Online Education: A Catalyst for Higher Education Reforms
Karen E. Willcox, Sanjay Sarma, Philip H. Lippel
The final report of Massachusetts Institute of Technology's Online Education Policy Initiative presents findings from discussions among the members of the Institute-wide initiative supported by advice from the advisory group. The report reflects comments and responses received from many sources, including education experts, government education officials, and representatives of university...

National Education Technology Plan
The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, Future Ready Learning: Reimagining the Role of Technology in Education, articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of...

HarvardX and MITx: Two Years of Open Online Courses Fall 2012-Summer 2014
Andrew Ho, Isaac Chuang, Justin Reich
What happens when well-known universities offer online courses, assessments, and certificates of completion for free? Early descriptions of Massive Open Online Courses (MOOCs) have emphasized large enrollments, low certification rates, and highly educated registrants. We use data from two years and 68 open online courses offered by Harvard University (via HarvardX) and MIT (via MITx) to broaden...

Continued Progress: New Evidence on Personalized Learning
The Bill & Melinda Gates Foundation has engaged RAND to carry out an ongoing study of foundation-funded schools that are employing promising approaches to personalize learning. This research is part of a public commitment the foundation has made to spread effective practices across districts and charter networks, develop innovative roles for teachers, and support implementation of college-...

State of Education Technology 2015 Annual Survey Report
School districts across the country are under pressure to make technology more accessible to students. Recent changes include integrating tech into the classroom, giving tablets to every student or upgrading their network infrastructure. Education Dive and Sprint surveyed over 150 educators and administrators to uncover how U.S. schools are using technology and the challenges this brings to...

Factors that Affect Science and Mathematics Teachers’ Initial Implementation of Technology-Enhanced Formative Assessment Using a Classroom Response System
The purpose of this study is to uncover and understand the factors that affect secondary science and mathematics teachers’ initial implementation of Technology-Enhanced Formative Assessment (TEFA), a pedagogy developed for teaching with classroom response system (CRS) technology. We sought to identify the most common and strongest factors, and to understand the general process of how teachers...