Compendium of Education Technology Research Funded by NCER and NCSER: 2002-2014. NCER 2017-0001
Author: Yamaguchi, Ryoko
Date: 2017-00-00
Type: Reference Materials - General
Subjects: Educational Technology,Educational Research,Research Projects,Public Agencies,Financial Support,Federal Aid,Cognitive Processes,Mathematics Education,Science Education,Reading Instruction,Writing Instruction,Language Acquisition,Assistive Technology,Classroom Techniques,Faculty Development,Research Tools,Educational Improvement,Web Based Instruction,Virtual Classrooms,Intelligent Tutoring Systems,Computer Games,Computer Assisted Testing,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Adult Education,Interpersonal Competence,Student Behavior

Between 2002 and 2014, the Institute of Education Sciences (Institute) supported over 400 projects focused on education technology through the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER). The majority of this work has been funded through Education Technology research topics of NCER and NCSER and the Institute's Small Business Innovation Research (SBIR) program run by NCER. Both centers also support projects focusing on education technology through other research topic areas, including programs such as Cognition and Student Learning, Early Learning Programs and Policies, Math and Science, Reading and Writing, Social and Behavioral Context, Improving Education Systems, and Effective Teachers and Teaching. Together, researchers funded by NCER and NCSER have developed or studied more than 270 web-based tools, 85 virtual environments and interactive simulations, 95 intelligent tutor and artificial intelligence software systems, 50 game-based tools, and 105 computer-based assessments. This compendium organizes information on the education technology projects sponsored by NCER and NCSER into three main sections: (1) Technology to Support Student Learning (in which the target of the project was students themselves or their families); (2) Technology to Support Teachers and Instructional Practice; and (3) Technology to Support Research and School Improvement. Within each section, projects are sorted into chapters based on content area, grade level, and intended outcome. In determining the chapters, the authors considered the National Education Technology Plan (U.S. Department of Education, Office of Educational Technology 2010, 2016). Because projects may have multiple foci (e.g., supporting student learning and supporting teachers), some projects were assigned to multiple sections. (See Appendix A: Compendium Process for a discussion of the process used during the compendium's development.) Each project included in this compendium is represented by a brief description that contains an overview of the major components of the project. Readers who would like more information about a project may follow the hyperlinked award number in each project description to access the Institute's online project page, which contains the full abstracts upon which the compendium's descriptions are based. The following are appended: (1) Compendium Process; (2) Web-Based Technologies by Chapter; (3) Virtual Environments / Interactive Simulations by Chapter; (4) Intelligent Tutor/Artificial Intelligence Technologies by Chapter; (5) Game-Based Technologies by Chapter; and (6) Computer-Based Assessments by Chapter.