When students do homework, an online tool such as ASSISTments can provide immediate feedback and can organize students’ practice according to research-based principles. When homework is online, teachers can more easily monitor student work, use student work in their discussions, and see which problems presented challenges. Doing homework online can lead to adaptive pedagogies. We report on a large study involving 93 seventh-grade teachers from 47 middle schools in the state of Maine. The overarching questions examine the impact of ASSISTments on student learning. Herein we focus specifically on whether teachers’ practices change when they use online homework and whether students benefit.

Session Type: Brief Research Report