Edtech usage is important. But is it actually improving student learning? That’s the question explored in a new Tech & Learning article featuring research on Penda Learning. 

The article, written by education researcher Dr. Steven L. Miller, looks at findings from a meta-analysis of Penda implementations across 13 school-based samples and more than 33,000 students. One finding stood out: It wasn’t simply how much time students spent using Penda that best predicted science achievement. It was mastery.

 As students mastered more activities, the effects on science achievement increased substantially, reinforcing something we believe strongly at Penda: ✅ Logins aren’t the goal. ✅ Time-on-task isn’t the goal. ✅ Completing assignments isn’t the goal. Learning is the goal. 

The article also offers five important considerations for district leaders looking to get more impact from  instructional technology investments — from connecting intervention to classroom instruction to supporting teachers beyond initial implementation. 

We’re proud to see Penda’s research contributing to this important conversation about what effective edtech implementation really looks like. 

Read the full Tech & Learning article: https://www.techlearning.com/learning/edtech/your-edtech-is-getting-used-but-is-it-actually-working