Learning & Leading with Technology Volume 29 Number 8 4 6
Subject: Research on academic
performance and technology Audience: Teachers, technology coordinators, library/media special- ists, teacher educators Grade Level: K12 (Ages 518) Technology: All Standards: NETST II; NETSA I (www.iste.org/standards) Supplement: www.iste.org/L&L H ow D oes Technology Influence Student Learning? This m onths Research W indow s highlights research findings for frequently asked questions regarding technologys effects on student learning as determ ined by the C enter for Applied Research in Educational Technology (C ARET). By John Cradler, Mary McNabb, Molly Freeman, and Richard Burchett Re se arch Win d o w s Learning & Leading with Technology Volume 29 Number 8 4 6 Copyright ISTE (International Societyfor Technologyin Education),1.800.336.5191 (U.S.& Canada) or 1.541.302.3777 (Intl),iste@iste.org.All rights reserved. May 2002 Learning & Leading with Technology 4 7 Research Windows E vidence ismounting to support technology advocates claims that 21st-century information and communication toolsaswell as more traditional computer-assisted instructional applicationscan positive- ly influence student learning processes and outcomes. The Center for Appl- ied Research in Educational Technol- ogy (CARET) hasgathered compelling research and evaluation findingsto an- swer frequently asked questionsabout how technology influencesstudent achievement and academic perfor- mance in relation to three primary cur- ricular goals: 1. Achievement in content area learning 2. Higher-order thinking and problem- solving skill development 3. Workforce preparation The research findingsalso emphasize the importance of using technology in conjunction with collaborative learn- ing methodsand leadership aimed at technology planning for school im- provement purposes. For accessto additional research findingsapplicable to collaboration, planning, procure- ment, and implementation of technol- ogy in schools, read the supplement online at www.iste.org/L&L and visit the CARET Web site at http:// caret.iste.org. Content Area Achievement First and foremost, research reminds usthat technology generally improves performance when the application di- rectly supportsthe curriculum stan- dardsbeing assessed. In other words, making standardsand learning objec- tivesexplicit to the studentsispart of effective technology implementation. Technology integration activitiesoften require teachersand curriculum plan- nersto revisit curricular standardsas they select technology applications. A review of studiesconducted by the CEO Forum (2001) emphasizes: technology can have the greatest impact when integrated into the cur- riculum to achieve clear, measurable educational objectives. A recent study illustrateshow align- ment between content-area learning standardsand carefully selected tech- nology usescan significantly increase test scores. In an eight-year longitudinal study of SAT-I performance at New HampshiresBrewster Academy (Bain & Ross, 1999), studentsparticipating in the technology-integrated school- reform efforts(School Design Model) demonstrated average increasesof 94 pointsin combined SAT I performance over studentswho participated in the traditional school experience. The re- form effortsincluded a pioneer laptop program, where all studentsand faculty carry portable computersand have ready accessto a campusnetwork. Along with technology implementa- tion, Brewstersextensive school reform effortsinvolved rethinking the way we teach, how we build curriculum, and the way we support and evaluate fac- ulty (Bain & Smith, 2000, p. 152). A West Virginia study showsan increase in test scoresresulting from integrating curriculum objectivesfor basic skillsdevelopment in reading and mathematicswith instructional soft- ware (Mann, Shakeshaft, Becker, & Kottkamp, 1999). Thiscurriculum was reinforced with teacher instruction and student achievement tests. Gainsin stu- dent test scoreson the SAT-9 (for 950 fifth gradersin 18 schools) appeared attributable to the alignment of the tar- geted curriculum standardswith the software, teacher instruction, and tests. Numerousstudiesdocument stu- dent understanding of mathematics conceptsfrom using computer-based and -assisted software. Logo program- ming, computer-assisted instruction (CAI) microworlds, and algebra and geometry software are among those effective in facilitating mathematics achievement for elementary, middle, and high school studentswhen teach- ersare skilled in guiding student activi- ties(Hillel, Kieran, & Gurtner, 1989; McCoy, 1996; Simmons& Cope, 1990, 1993). In English language artsand social studies, teachersreport observing sig- nificant change in student skillsand knowledge acquired after their students first multimedia project. After student completion of the first multimedia project, teachersreported increased student knowledge in: research skills, ability to apply learning to real-world situations, organizational skills, and interest in the content (Cradler & Cradler, 1999). Higher-Order Skills Development Higher-order thinking and problem- solving skills(e.g., information re- search, comparing and contrasting, synthesizing, analyzing, and evaluating) enable learnersto apply their content knowledge in a variety of waysleading to innovation and deeper understand- ing of content domains. Though some technology applicationsare designed for use in specific content areas, educa- May 2002 Learning & Leading with Technology 4 7 Copyright ISTE (International Societyfor Technologyin Education),1.800.336.5191 (U.S.