Foltos, L. (2002, December). Technology and Academic Achievement. Retrieved February 10, 2010, from New Horizons For Learning website: http://www.newhorizons.org/strategies/technology/foltos.htm
Article Summary:
Schools have increased spending on classroom technology to more than $5 billion a year. This spending has increased due to the belief that increased technology use will improve student learning. All of this money has been spent, but the technology is not being used as much as thought. Surveys have shown that fewer than 20% of teachers use technology more than once a week and up to half of teachers aren't using it at all. Educational technology supporters still believe that technology will make a difference in education, but they are relying on anecdotal evidence. This article describes two recent studies that were done to help strengthen the case for technology use in the classroom. The first study "Does it Compute: The Relationship between Educational Technology and Student Achievement in Mathematics" showed that technology did have positive benefits on NAEP test scores for 4th and 8th graders. However, the technology wasn't always beneficial. The study found that if the technology was used for drill and practice types of exercises, it actually was worse for student learning than not using the technology at all. The benefits were seen when students were given computers to solve simulations.
The other study outlined in this article was based in Missouri schools. The started the eMints program that is designed as a comprehensive approach to assist teachers in integrating the technology into their teaching. The teachers were trained to use project-based learning and emphasize critical-thinking skills. The study found that many teachers were not sufficiently trained to use technology to help student learning. Teachers need to be trained to incorporate inquiry-based learning and true technology integration in order for the use of the computers to make a difference in student learning. The MAP tests (Missouri state tests) showed positive results and marked improvement in test scores of students enrolled in the eMints classrooms compared to students not in the eMints classes.
Technology is not a "silver bullet", it needs to be paired with instructional strategies such as project-based instruction. Technology needs to involve more complex work and higher-order thinking and problem-solving in order for it to be beneficial. If teachers are expected to use technology, they need to be trained in a supportive environment where they can collaborate with their peers and learn from one another. Current professional development focuses too often on the computer itself instead of technology's potential role in learning and teaching.
My Thoughts:
I have found that most professional development involving technology is very basic, short and doesn't promote application to the classroom setting. It amazes me how much money and resources are available to incorporate technology into teaching, yet there is so little actual use of it because of a lack of training of the teachers. How can we expect to keep up with technology and its effective use in our classrooms if we don't know how to use it effectively? Teachers need to fight for more useful professional development. We can't be expected to be given a computer and know how to make it the best tool for our students unless we are trained to do so. I think this article is frustrating and encouraging at the same time. Frustrating that there is so much potential going to waste yet encouraging that there is an answer out there. Luckily my district seems to be jumping on the bandwagon and we are doing a fine job at providing training for teachers that want it and providing opportunities for collaboration with our peers.
Article Summary:
Schools have increased spending on classroom technology to more than $5 billion a year. This spending has increased due to the belief that increased technology use will improve student learning. All of this money has been spent, but the technology is not being used as much as thought. Surveys have shown that fewer than 20% of teachers use technology more than once a week and up to half of teachers aren't using it at all. Educational technology supporters still believe that technology will make a difference in education, but they are relying on anecdotal evidence. This article describes two recent studies that were done to help strengthen the case for technology use in the classroom. The first study "Does it Compute: The Relationship between Educational Technology and Student Achievement in Mathematics" showed that technology did have positive benefits on NAEP test scores for 4th and 8th graders. However, the technology wasn't always beneficial. The study found that if the technology was used for drill and practice types of exercises, it actually was worse for student learning than not using the technology at all. The benefits were seen when students were given computers to solve simulations.
The other study outlined in this article was based in Missouri schools. The started the eMints program that is designed as a comprehensive approach to assist teachers in integrating the technology into their teaching. The teachers were trained to use project-based learning and emphasize critical-thinking skills. The study found that many teachers were not sufficiently trained to use technology to help student learning. Teachers need to be trained to incorporate inquiry-based learning and true technology integration in order for the use of the computers to make a difference in student learning. The MAP tests (Missouri state tests) showed positive results and marked improvement in test scores of students enrolled in the eMints classrooms compared to students not in the eMints classes.
Technology is not a "silver bullet", it needs to be paired with instructional strategies such as project-based instruction. Technology needs to involve more complex work and higher-order thinking and problem-solving in order for it to be beneficial. If teachers are expected to use technology, they need to be trained in a supportive environment where they can collaborate with their peers and learn from one another. Current professional development focuses too often on the computer itself instead of technology's potential role in learning and teaching.
My Thoughts:
I have found that most professional development involving technology is very basic, short and doesn't promote application to the classroom setting. It amazes me how much money and resources are available to incorporate technology into teaching, yet there is so little actual use of it because of a lack of training of the teachers. How can we expect to keep up with technology and its effective use in our classrooms if we don't know how to use it effectively? Teachers need to fight for more useful professional development. We can't be expected to be given a computer and know how to make it the best tool for our students unless we are trained to do so. I think this article is frustrating and encouraging at the same time. Frustrating that there is so much potential going to waste yet encouraging that there is an answer out there. Luckily my district seems to be jumping on the bandwagon and we are doing a fine job at providing training for teachers that want it and providing opportunities for collaboration with our peers.
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