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05 Jul 15
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20 Jun 15
inasaly2002How can schools ensure that the promise that technology holds for student achievement is realized? What factors need to be in place to support the effective use of technology? What resources can school districts use to help them plan for technology that will have a positive impact on student achievement, and how can they justify that investment?These are a few of the many questions this article answers effectively.
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29 May 15
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promote communication skills
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Various technologies deliver different kinds of content and serve different purposes in the classroom.
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promote organizational skills
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promotes the understanding of science and math concepts
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ssentially as tutors and serves to increase students basic skills and knowledge
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Students can learn "from" computers
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a tool that can be applied to a variety of goals in the learning process
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learn "with" computers
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16 Apr 15
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Many different types of technology can be used to support and enhance learning. Everything from video content and digital moviemaking to laptop computing and handheld technologies (
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Various technologies deliver different kinds of content and serve different purposes in the classroom. For example, word processing and e-mail promote communication skills; database and spreadsheet programs promote organizational skills; and modeling software promotes the understanding of science and math concepts. It is important to consider how these electronic technologies differ and what characteristics make them important as vehicles for education (Becker, 1994).
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The primary form of student learning "from" computers is what Murphy, Penuel, Means, Korbak and Whaley (2001) describe as discrete educational software (DES) programs, such as integrated learning systems (ILS), computer-assisted instruction (CAI), and computer-based instruction (CBI). These software applications are also among the most widely available applications of educational technology in schools today, along with word-processing software, and have existed in classrooms for more than 20 years (Becker, Ravitz, & Wong, 1999).
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Technology offers teachers a broad range of tools to collect and analyze data, and richer sets of student data to guide instructional decisions.
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13 Apr 15
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Before technology is purchased or teachers participate in their first professional development session, the educational goals for students should be determined. What do students need to learn, and how can technology promote those learning goals?
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Rather than using technology for technology's sake, the planning team ensures that particular educational objectives are achieved more efficiently, in more depth, or with more flexibility through technology
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12 Mar 15
merra2121how to improve student achievement through technology
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11 Mar 15
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RESEARCH RESULTS
In their meta-analysis review of research conducted between 1993 and 2000 on the effectiveness of DES, Murphy et al (2001) found evidence of a positive association between use of DES products and student achievement in reading and mathematics, an association consistent with earlier reviews of the research literature on the effectiveness of computer-based instruction (e.g., Kulik & Kulik, 1991; Kulik, 1994; Fletcher-Flinn & Gravatt, 1995; Ryan, 1991). Students in the early grades, from pre-K to grade 3, and in the middle school grades appear to benefit most from DES applications for reading instruction, as do students with special reading needs.
In a 2000 study commissioned by the Software and Information Industry Association, Sivin-Kachala and Bialo (2000) reviewed 311 research studies on the effectiveness of technology on student achievement. Their findings revealed positive and consistent patterns when students were engaged in technology-rich environments, including significant gains and achievement in all subject areas, increased achievement in preschool through high school for both regular and special needs students, and improved attitudes toward learning and increased self-esteem.
O'Dwyer, Russell, Bebell, and Tucker-Seeley (2005) found that, while controlling for both prior achievement and socioeconomic status, fourth-grade students who reported greater frequency of technology use at school to edit papers were likely to have higher total English/language arts test scores and higher writing scores on fourth grade test scores on the Massachusetts Comprehensive Assessment System (MCAS) English/Language Arts test.
Michigan's Freedom to Learn (FTL) initiative, an effort to provide middle school students and teachers with access to wireless laptop computers, has been credited with improving grades, motivation and discipline in classrooms across the state, with one exemplary school seeing reading proficiency scores on the Michigan Education Assessment Program (MEAP) test, administered in January 2005, reportedly increasing from 29 percent to 41 percent for seventh graders and from 31 to 63 percent for eighth graders (eSchool News, 2005).
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In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
Cavanaugh's synthesis (2001) of 19 experimental and quasi-experimental studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement found a small positive effect in favor of distance education and more positive effect sizes for interactive distance education programs that combine an individualized approach with traditional classroom instruction.
Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
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Researchers are also making progress on the more complicated task of investigating the impact of technology use on higher order thinking skills as measured through means other than standardized tests. They are examining students' ability to understand complex phenomena, analyze and synthesize multiple sources of information, and build representations of their own knowledge. At the same time, some researchers are calling for newer standardized assessments that emphasize the ability to access, interpret, and synthesize information.
