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PublicDisclosureAuthorizedPublicDisclosureAuthorizedPublicDisclosureAuthorizedPublicDisclosureAuthorized
Lessonson
Implementation
Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatforms
SophiaD'Angelo,JuanD.Barón,HaaniMazari,DanielMorales,SantiagoOspinaTabares,
PaolaPolanco,TomKaye
CONTENTS
ExecutiveSummary4
1.Introduction7
2.Literaturereview:
Digitalpersonalizedlearning
13
3.Methodology
16
4.Findings
19
5.DiscussionandRecommendations30
TABLES
Table1.Summaryofdifferencesinimplementation10
acrossPrográmatecohorts
Table2.Sampledemographics17
Table3.Conciseversionofcodingframework18
ACRONYMS
ALEKSAssessmentandLearning
inKnowledgeSpaces
DPLDigitalPersonalizedLearning
EdTechEducationalTechnology
EGRAEarlyGradeReadingAssessment
ICTInformationandCommunicationTechnology
LMICLow-andMiddle-IncomeCountry
MINERDMinistryofEducation
intheDominicanRepublic
UNESCOUnitedNationsEducational,
Scientific,andCulturalOrganization
UNICEFUnitedNationsChildren’sFund
LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatforms
Inthisreport
2
ThesuccessfulimplementationofthePrográmateprojectintheDominican
Republicwouldnothavebeenpossiblewithouttheinvaluablecontributionsofseveralkeyindividuals.
Weextendourdeepestgratitudeto
MiguelÁngelOrtiz,MINERDTechnician,whoplayedapivotalroleinsupervising
andimplementingtheprojectin
schools,contributingsignificantlytotheachievementofitsobjectives.Manuel
Paredes,alsoaMINERDTechnician,
demonstratedexceptionalleadershipinoverseeingtheproject’simplementation.
WeextendourgratitudetoAncell
Scheker,ViceMinisterofTechnicaland
PedagogicalAffairs,forplacingtrustin
theWorldBankandprovidingunwaveringsupportthroughouttheproject.Yissell
Crisóstomo,oftheTechnicalPedagogicalVice-Ministry,playedacrucialrolein
internalcoordinationwithintheMINERD.
SpecialthankstoSusanaMichel,
DirectorofSecondaryEducation,for
facilitatingprojectimplementationandoverseeingtheentiremanagementteamoftheparticipatingschools.
Additionally,weacknowledgethe
unwaveringsupportfromourcolleaguesattheWorldBank,includingJoséMola,CarmenMauraTavares,OmarJiménez,
JaninaCuevas,andAstridPineda,
whocontributedsignificantlytothe
project’simplementation,monitoring,andevaluation,aswellasDiegoAngel-UrdinolaandCristóbalCobo,who,
aspeerreviewers,providedvaluablecommentsforthisreport.Lastly,weexpressourgratitudetoAlexandria
Valerio,WorldBankrepresentative,forhercontinuoussupportoftheproject,andtoMollyJamiesonEberhardt,
EdTechHub’sDirectorofEngagement,
forhersupportofourresearchpartnership.
Theircollectiveeffortshavetrulymadealastingimpactoneducationin
thecountry.
ATTRIBUTIOND'Angelo,Sophia,JuanD.Barón,HaaniMazari,DanielMorales,SantiagoOspinaTabares,PaolaPolanco,andTomKaye.2024.Lessonson
Implementation:Stakeholders'ExperienceswithDigitalPersonalizedLearningPlatforms.WorldBankandEdTechHub.Washington,DC:WorldBank.
LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatforms
Acknowledgements
3
ExecutiveSummary
Thisstudyexploredtheperceptionsandexperiencesofstudents,parents,teachers,andothereducationstakeholdersinvolvedinPrográmate,aprojectthatusesadigitalpersonalizedlearning(DPL)platformtodevelopsecondaryschoolstudents’mathskillsandknowledgeintheDominicanRepublic.
DPLreferstotheuseoftechnologytotailoreducationalexperiencestoindividualstudentneeds,preferences,andlearningstyles.In
countriesfacingchallengestoteachingquality,DPLcanhelpaddressdisparitiesinaccesstoqualityeducation,improvestudentengagement,and
enhancelearningoutcomesthroughtheprovisionofcustomizedlearningexperiencesatscale.
