Technology in the Classroom
Briefs and Reports
This document discusses technologies and best practices for teaching K–12 students with visual impairments
The Southeast Comprehensive Center completed this report in response to a request by a state department of education for information regarding what other states are using for the definition of high-need districts in their requests for proposals for Mathematics and Science Partnerships.
A state department of education (SDE) served by the Southeast Comprehensive Center (SECC) at SEDL requested information on state technology funding to local educational agencies (LEAs) and schools for the states served by SECC.
A discussion follows of the procedures for resource review and selection, limitations of this report, and information that pertains to the topic.
With growing interest in technology-based learning, many states are exploring state-run virtual education programs, including policies and procedures, staffing, funding models, and data reporting.
Science, technology, engineering, and mathematics (STEM) are viewed as fundamental elements in preparing our next generation to compete in the 21st century economy. This brief examines how various states are seeking to improve access to STEM education opportunities for diverse learners to meet state and federal education priorities and funding requirements.
This brief examines the critical need to implement instruction at the secondary level around adolescent, or content-area, literacy. The challenge is to connect the teaching of literacy to the rest of the secondary education improvement agenda.
This resource was developed in response to a request for information regarding the use of the My Math Lab project and similar math software programs (i.e., Plato, Aleks, Math in Focus, and others), and information on the effectiveness of math software programs in practice. In response to this request, staff conducted web-based and hand searches of literature and other resources to obtain information on the topic. The staff selected for inclusion in this report mathematics software products based on the following criteria: Specific products that were requested by the client, products with studies available that were evaluated in accordance with the What Works Clearinghouse (WWC) evidence review protocol for elementary school mathematics interventions (WWC, 2009d) and evidence review protocol for middle school mathematics interventions (WWC, 2009e), and products for which studies have been published in peer-reviewed journals and in other publications.