Research indicates that computer technology can help support learning and is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry "by engaging students in authentic, complex tasks within collaborative learning contexts" (Roschelle, Pea, Hoadley, Gordin & Means, 2000; Means, et. al., 1993).
While research linking technology integration, inquiry-based teaching, and emphasis on problem solving with student achievement is emergent, some research exists that suggests a connection. In a 2001 study of Enhancing Missouri's Instructional Networked Teaching Strategies (eMints) program, a statewide technology integration initiative, eMINTS students scored consistently higher on the Missouri Assessment Program (MAP) than non-eMINTS students, including eMINTS students classified as having special needs. The higher MAP results were found to be associated with the instructional practices (Evaluation Team Policy Brief, 2002). The eMINTS program provides teachers with professional development to help integrate technology so that they can use inquiry-based teaching and emphasize critical-thinking and problem-solving skills.
The program has since expanded to not only Missouri schools and districts but also other states as well. Currently, 232 Missouri districts, 10 Utah districts, 56 Maine districts, 2
Results from other studies (Perez-Prado and Thirunarayanan 2002; Cooper 2001; Smith, Ferguson and Caris 2001) also suggest that students can benefit from technology-enhanced collaborative learning methods and the interactive learning process.
Roschelle, Pea, Hoadley, Gordin, & Means (2000) identify four fundamental characteristics of how technology can enhance both what and how children learn in the classroom: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. They also indicate that use of technology is more effective as a learning tool when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a school's capacity for change.
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werful communications tools. Three-quarters of online teens use instant messaging , representing close to 16 million youth. Of those 16 million, 78 percent say they use instant messaging from time to time to talk about homework, tests, or schoolwork
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1st Century Challenge
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Student Skills
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09 Oct 14
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Critical Issue: Using Technology to Improve Student Achievement
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- Communicate Effectively: Students must have a range of skills to express themselves not only through paper and pencil, but also audio, video, animation, design software as well as a host of new environments (e-mail, Web sites, message boards, blogs, streaming media, etc.).
- Analyze and Interpret Data: Students must have the ability to crunch, compare, and choose among the glut of data now available Web-based and other electronic formats.
- Understand Computational Modeling: Students must posses an understanding of the power, limitations, and underlying assumptions of various data representation systems, such as computational models and simulations, which are increasingly driving a wide-range of disciplines.
- Manage and Prioritize Tasks: Students must be able to mange the multi-tasking, selection, and prioritizing across technology applications that allow them to move fluidly among teams, assignments and communities of practice.
- Engage in Problem Solving: Students must have an understanding of how to apply what they know and can do to new situations.
- Ensure Security and Safety: Students must know and use strategies to acknowledge, identify, and negotiate 21st century risks.
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13 Aug 14
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Many different types of technology can be used to support and enhance learning. Everything from video content and digital moviemaking to laptop computing and handheld technologies (
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Many different types of technology can be used to support and enhance learning. Everything from video content and digital moviemaking to laptop computing and handheld technologies (
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Various technologies deliver different kinds of content and serve different purposes in the classroom. For example, word processing and e-mail promote communication skills; database and spreadsheet programs promote organizational skills; and modeling software promotes the understanding of science and math concepts. It is important to consider how these electronic technologies differ and what characteristics make them important as vehicles for education (Becker, 1994).
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The primary form of student learning "from" computers is what Murphy, Penuel, Means, Korbak and Whaley (2001) describe as discrete educational software (DES) programs, such as integrated learning systems (ILS), computer-assisted instruction (CAI), and computer-based instruction (CBI). These software applications are also among the most widely available applications of educational technology in schools today, along with word-processing software, and have existed in classrooms for more than 20 years (Becker, Ravitz, & Wong, 1999).
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In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
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Language Learners. Likewise, in teaching language learners, using technology has distinct advantages that relate not only to language education but preparing students for today's information society. Computer technologies and the Internet are powerful tools for assisting language teaching because Web technology is a part of today's social fabric, meaning language learners can now learn thorough writing e-mail and conducting online research (Wang, 2005).
