Areas of Expertise
Technology offers tremendous promise for learning and has ignited the imagination of those who are interested in bringing about revolutionary gains in the achievement of all students. Yet, with this great potential, the use of technology in schools also raises a whole host of challenges, including those related to cost-effectiveness, equity, and safety.
AIR has been at the forefront of efforts to ensure sound investments in technology in education. Our staff evaluate technology-based education programs and curricula, and provide guidance on systems for collecting, analyzing, and using data in making classroom and school data-driven decision making.
Over 200 nationally recognized leaders from academia, corporations, government and the media will examine the research, policy, and practices that have emerged to transform and strengthen teaching and learning through the effective use of technology on November 15-16, 2010 at the National Center for Technology Innovation’s (NCTI) Technology Innovators Conference.
A policy report from AIR examines the challenges and potential solutions to overcoming the barriers facing low-skilled adult learners who are striving to improve their English proficiency, develop their basic skills, and advance in the workplace.
The American Institutes for Research was commissioned by the Pew Internet & American Life Project to conduct a qualitative study of the attitudes and behaviors of Internet-using public middle and high school students drawn from across the country. The study is based primarily on information gathered from 14 gender-balanced, racially diverse focus groups of 136 students, drawn from 36 different schools.
August is Connected Educator Month, an effort by the U.S. Department of Education to encourage teachers and school administrators across the country to participate in online learning communities and networks to enhance their professional development. AIR is supporting the month-long endeavor by coordinating more than 250 events, including online forums, webinars, blog discussions, online chats, podcasts, and other interactive options that explore online learning issues.
In 2008, the Indiana Department of Education (IDOE) launched a diagnostic assessment program in which teachers administer commercially available interim assessments to their students—mCLASS in Grades K–2 and Acuity in Grades 3–8. IDOE and AIR collaborated to test the hypothesis that teachers who frequently use objective data to monitor student progress to guide their choices about instruction will produce students who perform better on state assessments. In addition, a rich array of interviews, surveys, teacher logs, and observations are being used to measure and describe fidelity of implementation. IDOE will use the findings to adjust and refine the initiative, and other local, state, and federal policymakers will have access to the results to inform their own decisions about using assessment levers to accelerate school improvement.