching.
h.   …‘—”ƒ‰‡’”‡•‡”˜‹…‡ƒ†‹•‡”˜‹…‡’”‘‰”ƒ•–‘’”‘˜‹†‡‹•–”—…–‹‘ƒ†
’”‘ˆ‡••‹‘ƒŽ†‡˜‡Ž‘’‡–”‡Žƒ–‡†–‘–Š‡•—……‡••ˆ—Ž‡‰‹‡‡”‹‰‘ˆŽ‡ƒ”‹‰
‡˜‹”‘‡–•Ǥ
Schools  and  Classrooms
a.   ”‘˜‹†‡‘‰‘‹‰’”‘ˆ‡••‹‘ƒŽ†‡˜‡Ž‘’‡–ˆ‘”ƒŽŽ’‡”•‘‡Ž‘Š‘™–‘—•‡
–‡…Š‘Ž‘‰›‡ˆˆ‡…–‹˜‡Ž›ǤŠ‹•‹…Ž—†‡•ƒ……‡••–‘”‡Ž‡˜ƒ–ǡŠ‹‰ŠǦ“—ƒŽ‹–›ǡ‹–‡”-­‐
ƒ…–‹˜‡’”‘ˆ‡••‹‘ƒŽ†‡˜‡Ž‘’‡–‘Š‘™–‘‹–‡‰”ƒ–‡–Š‡–‡…Š‘Ž‘‰›‘ˆ
tools  and  the  technology  of  process  into  their  instruction  and  practice.
b.   ”‘˜‹†‡ƒŽŽ‡†—…ƒ–‘”•™‹–Š–”ƒ‹‹‰ƒ†ƒ••‹•–ƒ…‡‹†‡–‡”‹‹‰™Šƒ–
’”‘…‡†—”‡•ƒ†’”‘†—…–•—•‡–Š‡‘•–—’Ǧ–‘Ǧ†ƒ–‡ϐ‹†‹‰•ˆ”‘–Š‡Ž‡ƒ”-­‐
‹‰•…‹‡…‡•ˆ‘”‡ˆˆ‡…–‹˜‡–‡ƒ…Š‹‰ƒ†Ž‡ƒ”‹‰Ǥ
ZĞĨĞƌĞŶĐĞƐ
ŽŽ‹‰–‘ǡǤǤȋͳͻͻͶȌǤŠ‡•…Š‘‘Ž•™‡Šƒ˜‡ǤŠ‡•…Š‘‘Ž•™‡‡‡†ǤReading  Teacher,  48ǡͳͶȂͳͶǤ
†‡”•‘ǡǤǡ
—Ž™ƒ‹ǡǤǡƬ‘’‘˜‹…ǡǤȋʹͲͳ͵ǡ’”‹ŽȂƒ›ȌA  trace-­‐based  framework  for  analyz-­‐
ing  and  synthesizing  educational  progressions.ƒ’‡”’”‡•‡–‡†ƒ–
‘ˆ‡”‡…‡‘
—ƒ ƒ…–‘”•‹‘’—–‹‰›•–‡•ǡƒ”‹•ǡ ”ƒ…‡Ǥ
‡ƒ•Ž‡›ǡǤǡƒ”–‹ǡǤǤǡƬ—ŽŽǡǤǤȋͳͻͻ͵ȌǤ‘˜‡”˜‹‡™‘ˆ‰‡‡–‹…ƒŽ‰‘”‹–Š•ǣƒ”–ͳǤ
—†ƒ‡–ƒŽ•ǤUniversity  Computing,  15ȋʹȌǡͷͺȂ͸ͻǤ
”ƒ†›ǡǤȋʹͲͳʹǡ—‰—•–ȌǤŠƒ–™‹ŽŽ–Š‡‡†–‡…Š”‡˜‘Ž—–‹‘Ž‘‘Ž‹‡ǫCo.Exist.  New  York,  
ǣƒ•—‡–‘‡–—”‡•ǡǤ‡–”‹‡˜‡†ˆ”‘Š––’ǣȀȀ™™™Ǥˆƒ•–…‘‡š‹•–Ǥ…‘Ȁͳ͸ͺͲʹ͵ͳȀ
™Šƒ–Ǧ™‹ŽŽǦ–Š‡Ǧ‡†Ǧ–‡…ŠǦ”‡˜‘Ž—–‹‘ǦŽ‘‘ǦŽ‹‡
—”‡––ǡǤǡ—•Š‹‰ǡǤǡƬ‹˜‘ƒǡǤȋʹͲͳʹȌǤUses  of  multiple  measures  for  performance-­‐based  
compensation.ƒ•Š‹‰–‘ǡǣ‡–‡”ˆ‘”†—…ƒ–‘”‘’‡•ƒ–‹‘‡ˆ‘”Ǥ‡–”‹‡˜‡†ˆ”‘
Š––’ǣȀȀͲǦ…‡…”Ǥ‡†Ǥ‰‘˜Ǥ‘’ƒ…Ǥƒ……Ǥ•…Ǥ‡†—Ȁ’†ˆ•Ȁ̴—Ž–‹’Ž‡‡ƒ•—”‡•Ǥ’†ˆ
ƒ’„‡ŽŽǡǤǡƬ
”‘••ǡǤȋʹͲͳʹǡ‡’–ǤȌǤPrincipal  concerns:  Leadership  data  and  strategies  for  
