2. Main Menu 1 3 4 2 Menu 1. Barriers to using technology 2. Students believe technology leads to greater achievement. 3. Technology does lead to greater achievement. 4. Technology implementation is worth the investment.
3. Barriers to Using Technology Curricular Use of Non-internet Computer Technology (per week) Curricular Use of the Internet (per week) Source: Norris, C., Sullivan, T., Poirot, J., & Soloway, E. (2003) p. 17 & 19 Number of Classroom Computers 5.8% >90 minutes 11.8% 46-90 minutes 37.6% 15-45 minutes 30.3% <15 minutes 14.4% None 1.4% >90 minutes 4.9% 46-90 minutes 26.6% 15-45 minutes 41.5% <15 minutes 25.6% None 4.5% > 10 3.8% 6-10 28.5% 2-5 47.4% 1 15.8% None
4. Barriers to Using Technology Source: Muir-Herzig, R.G. (2004). Technology and its Impact in the Classroom. Computers & Education, 42, 111-131.
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6. Students’ Views of Technology I prefer traditional teaching methods. Online learning has developed my ability to work as a team member. I think the computer got in the way of studying history. I understand a lot more. Online learning made a positive difference to studying history Source: Rogers, G. (2004). History, Learning Technology & Student Achievement: Making the Difference? Active Learning in Higher Education, 5(2) , 232-247.
7. Technology Leads to Greater Achievement Union City, NJ School District 1st and 4th grade CAT Score Increases Source: Kmitta, D., & Davis, J. (2004). Why PT3? An analysis of the Importance of Educational Technology. Contemporary Issues in Technology and Teacher Education, 4(3), 323-344.
8. Technology Leads to Greater Achievement Union City, NJ School District 8 th & 10th grade Achievement Score Increases Source: Kmitta, D., & Davis, J. (2004). Why PT3? An analysis of the Importance of Educational Technology. Contemporary Issues in Technology and Teacher Education, 4(3), 323-344. 10 th Grade Not Tested
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10. Additional Benefits Experience with Technology Real World Applications Increased Communication Source: Kmitta, D., & Davis, J. (2004). Why PT3? An analysis of the Importance of Educational Technology. Contemporary Issues in Technology and Teacher Education, 4(3), 323-344.
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Hinweis der Redaktion
I have been asked to provide a presentation rationalizing the expenditures in instructional technologies at our school. The board has specifically asked for research showing that instructional technologies have impacted student learning positively in our nation. Kmitta and Davis (2004) indicate there are three key questions regarding technology in schools: (1) does the use of computer technologies have an impact upon K-12 student achievements?, (2) does the use of computer technologies have a social impact upon the school environment?, and (3) how cost effective are computer technologies in K-12 schools? (p. 324) In this presentation I will address the issue of the impact of technology on student achievement by looking at the questions posed by Kmitta and Davis (2004) as well as other issues.
I will specifically talk about barriers to using technology and how to increase effectiveness (including looking at access to technology and the need for professional development for teachers), the attitudes of students toward the use of technology in the classroom (students believe technology leads to greater achievement), examples of student achievement tied to technology (technology does actually lead to greater achievement), and finally technology implementation in the classroom is worth the investment (it is cost effective and has other benefits).
There are a number of barriers leading to successful implementation of technology in the classroom. While many people believe that technology is abundant in every school and every classroom that is simply not the case. Norris, Sullivan, Poirot, and Soloway (2003) use empirical evidence to show that there are many students who do not have adequate access to computers in the classroom. As Norris, et al. state, “the reason that technology has not had an impact on teaching and learning is that students have, for all intents and purposes, not actually used the technology. The reason for this non-use lies not at the feet of the teachers, but rather in the very real lack of access to the technology. Having one computer in the classroom is not access, nor will it lead to significant student use. Technology can’t have an impact if children have not had the opportunity to access and use the technology. (Norris, C., Sullivan, T., Poirot, J., & Soloway, E. (2003) p. 15) The numbers relating to access to technology in our nation’s schools is striking.
Besides limited access to technology, lack of teacher training in the effective use of technology is also a barrier to using technology. We need to make a commitment to ensure that our teachers are properly trained in using the technology that is available to them. If they are not properly trained, they will likely not utilize the technology. As Kmitta and Davis (2004) stated, “computer applications must be relevant to the teacher, the training must afford time for the educator to produce some mastery over the technology, and most important, that educators must have the technology to use in their own practice…When teachers are presented with clearly structured lessons on how other teachers use technology in their classrooms and then are provided with opportunities to adapt and apply the technology to their own pedagogy, computer use in the classroom increases.” (p. 328) When technology is introduced to the school, teachers will typically experience five stages as discussed by Muir-Herzig (2004) in her examination of Dwyer’s 1994 study study, “Apple Classrooms of Tomorrow: What We’ve Learned.”
