The Effect of Combining 1:1 Computing, Interactive Core Curriculum, and Digital Teaching Platform on Learning Math: The Case of a Charter School in New York City

  • Dovi WeissEmail author


This chapter describes the effect of combining 1:1 computing, interactive core curriculum and digital teaching platform on learning math in one charter school in Brooklyn (New York City) during 2011 school year. The digital teaching platform that was developed by Time To Know is a platform that enables the teacher to plan a lesson and conduct it in real time, and to receive formative and summative assessment reports for data-driven instruction, including real time progress and performance of each student. A collaborative case study was conducted that examined the impact of T2K program on teaching and learning practices and learning achievement in math among fourth and fifth grades at the school. Results show that teachers using the Time To Know program demonstrated significant growth in their effectiveness in differentiated teaching. Analysis of student learning achievement in math, as measured by the New York State (NYS) standardized test, indicated on a significant increase in percentage of students who have met the NYS proficiency level.


Case study Computing Mathematics Educational reform Access Digital devices Teachers Students Classroom Research studies Student engagement Pedagogy Digital content Curricular resources Digital teaching platform Common core ELA Mathematics curriculum 


  1. Bebell, D., & O’Dwyer, L. M. (2010). Educational outcomes and research from 1: 1 computing settings. Journal of Technology, Learning, and Assessment, 9(1), 1.CrossRefGoogle Scholar
  2. Bebell, D., Weiss, D., & Shahaf-Barzilay, R. (2013). Evolving pedagogy with 1:1 computing and T2K’s digital teaching platform. Proceedings of ISTE 2013. San-Antonio, CA, USA.Google Scholar
  3. Fosnot, C. (2005). Constructivism: Theory, perspectives, and practice. New York, NY: Teachers College Press.Google Scholar
  4. Heacox, D. (2009). Making differentiation a habit: How to ensure success in academically diverse classrooms. Minneapolis, MN: Free Spirit Publishing.Google Scholar
  5. Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(4), 161–164.CrossRefGoogle Scholar
  6. Oppenheimer, T. (2003). The flickering mind: The false promise of technology in the classroom and how learning can be saved. New York, NY: Random House.Google Scholar
  7. Papert, S. (1996). The connected family: Building the digital general gap. Atlanta, GA: Long Street Press.Google Scholar
  8. Prawat, R. S., & Floden, R. E. (1994). Philosophical perspectives on constructivist views of learning. Educational Psychologist, 29(1), 37–48.CrossRefGoogle Scholar
  9. Roschelle, J., Pea, R., Hoadley, C., Gordin, D., & Means, B. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10(2), 76–101.CrossRefGoogle Scholar
  10. Rosen, Y. (2011). Intertwining digital content and one-to-one laptop learning environment. Paper presented at International Society for Technology in Education Conference. Philadelphia, PA, USA.Google Scholar
  11. Rosen, Y. (2011). The effects of Time To Know environment on Math and English Language Arts learning achievements. Paper presented at Chais Conference on Instructional Technologies Research, The Open University of Israel.Google Scholar
  12. Tapscott, D. (1997). Growing up digital: The rise of the net generation. Blacklick, OH: McGraw-Hill Professional Publishing.Google Scholar
  13. US Department of Education. (2016). Future ready learning - Reimagining the role of technology in education. 2016 NATIONAL EDUCATION TECHNOLOGY PLAN.Google Scholar
  14. Von Glasersfeld, E. (1995). A constructivism approach to teaching. In L. Steffe & J. Gale (Eds.), Constructivism in education (pp. 3–15). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
  15. Walters, J., Dede, C., & Richards, J. (2010). Pedagogical fit: An analysis of the design of Time To Know. New York, NY: Time To Know.Google Scholar
  16. Weiss, D., & Bordelon, B. (2012). In the instructional design of time to know’s teaching environment. In C. Dede & J. Richards (Eds.), Digital teaching platforms: Customizing classroom learning for each student. New York, NY: Teachers College Press.Google Scholar
  17. Weiss, D., & Rosen, Y. (2011). The educational and social power of time to know digital teaching environment. EDULEARN11 Proceedings (pp. 1607–1613).Google Scholar

Copyright information

© Springer International Publishing Switzerland 2017

Authors and Affiliations

  1. 1.Kibbutzim CollegeTel-AvivIsrael

Personalised recommendations