statesǤ‡ƒ––Ž‡ǡǣ‡–‡”ˆ‘”‡‹˜‡–‹‰—„Ž‹…†—…ƒ–‹‘Ǥ‡–”‹‡˜‡†ˆ”‘Š––’ǣȀȀ™™™Ǥ…”’‡Ǥ
‘”‰Ȁ’—„Ž‹…ƒ–‹‘•Ȁ„”‹‡ˆǦ’”‹…‹’ƒŽǦ…‘…‡”•ǦŽ‡ƒ†‡”•Š‹’Ǧ†ƒ–ƒǦƒ†Ǧ•–”ƒ–‡‰‹‡•Ǧ•–ƒ–‡•
‘Ž‡ǡǤǤȋͳͻ͹ͲȌǤThe  Neolithic  revolutionǤ‘†‘ǡǣ”‹–‹•Š—•‡—Ǥ
Žƒ”ǡǤǤȋͳͻ͹ͳȌǤ‡ƒ…Š‹‰…‘…‡’–•‹–Š‡…Žƒ••”‘‘ǣ•‡–‘ˆ–‡ƒ…Š‹‰’”‡•…”‹’–‹‘•†‡”‹˜‡†
from  experimental  research.  Journal  of  Educational  Psychology,  62ȋ͵Ȍǡʹͷ͵Ȃʹ͹ͺǤ
‘—‰Žƒ•ǡǤ
ǤȋʹͲͳʹȌǤ ‘”™ƒ”†ǤǤǤ‹Œ‡”ǡǤǤ—‰Š‡•ǡƬǤ‹…Šȋ†•ǤȌǡThe  social  construc-­‐
tion  of  technological  systems:  New  directions  in  the  sociology  and  history  of  technologyȋ’’Ǥ˜‹‹Ȃ
‹šȌǤƒ„”‹†‰‡ǡǣ”‡••Ǥ

145
,ĂŶĚŬŽŶ/ŶŶŽǀĂƟŽŶƐŝŶ>ĞĂƌŶŝŶŐ

†—–‘’‹ƒǤȋʹͲͲ͹ǡ‘˜‡„‡”ͷȌǤWhat  is  successful  technology  integration?ƒƒˆƒ‡Žǡǣ

Š‡
‡‘”‰‡—…ƒ•†—…ƒ–‹‘ƒŽ ‘—†ƒ–‹‘Ǥ‡–”‹‡˜‡†ˆ”‘Š––’ǣȀȀ™™™Ǥ‡†—–‘’‹ƒǤ‘”‰Ȁ
technology-­‐integration-­‐guide-­‐description
Š”‡ǡǤǤǡƬ™ƒ„‘”ǡǤǤȋʹͲͳʹȌǤ–”ƒ–‡‰‹…†ƒ–ƒ—•‡‘ˆ•…Š‘‘Ž•‹ƒ……‘—–ƒ„‹Ž‹–›•›•–‡•Ǥ
School  Effectiveness  and  School  Improvement,  23ȋʹȌǡʹͷ͹ȂʹͺͲǤ
”–‡”ǡǤǤȋͳͻͻͻȌǤ††”‡••‹‰ϐ‹”•–Ǧƒ†•‡…‘†Ǧ‘”†‡”„ƒ””‹‡”•–‘…Šƒ‰‡ǣ–”ƒ–‡‰‹‡•ˆ‘”–‡…Š-­‐
nology  integration.  Educational  Technology  Research  and  Development,  47ȋͶȌǡͶ͹Ȃ͸ͳǤ

”‡ŽŽ‡”ǡǤǡƬ”ƒ…Š•Ž‡”ǡǤȋʹͲͳʹȌǤ”ƒ•Žƒ–‹‰Ž‡ƒ”‹‰‹–‘—„‡”•ǣ‰‡‡”‹…ˆ”ƒ‡™‘”ˆ‘”
learning  analytics.  Educational  Technology  &  Society,  15ȋ͵ȌǡͶʹȂͷ͹Ǥ
ƒ”‰ƒ†‘ǡǤǤǡƬ‘—‰Žƒ•ǡǤȋʹͲͲͳȌǤŠ‡‹‘˜ƒ–‹‘•‡‡–‹•–‹–—–‹‘•ǣ†‹•‘ƒ†–Š‡†‡•‹‰
of  the  electric  light.  Administrative  Science  Quarterly,  46ȋ͵ȌǡͶ͹͸ȂͷͲͳǤ
