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Positive
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Running Head: POSITIVE EFFECTS OF TECHNOLOGY USE




              The Positive Effects of Technology Use in K-12 Education



                                 Susan M. Ferdon

                               Boise State University
Positive
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                                              Abstract

Research and meta-analyses show that technology use in K-12 settings has a positive effect on

student achievement of basic skills, higher order thinking and is particularly effective for special

learners and has been linked to increases in student motivation. Teacher ability to differentiate

instruction and provide opportunities for improved communication and collaboration, through

technology use, has a positive effect on the development of 21st century skills that will enable

students to achieve greater success in the workforce.
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                    The Positive Effects of Technology Use in K-12 Education

       Each year, school districts across the country spend a large portion of their budgets on

hardware, software and infrastructure improvements. Critics and proponents alike seek

assurance that monies allocated for technology are well spent and that student education is

positively affected by the investment. Data regarding the effect of technology on student

achievement is sometimes conflicting, so one must be mindful of the limitations of that research.

“Technology effects are difficult to assess in schooling, because technology is generally not a

direct cause of change but rather a facilitator or amplifier of various educational practices”

(Lesgold, 2003, p. 2). Further, high stakes assessments are not adequately aligned with

objectives and fail to accurately measure 21st century skills (CEO Forum, 2001, Fouts, 2000,

Protheroe, 2005). Despite the challenges, existing research and meta-analyses show that

technology use in schools can positively affect student achievement, allow for more effective

differentiation of instruction, and better prepare students for the challenges of the 21st century

workplace.

       In studying the impact of technology on student learning, research relating to student

achievement produces quantifiable data supporting the use of technology in education. In his

analysis of available research, Schacter (1999) determined that “students with access to (a)

computer assisted instruction, or (b) integrated learning systems technology, or (c) simulations

and software that teaches higher order thinking, or (d) collaborative networked technologies,

show positive gains in achievement” (p. 9). Meta-analyses included in Schacter’s report show

that educational uses of technology have a positive effect on student achievement, specifically

relating to basic skills, higher order thinking, special learners, and students motivation.

      As noted by Valdez et al. (2000), the educational use of computers has gone through
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phases, the first of which included drill and practice software. The positive effect of computer-

based instruction (CBI) was noted at Patriot High School in 2001, when it was part of a course

for 10th grade students at risk of failing the state competency exam for math. The passing rate

for students at PHS increased 44 percentage points compared to 28 statewide. “A significant

correlation was identified between the MCAS scores and the program usage data, with student

CBI module mastery correlated with higher MCAS scores” (Hannafin & Foshay, 2008, p. 147).

Studies have also found that computer enrichment programs have a positive effect on writing

skills and that word processing programs that include “prompts could amplify the benefits of

word processing” (Kulik, 2003, p. vii). Kulik (2003) goes on to note that Grejda and Hannafin’s

study “found significant differences for both mechanical and organization revisions in favor of

the students who used word processors” (p. 41).

     Benefits of technology are not, however, limited to development of basic skills. In

Weglinsky’s (1998) statistical analysis of the 1996 National Assessment of Educational Progress

(NEAP) in mathematics, results indicated that the use of technology for higher order thinking is

positively related to academic achievement. “In eighth grade, students using computers for

higher-order thinking skills show gains of .42 of a grade level (Weglinsky, 1998, p. 30).

Moreover, Waddoups’ (2004) analysis of 25 comparative studies found that “technology

integration is most effective in the context of inquiry-based classroom instruction; the impact is

especially pronounced in developing students’ higher-order thinking skills” (p. 3). Research

regarding simulations, interactive video software and educational computer games are just a few

of the examples supplied that substantiate the assertion that “research and evaluation shows that

technology tools for constructing artifacts and electronic information and communication

resources support the development of higher-order thinking skills” (Crandler et al., 2002, p. 48).
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     As Crandler et al. go on to say, advantages of technology use are not limited to high

achieving students. Disadvantaged students who took part in the Higher Order Thinking Skills

(HOTS) Program “achieved twice the national average gains on reading and math scores”

(Crandler et al., 2002, p. 49). Sivin-Kachala and Bialo (2000) report that students with learning

disabilities, as well as low-achieving students, from preschool through higher education have

been found to make greater progress and achieve higher levels of academic success in reading,

writing and math with the aid of technology. Sivin-Kachala and Bialo (2000) cite Swan in their

listing of the advantages of computer-based instruction for the educational disadvantaged:

     (1) it is ‘perceived by students as less threatening than traditional instruction’; (2) it
     provides ‘extensive drill and practice with immediate feedback’; (3) it offers individualized
     diagnosis of student strengths and weaknesses; and (4) implementation of such
     instructional systems ‘provides students with greater academic support’ (p. 40).

