Initiated in 1985, ACOT began its work in seven classrooms that represented a cross section of America’s elementary and secondary schools. Its goal was to study how the routine use of technology by teachers and students might change teaching and learnin

A summary of research projects conducted over the past two decades that show the positive impact of technology on student achievement.

CARET bridges education technology research to practice by offering research-based answers to critical questions.

The Center for Research on Learning and Technology at the School of Education, Indiana University, Bloomington campus is an organization dedicated to helping people find the appropriate application of technology to improve teaching and learning in diverse

The Research Center for Educational Technology (RCET) was founded in 1999 to provide a collegial network for university researchers and K-16 educators committed to studying the impact of technology on teaching and learning.

The Educator's Reference Desk builds on over a quarter century of experience providing high-quality resources and services to the education community.

CARET bridges education technology research to practice by offering research-based answers to critical questions.

The RCET mission is to explore the uses of technology in education through collaborations among researchers and practitioners, to help improve teaching in today's classrooms and inform development of the computing environments of the future.

PBS's website for multimedia resources and professional development for teachers.

A directory of research instruments for use in examining various aspects of educational technology.

Publishes appropriate research, philosophy, and theoretical manuscripts dedicated to topics relating to technology education.

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and...