“Our District’s Saving Grace”: How Edtech Transitioned from In-School to Remote Learning Environments

• In Event: Digital Media Use for Learning During COVID-19

Abstract

Introduction:
Several weeks into the coronavirus pandemic, The New York Times declared screens the “winner” of the screen-time debate (Bowles, 2020), but technology-based programs have been increasingly pervading American K-12 schools for decades (Schwirzke et al., 2018). Prior to the pandemic, 95% of US K-12 teachers reported using digital tools in the classroom (Vega & Robb, 2019). Globally in a typical year, over 4 million students in grades preK-12 used literacy-themed edtech programs produced by Lexia Learning, a Rosetta Stone company.

The coronavirus pandemic forced nearly 90% of the world’s students to abruptly transition from in-class to remote learning (Kardefelt Winther, 2020). The present exploratory study assessed whether and how edtech made this transition alongside its users. We specifically focus on use of Lexia’s programs to illustrate transition-related successes and challenges.

Method:
This presentation triangulates across three data sources. First, we engaged in learning analytics leveraging log file data from approximately 2.5 million students in grades preK-12 and 240,000 educators who used Lexia programs between January 6 and May 31, 2020. Analyses explored behavioral trends before and after mass school closures in the US. Second, we surveyed over 3,500 North American preK-12 educators in May and July 2020. Finally, we held focus groups with 30 K-8 educators from 18 US states. Survey and focus group discussion questions centered around how educators incorporated Lexia’s programs into their remote teaching practice, and their perceptions of successes and challenges during this time of transition.

Results:
In mid-March when most US schools were shifting to remote learning, there was a 56% drop in the number of students using Lexia programs. However, over the following weeks, student usage rebounded to 73% of pre-COVID levels. This increase is likely attributable to school districts around the country developing more robust remote learning plans and working with local partners to increase students’ connectivity and access to digital devices.

In addition to access barriers, 27% of educators reported communication with families was a top challenge. Only half of educators were able to provide one-on-one (53%) or small group instruction (43%) to support students struggling in Lexia’s online programs. Communication was limited by lack of responsiveness by parents or district policies intended to protect student privacy.

Despite the aforementioned challenges, 80% of educators reported the transition from using Lexia in school to remotely was easy. Lexia features a teacher-facing online dashboard that at its peak was used by nearly 120,000 educators (an increase of approximately 60% from pre-COVID levels). Most educators (83%) reported that this allowed them monitor student learning during school closures. Usage of the online student program was also higher than typical among some learners, who found the familiar Lexia programs to be comforting during chaotic times and/or appreciated the educational experience Lexia programs provided.

Discussion:
At time of this submission, the pandemic is still ongoing, and remote learning and some related challenges are expected to continue. It therefore will be important to continue monitoring these trends and to begin assessing student learning outcomes.

Authors

• Lisa B. Hurwitz, Newsela
  Presenting Author

• Jamie Studwell, Lexia Learning, a Rosetta Stone company
  Non-Presenting Author

• Kirk P. Vanacore, Lexia Learning, a Rosetta Stone company
  Non-Presenting Author

• Andrew J. Poggio, Lexia Learning, a Rosetta Stone company
  Non-Presenting Author