Investigating Digital Equity and Achievement

We partner with school districts, universities, nonprofit organizations, media and tech developers, and others in iterative development and evaluation of digital and online tools to support teaching and learning. A few of our current initiatives include:

Created in spring 2020 to communicate research-based information about online learning to those forced online due to emergency distance learning, the OLRC’s website provides access to 5 years’ NSF-funded research about online learning conducted by the Digital Learning Lab. Whether a first-time online instructor looking to get started, a veteran seeking to improve online teaching, a student seeking ways to improve online study skills, or a scholar or educational leader seeking the latest research on online learning, the OLRC.US site was designed to provide evidence-based resources to improve achievement and equity in online learning. (Contact: Tamara Tate)

The WRITE (Writing Research to Improve Teaching and Evaluation) Center for Secondary Students researches academic writing, placing special emphasis on source-based argument writing in history, and provides national leadership and outreach activities to support improvement of secondary writing research and practice related to academic writing across the curriculum. The Digital Learning Lab is supporting the WRITE Center through analysis of writing corpora and development of digital tools to support the teaching and learning of source-based argument writing in history. (Contact: Tamara Tate)

Inclusive Uses of Digital Technologies for Developmentally and Linguistically Diverse Learners

As part of the Orange County Educational Advancement Network, we partner with Tomorrow’s Leadership Collaborative (TLC) Charter School, a full inclusion school integrating developmentally and linguistically diverse students, with and without disability, to examine how digital technologies are used to engage learners as readers and writers. We use an embedded case study design utilizing inductive methodologies to analyze student, teacher, and parent interview, focus group, and field data to understand how practitioners and researchers can integrate digital technologies into developmentally and linguistically diverse learners’ reading and writing practices. (Contact: Yenda Prado)

Personalized Professional Learning Pathways

This project is researching the impact of providing teachers the choice of completing a professional learning pathway on building teachers’ capacities and improving teaching and learning.  We employ both quantitative and qualitative methods to understand teachers’ experiences and program evaluation.  Learning pathways include synchronous online sessions, asynchronous online materials, videotaped lessons of teachers’ implementing the course materials, and personal coaching to improve teachers’ implementation. (Contact: Tamara Tate).