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This paper explored the effects of in-class-level differentiation by making innovative use of an interactive whiteboard (SMARTboard) on math proficiency. Therefore, this paper evaluates the use of SMARTboard in class, in combination with teacher training, using a randomized field experiment among 199 pre-vocational students in seventh grade in the Netherlands. During 6 weeks, students in the intervention group participated in math classes in which the SMARTboard was used to apply level differentiation. The teachers of these classes received a specific training (Technological Pedagogical and Content Knowledge [TPACK]) in using the SMARTboard in class. Control classes were taught by teachers without the training, who did not use the SMARTboard in class. The results showed that level differentiation in class, which was possible because of the efficient use of the SMARTboard, significantly increased math proficiency with 0.25 points.

This paper describes a dataset with data from three individually randomized educational technology experiments on differentiation, formative testing and feedback during one school year for a group of 8th grade students in the Netherlands, using administrative data and the online motivation questionnaire of Boekaerts. The dataset consists of pre- and posttest scores for each experiment, as well as background information on the students, such as gender, age, ability, grade repetition and neighborhood characteristics. It also includes motivation of students. The dataset, or parts of it, could be interesting to use in future studies, focusing on effects of the use of educational technology, for comparison with similar and/or slightly different experiments, and for studies such as meta-analyses or replication studies, especially given the individual experimental setup.

This paper examines the relation between innovations and productivity in Dutch secondary schools. Innovation clusters are directly included in the production model. In order to correct for differences between schools, we add school type, region and year controls. The results indicate that process innovations, teacher professionalization innovations and education chain innovations are positively related to productivity, whereas new courses innovations and pedagogic innovations are negatively related to productivity. The results also show that innovations are directly related to productivity, but also through student performance. The positive results of teacher professionalization, education chain and process innovations are similar to what is found elsewhere in the literature. (Contains 3 tables.)

This paper explored the effects of in-class-level differentiation by making innovative use of an interactive whiteboard (SMARTboard) on math proficiency. Therefore, this paper evaluates the use of SMARTboard in class, in combination with teacher training, using a randomized field experiment among 199 pre-vocational students in seventh grade in the Netherlands. During 6 weeks, students in the intervention group participated in math classes in which the SMARTboard was used to apply level differentiation. The teachers of these classes received a specific training (Technological Pedagogical and Content Knowledge [TPACK]) in using the SMARTboard in class. Control classes were taught by teachers without the training, who did not use the SMARTboard in class. The results showed that level differentiation in class, which was possible because of the efficient use of the SMARTboard, significantly increased math proficiency with 0.25 points. [ABSTRACT FROM AUTHOR]

This paper explores the effect of digital differentiation on student performance using a randomized experiment. The experiment is conducted in a second year biology class among 115 prevocational students in the Netherlands. Differentiation allowed students in the treatment group to work at three different levels. The results show that there is a significant effect of digital differentiation on the posttest score. This effect is robust to adding covariates such as students' ability, grade repetition, age, gender, class and average neighborhood income. There are no differential effects when dividing students in three groups, by ability. The results imply that differentiation in large classrooms is possible and beneficial for all students, once done digitally. [ABSTRACT FROM AUTHOR]