ǤȋʹͲͳ͵ȌǤBig  data  at  the  speed  of  business:  What  is  big  data?  ”‘ǡǣ‘”’‘”ƒ–‹‘Ǥ
‡–”‹‡˜‡†ˆ”‘Š––’ǣȀȀ™™™ǦͲͳǤ‹„Ǥ…‘Ȁ•‘ˆ–™ƒ”‡Ȁ†ƒ–ƒȀ„‹‰†ƒ–ƒ
ƒ…‘„•ǡǤǡ‹–Ž‡„ǡǤ
Ǥǡ—ŽŽ‡”„ǡ
ǤǤǤǡ‘„‡”–•ƒǡǤ
ǤǡƬƒ†Ž‡›…ǡǤȋʹͲͲͺȌǤ‡™ƒ‰‡•ˆ‘”–Š‡
’‘•–Ǧ‘™‹‡•‘•‘‘”–ǡŽƒ–‡ƒ†ϐ‹ƒŽ‹††Ž‡–‘‡‰‡ƒ–‹„—†—ǡ‘—–Šˆ”‹…ƒǤScience,  372,  
͹͵͵Ȃ͹͵ͷǤ
ƒœ‡ǡǤǡƬƒ‹‡†‹ƒǡǤȋʹͲͲͷȌǤ‡•–Ǧ†”‹˜‡†‡˜‡Ž‘’‡–…‘…‡’–•ǡ–ƒš‘‘›ǡƒ†ˆ—–—”‡†‹”‡…-­‐
tion.  Computer,  38ȋͻȌǡͶ͵ȂͷͲǤ
‘Š•‘ǡǤǤȋͳͻͻͻȌǤWhy  we  feel:  The  science  of  human  emotionsǤ‡ƒ†‹‰ǡǣ‡”•‡—•”‡••Ǥ
ƒ––‡—…Š‹‘•‡ƒǤȋʹͲͳ͵ǡ ‡„”—ƒ”›ʹͺȌǤThe  intersection  of  education  and  technology:  Do  
™‡ϔ‹ƒŽŽ›Šƒ˜‡–Š‡–‘‘Ž•–‘•ƒ˜‡‡†—…ƒ–‹‘ǫȏ‹†‡‘ϐ‹Ž‡ȐǤŠ‹…ƒ‰‘ǡǣƒ––‡—…Š‹‘•‡ƒǡ
ǡƒ†–Š‡ŽŽ‹‘‹•‡…Š‘Ž‘‰›••‘…‹ƒ–‹‘Ǥ‡–”‹‡˜‡†ˆ”‘Š––’ǣȀȀ™™™Ǥƒ––‡Žƒ™Ǥ…‘Ȁϐ‹Ž‡•Ȁ
—’Ž‘ƒ†Ȁ˜‹†‡‘Ȁ‡†—…ƒ–‹‘̴–‡…Š‘Ž‘‰›̴•‡‹ƒ”Ǥ™˜
ƒœ†‹ǡǤǤȋʹͲͲͲȌǤPsychotherapy  for  children  and  adolescents:  Directions  for  research  and  prac-­‐
ticeǤ‡™‘”ǡǣšˆ‘”†‹˜‡”•‹–›”‡••Ǥ
Ž‹‡„ƒ”†ǡǤǤȋͳͻͺͺȌǤ—……‡••ƒ†ˆƒ‹Ž—”‡‹‡†—…ƒ–‹‘ƒŽ”‡ˆ‘”ǣ”‡–Š‡”‡Š‹•–‘”‹…ƒŽDzŽ‡••‘•dzǫ
Peabody  Journal  of  Education,  65ȋʹȌǡͳͶ͵Ȃͳͷ͹Ǥ
‘’…ŠƒǡǤ ǤȋʹͲͳʹȌǤ‡ƒ…Š‡”•ǯ’‡”…‡’–‹‘•‘ˆ–Š‡„ƒ””‹‡”•–‘–‡…Š‘Ž‘‰›‹–‡‰”ƒ–‹‘ƒ†’”ƒ…-­‐
–‹…‡•™‹–Š–‡…Š‘Ž‘‰›—†‡”•‹–—ƒ–‡†’”‘ˆ‡••‹‘ƒŽ†‡˜‡Ž‘’‡–ǤComputers  &  Education,  59,  
ͳͳͲͻȂͳͳʹͳǤ
ƒ‰‡ƒǡǤǤȋʹͲͲʹȌǤAn  elusive  science:  The  troubling  history  of  education  researchǤŠ‹…ƒ‰‘ǡǣ
‹˜‡”•‹–›‘ˆŠ‹…ƒ‰‘”‡••Ǥ
ƒ›‰ǡǤǤ ǤȋʹͲͳʹȌǤ‡…Š‘Ž‘‰›…Šƒ‰‡•‹–Š‡…Žƒ••”‘‘ǣ•‡ƒ”…Š‘ˆ‡ˆˆ‡…–‹˜‡ǡϔŽ‡š‹„Ž‡•‘Ž—–‹‘•  
ȏŠ‹–‡’ƒ’‡”ȐǤ‡–”‹‡˜‡†ˆ”‘Š––’ǣȀȀ™™™Ǥ‹‹‘Ǥ…‘Ȁ̱Ȁ‡†‹ƒȀ ‹Ž‡•Ȁ‘™Ž‘ƒ†•Ȁƒ”–‡”Ǧ