& Canada) or 1.541.302.3777 (Intl),iste@iste.org.All rights reserved. Learning & Leading with Technology Volume 29 Number 8 4 8 torshave also found valuable thinking toolsamong the technology applications available for educational purposes. Re- search and evaluation showsthat tech- nology toolsfor constructing artifacts and electronic information and com- munication resourcessupport the de- velopment of higher-order thinking skills. The findingshold true when stu- dentsare taught to apply the processes of problem solving and then are al- lowed opportunitiesto apply technol- ogy toolsto develop solutions. Powerful technologiesare now avail- able to significantly augment the skills necessary to convert data into informa- tion and transform information into knowledge. For example, interactive video programshave been demon- strated to increase problem-solving skills. Studentsacrossnine stateswho used Jasper video software asa center- piece for mathematicsinstruction for three to four weekswere compared with studentswho did not. The com- parative research demonstrated that the studentsin classroomswho used the Jasper video programswere better able to complete complex problem-solving tasks(Cognition and Technology Group, 1992). In Pittsburgh, Pennsylvania, an intelligent-tutor software program, aspart of the regular curriculum for ninth-grade algebra, supportsa curricu- lum focusing on mathematical analysis of real-world situationsand the use of computational tools. On average, the 470 studentsin the experimental classes using the software outperformed stu- dentsin comparison classesby 15% on standardized testsand 100% on tests targeting the curriculum-focused objec- tives (Koedinger, Anderson, Hadley, & Mark, 1999, p. 1). It isimportant to note, however, that studentsmay ma- nipulate simulation and presentation software to create a visual artifact with- out really understanding or applying sound conceptual thinking. The role of teachersisparamount in guiding the development of students higher-order thinking skillsduring learning activities involving technology tools. In a landmark study analyzing a na- tional database of student test scores, Wenglinsky (1998) determined that technology can have a positive effect on students mathematicsscores. Hisstudy used data of fourth- and eighth-grade studentswho took the math section of the 1996 National Assessment of Edu- cational Progress(NAEP). That NAEP included questionsabout how comput- ersare used in mathematicsinstruction. After adjusting for classsize, teacher qualifications, and socioeconomics, Wenglinsky found that technology had more of an impact in middle schools than it did in elementary schools (Valdez et al., 1999). In eighth grade, where computerswere used for simula- tionsand applicationsto enhance higher-order thinking skills, the stu- dentsperformed better on the NAEP than did studentswhose teachersused the technology for drill and practice. He found that fourth-grade students who used computersprimarily for math/learning games scored higher than studentswho did not. fourth gradersdid not show differencesin test score gainsfor either simulationsand applicationsor drill and practice (Valdez et al. 1999, p. 24). Another study of 22 fourth- and sixth-grade classesin seven urban school districtsinvolved 66 of the par- ticipating studentsin a civil rightscur- riculum using online communication and the Internet. The control group of 38 studentsdid use the computer but did not use the online resourceswith the curriculum. Center for Applied Special Technology (CAST) researchers assessed the effect of Internet use on student performance by looking at the benefitsit had on student projects. Ac- cording to the CAST (1996) research- ers, studentswith accessto Scholastic Network and the Internet produced better projectsthan studentswithout online access. Of the nine measuresof performance, the online usersreceived significantly higher scoresrelative to: presenting their work, stating a civil rightsissue, presenting a full picture (who, what, when, where, why, how), bringing together different pointsof view, and producing a complete project (CAST, Table 2). Research and evaluation showsthat technology can enable the development of critical thinking skillswhen students use technology presentation and com- munication toolsto present, publish, and share resultsof projects. The CAST study also found that when studentsused the Internet to research topics, share information, and complete a final project within the context of a semi-structured lesson, they became independent, critical thinkers(Coley, Cradler, & Engel, 1997). Using technology toolsto build thinking skillsisnot just for the best and brightest students. The Higher Or- der Thinking Skills(HOTS) pull-out program, developed in the early 1980s to build the thinking skillsof students, combined technology with drama and Socratic dialogue. Through thiscombi- Research Windows Research and evaluation show s that technology tools for constructing artifacts and electronic inform ation and com m unication resources support the developm ent of higher-order thinking skills. Copyright ISTE (International Societyfor Technologyin Education),1.800.336.5191 (U.S.