Meaningful Interactions Using Technology Outside of School (MITOS): A Research‑Based Approach to Early Science Learning
Learning science is essential for all students. However, access to high‑quality science learning opportunities is not evenly distributed. For many young learners—particularly multilingual students—the academic language of science can present barriers to comprehension, engagement, and long‑term success in school. MITOS (Meaningful Interactions Using Technology Outside of School) is designed to address these challenges by supporting school districts in strengthening connections among parents, teachers, and students around early science learning. MITOS focuses on second‑grade students, with particular attention to Spanish‑speaking learners, by supporting the development of science vocabulary and core concepts both in and out of school.
The University of Texas Foundation, the Meadows Center for Preventing Educational Risk at the University of Texas-Austin, Southern Methodist University, and AIR are partnering to design, implement, and rigorously study MITOS. The UT-Austin team, led by Dr. Doris Baker, principal investigator, and co-PIs Dr. Leticia Romero Grimaldo and Dr. Paul Toprac, is overseeing development of the MITOS app along with the SMU team, led by co-PI Dr. Eric Larson.
MITOS is a research-based study designed to strengthen second grade science learning by extending instruction beyond the classroom and into students' homes through a bilingual (English–Spanish) educational app. The science concepts that students explore in the MITOS app are aligned to the Next Generation Science Standards, most state science standards, and support multilingual learners in meeting WIDA language expectations.
The study examines whether using the MITOS app—paired with light family engagement and teacher insight through a dashboard—can improve students' science vocabulary and content understanding, particularly for English learners.
The MITOS study aims to:
- Increase science vocabulary and conceptual understanding in Grade 2;
- Support literacy infused science instruction‑infused science instruction;
- Strengthen connections between school learning and home learning; and
- Engage families as learning partners in culturally and linguistically responsive ways.
For this study, we are recruiting 60 schools, 2nd grade teachers, and students and their families for participation in the 2026-2027 academic year.
Participatory Timeline
July 2026 - March 2027
Eligibility Requirements
We're open to a broad range of schools, but MITOS could be particularly suited for schools with a high percentage of Spanish-speaking families. More specifically, we are targeting second grade teachers and their students, for participation in the 2026–2027 academic year.
Participation Benefits
- Teachers will receive $250 for time spent for supporting data collection, including administering student assessments, and participation in an online survey
- Teachers will also receive $200 for time spent on the MITOS program activities
- Teachers will receive a $25 gift card for short interview (if selected)
- Parents/guardians will receive a $25 gift card for focus group participation (if selected)
Participation Expectations
Participating schools will be selected through a lottery process. Schools chosen for the first cohort will begin using MITOS in fall 2026, while others will serve as a comparison group and begin implementation in spring 2027.
After six weeks of MITOS use, half of the MITOS teachers (in the implementation group) are assigned by a second lottery to receive supplemental MITOS lesson materials to support small-group instruction (MITOS + group); others continue with MITOS as usual. Total MITOS implementation is approximately four months. The MITOS + group will implement about 11 lessons that are approximately 30 minutes each.
To understand implementation, AIR will conduct teacher interviews and family focus groups, administer a teacher survey, and collect program data on student and teacher MITOS app usage. To evaluate impact, AIR will work with teachers to administer student science and vocabulary assessments, and request administrative data on the state English Language Proficiency exam. All data will be collected during the 2026-2027 school year.