‡•‘—”…‡•ȀŠ‹–‡’ƒ’‡”•Ȁ‹‹‘̴Š‹–‡ƒ’‡”̴‡…Š‘Ž‘‰›Šƒ‰‡•Ǥƒ•Šš
ƒ›‰ǡǤǤ ǤȋʹͲͳ͵ƒȌǤ‹‹‘‡ƒ†‹‰‘’”‡Š‡•‹‘—‹–‡ǣ‡ˆˆ‡…–‹˜‡ǡϔŽ‡š‹„Ž‡•‘Ž—–‹‘–‘
the  changing  technology  in  the  classroomȏŠ‹–‡’ƒ’‡”ȐǤ‡–”‹‡˜‡†ˆ”‘Š––’ǣȀȀ™™™Ǥ
‹‹‘Ǥ…‘Ȁ̱Ȁ‡†‹ƒȀ ‹Ž‡•Ȁ‘™Ž‘ƒ†•Ȁƒ”–‡”Ǧ‡•‘—”…‡•ȀŠ‹–‡’ƒ’‡”•ȀŠ‹–‡’ƒ’‡”̴
‹‹‘‡ƒ†‹‰‘’Ǥƒ•Šš
ƒ›‰ǡǤǤ ǤȋʹͲͳ͵„ȌǤUnderstanding  concepts:  Implications  for  science  teachingȏŠ‹–‡’ƒ’‡”ȐǤ
‡–”‹‡˜‡†ˆ”‘Š––’ǣȀȀ™™™Ǥ‹‹‘Ǥ…‘Ȁ̱Ȁ‡†‹ƒȀ ‹Ž‡•Ȁ‘™Ž‘ƒ†•Ȁƒ”–‡”Ǧ‡•‘—”…‡•Ȁ
Š‹–‡’ƒ’‡”•Ȁ™Š‹–‡’ƒ’‡”̴•…‹‡…‡̴–‡ƒ…Š‹‰Ǥƒ•Šš
ƒ›‰ǡǤǤ Ǥǡ‘–ƒǡǤǡƬ‡‘ǡǤȋʹͲͳͳȌǤŠ‹‹‰–Š”‘—‰Š–‡š–…‘’”‡Š‡•‹‘ǣ ‘—†ƒ–‹‘
and  guiding  relations.  The  Behavior  Analyst  Today,  12ǡ͵ȂͳͳǤ

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 ĚƵĐĂƟŽŶнdĞĐŚŶŽůŽŐLJн/ŶŶŽǀĂƟŽŶ

ƒ›‰ǡǤǤ ǤǡƬ–‹‡Ž‡ƒ–Š‡”ǡ
ǤǡƬ™›ƒǡ ǤǤȋʹͲͲ͸ȌǤ…‹‡–‹ϐ‹…ˆ‘”ƒ–‹˜‡‡˜ƒŽ—ƒ–‹‘ǣŠ‡”‘Ž‡
‘ˆ‹†‹˜‹†—ƒŽŽ‡ƒ”‡”•‹‰‡‡”ƒ–‹‰ƒ†’”‡†‹…–‹‰•—……‡••ˆ—Ž‡†—…ƒ–‹‘ƒŽ‘—–…‘‡•ǤǤ
Ǥ—„‘–‹ƬǤƒŽ„‡”‰ȋ†•ǤȌǡŠ‡•…‹‡–‹ϔ‹…„ƒ•‹•‘ˆ‡†—…ƒ–‹‘ƒŽ’”‘†—…–‹˜‹–›ȋ’’ǤʹͻȂͶͶȌǤ

”‡‡™‹…Šǡǣˆ‘”ƒ–‹‘‰‡—„Ž‹•Š‹‰Ǥ
ƒ›‰ǡǤǤ Ǥǡ™›ƒǡ ǤǤǡƬ–‹‡Ž‡ƒ–Š‡”ǡ
ǤȋʹͲͲͶȌǤ‡Ž‡…–‡†ˆ‘”•—……‡••ǣ‘™‡ƒ†•’”‘—–
‡ƒ†‹‰ƒ•‹…•̻–‡ƒ…Š‡•…Š‹Ž†”‡–‘”‡ƒ†ǤǤ Ǥ‘”ƒƬǤǤƒŽ‘––ȋ†•ǤȌǡEvidence-­‐based  
education  methodsȋ’’Ǥͳ͹ͳȂͳͻ͹ȌǤ–Ǥ‘—‹•ǡǣŽ•‡˜‹‡”Ȁ…ƒ†‡‹…”‡••Ǥ
‡‘ǡǤǡƒ›‰ǡǤǤ ǤǡƬ‘–ƒǡǤȋʹͲͳͳȌǤŠ‹‹‰–Š”‘—‰Š–‡š–…‘’”‡Š‡•‹‘ǣŠ‡’”‘‰”ƒ-­‐
‹‰‘ˆ˜‡”„ƒŽƒ†‹˜‡•–‹‰ƒ–‹˜‡”‡’‡”–‘‹”‡•ǤThe  Behavior  Analyst  Today,  12ǡʹͳȂ͵ʹǤ
‡—ǡǤ Ǥǡ‹œ‡”ǡǤǤǡ‘‹”‘ǡ ǤǤǡƬƒƒ…ǡǤǤȋʹͲͲͶȌǤ‘™ƒ”†ƒ–Š‡‘”›‘ˆ‡™Ž‹–‡”ƒ-­‐
cies  emerging  from  the  Internet  and  other  information  and  communication  technologies.  
