Assessing Digital Learning and Instruction

Final Compilation | EDLD 5315

In today’s classrooms, one-size-fits-all instruction just doesn’t work—especially in math. That’s why I’ve focused my action research on how adaptive learning platforms like DreamBox, IXL, and i-Ready can help students build confidence and master essential third-grade math skills, including place value, operations, and fractions. It's truly a work of heart for me. Seeing my students struggle with STAAR vocabulary and questions has lit fire in me to find something that will make a real difference. 

This blog post brings together three key pieces of my research: the outline, literature review, and action research plan. Each one builds on the other to form a practical strategy for improving digital instruction.

My research outline helped define the purpose and direction of my study. From there, the literature review showed strong support for using adaptive platforms to improve student outcomes—especially when they offer real-time feedback and align with learning standards like the TEKS. For example, Pane et al. (2017) found that students using these tools often perform better on assessments, while Li et al. (2021) highlighted the role of AI in personalizing instruction.

The action research plan puts everything into practice. Students will use adaptive platforms during math rotations, and I’ll track their growth using both platform data and STAAR-aligned assessments. I also plan to share results with my campus team to support ongoing conversations about effective digital instruction.

This project isn’t just for a grade—it’s something I’ll carry forward into my capstone course and beyond. I created it with other teachers and instructional leaders in mind—those who want to meet students where they are, use data with purpose, and make technology work for learning, not the other way around. -LM

References

Liu, T. C. (2022). A case study of the adaptive learning platform in a Taiwanese elementary school: Precision education from teachers'       

     perspectives. Education and Information Technologies, 27(3), 3845-3867. https://doi.org/10.1007/s10639-021-10851-2

Pane, J. F., Steiner, E. D., Baird, M. D., Hamilton, L. S., & Pane, J. D. (2017). Informing progress: Insights on personalized learning implementation and 

    effects. RAND Corporation. https://www.rand.org/pubs/research_reports/RR2042.htm