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In Oregon secondary schools, wirelessly networked note taking is used to support Hispanic migrant students who speak English as a second language (ESL). As part of the InTime project, ESL students attend regular high school classes along with a bilingual, note-taking/mentoring partner. Note takers and students communicate using a collaborative word processing and graphics package on wirelessly networked laptop computers. During class presentations, ESL students can read their note taker's translation of key words, allowing students to build both English and Spanish literacy skills as they advance academically (Knox and Anderson-Inman, 2001).
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Students with Disabilities. "For several decades, the American educational system has taken a narrow view of special education, treating it as a mini-school within the school where teachers, largely cut off from the rest of the staff, faced a group of students with an incredibly wide range of abilities and disabilities and made the best of it. Today, that view of special education is giving way to a broader, more philosophical approach—an approach designed to weave inclusive practices into the fabric of the whole-school environment." (MOSAIC, 2000a).
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16 Jul 14
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A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities. Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). Public schools have also made consistent progress in expanding Internet access in instructional rooms, according to NCES. In 1994, 3 percent of public school instructional rooms had Internet access, compared with 93 percent in 2003. And between 1998 and 2003, the student-to-connected-computer ratio went from 12-to-1 to 4.4-to-1.
Along with expanded access has come a growing pervasiveness of technology in society. For a generation of young people, technology, particularly the Internet, has assumed a substantial stake in their social and educational lives. A recent survey conducted by the Pew Internet & American Life Project (Hitlin & Rainie, 2005) found that roughly 21 million youth between the ages of 12 through 17—approximately 87 percent of the entire age bracket—use the Internet. Of those 21 million online teens, 78 percent (about 16 million students) say they use the Internet at school. This translates into 68 percent of all teenagers, up from 47 percent in 2000. The survey also found that most teens believe that the Internet helps them do better in school (86 percent of teens, 88 percent of online teens).
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13 Jun 14
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Technology and Youth: Wired Schools and Wired Lives
A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities. Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). Public schools have also made consistent progress in expanding Internet access in instructional rooms, according to NCES. In 1994, 3 percent of public school instructional rooms had Internet access, compared with 93 percent in 2003. And between 1998 and 2003, the student-to-connected-computer ratio went from 12-to-1 to 4.4-to-1.
Along with expanded access has come a growing pervasiveness of technology in society. For a generation of young people, technology, particularly the Internet, has assumed a substantial stake in their social and educational lives. A recent survey conducted by the Pew Internet & American Life Project (Hitlin & Rainie, 2005) found that roughly 21 million youth between the ages of 12 through 17—approximately 87 percent of the entire age bracket—use the Internet. Of those 21 million online teens, 78 percent (about 16 million students) say they use the Internet at school. This translates into 68 percent of all teenagers, up from 47 percent in 2000. The survey also found that most teens believe that the Internet helps them do better in school (86 percent of teens, 88 percent of online teens).
In a previous survey, the project found that 71 percent of online teens said they relied mostly on Internet sources for the last big project they did for school and 34 percent of online young people ages 12-17 download study aides from the Internet. (Lenhart, Rainie, & Lewis, 2001). The U.S. Bureau of the Census (2003) found that 57 percent of all children in school ages 7-17 use a home computer to complete school assignments. Young people are also taking advantage of new, powerful communications tools. Three-quarters of online teens use instant messaging , representing close to 16 million youth. Of those 16 million, 78 percent say they use instant messaging from time to time to talk about homework, tests, or schoolwork.
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15 Apr 14
Laura SiegelmanThis is a great article that discusses the research conducted to measure whether if technology has and how it has been improving student achievement over the years. According to the study, there has been direct linked evidence that confirms the theory that technology is causal to the improvement of student achievement. This is a good article for instructors to understand how and why student achievement goals are being affected.
students achievement web 2.0 technology advance instructors teaching curriculum goals understand theory learning
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04 Feb 14
Chelsea FosterInformation Technology article for forum
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07 Jan 14
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virtually
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25 Nov 13
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found evidence of a positive association between use of DES products and student achievement in reading and mathematics
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from pre-K to grade 3, and in the middle school grades appear to benefit most from DES applications for reading instruction, as do students with special reading needs.
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findings revealed positive and consistent patterns when students were engaged in technology-rich environments, including significant gains and achievement in all subject areas, increased achievement in preschool through high school for both regular and special needs students, and improved attitudes toward learning and increased self-esteem.