Something important we should not forget is the students. What do they think about the use of technology in the classroom? How do students perceive learning? According to Rogers (2004), a number of students were surveyed about how they interpret the object and the process of learning. They placed the strongest emphasis on ‘learning is gaining new knowledge’, ‘learning is about applying knowledge and gaining new ideas’, and learning has been improved through information technology’. They placed the least emphasis on ‘learning comes from books’ and ‘learning comes from lectures.’ (p. 237) Obviously students see the implementation of technology as a positive step.
Rogers’ (2004) study focused on an online history class that he had conducted. After the class was over, he surveyed his students to get their responses to online learning. Overall, he found that students felt the online learning environment made a positive difference and found that &quot;students became increasingly sophisticated in their questioning skills, their openness, their confidence in assembling ideas, their readiness to respond critically to the 'moderator' as well as peer-group members, and to resist previously held conceptions or misunderstandings.&quot; (p. 240) Further, as Schacter (1999) states, “students like their classes more and develop more positive attitudes when their classes include computer based instruction.” (p. 4)
Just because students believe technology leads to increased achievement does not make it so. However, there is proof that investment in classroom technology does actually lead to greater student achievement. Schacter (1999) examined a number of studies that had been done, and he provided evidence of increased student achievement through James Kulik’s Meta-Analysis Study of 1994 which showed that, “on average, students who used computer-based instruction scored at the 64th percentile on tests of achievement compared to students in the control conditions without computers who scored at the 50th percentile.” (p. 4) There was also information from Kmitta and Davis (2004) that showed real impact of technology on student achievement. While there are questions about the effectiveness of classroom technology on student achievement, here is empirical data that shows there is a positive correlation between classroom technology and student achievement. Chang et al. (1998) examined the effects of computer technologies in the Union City, NJ school district during a 10 year period. 1st and 4th grade CAT scores increased in reading (45%/25%), mathematics (18%/15%) and writing (34%/14%) from 1989-1997.
Also, 8th grade Early Warning Test (EWT) scores improved in reading by 53%, in math by 30%, and in writing by 40% from 1992-1997. Also, an 11% increase in reading achievement and a 14% increase in writing achievement for 10th grade students on the High School Proficiency Test (HSPT). (p. 330) Data Study 2: In a study covering five NY state counties, Mann and Shafer (1997) found: In schools that had more instructional technology and teacher training, the average increase in percentage of high school students who took and passed the state Regents (college preparatory) exam in math was 7.5; the average increase in the percentage of those who took and passed the Regents English exam was 8.8. (p. 331)
Finally, and very importantly, technology implementation is certainly worth the investment. First of all there are studies to show that technology implementation is more cost effective than other options. Schacter (1999) discussed Lewis Solmon’s 1999 cost benefit analysis of the West Virginia Basic Skills/Computer Education program. In his study, Solmon demonstrated that “BS/CE was more cost effective in improving student achievement than (1) class size reduction from 35 to 20 students, (2) increasing instructional time, and (3) cross age tutoring programs.” (p. 6) There is evidence that shows that expenditures in classroom technology is cost effective.
There are many more benefits that our students will see from technology in the classroom than increases in student achievement. Kmitta and Davis (2004) point out that “although it was never mentioned in any of the research reviewed, the very fact that students are learning the technology is an important achievement that is apparently never measured… the learning of the computer technologies, in and of itself, is a value added skill not currently being incorporated into the achievement and cost effectiveness models. Who knows how much more value is added to students’ education when such students are equipped with additional computer technology skills.” (p. 339-340) Also, as Muir-Herzig (2004) state, “technology in the classroom could provide authentic learning opportunities. Teachers can draw on technology applications to simulate real-world environments and create actual environments for experiments, so that students can carry out authentic tasks as real workers would, explore new terrains, meet people of different cultures, and use a variety of tools to gather information and solve problems.” (p. 114) In addition to the real world applications, Kmitta and Davis point out the increased communications between parents, students, teachers, and administration.
It can not be denied that technology can play an important role in education. As long as school districts handle barriers to the implementation of technology they can see actual growth in student achievement as a result of their investment in those technologies. As Schacter (1999) concluded, “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, or (e) design and programming technologies, show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.” (p. 9) Finally, it is important that school leaders realize that the investment in technology is worth it because there is some evidence that it is cost effective and there are many benefits that students gain from their experiences with technology.