& Canada) or 1.541.302.3777 (Intl),iste@iste.org.All rights reserved. May 2002 Learning & Leading with Technology 4 9 nation, disadvantaged studentsin Grades47 achieved twice the national average gainson reading and math test scores. Ten to 15% of the studentsalso achieved honor roll statusin 1994, sug- gesting a transfer of the students cogni- tive development to learning specific content. The studentswho used HOTS also increased performance on measures of reading comprehension, metacog- nition, writing, componentsof IQ, transfer to novel tasks, and grade point average (Coley et al., 1997; Pogrow, 1996). WorkforcePreparation Preparing studentsfor the workforce is a third area where technology playsa pivotal role in helping school commu- nitiesreach their educational goals. Re- search showsthat when studentslearn to use and apply applicationsused in the world of work, such asword proces- sors, spreadsheets, computer-aided drawing, Web site development pro- grams, and the Internet, they acquire some of the prerequisite skillsfor workforce preparedness. When content and problem-solving strategiesmeet ac- cepted education standards, technology increasesmastery of vocational and workforce skillsand helpsprepare stu- dentsfor work (Cradler, 1994). Integration of technology with the- matic and interdisciplinary projectscan enhance career preparation. A study of four health career programsin Califor- nia (Stern & Rahn, 1995) demon- strated the effectivenessof work-based learning modelssuch asTech Prep and career academiesthat integrate students work experience with academic subjects such asmath, English, science, and so- cial studies. These programsallow high school studentsto gain valuable knowl- edge about how to conduct themselves in actual workplace environments. Re- flection isan essential part of these work-based learning programswhere teachersintegrate a health care theme into academic assignmentsor interdis- ciplinary projects. For example, the math teacher in one program encour- agesstudentsto analyze forcesand anglesin physical therapy, design a building to house a health clinic, and determine the amount of money a medical assistant must save in five yearsto pay for college tuition. Technology can be useful in linking work experienceswith academic sub- jects. In a nationwide review of school- to-work programs, Olson (1998) found programswhere studentswere learning the new basicsor basicsplusskills. These skillsinclude the ability to use technol- ogy to communicate ideasand infor- mation orally, aswell asin writing. The new basicsalso include working in groups, solving problemswhen answers arent alwaysself-evident, understand- ing how systemswork, and collecting, analyzing, and organizing data. In a re- port on the state of technology integra- tion in Minnesota, schoolsdocument the benefitsof using information tech- nologiesto bring the world of work into the classroom (Johnson, 1996). Conclusion The research and evaluation studies cited in thisarticle represent highlights from a larger body of evidence reviewed by CARET and available online. In sum, research isproviding more and more clarity about how to use technol- ogy effectively within our school com- munitiesto support and enhance the academic performance of todaysyouth. Collaborative activitiesand formative feedback are key componentsof in- structional strategiesthat accompany effective technology implementation. Leadership also ispivotal in aligning available technology resourceswith sys- temic school improvement goals. The research indicatesthe need for under- standing the combined effortsnecessary for technology to positively influence students academic performance. (For more on the rolescollaboration, leader- ship, and technology planning play, see the article supplement online at www.iste.org/L&L.) References Bain, A., & Ross, K. (1999). School reengi- neering and SAT-I performance: A casestudy. International Journal of Education Reform, 9(2), 148153. Bain, A., & Smith, D. (2000). Technol- ogy enabling school reform. T.H.E. Journal, 28(3), 90. Center for Applied Special Technology. (1996). Theroleof onlinecommunications in schools: A national study[Online]. Available: www.cast.org/udl/RoleofOnline CommunicationsinSchools121.cfm. CEO Forum. (2001). Year 4 STaR Report [Online]. Available: www.electronic- school.com/2001/09/0901ewire.html#forum. Cognition and Technology Group at Vanderbilt. (1992). TheJasper seriesasan exampleof anchored instruction: Theory, program description, and assessment data. Educational Psychologist, 27, 291315. Coley, R., Cradler, J., & Engel, P. (1997). Computersand classrooms: Thestatusof technol- ogyin U.S. schools. Princeton, NJ: Policy Infor- mation Center, Educational Testing Service. Cradler, J. (1994). Summaryof research and evaluation findingsrelatingtotechnologyin edu- cation. San Mateo, CA: Educational Support Systems. Cradler, R., & Cradler, J. (1999). Just in time: Technologyinnovation challengegrant year 2 evaluation report for Blackfoot School District No. 55. San Mateo, CA: Educational Support Systems. Research Windows Research and evaluation show s that technology can enable the developm ent of critical thinking skills w hen students use technology presentation and com m unication tools to present, publish, and share results of projects. Technologycontinued on page56. Copyright ISTE (International Societyfor Technologyin Education),1.800.336.5191 (U.S.