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fourth-grade students who reported greater frequency of technology use at school to edit papers were likely to have higher total English/language arts test scores and higher writing scores on fourth grade test scores
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an effort to provide middle school students and teachers with access to wireless laptop computers, has been credited with improving grades, motivation and discipline in classrooms across the state
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found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
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The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
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Research indicates that computer technology can help support learning and is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry "by engaging students in authentic, complex tasks within collaborative learning contexts
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In a 2001 study of Enhancing Missouri's Instructional Networked Teaching Strategies (eMints) program, a statewide technology integration initiative, eMINTS students scored consistently higher on the Missouri Assessment Program (MAP) than non-eMINTS students, including eMINTS students classified as having special needs.
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11 Jun 13
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n a previous survey, the project found that 71 percent of online teens said they relied mostly on Internet sources for the last big project they did for school and 34 percent of online young people ages 12-17 download study aides from the Internet. (Lenhart, Rainie, & Lewis, 2001). The U.S. Bureau of the Census (2003) found that 57 percent of all children in school ages 7-17 use a home computer to complete school assignments. Young people are also taking advantage of new, powerful communications tools. Three-quarters of online teens use instant messaging , representing close to 16 million youth. Of those 16 million, 78 percent say they use instant messaging from time to time to talk about homework, tests, or schoolwork.
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05 Jun 13
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17 May 13
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Technology and Youth: Wired Schools and Wired Lives
A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities. Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). Public schools have also made consistent progress in expanding Internet access in instructional rooms, according to NCES. In 1994, 3 percent of public school instructional rooms had Internet access, compared with 93 percent in 2003. And between 1998 and 2003, the student-to-connected-computer ratio went from 12-to-1 to 4.4-to-1.
Along with expanded access has come a growing pervasiveness of technology in society. For a generation of young people, technology, particularly the Internet, has assumed a substantial stake in their social and educational lives. A recent survey conducted by the Pew Internet & American Life Project (Hitlin & Rainie, 2005) found that roughly 21 million youth between the ages of 12 through 17—approximately 87 percent of the entire age bracket—use the Internet. Of those 21 million online teens, 78 percent (about 16 million students) say they use the Internet at school. This translates into 68 percent of all teenagers, up from 47 percent in 2000. The survey also found that most teens believe that the Internet helps them do better in school (86 percent of teens, 88 percent of online teens).
In a previous
survey , the project found that 71 percent ofonline teens said they relied mostly on Internet sources for the last big project they did for school and 34 percent of online young people ages 12-17 download study aides from the Internet. (Lenhart, Rainie, & Lewis, 2001). The U.S. Bureau of the Census (2003) found that 57 percent of all children in school ages 7-17 use a home computer to complete school assignments. Young people are also taking advantage of new, powerful communications tools. Three-quarters of online teens use instant messaging , representing close to 16 million youth. Of those 16 million, 78 percent say they use instant messaging from time to time to talk about homework, tests, or schoolwork. -
Language Learners. Likewise, in teaching language learners, using technology has distinct advantages that relate not only to language education but preparing students for today's information society. Computer technologies and the Internet are powerful tools for assisting language teaching because Web technology is a part of today's social fabric, meaning language learners can now learn thorough writing e-mail and conducting online research (Wang, 2005)
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ata literacy—the ability of instructional leaders and teachers to work individually and collectively to examine outcomes-based achievement data, formative assessment measures of student performance, and students' work products, and to develop strategies for improvement based on these data—is now widely recognized as a critical strategy in the academic performance of schools (Fullan, 1999; Haycock, 2001; Johnson, 1996; Love, 2004; Schmoker, 1999; Zalles, 2005). A key concept of data literacy is generating only the data that are needed and making full use of what's collected. The National Research Council (1996) notes that, "far too often, more educational data are collected and analyzed than are used to make decisions or take action" (p. 90). Those resources become meaningful to educators only when they are transformed into information, and ultimately into usable
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or actionable knowledge (Mandinach & Honey, 2005).
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For example, according to the 2004 Quality Education Data, 55 percent of the nation's public school districts used PDAs or handheld PCs in the 2002-2003 school year with an additional 8 percent expected to purchase them for use during the 2003-2004 school year. The numbers released by Wireless Generation, a for-profit company that designs educational assessment applications for handheld devices, suggests an even greater increase.During the fall of 2005, Wireless estimates that roughly 80,000 teachers, working in 48 states will be using their software to collect and analyze data for up to one million students in pre-K through sixth grade. The company currently has contracts with ten Reading First states, as well as with some of the largest school districts in the nation, including the New York City Board of Education and Chicago Public Schools.