Theoretical  Models  and  Processes  of  Reading,  5ǡͳͷ͹ͲȂͳ͸ͳ͵Ǥ
ƒ”Ž‡ǡǤǤȋͳͻ͸͹ȌǤ’‹”‹…ƒŽ–‡•–‹‰‘ˆ’”‘‰”ƒ•ǤǤǤƒ‰‡ȋ†ǤȌǡProgrammed  instruction:  
Sixty-­‐sixth  yearbook  of  the  National  Society  for  the  Study  of  Educationȋ‘ŽǤʹǡ’’ǤͳͲͶȂͳ͵ͺȌǤ
Š‹…ƒ‰‘ǡǣ‹˜‡”•‹–›‘ˆŠ‹…ƒ‰‘”‡••Ǥ
ƒ”Ž‡ǡǤǤȋͳͻͻͲȌǤDesigns  for  instructional  designersǤ‡ƒ––Ž‡ǡǣ‘”‹‰•‹†‡”‡••Ǥ
ƒ”Ž‡ǡǤǤǡƬ‹‡ƒǡǤǤȋͳͻ͸͹ȌǤProgramming  is  a  processȏϐ‹ŽȐǤŠ‹…ƒ‰‘ǡǣ‹˜‡”•‹–›‘ˆ
Illinois  at  Chicago.
…ƒ‡›ǡǤȋʹͲͳͳȌǤThe  new  digital  shoreline:  How  Web  2.0  and  millennials  are  revolution-­‐
izing  higher  educationǤ–‡”Ž‹‰ǡǣ–›Ž—•—„Ž‹•Š‹‰ǡǤ‡–”‹‡˜‡†ˆ”‘Š––’ǣȀȀ„‘‘•Ǥ
‰‘‘‰Ž‡Ǥ…‘Ȁ„‘‘•ǫŠŽα‡ƬŽ”αƬ‹†α—›™Š‘
Ƭ‘‹αˆ†Ƭ’‰α͵Ƭ†“αŠ‡Ϊ‡™Ϊ†‹‰‹
–ƒŽΪ•Š‘”‡Ž‹‡ǣΪ‘™Ϊ‡„ΪʹǤͲΪƒ†Ϊ‹ŽŽ‡‹ƒŽ•Ϊƒ”‡Ϊ”‡˜‘Ž—–‹‘‹œ‹‰ΪŠ‹‰Š‡”Ϊ‡†—…ƒ–‹‘Ƭ
‘–•αͳ‡ͳ””Ƭ•‹‰α•”œͻ„”†•ͻ—ǦœŒ—‘
‡ƒ•ǡǤǡ‘›ƒƒǡǤǡ—”’Š›ǡǤǡƬ ‘‡•ǡǤȋʹͲͳͲȌǤEvaluation  of  evidence-­‐based  practices  in  
online  learning:  A  meta-­‐analysis  and  review  of  online  learning  studiesȏ‡˜‹•‡†‡’–‡„‡”
ʹͲͳͲȐǤƒ•Š‹‰–‘ǡǣǤǤ‡’ƒ”–‡–‘ˆ†—…ƒ–‹‘ǡˆϐ‹…‡‘ˆŽƒ‹‰ǡ˜ƒŽ—ƒ–‹‘ǡƒ†‘Ž‹…›
‡˜‡Ž‘’‡–ǡ‘Ž‹…›ƒ†”‘‰”ƒ–—†‹‡•‡”˜‹…‡Ǥ
‡…Š‡”ǡ ǤȋͳͻͻͶȌǤLearning  and  practicing  skilled  performanceǤ‡™‘”ǡǣŠ‡‡…Š‡”
‘—†ƒ–‹‘Ǥ‡–”‹‡˜‡ˆ”‘Š––’ǣȀȀ‡…Š‡”ˆ‘—†ƒ–‹‘Ǥ‘”‰Ȁ’†ˆ̴†‘™Ž‘ƒ†•Ȁ•‹ŽŽ‡†̴
performance.pdf
ƒ–‹‘ƒŽ†—…ƒ–‹‘••‘…‹ƒ–‹‘ǤȋʹͲͳ͵ȌǤPolicy  statement  on  digital  learning.  Washington,  DC:  