Not only has technology proven to be effective, findings indicated that use of technology for

remediation and support can be “a cost-effective alternative that can significantly enhance LD

student performance in a variety of areas” (Sivin-Kachala & Bialo, 2000, p. 39).

     Individuals with learning disabilities are not the only ones that find technology to be a

motivating factor. The Apple Classrooms of Tomorrow (ACOT) research and development

study has shown that in high schools, “when technology is a routine part of their school

experience, student attendance improves and dropout rates decline” (Apple, 2002, p.3). As noted

by Crander (1994), students who are deemed “at risk,” demonstrate increased confidence and

improved attitudes. In an analysis of research and a review of literature, “educational technology

has been found to have positive effects on student attitudes toward learning and on student self-

concept. Students felt more successful in school, were more motivated to learn and had

increased self-confidence and self-esteem when using computer-based instruction” (Sivin-

Kachala & Bialo, 2000, p. 11).
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       Some conclude that one reason technology use increases student motivation is that it

allows for greater differentiation of instruction. From math students at Patriot High School to

students in the HOTS program, technology has been selected and utilized to meet individual

student needs. Text, audio and visual formats of technology tools take advantage of students’

individual learning styles and recent learning theory research, focused on dual coding, cites the

benefits of multimodal learning. “When the average student is engaged in higher-order thinking

using multimedia in interactive situations, on average, their percentage ranking on higher-order

or transfer skills increases by 32 percentile points over what that student would have

accomplished with traditional learning” (Metiri, 2008, p. 14). Technology use that meets

individual needs, is directed toward student learning preferences, and also takes advantage of

new understandings in learning theory, can prove a powerful combination.

       For students whose needs are not met with a traditional classroom format, distance

learning has proven to be an effective alternative (Smith, Clark & Blomeyer, 2005). The

National Technology Education Plan of 2005 includes seven action goals, one of which is for

school districts to provide e-learning opportunities for their students and e-learning training for

their teachers. While earlier reports found online learning to be at least as effective as face-to-

face instruction, “in recent applications, online learning has been modestly more effective, on

average, than the traditional face-to-face instruction with which it has been compared” (U.S.

Department of Education, 2009). In addition to online and hybrid instruction, web resources are

being increasingly used as part of more traditional, face-to-face instruction.

       Though examples indicate that technology, as a learning tool, can have a positive effect

on student achievement, the use of technology as a data tool and enabling force will help to

prepare students for the workforce. Proponents of 21st century skill development note that
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effective communication and collaboration skills are necessary for success in an ever-changing

global economy. Technology use for communication and collaboration provides rich educational

opportunities not possible with traditional instruction alone. “When used appropriately,

computer technology in classrooms stimulates increased teacher/student interaction, and

encourages cooperative learning, collaboration, problem solving, and student inquiries”

(Stratham & Torrell, 1996, p. 42). In 2003, NAEP was used as a vehicle for problem solving in

the Technology-Rich Environments (TRE) study. While this was an exploratory study of

technology’s role in the assessment problem solving, “study outcomes suggest that we can

successfully measure aspects of 21st century skills that cannot be measured on paper” (Bennett,

Persky, Weiss, & Jenkins, 2007, p. 6). Thus, technology can both enable development of

problem-solving skills and measure the degree to which those skills are attained.

       Research cited throughout this report show that technology use in schools positively

affects student achievement, allows for more effective differentiation of instruction, and better

prepares students for the challenges of the 21st century workplace. Technology use has a positive

effect on student achievement of basic skills, higher order thinking, is particularly effective for

special learners, and has been linked to increases in student motivation. However, technology is

not solely responsible for positive impacts on student learning. Proper implementation,

extensive teacher training, and technical support are cited as key to successful integration of

technology (Fouts, 2000, Metiri, 2006, Protheroe, 2005, Sivin-Kachala & Bialo, 2000, Stratham

& Torrell, 1996, Sweet et al., 2004, Valdez et al., 2000, Waddoups, 2004, Weglinsky, 1998).