While using PDAs to administer assessments and view data a
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e becoming increasingly popular, few studies have examined the effect they have on teacher practice and student achievement (Brunner & Honey, 2001; Hupert, Martin, Heinze, Kanaya, & Perez, 2004; Sharp & Risko, 2003; Sharp, 2004). Studies that have begun to examine this trend suggest that that these tools assist teachers in thinking more substantively about students' progress.As a whole, the research indicates that the single most powerful affordance of the technology is its ability to support teachers in using assessments to acquire information about students' thinking and learning, and to use the understanding gained to further shape their instructional practice (Brunner & Honey, 2001; Hupert et al., 2004; Sharp & Risko, 2003).Such a strategy places assessment squarely in the center of the classroom where it can potentially count the most.
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15 Apr 13
Troy Richardson"Technology and Youth: Wired Schools and Wired Lives
A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities. Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). Public schools have also made consistent progress in expanding Internet access in instructional rooms, according to NCES. In 1994, 3 percent of public school instructional rooms had Internet access, compared with 93 percent in 2003. And between 1998 and 2003, the student-to-connected-computer ratio went from 12-to-1 to 4.4-to-1.
Along with expanded access has come a growing pervasiveness of technology in society. For a generation of young people, technology, particularly the Internet, has assumed a substantial stake in their social and educational lives. A recent survey conducted by the Pew Internet & American Life Project (Hitlin & Rainie, 2005) found that roughly 21 million youth between the ages of 12 through 17—approximately 87 percent of the entire age bracket—use the Internet. Of those 21 million online teens, 78 percent (about 16 million students) say they use the Internet at school. This translates into 68 percent of all teenagers, up from 47 percent in 2000. The survey also found that most teens believe that the Internet helps them do better in school (86 percent of teens, 88 percent of online teens).
In a previous survey, the project found that 71 percent of online teens said they relied mostly on Internet sources for the last big project they did for school and 34 percent of online young people ages 12-17 download study aides from the Internet. (Lenhart, Rainie, & Lewis, 2001). The U.S. Bureau of the Census (2003) found that 57 percent of all children in school ages 7-17 use a home computer to complete school assignments. Young people are also taking advantage of new, powerful communications tools. Three-quarters of online teens use instant messaging , representing close to 16 million youth. Of those 16 million, 78 percent say they use instant messaging from time to time to talk about homework, tests, or schoolwork."-
Technology and Youth: Wired Schools and Wired Lives
A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities. Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). Public schools have also made consistent progress in expanding Internet access in instructional rooms, according to NCES. In 1994, 3 percent of public school instructional rooms had Internet access, compared with 93 percent in 2003. And between 1998 and 2003, the student-to-connected-computer ratio went from 12-to-1 to 4.4-to-1.
Along with expanded access has come a growing pervasiveness of technology in society. For a generation of young people, technology, particularly the Internet, has assumed a substantial stake in their social and educational lives. A recent survey conducted by the Pew Internet & American Life Project (Hitlin & Rainie, 2005) found that roughly 21 million youth between the ages of 12 through 17—approximately 87 percent of the entire age bracket—use the Internet. Of those 21 million online teens, 78 percent (about 16 million students) say they use the Internet at school. This translates into 68 percent of all teenagers, up from 47 percent in 2000. The survey also found that most teens believe that the Internet helps them do better in school (86 percent of teens, 88 percent of online teens).
In a previous survey, the project found that 71 percent of online teens said they relied mostly on Internet sources for the last big project they did for school and 34 percent of online young people ages 12-17 download study aides from the Internet. (Lenhart, Rainie, & Lewis, 2001). The U.S. Bureau of the Census (2003) found that 57 percent of all children in school ages 7-17 use a home computer to complete school assignments. Young people are also taking advantage of new, powerful communications tools. Three-quarters of online teens use instant messaging , representing close to 16 million youth. Of those 16 million, 78 percent say they use instant messaging from time to time to talk about homework, tests, or schoolwork.
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06 Apr 13
Ethlyn PhillipThis article initially used students test scores to decide what students need to know to succeed in society, then discussed the different types of technology that can be used to support and enhance learning.
