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Between 2002 and 2014, the Institute of Education Sciences (Institute) supported over 400 projects focused on education technology through the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER). The majority of this work has been funded through Education Technology research topics of NCER and NCSER and the Institute's Small Business Innovation Research (SBIR) program run by NCER. Both centers also support projects focusing on education technology through other research topic areas, including programs such as Cognition and Student Learning, Early Learning Programs and Policies, Math and Science, Reading and Writing, Social and Behavioral Context, Improving Education Systems, and Effective Teachers and Teaching. Together, researchers funded by NCER and NCSER have developed or studied more than 270 web-based tools, 85 virtual environments and interactive simulations, 95 intelligent tutor and artificial intelligence software systems, 50 game-based tools, and 105 computer-based assessments. This compendium organizes information on the education technology projects sponsored by NCER and NCSER into three main sections: (1) Technology to Support Student Learning (in which the target of the project was students themselves or their families); (2) Technology to Support Teachers and Instructional Practice; and (3) Technology to Support Research and School Improvement. Within each section, projects are sorted into chapters based on content area, grade level, and intended outcome. In determining the chapters, the authors considered the National Education Technology Plan (U.S. Department of Education, Office of Educational Technology 2010, 2016). Because projects may have multiple foci (e.g., supporting student learning and supporting teachers), some projects were assigned to multiple sections. (See Appendix A: Compendium Process for a discussion of the process used during the compendium's development.) Each project included in this compendium is represented by a brief description that contains an overview of the major components of the project. Readers who would like more information about a project may follow the hyperlinked award number in each project description to access the Institute's online project page, which contains the full abstracts upon which the compendium's descriptions are based. The following are appended: (1) Compendium Process; (2) Web-Based Technologies by Chapter; (3) Virtual Environments / Interactive Simulations by Chapter; (4) Intelligent Tutor/Artificial Intelligence Technologies by Chapter; (5) Game-Based Technologies by Chapter; and (6) Computer-Based Assessments by Chapter.

This compendium organizes information on the math and science projects sponsored by NCER and NCSER into two main sections: Mathematics and Science. Within each section, projects are sorted into chapters based on content area, grade level, and intended outcome. In determining the chapters, we considered the emerging college- and career-readiness standards. Many states have formed and adopted such standards to help create guidance for their K-12 school systems. Thus, we have separate chapters for prekindergarten, the K-12 system, and adult and postsecondary education system within each section to reflect the states' use of college- and career-readiness standards. Because projects may have multiple foci (e.g., math and science assessment), some projects were assigned to multiple sections and chapters. (See Appendix A: Compendium Process for a discussion of the process used during the compendium's development.) Each project included in this compendium is represented by a brief description that contains an overview of the major components of the project. Readers who would like more information about a project may follow the hyperlinked award number in each project description to access the Institute's online search engine, which contains the full abstracts upon which the compendium's descriptions are based. The following are appended: (1) Compendium Process; (2) Instructional Interventions by Chapter; (3) Professional Development by Chapter; (4) Educational Technology by Chapter; and (5) Assessment by Chapter. An index is included.