The Stanford Center for Opportunity Policy in Education (SCOPE) today released a research report with recommendations entitled: Using Technology to Support At-Risk Students’ Learning. The report found three important variables for success with at-risk students who are learning new skills:

• Interactive learning;
• Use of technology to explore and create rather than to “drill and kill”; and,
• The right blend of teachers and technology.

The report makes the following recommendations:

1. Technology access policies should aim for one-to-one computer access.
2. Technology access policies should ensure that speedy internet connections are available to prevent user issues when implementing digital learning.
3. When procuring materials and technology, consider that at-risk students benefit most from technology that is designed to promote high levels of interactivity and engagement with data and information in multiple forms.
4. Curriculum and instructional plans should enable students to use technology to create content as well as to learn material.
5. Policymakers and educators should plan for blended learning environments, characterized by significant levels of teacher support and opportunities for interactions among students, as companions to technology use.

In California, many of our teachers are effectively using technologies to engage and equip students to be globally competitive. Leslie Aaronson, for example, works in an inner city low income k-12 school in South Central Los Angeles, and uses interactive learning and technologies to amazing success. Her students are very focused on getting into college and on stable career paths. Every student has a resume and online digital portfolio that highlights their work in web design, programming, graphic design, and more. To keep abreast of trends in the workplace, Leslie constantly asks for feedback from professionals and invites them into her classroom.

My heartfelt appreciation goes out to all teachers who are effectively teaching at-risk students!