Background
- Teachers & Research - Types
of Research - Metiri Rubrics
Background
The Metiri Group has been
promoting research-based practice with learning technology since
well before the inception of the No Child Left Behind legislation.
Now that this legislation is on the radar screens of educators
nationwide, Metiri Group’s analyses of ‘what works
according to research’ is increasing exponentially.
Without research to validate
our practice as professionals, we are simply using craft knowledge,
intuition and often-erroneous perception when making decisions
about learning technologies. A perfect example of the complex
consequences of such decisions can be observed by looking at two
early reading software packages that could be found side-by-side
in educational software catalogs a few years ago: Reader Rabbit
and DaisyQuest. Reader Rabbit, an early reading program with roots
extending back to the days of the Apple II computer, can be found
at or near the top of virtually every list of educational software
titles for the primary grades. Yet a rigorous study in 1991 found
that preschoolers using Reader Rabbit were no better prepared
for reading than peers who had no preschool experiences.
On the other hand, DaisyQuest
has rigorous research demonstrating a high correlation between
its use by preschoolers and increased scores in intelligence,
problem solving, abstract thinking, and long-term memory. Due
to lack of sales, there are currently 250 copies of DaisyQuest
left to sell and then it will be history—a victim of ill-informed
purchasing by educators. Meanwhile, Reader Rabbit—with research
studies demonstrating no impact—remains a top seller.