AdministrativedatafromtheDPLsoftware
suggeststhatstudentswhousedtheDPL
technologymorefrequently,benefittedmore
thanothers,increasingtheirperformanceintheDPLexercises,andoutperformingtheirpeersinnationalstandardizedexams.However,thetimestudentsspentusingtheplatformwasdifferentacrossandwithinschools.Thisqualitative
studybuildsonthequantitativedatatotryandunderstandtheimplementationprocessandtheenablingandconstrainingfactorsthatshaped
studentengagementwiththeplatform.Itdrawsoninterviewsandfocusgroupdiscussionswith231students,parents,teachers,schoolleaders,andothereducationstakeholders.Thekey
findingsaresummarizedbelowinrelationtothethreeresearchquestions.
Inwhatwaysdokeystakeholders,suchasstudents,parents,teachers,andothereducationpersonnel,
engagewiththeDPLplatform?
→Engagementvariedacrossschools,students,andteachers.Muchofthishadtodowith
howeachcohortwasdesignedandtheinitialpresentationoftheprojecttoteachersandothereducationpersonnel.
→Insomeschools,structuredtimewas
allocatedforstudentstousetheplatform
duringtheregularclassscheduleorafter-
schoolhours.SometeachersalsoprovidedstudentswithhomeworkassignmentstousetheDPLathome.
→Somestudentsweremoremotivatedtouse
theplatformthantheirpeers.Somestudentswereextrinsicallymotivated,encouraged
byteachers,parents,friendlycompetitionwiththeirpeers,orotherincentives.Otherstudentsoptedtousetheplatformontheirown,especiallytostudyforatestorexam.
→EngagingwiththeDPLplatformathomeor
schooldependeduponstudents’accessto
devicesandreliableinternet,whichvaried
greatly.Someschoolshadaccesstodevices
thatweredonatedaspartofthegovernment’sDigitalRepublicproject.However,inmany
cases,thesedeviceswereoutdatedorneededmaintenance.Athome,parentsactedas
gatekeeperstodevices,determiningwhereandwhenchildrencouldusethem.
LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatformsExecutiveSummary4
Howdostakeholdersdescribe
thebenefitsanddrawbacksoftheDPLplatform?
→Studentsandteachersgenerallyfoundtheplatformengagingandfuntouse.
→Teacherslearnednewmathematical
strategiestousewiththeirstudents,and
valuedthedataanalytics,whichallowedthemtomonitorstudentprogressandmasteryof
certaintopics.However,someteacherswouldhavelikedthedifferenttopicsintheplatformtobemorealignedwiththeirdailylesson
plans.Theyoftenfoundthetimerequiredtosupportstudentsasburdensomeinadditiontotheirnormalworkload.Teachersgenerallyagreedtheyneededmorepedagogicalandtechnicalsupport.
→Likewise,studentsenjoyedbeingabletoself-monitortheirlearningandfoundexcitementinwatchingtheirprogressand/orcompetingwiththeirpeers.Seeingtheiradvancements
motivatedthem;seeingtheirregressiondiscouragedthem.
→Studentsvaluedtheplatform’srepetition
andexplanationofincorrectanswers.They
appreciatedhowtheappprovidedaccesstoacalculatorandanoptionforthemtolookupthemeaningofanunfamiliarword.Students
alsoenjoyedtheuseofreal-lifeexamplesandcontentthatwasrelevanttotheirinterests
andlives.
→Somestudentsmentionedhowthey
learnednewskills,includingcriticalthinkingandproblem-solving,digitalliteracy,or
readingskills.
→Manystudents,however,preferredtolearn
directlyfromtheirteacher,becausetheyfeltteacherscouldmoreeasilyadaptthefeedbackandsupportthattheyprovidecompared
totheplatform.Theyvaluedteachers’oralexplanations,ratherthanhavingtoread
feedbackprovidedbytheplatform.
→Bothstudentsandteachersalsofelt
frustratedbysomeofthetechnological
challengeswhentryingtoaccessadevice
ortheInternettousetheplatform.Theydidnotalwayshavethedigitalskillsorresourcesavailabletodothis.
Whataretheenablingand
constrainingfactorsthatshapetheimplementationoftheprojectin
schoolsandathome?
→Accesstoreliableinternet,electricity,
anddevices(especiallylarge-screendevices,astheseworkedbetterwhenaccessingthe
platform).Accesstendedtobeevenlowerinschoolsorhomesbasedinruralandremotecommunities.
→Teachers’andstudents’digitalskills,andabilitytonavigatetheplatform.
