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ERIC Number: ED562754
Record Type: Non-Journal
Publication Date: 2014
Pages: 8
Abstractor: ERIC
Reference Count: 12
Designing Technology to Impact Classroom Practice: How Technology Design for Learning Can Support Both Students and Teachers
Mendiburo, Maria; Williams, Laura K.; Sulcer, Brian; Hasselbring, Ted
Society for Research on Educational Effectiveness
In this paper, the authors discuss a portion of the design research process of developing an intelligent tutoring system (ITS) for classroom use. The goal of this ITS is to simultaneously provide automated support for student learning and generate diagnostic information for teachers that can lead directly to actionable recommendations for pedagogy and classroom practice. They developed the HALF (Helping At-risk students Learn Fractions) intervention program in response to the need for a classroom-based instructional program that integrates the potential of technology-based instruction with support for teachers and the classroom environment. The results of this study suggest that the HALF intervention program has a similar positive impact on student learning as a fully developed commercial curriculum; student learning is at least as good as in an existing, widely used curriculum. Tables and figures are appended.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education; Grade 6; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Tennessee