& Canada) or 1.541.302.3777 (Intl),iste@iste.org.All rights reserved. Learning & Leading with Technology Volume 29 Number 8 5 0 Hillel, J., Kieran, C., & Gurtner, J. (1989). Solving structured geometry taskson thecom- puter: Theroleof feedback in generating strate- gies. Educational Studiesin Mathematics, 20, 139. Johnson, B. H. (1996). Minnesota com- mitted to providing technology to all students. Research/Practice[Online], 4(2). Available: http://education.umn.edu/carei/Reports/ Rpractice/Summer96/committed.htm. Koedinger, K., Anderson, J., Hadley, W., & Mark, M. (1999). Intelligent tutoringgoesto school in thebigcity. [Online]. Pittsburgh, PA: CarnegieMellon University. Available: http:// act.psy.cmu.edu/awpt/AlgebraPacket/kenPaper/ paper.html. Mann, D., Shakeshaft, C., Becker, J., & Kottkamp, R. (1999). West Virginia story: Achievement gainsfroma statewidecomprehensive instructional technologyprogram. Santa Monica, CA: Milken Exchangeon Educational Technology. McCoy, L. P. (1996). Computer-based mathematicslearning. Journal of Research on Computingin Education, 28(4), 438460. Olson, L. (1998). Thenew basicsin school- to-work. Educational Leadership, 55(6), 5054. Pogrow, S. (1996). Using computersand other visual technology to combineprocess and content. In A. Costa & R. Liebman (Eds.), When processiscontent: Toward renaissance learning(pp. 98116). Thousand Oaks, CA: Corwin Press. Simmons, M., & Cope, P., (1990). Fragile knowledgeof anglein turtlegeometry. Educa- tional Studiesin Mathematics, 21(4), 375382. Simmons, M., & Cope, P. (1993). Angle and rotation: Effectsof different typesof feed- back on thequality of response. Educational Studiesin Mathematics, 24(2), 163176. Stern, D., & Rahn, M. (1995). How health career academiesprovidework-based learning. Educational Leadership, 52(8), 3740. Valdez, G., McNabb, M., Foertsch, M., Anderson, M., Hawkes, M., & Raack, L. (1999). Computer-based technologyand learning: Evolvingusesand expectations. Oak Brook, IL: North Central Regional Educational Laboratory. Wenglinsky, H. (1998). Doesit compute?The relationship between educational technologyand student achievement in mathematics. Princeton, NJ: Policy Information Center, Educational Testing Services. Research Windows John Cradler (cradler@ earthlink.net) istheco-director of theCARET project and presi- dent of Educational Support Systems. Duringthepast 15 years, hehasmadesignificant contributionstothedevelopment of stateand federal legislation and policiesrelated toeducational technology. In hispreviousrolesas director of technologyfor WestED, CCSSO, and Educational Support Systems, hehasserved asan advisor and evaluator for a widevarietyof state, federal, and privatesector educational technology programs, products, and initiatives. MaryMcNabb, EdD (mlmcnabb@msn.com), worksasa consultant focusingon investigatingthe natureof teaching, learning, and assessment in onlinecultures. Previously, shewasa research scien- tist at theUniversityof Denver Research Institute (DRI). Shehasalsoserved asdirector of Research and Technologyfor theNorth Central Regional Education Laboratory(Oak Brooks, Illinois) and wason a national committeecoordinatingevalua- tion effortsfor thePreparingTomorrowsTeachers toUseTechnology(PT 3 ) Program. Sheserved on theleadership committeethat developed ISTEs NETS for Teachers. MollyFreeman (mollyfreeman@telis.org) currently conductsresearch with Educational Support Sys- temsand since1996 hasconsulted with the Internet Instituteof Santa Clara CountyOfficeof Education todesign staff development for K12 teacherslearningtousetechnologyin theclassroom. Her PhD isin Complex Systemsand Distance LearningfromTheUnion Institute, and her mastersdegreeisin sociologyfromtheUniversity of California at Davis. Richard Burchett (rburchett@iste.org) isa CARET reviewer and a research associatein ISTEsRe- search and Evaluation Department. In 1994, he obtained hisPhD in CognitivePsychologyfromthe Universityof California, Riverside. Hehastaught psychology, statistics, and research methodology coursesat numerousWest Coast universities. Rich- ard hasserved asan associateprofessor of psychol- ogyat theAmerican Universityin Cairo(Egypt) and theAmerican Universityof Sharjah (United Arab Emirates). 5 6 Technologycontinued frompage49. Copyright ISTE (International Societyfor Technologyin Education),1.800.336.5191 (U.S.& Canada) or 1.541.302.3777 (Intl),iste@iste.org.All rights reserved.
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