—–Š‘”Ǥ‡–”‹‡˜‡†ˆ”‘Š––’ǣȀȀ™™™Ǥ‡ƒǤ‘”‰ȀŠ‘‡ȀͷͷͶ͵ͶǤŠ–
‹†‡‘—–ǡǤ Ǥǡ ‘‡Š”ǡǤ
ǤǡƬ‘„‡”–•ǡǤ ǤȋʹͲͳͲȌǤGeneration  M2:  Media  in  the  lives  of  8-­‐  to  
18-­‐year-­‐olds.‡Ž‘ƒ”ǡǣ‡”› Ǥƒ‹•‡” ƒ‹Ž› ‘—†ƒ–‹‘Ǥ
‘„„‹•ǡ ǤǤȋʹͲͳͳȌǤ”‘„Ž‡•‘Ž˜‹‰ǡ”‡ƒ•‘‹‰ǡƒ†ƒƒŽ›–‹…ƒŽ–Š‹‹‰‹ƒ…Žƒ••”‘‘‡˜‹”‘-­‐
ment.  The  Behavior  Analyst  Today,  12ǡͶͲȂͶ͹Ǥ
—’ŠǡǤǡ‹‡••ǡǤǡ…—ŽŽ‡”ǡ
Ǥǡ‘ŽŽƒ†ǡ Ǥǡƒ”†ǡǤǡƬ‹Ž„‘—”ǡǤȋʹͲͲ͹ȌǤ–‹—Ž—•…Šƒ‰‡ǣ
‡‹ˆ‘”…‡”‘”’—‹•Š‡”ǫ‡’Ž›–‘—”•ŠǤBehavior  and  Social  Issues,  16ȋͳȌǡͶ͹ȂͶͻǤ
ƒ”ƒ•‘ǡǤǤȋͳͻͻͲȌǤThe  predictable  failure  of  educational  reform:  Can  we  change  course  before  
it’s  too  late?Š‡ ‘••‡›Ǧƒ••†—…ƒ–‹‘‡”‹‡•ƒ†–Š‡ ‘••‡›Ǧƒ••‘…‹ƒŽƒ†‡Šƒ˜‹‘”ƒŽ
…‹‡…‡‡”‹‡•Ǥƒ ”ƒ…‹•…‘ǡǣ ‘••‡›Ǧƒ••ǡ…Ǥ
Š‹ŠǡǤǤȋʹͲͲ͹ȌǤ‡––‹‰–Š‡‡™•–ƒ†ƒ”†™‹–Š‘„‹Ž‡…‘’—–‹‰‹‘Ž‹‡Ž‡ƒ”‹‰ǤThe  
International  Review  of  Research  in  Open  and  Distance  Learning,  8ȋʹȌǤ‡–”‹‡˜‡†ˆ”‘Š––’ǣȀȀ
™™™Ǥ‹””‘†ŽǤ‘”‰Ȁ‹†‡šǤ’Š’Ȁ‹””‘†ŽȀƒ”–‹…Ž‡Ȁ˜‹‡™Ȁ͵͸ͳȀͺ͹ʹǤ
‹‡‡•ǡ
ǤǡƬ
ƒ•‡˜‹…ǡǤȋʹͲͳʹȌǤ‡ƒ”‹‰ƒ†‘™Ž‡†‰‡ƒƒŽ›–‹…•ǤEducational  Technology  &  
Society,  15ȋ͵ȌǡͳȂʹǤ

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,ĂŶĚŬŽŶ/ŶŶŽǀĂƟŽŶƐŝŶ>ĞĂƌŶŝŶŐ

‹‘ǡǤȋʹͲͳ͵ȌǤK–12  student  database  jazzes  tech  startups,  spooks  parents.  New  York,  
ǣŠ‘•‘‡—–‡”•Ǥ‡–”‹‡˜‡†ˆ”‘Š––’ǣȀȀ™™™Ǥ”‡—–‡”•Ǥ…‘Ȁƒ”–‹…Ž‡ȀʹͲͳ͵ȀͲ͵ȀͲ͵Ȁ
—•Ǧ‡†—…ƒ–‹‘Ǧ†ƒ–ƒ„ƒ•‡Ǧ‹†ͻʹʹͲͶʹͲͳ͵Ͳ͵Ͳ͵