→Teachers’abilitytomonitorstudent
engagementandprogressbyaccessingthe
dataanalyticsandusingthatdatatomotivateandencouragestudents.
→Students’owninterests,whetherintrinsicallyorextrinsicallymotivated.
→Schoolleadersandpedagogicalcoordinators’involvement,especiallyeffortstocreate
structuredtimeandopportunitiesforstudentstousetheDPLplatform(eitherduringregularschoolhours,duringtheircomputerormath
class,orafterschool).
→Parents’involvementandencouragement,
whichespeciallyinfluencedhowandwhenstudentsaccessedtheDPLplatformoutsideofschool.
LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatformsExecutiveSummary5
Basedonthesefindings,thereportofferssixkeyrecommendationsfordesigningandimplementingeffectiveDPLprogramsinpublic
schoolsoftheDominicanRepublicandotherlower-and/ormiddle-incomecountries:
1.Co-designschool-basedDPLprogramswithteachersand
othereducationpersonnel.This
willhelpensurethatprojectgoals,content,
andstructurearerelevantandalignedto
teachers’workloadsandschoolconditions.
Itwillalsohelpenhanceuptakeandthe
integrationofDPLprogramsasawhole-schoolapproach,includingthroughtheengagement
ofparents,familiesandothercommunitymembers.
2.Ensureadequatetimingand
sufficientdurationofproject
implementation.Considerationfor
academiccalendarsandextracurricular
activitiesiscritical,andensuringteachersandstudentshavesufficienttimetofamiliarize
themselveswiththeDPLplatformwillhelpmaximizeimpactonlearning.
3.Provideongoingsupportto
teachers,sotheycanbetter
supportstudents.Teachersarecriticalactorsthatprovidetechnological,pedagogical,andmotivationalsupporttostudents.They
mustbeequippednotonlywithaninitial
trainingorworkshopbutalsowithongoing
support,sothattheyarebetterableto
facilitateimplementationandstudentlearning.
4.Ensureanenablingtechnologicalenvironment.AkeychallengewasaccesstodevicesandreliableInternetconnectivity
inschoolandathome.Governmentsshouldturntoinnovativesolutionstoaddressthis,includingpartneringwithprivatecompaniesortechspecialiststhatcansupportresourceallocation,distribution,maintenance,oruse.
5.Diversifylearningcontent,
notjustbylevel,butalso
bymodality.Whilemoststudents
valuedthepersonalizedlearningplatform,othersstruggledtoreadthefeedbackandexplanationsitprovided.DPLplatforms
shouldconsiderstudents’lowliteracylevelsandprovidesupportinnotjustwrittentextbutalsothroughaudioandimagesthatcanenhanceunderstanding.
6.Fund,commission,andconductmoreDPLimplementation
research,includinginformal
schoolsettings.Thereexistsalargeevidencebaseonhowtodesigneffective
DPLproducts,butthereislimitedresearchinvestigatingthebestwaystousethose
products,especiallyinpublicschoolsinlowand/ormiddle-incomecountries.Thisstudy
contributestothisevidencegap;morestudieslikethisareneeded.
LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatformsExecutiveSummary6
1.Introduction
Theworldisfacingalearningcrisis.Acrosstheglobe,studentsareprogressingthrougheducationsystemswithoutdevelopingkeyskills,knowledge,andcompetencies.Inlow-andmiddle-income
countriesinparticular,evenbeforetheCOVID-19pandemic,morethanhalfofstudentswereinlearningpoverty,definedbythe
numberofchildrenwhocannotreadasimpletextdesignedfortheiragegroup(WorldBank2022a).
Marginalizedstudents,includinggirls,
socioeconomicallydisadvantagedstudents,andstudentsfromruralareas,typicallyfacelarger
learninglossthanotherstudents.Thislearning
loss,especiallyamongthisvulnerablepopulation,iscumulativeandcanleadtoschooldropouts
(Azevedoetal.,2021;UNESCO2021;WorldBank2022a).Whileeducationaltechnology(EdTech)
canopenuppathwaystosupportlearning
throughmultimodalapproaches,italsohasthepotentialtohelpimprovelearningqualityin
LMICsandforvulnerablepopulationsoflearners.AkeyexampleofanEdTechapproachisthe
useofdigitalpersonalizedlearning(DPL),whichshowsgreatpromiseinsupportingteacherstoimprovelearningoutcomesforlearnerswho
arefallingbehindintheireducation(MajorandFrancis2020).
