G2TT
来源类型Report
规范类型报告
DOIhttps://doi.org/10.7249/RR4208
来源IDRR-4208-AFA
Evaluation of a Technology-based Intervention for Reading in UK Classroom Settings
Hannes Jarke; Miriam Broeks; Sashka Dimova; Eleftheria Iakovidou; George Thompson; Sonia Ilie; Alex Sutherland
发表日期2020-01-29
出版年2020
页码21
语种英语
结论
  • The main outcome analysis of this two-arm RCT does not show a statistically significant effect of the intervention using IR on reading outcomes. This suggests that classes that received the intervention performed as well as classes in the 'business-as-usual' condition.
  • The implementation process evaluation found that the intervention was not implemented as intended in participating schools, nor was there uniformity in participating schools' reported practices.
  • Teachers experienced difficulties while using IR due to a lack of resources and IT infrastructure (such as operating systems, computers, tablets, etc.) at their schools and overall considered the intervention difficult to implement in the classroom.
摘要

RAND Europe evaluated the implementation of a technology-based intervention that made use of the Microsoft Immersive Reader (IR) in UK classrooms for eight- and nine-year-old pupils. This is the first evaluation of this intervention that uses a randomised control trial (RCT) design, following promising findings related to the use of IR from a small-scale study in the United States. Microsoft granted funding to Achievement for All (AfA) to deliver the intervention using IR, with the aim of assessing its impact on pupils' reading outcomes. AfA aimed to implement this intervention in approximately 80 classrooms across 20 different primary schools in England. RAND Europe was subcontracted as the independent evaluator by AfA to design and undertake a two-arm RCT supplemented by an implementation process evaluation. The study randomly allocated Year 3 and Year 4 classes in 20 schools to either an intervention condition (receiving the intervention including IR) or a control condition (business-as-usual). Using the standardised Progress in Reading Assessment (PiRA) test, this study compared reading outcomes for pupils in classes randomly allocated to receive the intervention to reading outcomes for pupils in the business-as-usual classes.

,

The RCT found no significant difference between class-level outcomes of pupils who were allocated to the intervention and those allocated to the control condition. This means that on average, pupils in the intervention classes performed as well as pupils in control classes. With low implementation fidelity, alongside high trial attrition and the infrequent use of the intervention in some schools, it was not possible to determine if the intervention would have influenced the students' reading attainment had it been implemented as intended.

目录 Evaluation of a Technology-based Intervention for Reading in UK Classroom Settings | RAND
主题Educational Program Evaluation ; Educational Software ; Literacy ; United Kingdom
URLhttps://www.rand.org/pubs/research_reports/RR4208.html
来源智库RAND Corporation (United States)
引用统计
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/523998
推荐引用方式
GB/T 7714
Hannes Jarke,Miriam Broeks,Sashka Dimova,et al. Evaluation of a Technology-based Intervention for Reading in UK Classroom Settings. 2020.
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