Studies
Evaluating Technology and Student Achievement
Educational
technology is a relatively new field of study and there is not yet an abundance
of classroom studies on how technology impacts learning. However, there are
a few notable reports that demonstrate a positive link between technology
use and student achievement:
The
National Assessment of Educational Progress (NAEP), coordinates a Technology-Based
Assessment project designed to explore the use of technology, especially the
use of the computer as a tool to enhance the quality and efficiency of educational
assessments.
Of
special note are findings related to history and geography:
Eighth- and twelfth-graders
who made more extensive use of computers for research projects by using
CD-ROMs or the Internet scored higher, on average, than those who did so
less frequently.
Eighth- and twelfth-graders
who made extensive use of computers to write reports scored higher, on average,
than peers who did so less frequently.
Fourth-graders whose
teachers had them use the Internet to a small or moderate extent to locate
and retrieve social studies information had higher average scores than those
who did not use the Internet at all.
Eighth-graders whose
teachers had them use the Internet to a large extent had higher average
scores than those who used the Internet to a small extent or not at all.
Twelfth-graders who
reported using the Internet or CD-ROMs for research projects about topics
in history or geography to a moderate or large extent had higher average
scores than those who said they did so to a small extent or not at all.
A
two-year evaluation of 85 eMINTs classrooms showed that the students who participated
in the program scored consistently higher in every subject area on the state’s
standardized tests.
The
WEB Project has infused standards-based instruction in multimedia, digital
art, music composition, and online discourse into the general arts and humanities
curricula of Vermont K-12 and reports a significant correlation between motivation
and metacognition, indicating that students' enthusiasm for learning with
technology may stimulate students' metacognitive (strategic) thinking processes.
This
Milken Family Foundation briefing, released in June of 1999, outlines what
research has discovered regarding the impact of educational technology on
learning, and identifies resources for further study.
The
ROCKMAN ET AL conducted three years of studies among hundreds of students
and teachers who use laptops regularly in schools. Students with access to
their own laptops at school and at home were compared with those who had access
to computers at home and school, but did not use laptops regularly.
Cable
in the Classroom has research on the use of technology in the classroom. Their
focus is not specifically on computers but on technology with a wider definition,
including cable programming and broadband resources.
The
final report of the Web-Based Education Commission (WBEC) was published on
19 December 2000. Senator Bob Kerrey (D. Neb.), Chairman, and Representative
Johnny Isakson (R. Ga.), Vice-Chairman of the Web-Based Education Commission
urge the new Administration and 107th Congress to make E-learning a centerpiece
of the nation's education policy.
These
and other studies have made some significant findings:
Students
learn basic skills — reading, writing, and arithmetic — better
and faster if they have a chance to practice those skills using technology.
Students
develop the technical skills required to use the Internet for communication
and information gathering acquire geographic awareness based on understanding
the global nature of Internet connections and communications
Technology
engages students, and as a result they spend more time on basic learning
tasks than students who use a more traditional approach.
Technology
offers educators a way to individualize curriculum and customize it to the
needs of individual students so all children can achieve their potential.
Students
who have the opportunity to use technology to acquire and organize information
show a higher level of comprehension and a greater likelihood of using what
they learn later in their lives.
By
giving students access to a broader range of resources and technologies,
students can use a variety of communication media to express their ideas
more clearly and powerfully.
Technology
can decrease absenteeism, lower dropout rates, and motivate more students
to continue on to college.
Students
who regularly use technology take more pride in their work, have greater
confidence in their abilities, and develop higher levels of self-esteem.
"Your examples showed how we can maximize student participation in every class activity, and thus have them take ownership of their own learning."
Margartia Curtis, Head of School, Deerfield Academy, Deerfield, MA