ThisstudyexaminesthePrográmateproject,
whichwasdesignedandimplementedbythe
MinistryofEducationintheDominicanRepublic(MINERD)inpartnershipwiththeWorldBank.
ThePrográmateprojectwasdevelopedto
enhancestudents’learninginmathematics
usingaDPLplatform.Thisstudyfocusesontheexperiencesofstudents,parents,teachers,andothereducationpersonnelwhoparticipatedintheprojecttobetterunderstandhowDPLcanbeeffectivelyimplementedtoimprovelearningoutcomes.Thestudyaddressesthreeresearchquestions:(a)Inwhatwaysdokeystakeholders,suchasstudents,parents,teachers,andothereducationpersonnel,engagewiththeDPL
platform?(b)HowdothesestakeholdersdescribethebenefitsanddrawbacksoftheDPLplatform?and(c)Whataretheenablingandconstraining
factorsthatshapetheimplementationoftheprojectinschoolsandathome?
Thefindingsofthisstudyfillagapinrobustquantitativeandqualitativeresearchin
implementationofDPLinterventions(Majorand
Francis2020).ItalsopavesthewayforwardforfutureDPLinterventionsforlearnersin
classroomsandathomeintheDominicanRepublicandotherLMICs.
LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatformsIntroduction7
1.1.
Educationinthe
DominicanRepublic
TheDominicanRepublichasoneofthehighesteconomicgrowthratesintheCaribbean
region.Thisgrowthhascatalyzedinvestmentsineducation,wherethepercentageofgrossdomesticproduct(GDP)allocatedtothe
educationsectordoubled10yearsago.These
additionalallocationshaveallowedthecountrytorealizevariousachievements.Theyhaveenabledimprovementsintheaccesstoandqualityof
educationbyexpandingschoolconstruction,
hiringmoreteachers,anduniversalizing
educationalpolicies,suchastheextendedschooldaysandprovisionofschoolmeals.Beforethe
COVID-19pandemic,theDominicanRepublicalsoattemptedtobridgethedigitalgapineducationthroughaninitiativeknownasRepúblicaDigital,whichprovidedstudentsandteacherswith
laptopsandtabletsandequippedschoolswithinternetconnectivity.
Between2012and2020,theDominican
governmentbuilt23,528neweducationalspaces,including15,696newclassroomsacrossmore
than1,600newschools,2,944refurbished
classrooms,380sciencelabs,564computer
labs,andnearly1,000libraries(MINERD2021,
104).Themosttangibleresultoftheincreasedinvestmentineducationhasbeentheincrease
instudentaccessandparticipationduetotheavailabilityofclassrooms,especiallyatthe
primarylevel,where95percentoflearnersarecurrentlyenrolled(MINERD2021).Accordingtodatafromthe2019–2020schoolyear,1.3millionstudentsacrossnearly5,000publicschools(71percentofenrolledstudents)werebenefittingfromtheextendedschoolday(MINERD2021).
Thesestudentsalsoreceivedotherbenefits,suchasthegovernment’sschoolfeedingprogram,freeuniforms,andbackpacks.Theseimprovements
toschoolandclassroomenvironmentshaveled
manyparentsandcaregiverstoperceiveschoolsasmoresafeandinclusive(MINERD2021,101).In2016,thegovernmentlaunchedacompetency-basedcurriculum,whichincludesstandardsforstudentstodeveloparangeofskillsincluding
digitalliteracy,andcritical,creative,andlogicalthinkingskills(MINERD2016).Inaddition,the
governmentincreasedteachersalariesby96percentfrom2012to2019,attractingmorequalifiedcandidatestotheprofession.
However,thereremainchallengestoachieving
qualityandequityineducation.Evenbefore
theCOVID-19pandemic,80percentof10-year-oldchildrenintheDominicanRepublicwerein
learningpoverty(WorldBank2019).Accordingtotheresultsofinternationalstandardizedtests
suchasthe2018ProgrammeinInternational
StudentAssessment(PISA),only9percent
of15-year-oldstudents(inthethirdyearof
highschool)reachedminimumproficiencyin
mathematics(OECD2019).Theother91percentremaininthelowestperformancelevel.Similarresultsarefoundinstudentsinlowergrades.
AccordingtoUNESCO’sERCE1study,80percentofthirdgradersand77percentofsixthgradersintheDominicanRepubliconlyreachthelowestperformancelevelinmathematics,meaningtheyfailtoreachminimumproficiency(Tejada2021).