Technology can provide teachers with tools, data and means to engage their students, but

“teachers, not technology, are the key to unlocking student potential. A teacher’s training in,

knowledge of, and attitude toward technology and related skills are central to effective
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technology integration” (Protheroe, 2005).

       Current research has found technology to have positive effects on many aspects of K-12

education, but more information is needed to take full advantage of all that technology has to

offer. While research studies should to be replicated to better determine the accuracy of the

results, no two schools or classrooms are alike, which makes replication difficult and impractical.

Though research in education is often problematic, results are valuable nonetheless. Studies are

often limited to one group of learners in a unique learning situation, but researched-based

changes can be implemented with a test groups prior to initiating more substantive changes.

There is an ongoing need for data to drive decision-making and curricular planning, and research

at the classroom level, in the form of curriculum-based measures, can help to guide technology

integration and drive educational planning.
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                                              References:

Apple. (2002). The impact of technology on student achievement: A summary of research
       findings on technology’s impact in the classroom. Retrieved from
       http://www.apple.com/education/research

Bennett, R.E., Persky, H., Weiss, A.R., & Jenkins, F. (2007). Problem solving in technology-rich
       environments: A report from the NAEP technology-based assessment project (NCES
       2007–466). U.S. Department of Education. Washington, DC: National Center for
       Education Statistics. Retrieved from:
       http://nces.ed.gov/Pubsearch/pubsinfo.asp?pubid=2007466
CEO Forum. (2001). Year 4 report key building blocks for student achievement in the 21st
    century. Retrieved from http://www.ceoforum.org/reports.html

Cradler, J. (1994). Summary of research and evaluation findings relating to technology in
       education. San Mateo, CA: Educational Support Systems. Retrieved from
       http://www.wested.org/techpolicy/refind.html
Cradler, J., McNabb, M., Freeman, M., & Burchett, R. (2002). How does technology influence
       student learning? Learning and Leading, 29(8), 46-49 & 56. Retrieved from
       http://caret.iste.org/caretadmin/resources_documents/29%5F8%2Epdf

Fouts, J. T. (2000). Research on computers and education: Past, present and future. Bill and
        Melinda Gates Foundation. Retrieved from http://www.esd189.org/tlp/
        images/TotalReport3.pdf

Hannafin, R., & Foshay, W. (2008, April). Computer-based instruction’s (CBI) rediscovered role
      in K-12: An evaluation case study of one high school’s use of CBI to improve pass rates
      on high-stakes tests. Educational Technology Research & Development, 56(2), 147-160.,
      doi:10.1007/s11423-006-9007-4
Kulik, J. (2003). Effects of using instructional technology in elementary and secondary schools:
        What controlled evaluation studies say. Arlington, Virginia: SRI International. Retrieved
        from http://www.sri.com/policy/csted/reports/sandt/it/Kulik_ITinK-12_Main_Report.pdf

Lesgold, A. (2003, October). Determining the effects of technology in complex school
       environments. In G. Haertel and B. Means (Eds.), Evaluating Educational Technology:
       Effective Research Designs for Improving Learning. New York: Teachers College Press.
       Retrieved from https://www.ewi-ssl.pitt.edu/psychology/admin/faculty-
       publications/lesgold_2003.pdf

Metiri Group (commissioned by Cisco Systems). (2006). Technology in schools: What the
       research says. Retrieved from http://www.metiri.com/

Metiri Group (commissioned by Cisco Systems). (2008). Multi-modal learning through media:
       What the research says. Retrieved from http://www.metiri.com/
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Protheroe, Nancy. (2005). Technology and student achievement. Principal- Effective
       Intervention - Research Report. 85 (2), November/December 2005, 46-48. Retrieved
       from http://www.learning.com/resources/NAESP-Technology-and-Student-
       Achievement.pdf