‹‡”ǡǤ ǤȋͳͻͷͶȌǤŠ‡•…‹‡…‡‘ˆŽ‡ƒ”‹‰ƒ†–Š‡ƒ”–‘ˆ–‡ƒ…Š‹‰ǤHarvard  Educational  Review,  
24ȋʹȌǡͺ͸Ȃͻ͹Ǥ
‹‡”ǡǤ Ǥȋͳͻ͸ͺȌǤThe  technology  of  teachingǤ‡™‘”ǡǣ’’Ž‡–‘Ǧ‡–—”›Ǧ”‘ˆ–•Ǥ
‹‡”ǡǤ ǤȋͳͻͺͶȌǤŠ‡•Šƒ‡‘ˆ‡”‹…ƒ‡†—…ƒ–‹‘ǤAmerican  Psychologist,  39ȋͻȌǡͻͶ͹ȂͻͷͶǤ
Žƒ˜‹ǡǤǤȋʹͲͲʹȌǤ˜‹†‡…‡Ǧ„ƒ•‡†‡†—…ƒ–‹‘’‘Ž‹…‹‡•ǣ”ƒ•ˆ‘”‹‰‡†—…ƒ–‹‘ƒŽ’”ƒ…–‹…‡ƒ†
research.  Educational  Researcher,  31ȋ͹ȌǡͳͷȂʹͳǤ
‹–ŠǡǤ
ǤȋʹͲͳͳȌǤ‡•–‹‰–Š‡•—”ˆǣ”‹–‡”‹ƒˆ‘”‡˜ƒŽ—ƒ–‹‰–‡”‡–‹ˆ‘”ƒ–‹‘”‡•‘—”…‡•ǤPublic  
Access-­‐Computer  Systems  Review,  8ȋ͵ȌǤ‡–”‹‡˜‡†ˆ”‘Š––’ǣȀȀŒ‘—”ƒŽ•Ǥ–†ŽǤ‘”‰Ȁ’ƒ…•”Ȁ‹†‡šǤ
’Š’Ȁ’ƒ…•”Ȁƒ”–‹…Ž‡Ȁ˜‹‡™ ‹Ž‡Ȁ͸Ͳͳ͸Ȁͷ͸Ͷͷ
‘–ƒǡǤǡ‡‘ǡǤǡƬƒ›‰ǡǤǤ ǤȋʹͲͳͳȌǤŠ‹‹‰–Š”‘—‰Š–‡š–…‘’”‡Š‡•‹‘ǣƒŽ›•‹•‘ˆ
˜‡”„ƒŽƒ†‹˜‡•–‹‰ƒ–‹˜‡”‡’‡”–‘‹”‡•ǤThe  Behavior  Analyst  Today,  12ǡͳʹȂʹͲǤ
–”ƒ—••ǡǤȋʹͲͳ͵ȌǤƒ™•—‹–…Šƒ”‰‡•†‡’ƒ”–‡–™‹–Š˜‹‘Žƒ–‹‰•–—†‡–’”‹˜ƒ…›”‹‰Š–•ȏ‡„Ž‘‰
‡••ƒ‰‡ȐǤƒ•Š‹‰–‘ǡǣƒ•Š‹‰–‘‘•–Ǥ‡–”‹‡˜‡†ˆ”‘  
Š––’ǣȀȀ™™™Ǥ™ƒ•Š‹‰–‘’‘•–Ǥ…‘Ȁ„Ž‘‰•Ȁƒ•™‡”Ǧ•Š‡‡–Ȁ™’ȀʹͲͳ͵ȀͲ͵Ȁͳ͵Ȁ
Žƒ™•—‹–Ǧ…Šƒ”‰‡•Ǧ‡†Ǧ†‡’ƒ”–‡–Ǧ™‹–ŠǦ˜‹‘Žƒ–‹‰Ǧ•–—†‡–Ǧ’”‹˜ƒ…›Ǧ”‹‰Š–•Ȁ
‹‡ƒǡǤǤǡƬƒ”Ž‡ǡǤǤȋͳͻͻͳȌǤAnalyzing  instructional  contentǤ‡ƒ––Ž‡ǡǣ‘”‹‰•‹†‡
”‡••Ǥ
™›ƒǡ ǤǤȋ‹’”‡••ȌǤ‡Šƒ˜‹‘”ƒƒŽ›•‹•‹‡†—…ƒ–‹‘Ǥ ǤǤ…™‡‡‡›ƬǤǤ—”’Š›
ȋ†•ǤȌǡThe  Wiley-­‐Blackwell  handbook  of  operant  and  classical  conditioningǤ‘„‘‡ǡ ǣ
‹Ž‡›ǦŽƒ…™‡ŽŽǤ
™›ƒǡ ǤǤǡƒ›‰ǡǤǤ Ǥǡ–‹‡Ž‡ƒ–Š‡”ǡ
ǤǡƬ‘„„‹•ǡǤǤȋʹͲͲͶȌǤ‘ǦŽ‹‡ƒ”ƒ’’”‘ƒ…Š–‘
