CITEd's Research Center offers evidence-based, promising, and emerging practices based on the latest research. Explore how technology can be used to enhance instruction with an emphasis on students with special needs. Browse research and its implications for your classroom, school, and district.

Research Papers

Using Technology to Support Struggling Students in Science

This report discusses how struggling students can be supported in science education and how accessible and assistive technologies can help. Following a background introduction to the topic and challenges, the report is organized into five sections, each addressing an important dimension of K–12 science education within the context of 21st century skills. Each section presents research findings and strategies to guide educators in implementing science education that is inclusive.

Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

by U.S. Department of Education

This study examines the effects of online and face-to-face instruction on student learning outcomes.

Supporting Struggling Writers Using Technology: Evidence-Based Instruction and Decision-Making

by George Peterson-Karlan & Howard P. Parette

This report uses research-based findings to examine the effectiveness of technology insupporting writing by students with learning and academic disabilities.

Improving Basic Mathematics Instruction: Promising Technology Resources for Students with Special Needs (PDF)

A Tech in Action monograph prepared by the CITEd research team for the Council for Exceptional Children’s Technology and Media (TAM) division.

Murray, Silver-Pacuilla & Helsel

Supporting Students in Mathematics through the Use of Manipulatives (PDF)

This paper focuses on the use of an effective teaching strategy - the sequencing of conceptual development with concrete, representational, and abstract activities - for students who struggle with mathematics. The use of technology-based resources to deliver this strategy is discussed.

Anstrom

Technology-driven Math Instruction for Students with Disabilities: Two Decades of Innovation (PDF)

This is a literature review of technology use in special education since 1980. The review focuses not only on the effectiveness of technology, but on technology-based assessments and observational studies as well.

Hasselbring, Lott, and Zydney

Identifying Evidence-Based, Promising and Emerging Practices That Use Screen-Based and Calculator Technology to Teach Mathematics in Grades K-12: A Research Synthesis

by Fiona K. Innes Helsel, Ph.D., John H. Hitchcock. Ph.D., Grant Miller, M. A.

Technology is becoming increasingly prevalent in mathematics education. However, it is unclear what effects it has on students, particularly those with special needs. This paper reports on research synthesis work conducted by the Center for Implementing Technology in Education (CITEd), an initiative of the Office of Special Education Programs of the U.S. Department of Education.

Center for Implementing Technology in Education (CITEd)

Identifying Evidence-Based, Promising and Emerging Practices That Use Screen-Based and Calculator Technology to Teach Mathematics in Grades K-12: A Research Synthesis

Technology is becoming increasingly prevalent in mathematics education. However, it is unclear what effects it has on students, particularly those with special needs. This paper reports on research synthesis work conducted by the Center for Implementing Technology in Education (CITEd), an initiative of the Office of Special Education Programs of the U.S. Department of Education.

Center for Implementing Technology in Education (CITEd)

Fiona K. Innes Helsel, Ph.D., John H. Hitchcock. Ph.D., Grant Miller, M. A.