Projects

Using Technology to Advance Literacy Through Professional Development and Use of Data
2003 - 2005

CCT collaborated with the Milwaukee Public Schools (MPS) to guide and contribute evaluation research to the Enhancing Education Through Technology (E2T2) Project. The goal of the E2T2 project was to engage teachers in data-driven decision-making that targets and modifies instruction with emphasis on integrating technology to support Balanced Literacy. The evaluation research provided feedback and guidance during the implementation process and documented the project's success in meeting identified outcome benchmarks, using a combination of formative and summative research methods. CCT staff documented project activities, collaborated with Milwaukee Public School staff on the development of data collection instruments and procedures, analyzed data, provided ongoing feedback on the implementation of different project components based on emerging findings, and prepared reports that summarized the findings of the evaluation research. This project was funded by the Enhancing Education Through Technology (E2T2) Program of the State of Wisconsin.

Key formative evaluation questions addressed included the following:

  • How are teachers responding to the data reports and online courses in which they are participating? What do they perceive to be the goals of these initiatives and how do they anticipate using these tools and experiences?
  • How do opportunities made available by mini-grants to schools mesh with the resources, priorities and skills present in participating schools?
  • What benefits and obstacles are encountered when schools implement mini-grant projects?

Key summative evaluation questions addressed included the following:

  • Does the program meet key benchmarks for implementation and participation in key elements of the program?
  • Is there evidence that data reports are being used by teachers to drive instruction?
  • What is the impact of the mini-grants on the content and structure of lesson plans and student work in participating schools?
  • What best practices can be identified from the mini-grant schools that can be shared with the larger Milwaukee Public School community to guide future investments in data-driven, technology-rich literacy instruction?

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