…—””‹…—Ž—†‡•‹‰ǣŠ‡”‘Ž‡‘ˆ„‡Šƒ˜‹‘”ƒƒŽ›•‹•‹„—‹Ž†‹‰ƒ‡ˆˆ‡…–‹˜‡”‡ƒ†‹‰’”‘‰”ƒǤǤ
Ǥ‡™ƒ”†‡–ƒŽǤȋ†•ǤȌǡFocus  on  behavior  analysis  in  educationȋ‘ŽǤ͵ǡ’’ǤͷͷȂ͸ͺȌǤ’’‡”ƒ††Ž‡
‹˜‡”ǡ ǣ‡””‹ŽŽȀ”‡–‹…‡ǦƒŽŽǤ
ǤǤ‡’ƒ”–‡–‘ˆ†—…ƒ–‹‘ǡˆϐ‹…‡‘ˆ†—…ƒ–‹‘ƒŽ‡…Š‘Ž‘‰›ǤȋʹͲͳʹƒȌǤEnhancing  teaching  and  
learning  through  educational  data  mining  and  learning  analyticsȏ••—‡„”‹‡ˆȐǤƒ•Š‹‰–‘ǡǣ
—–Š‘”Ǥ
ǤǤ‡’ƒ”–‡–‘ˆ†—…ƒ–‹‘ǡˆϐ‹…‡‘ˆ†—…ƒ–‹‘ƒŽ‡…Š‘Ž‘‰›ǤȋʹͲͳʹ„ȌǤExpanding  evidence  
approaches  for  learning  in  a  digital  worldǤƒ•Š‹‰–‘ǡǣ—–Š‘”Ǥ
‡––‡”ǡǤ ǤǡƬ‡˜‡”ƒ…‡ǡǤȋͳͻͻ͹ȌǤ‡„Ǧ„ƒ•‡†‡†—…ƒ–‹‘‡š’‡”‹‡…‡•ǤComputer,  30ȋͳͳȌǡ
ͳ͵ͻȂͳͶ͵Ǥ
‡•–ǡǤǤȋʹͲͳʹȌǤBig  data  for  education:  Data  mining,  data  analytics,  and  web  dashboards.  

‘˜‡”ƒ…‡–—†‹‡•Ǥƒ•Š‹‰–‘ǡǣ”‘‘‹‰••–‹–—–‡Ǥ‡–”‹‡˜‡†ˆ”‘Š––’ǣȀȀ
™™™Ǥ„”‘‘‹‰•Ǥ‡†—Ȁ̱Ȁ‡†‹ƒȀ‡•‡ƒ”…ŠȀ ‹Ž‡•Ȁƒ’‡”•ȀʹͲͳʹȀͻȀͲͶΨʹͲ‡†—…ƒ–‹‘ΨʹͲ
–‡…Š‘Ž‘‰›ΨʹͲ™‡•–ȀͲͶΨʹͲ‡†—…ƒ–‹‘ΨʹͲ–‡…Š‘Ž‘‰›ΨʹͲ™‡•–Ǥ’†ˆ
Š‹„‡›ǡǤǡƬ‘…ŠŠ‡ƒ†ǡ ǤȋͳͻͻͻȌǤProblem  solving  and  comprehension.  New  York,  NY:  
‘—–Ž‡†‰‡Ǥ
‹Ž•‘ǡǤǡ”‡ŽŽƒƒǡǤǡƬ‡‡ǡǤȋʹͲͳͲǡ‡’–‡„‡”ͳͷȌǤŠ‡Ž‡ƒ”‹‰ƒ…Š‹‡•ǤThe  New  
York  Times.‡–”‹‡˜‡†ˆ”‘Š––’ǣȀȀ™™™Ǥ›–‹‡•Ǥ…‘Ȁ‹–‡”ƒ…–‹˜‡ȀʹͲͳͲȀͲͻȀͳͻȀƒ‰ƒœ‹‡Ȁ
classroom-­‐technology.html
„ƒ””ƒǡǤǤǡƬ—ƒǡǤȋʹͲͲ͸ȌǤ‡Ž’•‡‡‹‰„‡Šƒ˜‹‘”ƒ†–Š‡–‡”‡–ǣƒ–‹‘ƒŽ•—”˜‡›Ǥ
International  Journal  of  Medical  Informatics,  75ȋͳȌǡʹͻȂͶͳǤ

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