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Creative Constructor
Lab Virtual
Leadership Exchange
at ISTELive 21
Edtech Advocacy &
Policy Summit

A Byproduct of Educational Technology: Student Efficacy and Sense of Belonging

Participate and share

Participate and share : Poster
Poster presentation

Saturday, December 5, 8:00–9:00 am PST (Pacific Standard Time)

Dr. Danielle Forbes  
Learn how a proven intervention — adaptive technology — with built-in growth mindset instruction, feedback and tips, is producing outcomes to improve proficiency, student agency and motivation. The presentation will include student testimonials, implementation tips from classroom teachers and the details of the research study.

Audience: Chief technology officers/superintendents/school board members, Curriculum/district specialists, Teachers
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Tablet: Android, iOS, Windows
Topic: Student agency, choice & voice
Grade level: 6-12
Subject area: Language arts, ESL
ISTE Standards: For Students:
Empowered Learner
  • Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
  • Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
For Coaches:
Digital Age Learning Environments
  • Select, evaluate and facilitate the use of adaptive and assistive technologies to support student learning.
Disclosure: The submitter of this session has been supported by a company whose product is being included in the session

Proposal summary

Purpose & objective

Purpose-The purpose is to examine the impact of mindset messaging on students enrolled in a literacy intervention program integrating mindset strategies (i.e., READ 180 Universal) and any differences that exist in mindset between a sample of their peers not enrolled in the program and to examine the relationship between students’ mindset and literacy achievement.

Supporting research

(Molden & Dweck, 2006)
(Stanovich, 2009)
(Blackwell, Trzesniewski, & Dweck, 2007; Burnette, O’Boyle, VanEpps, Pollack, & Finkel, 2013).
(Borman, Grigg, & Hanselman, 2016; Walton, 2014).

More [+]


Dr. Danielle Forbes, Houghton Mifflin Harcourt

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