Researchers use virtual peers with children with autism. Northwestern University. Retrieved
       from http://www.northwestern.edu/newscenter/stories/2008/03/cassellautism.html
Schacter, J. (1999). The impact of educational technology on student achievement: What the
       most current research has to say. Santa Monica: Milken Family Foundation. Retrieved
       from www.mff.org/pubs/ME161.pdf
Sivin-Kachala, J., & Bialo, E.R. (2000). Research report on the effectiveness of technology in
       schools. 7. ed. Washington, DC: Software & Information Industry Association. Retrieved
       from www.sunysuffolk.edu/Web/Central/InstTech/projects/iteffrpt.pdf
Smith, R., Clark, T., & Blomeyer, R. L. (2005). A synthesis of new research on K-12 online
       learning. Learning Point, Naperville, IL. Retrieved from
       http://www.ncrel.org/tech/synthesis/
Stratham, D. S., & Torell, C. R. (1996). Computers in the classroom: The impact of technology
       on student learning. Boise, ID: Army Research Institute, Boise State University.
       Retrieved from http://www.temple.edu/lss/htmlpublications/spotlights/200/spot206.htm

Sweet, J. R., Rasher, S. P., Abromitis, B. S., & Johnson, E. M. (2004). Case studies of high-
       performing, high-technology schools: Final research report on schools with
       predominantly low-income, African-American or Latino student populations. Learning
       Point, Naperville, IL. Retrieved July 20, 2009 from
       http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_Archive
       s/NECC_2005/Sweet-James-NECC05.pdf

Tartaro, A. & Cassell, J. (2006). Using virtual peer technology as an intervention for children
       with autism. In J. Lazar (ed.), Towards Universal Usability: Designing Computer
       Interfaces for Diverse User Populations. New York: John Wiley & Sons, Ltd., 231-262.
       Retrieved from http://articulab.northwestern.edu/publications/

U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. (2009).
       Evaluation of evidence-based practices in online learning: A meta-analysis and review of
       online learning studies, Washington, D.C. Retrieved from
       www.ed.gov/about/offices/list/opepd/ppss/reports.html

Valdez, G., McNabb, M., Foertsch, M., Anderson, M., Hawks, M. & Raack, L. (2000).
       Computer-based technology and learning: Evolving uses and expectations. North Central
       Regional Laboratory (NCREL). Retrieved from
       http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nf
       pb=true&_&ERICExtSearch_SearchValue_0=ED456816&ERICExtSearch_SearchType
       _0=no&accno=ED456816 ISBN-1-929800-10-X
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Waddoups, G. L. (2004). Technology integration, curriculum, and student achievement: A
     review of scientifically-based research and implications for EasyTech (executive
     summary). Portland, OR: Learning.com. Retrieved from
     www.learning.com/documents/Learning.com_WP_Summary.pdf

Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and
      student achievement in mathematics. Princeton, NJ: Educational Testing Service.
      Retrieved from ftp://ftp.ets.org/pub/res/technolog.pdf

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501ferdon synthesispaper

  • 1. Positive
Effects
of
Technology
Use





 1
 Running Head: POSITIVE EFFECTS OF TECHNOLOGY USE The Positive Effects of Technology Use in K-12 Education Susan M. Ferdon Boise State University
  • 2. Positive
Effects
of
Technology
Use





 2
 Abstract Research and meta-analyses show that technology use in K-12 settings has a positive effect on student achievement of basic skills, higher order thinking and is particularly effective for special learners and has been linked to increases in student motivation. Teacher ability to differentiate instruction and provide opportunities for improved communication and collaboration, through technology use, has a positive effect on the development of 21st century skills that will enable students to achieve greater success in the workforce.
  • 3. Positive
Effects
of
Technology
Use