Theselowlevelsoflearninghavebeen
exacerbatedbytheCOVID-19pandemic,whichresultedinschoolclosures.Schoolclosures
negativelyimpactedstudentlearningand
widenedlearninggapsinthecountry(AbreuMallaetal.,2022).Whilestudentsfromprivateschoolswithahighersocioeconomicstatuswereable
tomaintainsomecontinuitytoeducation,the
lackofaccesstotheinternetandtechnologyforstudentsfromlowsocioeconomiclevelscausedhundredsofthousandsofstudentsinthepublicsectortobeexcludedfromeducation(Diario
Libre2021).Studiesindicatethatjust56percentofallhouseholdsintheDominicanRepublichaveaccesstofixedinternetconnectivity,andthe
highcostofinternetcreatesbarrierstoaccess,
1ERCE(EstudioRegionalComparativoyExplicativo)alsoknownastheComparativeandExplanatoryRegionalStudyisaninternationalcomparativeassessmentconductedbyUNESCOinLatinAmericaandtheCaribbeanregion.
LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatformsIntroduction8
resultinginonly53percentofhouseholdswithinternetaccessand26percentofhouseholdswithdigitaldevices(LaraIbarra,Comini,andGelvanovska-Garcia2022).
Duringthepandemic,MINERDtrainedteachers
andcreatedanonlineplatformforremoteor
distanceeducationthatservedasarepositoryofonlineteachingandassessmentresources.Thiscontributedtotheuseandadoptionofdiverse
digitaltechnologiesforteachingandlearning.MINERDlaunchedremoteeducationprogramsthroughTVlessonsandprintedbrochureswithcontentandactivitiesforself-learning,and
instructionsforteacherstomonitorstudent
learning.However,therewasnoadministrative
systeminplacethatkepttrackofwhichstudentsusedtheavailableresourcesorhowoftenthese
resourceswereaccessed.
Still,thepandemicbroughtwithitnew
educationalinnovationsfortheDominicanRepublic.Allaspectsrelatedtodigital
educationalresourcesarepromotedbyMINERDinaccordancewiththesecondary-levelacademiccurriculumandpedagogicalstandards.Priorto
thepandemic,MINERDhadcreatedtheDirecciónGeneraldeMediosEducativos(GeneralOffice
ofEducationalMedia)tosupporteducationalinnovationinthecountry,butitdidnothave
theopportunitytoimplementanymajor
changesuntiltheCOVID-19pandemicresultedinschoolclosures.Althoughsomeschoolsin
theDominicanRepublicalreadyhadaccesstodigitalmediabeforethepandemic,activities
undertakenduringthepandemichelpedachieveunprecedentedprogressinusingEdTechfor
teachingathomeandinschools(MINERD2020;MINERD2021).Forexample,thecurrentofficialhighschooltextbooksareinelectronicformat,whichindicatesthegovernment’scommitmenttodigitizinglearningresourcesforstudents
(GovernmentoftheDominicanRepublic2022).
OnetypeofEdTechisDPL.DPLtechnologiesprovideadaptedcontentand/orinstruction
basedonthelearner’sneeds(UNICEF2022a).Apersonalizedlearningexperiencefocusesonlearners’strengths,interests,ownershipofthe
learningexperience,progressandmasteryofthecompetencies,andflexiblelearningenvironments(Groff2017).Althoughpersonalizedlearning
doesnotdependontechnology,thelatterhelpstheimplementationamonglargepopulations
ofstudentswiththehelpofalgorithmsand
largedatasets.Researchsuggeststhatthis
typeofEdTechcanincreaselearners’accesstomaterialsandlearningactivities,improvelearningoutcomes,anddecreaseeducationalgapsfor
marginalizedstudents(MajorandFrancis2020).
Fromaninstitutionalpointofview,the
possibilitiesofdevelopingeducationalpoliciesassociatedwithDPLhaveduesupportinthe
DominicanRepublic.Inanattempttodiscoverinnovativemechanismsthatcanhelpimprovelearning,MINERD,incollaborationwiththe
WorldBank,designedandimplementedthe
Prográmateprojecttoenhancestudents’
learninginmathematicsusingaDPLplatform.WhileDPLhasthepotentialtooffersignificantpromisetoimprovestudentlearningoutcomes,thereislimitedresearchthatexploresthe
implementationofDPLtechnologyinformal
classroomorschoolsettings.Thisstudyseekstofillthatgapbydocumentingtheexperiencesandperceptionsofstudents,parents,teachers,schoolleadersandothereducationpersonnelwhoparticipatedinProgramáteacrossthree
yearsofimplementation(2019,2020,and2022).Indoingso,ithighlightspromisingpractices
andchallengesofDPLimplementation,and
bringstogetherkeyinsightsthatcancontributetoimprovingfutureDPLprojectsandbroaderEdTechinnovationsinthecountryandother
LMICs.
