Integrating Computer-Based Curricula in the Classroom: Lessons From a Blended Learning Intervention

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Abstract

This study analyzes the implementation of a blended learning middle school mathematics intervention as part of a within-teacher randomized controlled trial. Our findings provide insight into how teachers integrate computer-based curricula in their classrooms in a large under-resourced urban school district. We believe our findings about the choices teachers make in using software in the classroom and the barriers they face in doing so are applicable to the implementation of a wide variety of computer-based interventions in urban environments, whether they are part of a curricular innovation, a blended learning approach, or a targeted academic intervention.

Authors

• J. Cameron Anglum, University of Pennsylvania

• Laura M. Desimone, University of Pennsylvania

• Kirsten Lee Hill, University of Pennsylvania