 3
 The Positive Effects of Technology Use in K-12 Education Each year, school districts across the country spend a large portion of their budgets on hardware, software and infrastructure improvements. Critics and proponents alike seek assurance that monies allocated for technology are well spent and that student education is positively affected by the investment. Data regarding the effect of technology on student achievement is sometimes conflicting, so one must be mindful of the limitations of that research. “Technology effects are difficult to assess in schooling, because technology is generally not a direct cause of change but rather a facilitator or amplifier of various educational practices” (Lesgold, 2003, p. 2). Further, high stakes assessments are not adequately aligned with objectives and fail to accurately measure 21st century skills (CEO Forum, 2001, Fouts, 2000, Protheroe, 2005). Despite the challenges, existing research and meta-analyses show that technology use in schools can positively affect student achievement, allow for more effective differentiation of instruction, and better prepare students for the challenges of the 21st century workplace. In studying the impact of technology on student learning, research relating to student achievement produces quantifiable data supporting the use of technology in education. In his analysis of available research, Schacter (1999) determined that “students with access to (a) computer assisted instruction, or (b) integrated learning systems technology, or (c) simulations and software that teaches higher order thinking, or (d) collaborative networked technologies, show positive gains in achievement” (p. 9). Meta-analyses included in Schacter’s report show that educational uses of technology have a positive effect on student achievement, specifically relating to basic skills, higher order thinking, special learners, and students motivation. As noted by Valdez et al. (2000), the educational use of computers has gone through
  • 4. Positive
Effects
of
Technology
Use





 4
 phases, the first of which included drill and practice software. The positive effect of computer- based instruction (CBI) was noted at Patriot High School in 2001, when it was part of a course for 10th grade students at risk of failing the state competency exam for math. The passing rate for students at PHS increased 44 percentage points compared to 28 statewide. “A significant correlation was identified between the MCAS scores and the program usage data, with student CBI module mastery correlated with higher MCAS scores” (Hannafin & Foshay, 2008, p. 147). Studies have also found that computer enrichment programs have a positive effect on writing skills and that word processing programs that include “prompts could amplify the benefits of word processing” (Kulik, 2003, p. vii). Kulik (2003) goes on to note that Grejda and Hannafin’s study “found significant differences for both mechanical and organization revisions in favor of the students who used word processors” (p. 41). Benefits of technology are not, however, limited to development of basic skills. In Weglinsky’s (1998) statistical analysis of the 1996 National Assessment of Educational Progress (NEAP) in mathematics, results indicated that the use of technology for higher order thinking is positively related to academic achievement. “In eighth grade, students using computers for higher-order thinking skills show gains of .42 of a grade level (Weglinsky, 1998, p. 30). Moreover, Waddoups’ (2004) analysis of 25 comparative studies found that “technology integration is most effective in the context of inquiry-based classroom instruction; the impact is especially pronounced in developing students’ higher-order thinking skills” (p. 3). Research regarding simulations, interactive video software and educational computer games are just a few of the examples supplied that substantiate the assertion that “research and evaluation shows that technology tools for constructing artifacts and electronic information and communication resources support the development of higher-order thinking skills” (Crandler et al., 2002, p. 48).
  • 5. Positive
Effects
of
Technology
Use





 5
 As Crandler et al. go on to say, advantages of technology use are not limited to high achieving students. Disadvantaged students who took part in the Higher Order Thinking Skills (HOTS) Program “achieved twice the national average gains on reading and math scores” (Crandler et al., 2002, p. 49). Sivin-Kachala and Bialo (2000) report that students with learning disabilities, as well as low-achieving students, from preschool through higher education have been found to make greater progress and achieve higher levels of academic success in reading, writing and math with the aid of technology. Sivin-Kachala and Bialo (2000) cite Swan in their listing of the advantages of computer-based instruction for the educational disadvantaged: (1) it is ‘perceived by students as less threatening than traditional instruction’; (2) it provides ‘extensive drill and practice with immediate feedback’; (3) it offers individualized diagnosis of student strengths and weaknesses; and (4) implementation of such instructional systems ‘provides students with greater academic support’ (p. 40). Not only has technology proven to be effective, findings indicated that use of technology for remediation and support can be “a cost-effective alternative that can significantly enhance LD student performance in a variety of areas” (Sivin-Kachala & Bialo, 2000, p. 39). Individuals with learning disabilities are not the only ones that find technology to be a motivating factor. The Apple Classrooms of Tomorrow (ACOT) research and development study has shown that in high schools, “when technology is a routine part of their school experience, student attendance improves and dropout rates decline” (Apple, 2002, p.3). As noted by Crander (1994), students who are deemed “at risk,” demonstrate increased confidence and improved attitudes. In an analysis of research and a review of literature, “educational technology has been found to have positive effects on student attitudes toward learning and on student self- concept. Students felt more successful in school, were more motivated to learn and had increased self-confidence and self-esteem when using computer-based instruction” (Sivin- Kachala & Bialo, 2000, p. 11).
  • 6. Positive
Effects
of
Technology
Use