1.2.
Prográmate
ThePrográmateprojectusesMcGrawHill’sDPLsoftwarecalledtheAssessmentand
LearninginKnowledgeSpaces(ALEKS).This
DPLplatformusesadaptivequestioningto
determinestudents’knowledgeofdifferentmathtopicsquicklyandaccurately.Itthenpresents
eachstudentwithtargetedactivitiesbasedon
LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatformsIntroduction9
theirindividualperformance.Afterlogginginto
theplatformforthefirsttime,studentsare
presentedwithanInitialKnowledgeCheckor
diagnosticassessment.Thisassessmentisthenusedtoidentifytopicsthatthestudenthas
alreadymasteredandto,accordingly,determineindividualizedlearningpathwaysforeachstudent.AsstudentsworkthroughtheDPLplatform,
itperiodicallyassessestheirperformanceto
appropriatelyadapttheirlearningexperience.Ifstudentsanswerthreeconsecutivequestionsincorrectly,theyregresstoprevioustopics;ifstudentsanswerthreeconsecutivequestionscorrectly,theyadvancetoanewtopic.
Thesoftwaredrawsonthousandsoftest
questionsfromnearly550mathtopicsto
provideatailoredcurriculumtoeachindividual
student.Inthisway,itcaterstostudentswith
heterogeneouslevelsoflearningwithinthesamegrade,andthroughapersonalizedcurriculum.ForthePrográmateproject,ateamatMcGrawHill
adapteditsDPLsoftwaretotheDominicangrade9schoolcurriculum,excludingthecontentofthesoftware’smathcomponentthatwasnotpartoftheMINERDnationalcurriculum.Eachstudent,
teacherandschoolprincipalhadaunique
accountwithintheDPLplatformthatallowedforreal-time,detailedtrackingofindividual
utilizationandprogress.TheDPLplatformwas
usedineachofPrográmate’sfourcohorts,
reachingover11,000studentsintheDominicanRepublicbetween2018and2022.
AllofPrográmate’scohortswereimplementedinformalgovernmentschoolsettingsandduringthenormalschoolday;however,theyvaried
slightlyintheirdesignandapproach.Thefirstcohortwasconductedasapilotinfiveprimaryschoolsin2018.In2019,2020,and2022,the
projectwasimplementedin51,33and45
schoolsrespectively,tostudentsinsecondaryschool(highschool).Thisstudyexploresthe
cohortsofsecondaryschoolstudents(see
Table1below).EachPrográmatecohortbeganwithaninitialworkshopforteachersandothereducationpersonnel,includingschoolprincipalsandinstructionalleaders.Theinitialworkshopforthe2019and2020cohortswerein-person,whiletheinitialworkshopforthe2022cohortwasfacilitatedvirtually.Thedurationofthe
projectimplementationalsovaried.The2019cohortlastedthreemonths.Whilethe2020
cohortwasplannedtolastlonger,itwasabruptlyinterruptedbytheCOVID-19pandemicjustaftertwomonths.Themostrecentpost-pandemic
cohortstartedlateandonlylastedonemonth.
Noneofthecohortsweredesignedtoformally
involveparentsorfamilies.Instead,schoolsandteachersdeterminedhouseholdengagement;thisisfurtheraddressedinthefindings.
Table1.SummaryofdifferencesinimplementationacrossPrográmatecohorts
Prográmatecohort
2019
2020
2022
Numberofschools
51
33
45
Dateofinitialworkshop
EarlyMarch
LateJanuary
EarlyMay
Modalityofinitialworkshop
In-person
In-person
Virtual
Timingofimplementation
March–June
January–March
May–June
Durationofimplementation
3months
2months*
1month
Use
Diagnostic
assessmentand90minutesperweekin
school,homeworkoptional
Diagnostic
assessmentand90minutesperweekin
school,homeworkoptional
Diagnostic
assessmentonly,
schoolandhome
useoptional
Source:Authors
Note:*Interruptedbythepandemic.
LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatformsIntroduction
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