NETS-S addressed: Communication and Collaboration
Critical Thinking, Problem Solving and Decision Making
Essential Condition: Empowered Leaders
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n a previous survey, the project found that 71 percent of online teens said they relied mostly on Internet sources for the last big project they did for school and 34 percent of online young people ages 12-17 download study aides from the Internet. (Lenhart, Rainie, & Lewis, 2001). The U.S. Bureau of the Census (2003) found that 57 percent of all children in school ages 7-17 use a home computer to complete school assignments. Young people are also taking advantage of new, powerful communications tools. Three-quarters of online teens use instant messaging , representing close to 16 million youth. Of those 16 million, 78 percent say they use instant messaging from time to time to talk about homework, tests, or schoolwork.
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Two general distinctions can be made. Students can learn "from" computers—where technology used essentially as tutors and serves to increase students basic skills and knowledge; and can learn "with" computers—where technology is used a tool that can be applied to a variety of goals in the learning process and can serve as a resource to help develop higher order thinking, creativity and research skills (Reeves, 1998; Ringstaff & Kelley, 2002).
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31 Mar 12
Maria De la TorreTechnology can help students improve.
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While complex factors have influenced the decisions for where, what, and how technology is introduced into our nation's school systems, ultimately, the schools will be held accountable for these investments. How can schools ensure that the promise that technology holds for student achievement is realized? What factors need to be in place to support the effective use of technology? What resources can school districts use to help them plan for technology that will have a positive impact on student achievement, and how can they justify that investment?
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A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities. Ten years of substantial investments have vastly improved this picture.
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21 Mar 12
anamvpaivaThis paper was original adapted from a manuscript by Margaret Honey, Katherine McMillan Culp, Robert Spielvogel, In 2005, the article was updated to reflect some of the new educational priorities, demands, and developments. The Center for Children and Technology is a part of Education Development Center.
research resources edtech ed pedagogy achievement childhood Technology_Education
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What factors need to be in place to support the effective use of technology?
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How can schools ensure that the promise that technology holds for student achievement is realized?
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What resources can school districts use to help them plan for technology that will have a positive impact on student achievement, and how can they justify that investment?
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20 Feb 12
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02 Feb 12
Sr. Rita KellerDiscussion of technology and its application in our teaching practice
technology education research achievement learning teaching student Readings
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Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition).
In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
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17 Jan 12
Ashley RodriguezThis article speaks of the necessity to implement technology into the classroom. It also speaks of the ways technology improves student's academic performance.
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23 Dec 11
Irene Sclafani21st century challenge
capstone article -
16 Dec 11
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and never will be, transformative on its own
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, technology can play a critical role in
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creating new circumstances and opportunities for learning that can be rich and exciting
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13 Dec 11
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23 Nov 11
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16 Nov 11
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10 Nov 11
jheckrote109This website offers information and instructions on how to integrate technology into the classroom.
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04 Nov 11
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30 Sep 11
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For a generation of young people, technology, particularly the Internet, has assumed a substantial stake in their social and educational lives
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28 Sep 11
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23 Sep 11
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05 Sep 11
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04 Sep 11
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more than $66 billion investment in school technology
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Greater emphasis on high stakes testing has prompted greater scrutiny on what's being tested and how it relates to what students need to know to succeed in society
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a widening gap has formed between the knowledge and skills students are acquiring in schools
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A major concern of many educators with regard to educational technology is its potential to exclude those who may not have access to it, or may not be able to use it
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30 Aug 11
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19 Aug 11
Karen de Jongh-AliJust a bit of 21 century language definitions
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11 Aug 11
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23 Jul 11
Ashley ThompsonCritical Issues in Education
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Many different types of technology can be used to support and enhance learning. Everything from video content and digital moviemaking to laptop computing and handheld technologies (
Various technologies deliver different kinds of content and serve different purposes in the classroom. For example, word processing and e-mail promote communication skills; database and spreadsheet programs promote organizational skills; and modeling software promotes the understanding of science and math concepts. It is important to consider how these electronic technologies differ and what characteristics make them important as vehicles for education (Becker, 1994).
Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
Each technology is likely to play a different role in students' learning. Rather than trying to describe the impact of all technologies as if they were the same, researchers need to think about what kind of technologies are being used in the classroom and for what purposes. Two general distinctions can be made. Students can learn "from" computers—where technology used essentially as tutors and serves to increase students basic skills and knowledge; and can learn "with" computers—where technology is used a tool that can be applied to a variety of goals in the learning process and can serve as a resource to help develop higher order thinking, creativity and research skills (Reeves, 1998; Ringstaff & Kelley, 2002).
