As postsecondary institutions increasingly integrate technology
into developmental education, it becomes important to understand how
technology is used in these programs, what challenges institutions have
encountered relating to the technology, and what considerations
institutional leaders take into account when deciding whether and how to
integrate technology in developmental education. This working paper
from the Center for the Analysis of Postsecondary Readiness
(CAPR) explores these questions, drawing from semi-structured
interviews with key personnel from 31 open-access two-year public
colleges, 11 broad-access four-year public colleges, and 41 state-level
organizations overseeing such colleges.
The authors find that institutions are integrating a variety of instructional, course management, and student support technologies into developmental education. In doing so, institutions have encountered a number of challenges, particularly with regard to end-user difficulties with technology. Evidence of the effectiveness of technology for improving educational outcomes was considered by a number of organizations when making decisions about technology use in developmental education. However, other considerations—particularly those based on costs and resources—were also quite influential. Indeed, such economic considerations were described in interviews more often than evidence of effectiveness by respondents discussing reasons for using technology in developmental education.
A version of this paper will be published in the Community College Journal of Research and Practice under the title "Technology Use in Developmental Education: Experiences, Challenges, and Rationales." The article is currently available online.
For more research from CAPR, visit postsecondaryreadiness.org.
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The authors find that institutions are integrating a variety of instructional, course management, and student support technologies into developmental education. In doing so, institutions have encountered a number of challenges, particularly with regard to end-user difficulties with technology. Evidence of the effectiveness of technology for improving educational outcomes was considered by a number of organizations when making decisions about technology use in developmental education. However, other considerations—particularly those based on costs and resources—were also quite influential. Indeed, such economic considerations were described in interviews more often than evidence of effectiveness by respondents discussing reasons for using technology in developmental education.
A version of this paper will be published in the Community College Journal of Research and Practice under the title "Technology Use in Developmental Education: Experiences, Challenges, and Rationales." The article is currently available online.
For more research from CAPR, visit postsecondaryreadiness.org.
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