 6
 Some conclude that one reason technology use increases student motivation is that it allows for greater differentiation of instruction. From math students at Patriot High School to students in the HOTS program, technology has been selected and utilized to meet individual student needs. Text, audio and visual formats of technology tools take advantage of students’ individual learning styles and recent learning theory research, focused on dual coding, cites the benefits of multimodal learning. “When the average student is engaged in higher-order thinking using multimedia in interactive situations, on average, their percentage ranking on higher-order or transfer skills increases by 32 percentile points over what that student would have accomplished with traditional learning” (Metiri, 2008, p. 14). Technology use that meets individual needs, is directed toward student learning preferences, and also takes advantage of new understandings in learning theory, can prove a powerful combination. For students whose needs are not met with a traditional classroom format, distance learning has proven to be an effective alternative (Smith, Clark & Blomeyer, 2005). The National Technology Education Plan of 2005 includes seven action goals, one of which is for school districts to provide e-learning opportunities for their students and e-learning training for their teachers. While earlier reports found online learning to be at least as effective as face-to- face instruction, “in recent applications, online learning has been modestly more effective, on average, than the traditional face-to-face instruction with which it has been compared” (U.S. Department of Education, 2009). In addition to online and hybrid instruction, web resources are being increasingly used as part of more traditional, face-to-face instruction. Though examples indicate that technology, as a learning tool, can have a positive effect on student achievement, the use of technology as a data tool and enabling force will help to prepare students for the workforce. Proponents of 21st century skill development note that
  • 7. Positive
Effects
of
Technology
Use





 7
 effective communication and collaboration skills are necessary for success in an ever-changing global economy. Technology use for communication and collaboration provides rich educational opportunities not possible with traditional instruction alone. “When used appropriately, computer technology in classrooms stimulates increased teacher/student interaction, and encourages cooperative learning, collaboration, problem solving, and student inquiries” (Stratham & Torrell, 1996, p. 42). In 2003, NAEP was used as a vehicle for problem solving in the Technology-Rich Environments (TRE) study. While this was an exploratory study of technology’s role in the assessment problem solving, “study outcomes suggest that we can successfully measure aspects of 21st century skills that cannot be measured on paper” (Bennett, Persky, Weiss, & Jenkins, 2007, p. 6). Thus, technology can both enable development of problem-solving skills and measure the degree to which those skills are attained. Research cited throughout this report show that technology use in schools positively affects student achievement, allows for more effective differentiation of instruction, and better prepares students for the challenges of the 21st century workplace. Technology use has a positive effect on student achievement of basic skills, higher order thinking, is particularly effective for special learners, and has been linked to increases in student motivation. However, technology is not solely responsible for positive impacts on student learning. Proper implementation, extensive teacher training, and technical support are cited as key to successful integration of technology (Fouts, 2000, Metiri, 2006, Protheroe, 2005, Sivin-Kachala & Bialo, 2000, Stratham & Torrell, 1996, Sweet et al., 2004, Valdez et al., 2000, Waddoups, 2004, Weglinsky, 1998). Technology can provide teachers with tools, data and means to engage their students, but “teachers, not technology, are the key to unlocking student potential. A teacher’s training in, knowledge of, and attitude toward technology and related skills are central to effective
  • 8. Positive
Effects
of
Technology
Use





 8
 technology integration” (Protheroe, 2005). Current research has found technology to have positive effects on many aspects of K-12 education, but more information is needed to take full advantage of all that technology has to offer. While research studies should to be replicated to better determine the accuracy of the results, no two schools or classrooms are alike, which makes replication difficult and impractical. Though research in education is often problematic, results are valuable nonetheless. Studies are often limited to one group of learners in a unique learning situation, but researched-based changes can be implemented with a test groups prior to initiating more substantive changes. There is an ongoing need for data to drive decision-making and curricular planning, and research at the classroom level, in the form of curriculum-based measures, can help to guide technology integration and drive educational planning.
  • 9. Positive
Effects
of
Technology
Use





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 References: Apple. (2002). The impact of technology on student achievement: A summary of research findings on technology’s impact in the classroom. Retrieved from http://www.apple.com/education/research
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