The primary form of student learning "from" computers is what Murphy, Penuel, Means, Korbak and Whaley (2001) describe as discrete educational software (DES) programs, such as integrated learning systems (ILS), computer-assisted instruction (CAI), and computer-based instruction (CBI). These software applications are also among the most widely available applications of educational technology in schools today, along with word-processing software, and have existed in classrooms for more than 20 years (Becker, Ravitz, & Wong, 1999).
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22 Jul 11
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Technology and Youth: Wired Schools and Wired Lives
A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities. Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). Public schools have also made consistent progress in expanding Internet access in instructional rooms, according to NCES. In 1994, 3 percent of public school instructional rooms had Internet access, compared with 93 percent in 2003. And between 1998 and 2003, the student-to-connected-computer ratio went from 12-to-1 to 4.4-to-1.
Along with expanded access has come a growing pervasiveness of technology in society. For a generation of young people, technology, particularly the Internet, has assumed a substantial stake in their social and educational lives. A recent survey conducted by the Pew Internet & American Life Project (Hitlin & Rainie, 2005) found that roughly 21 million youth between the ages of 12 through 17—approximately 87 percent of the entire age bracket—use the Internet. Of those 21 million online teens, 78 percent (about 16 million students) say they use the Internet at school. This translates into 68 percent of all teenagers, up from 47 percent in 2000. The survey also found that most teens believe that the Internet helps them do better in school (86 percent of teens, 88 percent of online teens).
In a previous survey, the project found that 71 percent of online teens said they relied mostly on Internet sources for the last big project they did for school and 34 percent of online young people ages 12-17 download study aides from the Internet. (Lenhart, Rainie, & Lewis, 2001). The U.S. Bureau of the Census (2003) found that 57 percent of all children in school ages 7-17 use a home computer to complete school assignments. Young people are also taking advantage of new, powerful communications tools. Three-quarters of online teens use instant messaging , representing close to 16 million youth. Of those 16 million, 78 percent say they use instant messaging from time to time to talk about homework, tests, or schoolwork.
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15 Jul 11
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For a generation of young people, technology, particularly the Internet, has assumed a substantial stake in their social and educational lives.
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Internet helps them do better in school (86 percent of teens, 88 percent of online teens).
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herefore, efforts to integrate technology into schools and classroom practices must not only acknowledge but also provide evidence that technology assists in meeting these accountability demands.
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ICT Literacy reflects the need for students to develop learning skills that enable them to think critically, analyze information, communicate, collaborate, and problem-solve, and the essential role that technology plays in realizing these learning skills in today's knowledge-based society.
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Research indicates that computer technology can help support learning and is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry "by engaging students in authentic, complex tasks within collaborative learning contexts" (Roschelle, Pea, Hoadley, Gordin & Means, 2000; Means, et. al., 1993).
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A major concern of many educators with regard to educational technology is its potential to exclude those who may not have access to it, or may not be able to use it.
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06 Jul 11
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22 Jun 11
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09 Jun 11
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08 Jun 11
beth martinezThis site provides information, an article that provides information on how technology can improve student achievement
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02 May 11
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21 Apr 11
salmamohammad"000 study commissioned by the Software and Information Industry Association, Sivin-Kachala and Bialo (2000) reviewed 311 research studies on the effectiveness of technology on student achievement. Their findings revealed positive and consistent patterns when students were engaged in technology-rich environments, including significant gains and achievement in all subject areas, increased achievement in preschool through high school for both regular and special needs students, and improved attitudes toward learning and increased self-esteem.
O'Dwyer, Russell, Bebell, and Tuc" -
02 Apr 11
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01 Apr 11
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27 Mar 11
Tara BroomeHow is the effective use of technology in education used and how is student achievement met?
technology in education NCLB student achievement effective use of technology
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26 Mar 11
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25 Mar 11
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20 Mar 11
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Communicate Effectively
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Analyze and Interpret Data
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Understand Computational Modeling
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Manage and Prioritize Tasks
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Engage in Problem Solving
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Ensure Security and Safety
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create a technology plan for the school
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ongoing, extensive, and research-based professional development opportunities and technical support
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purpose of using technology in the classroom
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17 Mar 11
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