In response to existing achievement gaps and in anticipation of Maryland’s new diploma requirements, Mr. Heller and his colleagues conduct action research examining the effectiveness of computer-based review games. Applying knowledge Mr. Heller gains from attendance at the National Educating Computing Conference, the study group, comprised of general education and special education staff, examines whether game-based review activities help students comprehend and retain information necessary to pass the state’s standardized assessments. At the conclusion of the study, participants prepare a report to share their findings with instructional specialists at the state and county level.
