When teachers first began to use computers in a classroom setting, schools wished to evaluate whether the use of educational technology had a significant and consistent impact on student achievement. This achievement was to be measured not only in the students ability to use technology, but that by using it, there was a measurable increase in critical thinking, analyzing, and problem solving. The ability to properly assess it’s impact requires two important factors: (1) an awareness of how technology is used in the classroom, and (2) carefully monitoring the teachers ability to evaluate student progress by comparing assessment tools with learning objectives.
Types of Technology
When people hear the word “technology”, most of them first think of computers. However, there are many different types of technology other than computers that can be used to improve student learning. Different technologies provide different kinds of content and serve different purposes in the classroom. Word processing programs encourage communication and writing skills; spreadsheet software promotes mathematics; database software promotes organizational skills; modeling software enhances the application of science skills (Using Technology to Improve Achievement, 1999).
Today, schools offer technologies that were unheard of twenty years ago. The typewriter is being replaced by voice recognition software, and the traditional classroom is now competing with two-way online distance learning classes. However, rather than try to describe the impact of technology as a whole, schools need to understand the purpose and usefulness of them. Results of Technology
If a new technology is introduced into a classroom, other things also change (Hawkins, Panush, & Spielvogel, 1996). Teachers often find themselves acting more as coaches and less as lecturers. Rather than teaching to an entire class, teachers spend more time individualizing their instruction. As a result, students are given much more individual attention due to the nature of some technologies. Another example is that the use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). It is without question that the introduction of a new medium of instruction like technology would have an enormous impact on the traditional classroom. Still, schools need to control this change while concentrating on the positive and negative effects it has on achievement. Assessing Student Achievement
Assessing the effect of technology on student achievement is a complex issue. In the past, traditional standardized assessments have been used to measure changes in student performance. These assessments focus on students’ knowledge of facts but ignore a student’s ability to think. According to T.K. Glennan’s article “Fostering the use of educational technology,” much has been learned in the last 15 years about new and meaningful ways to measure what students know and how well they know it.
To measure the effect of specific technologies on student achievement, assessment methods and instruments should be appropriate to the learning outcomes promoted by those technologies (Glennan, 1996). If standardized tests are the means to assess students, new tests need to be written that better measure the effects of technology use. More than likely, however, other means for assessment may be more accurate and meaningful in comparing technology with achievement. Possible Solutions to Student Achievement
Before proper assessment of students can be taken, teachers must first be given proper training in how to use technology and how to evaluate students using that technology. The primary reason teachers do not use technology in their classrooms is a lack of experience with the technology (Wenglinsky, 1998; Rosen & Weil, 1995). Wenglinsky found that teachers who had received professional development during the last five years were more likely to use computers in effective ways than those who had not participated in such training. Teachers who are poorly trained to use technology will most likely be poor teachers when using that technology. Ongoing professional development is essential.
In H.J. Becker’s “Analysis and Trends of School Use of New Information Technologies,” the author states, “As schools continue to acquire more technology for student use and as teachers are able to find more ways to incorporate technology into their instruction, the problem will no longer be not enough computers but not enough time.” Becker brings up a good point. Students who are actively engaged in an activity involving technology need sufficient time to work. The traditional 50-minute class period will not always suffice, especially when incorporating such activities as Internet research. Becker continues by arguing that learning through technology is best supported by changes in the structure of the school day, including longer class periods and more allowance for team teaching and interdisciplinary work. Changes in the day, therefore, like block scheduling are better avenues for providing students with the necessary time to accomplish certain tasks.
Lastly, frequent evaluation of teachers and students are necessary. Ongoing evaluation of technology applications and student achievement help to ensure that the technology is appropriate, adaptable, and useful (Baker, 1999). Both administrators and teachers can better identify the need for change when regularly evaluated how technology is being used. Evaluation, as Ms. Baker puts it, is a planning tool that should be considered at the beginning of any technology innovation.
Personal Choice
Without a doubt, technology offers a wide range of opportunities and resources for students and teachers alike. However, failure can come even with the most advanced piece of equipment if improperly used. It is essential, therefore, that teachers be provided with regular professional development. In order to teach students effectively, the most important factor is that teachers be prepared themselves. Without proper training and support, technology will likely inhibit student achievement.
Operational Goal:
Technology will be integrated into the curriculum as a whole, and teachers will receive ongoing training in using a variety of technologies as well as how to evaluate it’s usefulness and success.
Action Steps:
1. The school defines a clear set of expectations for the year. These expectations will be addressed during teacher planning sessions and workshops and will be evaluated at the end of the year.
2. The school will produce a reasonable time frame for improving achievement.
3. Teachers attend monthly workshops and must attend at least 2 full-day workshops during the school year.
4. Each teacher will be required to present a monthly report addressing concerns, changes, and successes in how technology is being used.
5. Evaluation plans will be created to make certain that technologies are being used to bring about better student achievement.
References
Baker, E.L. (1999). Technology: How do we know it works? Retrieved on May 25, 2003 from http://www.ed.gov/Technology/TechConf/1999/whitepapers/paper5.html
Becker, H.J. (1994, March). Analysis and trends of school use of new information technologies. Retrieved on May 26, 2003 from http://www.gse.uci.edu/EdTechUse/c-tblcnt.htm
Glennan, T. K., & Melmed, A. (1996). Fostering the use of educational technology: Elements of a national strategy. Washington, D.C.
Hawkins, J., Panush, E.M., & Spielvogel, R. (1996, December). National study tour of district technology integration. New York: Center for Children and Technology, Education Development Center.
North Central Regional Education Laboratory. (1999). Critical Issue: Using Technology to Improve Student Achievement. Retrieved on May 28, 2003 from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.html Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Retrieved on May 29, 2003 from http://www.ets.org/research/pic/dic/preack.html
