This study explored student and teacher perspectives of technology use at Franklin Elementary School in South San Jose, CA, using qualitative, quantitative, and observational methods, including interviews, observations, and surveys. Thirteen teachers responded to a survey on educational technology use. Among this group, eleven provided interviews,…

We present experimental evidence on the impact of a multi-faceted program that integrates technology-aided instruction, teacher training and coaching, community ownership, and free primary education. Our setting is three districts in rural Zambia, where we randomly assigned the program across 30 treatment and 33 control schools. The results show…

Online learning for K-2 students is now an alternative to the traditional classroom. It is important to understand these learners have different needs and requirements than the older online learner. The purpose of this mixed methods study was to study K-2 teachers' experiences and perceptions of online teaching to understand the key components…

Preparing teachers to implement a new curriculum presents a significant but important challenge. While formal professional development programs can assist in this preparation, finding prescribed experiences that meet the needs of all teachers can be formidable and indeed may not always be the best option for promoting change in practice. Decisions…

Evidence suggests that parents who extensively use technology and have a high socioeconomic status (SES) may become overly involved with their elementary school-aged children's education and school-related activities, an involvement which can create a lasting dependence of the children on their parents. The literature indicates high…