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Research and theory indicate that the type and quality of instruction, not the delivery mechanism, are what impact learning. Previous reviews have not systematically explored variations in the instructional strategies, approaches, and designs of educational technology programs and also suffered from lax inclusion criteria, which has been known to greatly inflate effect sizes. The present report presents findings from a meta-analysis of educational technology on mathematics outcomes, revealing a moderate effect (+0.12). Statistically significant moderators included study and methodological moderators such as study design, funding source, and sample size. Significant substantive moderators included implementation intensity, implementation context, technology role, and fidelity. Personalization was also a statistically significant moderator.

The purpose of the present study was to evaluate administrator perceptions of the second-year implementation of Dynamic Impact (DI) in Worcester County Public Schools (WCPS) by Johns Hopkins' Center for Technology in Education (CTE). As described by CTE, DI builds the capacity of school districts to form and sustain high-performing teams using several protocols to guide their work together as they implement school improvement plans. This descriptive study collected and analyzed interview data to document district and school administrators' perceptions of DI as implemented in WCPS, including the following: (1) Motivations and hopes for using DI to develop and implement school improvement plans; (2) Perceptions of stakeholder engagement in DI and its protocols; (3) Perceptions of the impact of DI; and (4) Overall reactions to DI. Senior administrators at WCPS were asked to participate in interviews, as were principals of schools in the Targeted Support and Improvement (TSI) program. Data collection took place during the spring semester of 2023. Findings suggest that school and district administrators see DI as a productive school improvement process that engages a broad array of stakeholders, examines root causes of issues, develops action plans to support the implementation of evidence-based practices and implements the practices with fidelity, and engages in ongoing progress monitoring and adjusting plans as needed.

The purpose of the present study was to evaluate the implementation of Dynamic Impact (DI) in Worcester County Public Schools (WCPS) by Johns Hopkins' Center for Technology in Education (CTE). As described by CTE, DI builds the capacity of school districts to form and sustain high-performing teams using several protocols to guide their work together as they implement school improvement plans. This descriptive study collected and analyzed quantitative and qualitative data to document perceptions of DI as implemented in WCPS, including regarding the experience of being on a DI team, fidelity of implementation, and perceived impact. All members of DI teams were asked to complete a survey that included closed- and open-response questions, and a selection of teachers, school administrators, and district personnel participated in focus groups. Data collection took place during the spring semester of 2022. Overall, findings suggest that educators on DI teams were faithfully implementing DI and believed that DI was strengthening their school improvement efforts. They saw clear DI protocols giving focus to team members' work and ensuring attention to student outcomes, root causes, relevant data, evidence-based interventions, and continuous monitoring of activity and progress toward goals.