Technology's Impact on Learning Outcomes: Can It Be Measured? : May 2009 : THE... - The Diigo Meta page

• 12 Jun 09
  

  Karen McMillan

  technology assessment

• 24 May 09
  

  Ruben Garcia

  2009 measured technology outcomes education sej hdt evaluacion componente 4

• 19 May 09
  

  Lisa Stornes
  • Technology's Impact on Learning Outcomes: Can It Be Measured?
• 

  Alison Cox

  technology

• 

  Rafael Alvarado

  instructional_technology assessment central_it

  • hnology use for student learning outcomes still seems to have no clear answers. Recently, some institutions have decided to end their laptop programs for students because of the economic challenges fa
• 18 May 09
  

  Miguel guhlin
  • he main reason for this misunderstanding is that, while we may be skilled technology users or may know a handful of teachers who actually use technology well, there are many more we know who persistently avoid the issue and fake use.
• 

  Shea Smith

  pedagogy learning technology research

  • While it is true that the ubiquitous presence of technology has meant that some of the supporting processes and transferable skills have changed, why does this immediately threaten academic rigor?
• 

  David McGeary
  • Some say it has been highly effective for students, and others say that it has not had any significant impact in how students learn.
• 

  Lori Holford
  • The misunderstanding exists, however, that technology causes problems, dilutes
    the rigor of academic content, and distributes the learning process to such a
    degree that there is little authenticity of authorship and expertise.
• 

  Will Richardson

  The ongoing debate on the effectiveness of technology use for student learning outcomes still seems to have no clear answers. Recently, some institutions have decided to end their laptop programs for students because of the economic challenges facing those institutions. But there is no consistent response as to the effect on students. Some say it has been highly effective for students, and others say that it has not had any significant impact in how students learn.
  
  What is interesting is that there is also no real agreement as to what should be measured or even whether it can be measured in order to quantify success in this regard. Institutions--whether K-12 or higher education--that have adopted technology for instruction often have little or no systematic methodology in place for instructional technology use or how its success can or should be measured. Rather, the technology use has typically relied upon individual teachers and faculty who have given up time to learn and use new technology and who are always underfunded and unable, as a result, to expand their use to other programs and other instructors for ongoing research.

  parent_book research technology

• 

  lenva shearing

  technology proof professionalreading

• 16 May 09
  

  Trudy Sweeney

  T.H.E journals

Page Comments

• 
  David McGeary on 2009-05-18
  I think that this article needs to focus on the proper role of technology in education. Qualifying outcomes for success should be the same both in the presence and absence of technology.

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