Using Technology to Improve Student Achievement
A Reaction Paper
Submitted to
Prof. Jelyn Alentajan
In Partial Fulfillment
In the
Requirements of the Course
EDUCATION 8
(Educational Technology 2)
Submitted by:
Ronabelle J. Catahan
BEEd- 3B
1st Semester 2008-2009
A Reaction Paper
Submitted to
Prof. Jelyn Alentajan
In Partial Fulfillment
In the
Requirements of the Course
EDUCATION 8
(Educational Technology 2)
Submitted by:
Ronabelle J. Catahan
BEEd- 3B
1st Semester 2008-2009
Introduction
Many different types of technology can be used to support and enhance learning. Everything from video content and digital moviemaking to laptop computing and handheld technologies have been used in classrooms, and new uses of technology such as podcasting are constantly emerging.
Various technologies deliver different kinds of content and serve different purposes in the classroom. For example, word processing and e-mail promote communication skills; database and spreadsheet programs promote organizational skills; and modeling software promotes the understanding of science and math concepts. It is important to consider how these electronic technologies differ and what characteristics make them important as vehicles for education .
Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn .
Each technology is likely to play a different role in students' learning. Rather than trying to describe the impact of all technologies as if they were the same, researchers need to think about what kind of technologies are being used in the classroom and for what purposes. Two general distinctions can be made. Students can learn "from" computers—where technology used essentially as tutors and serves to increase students basic skills and knowledge; and can learn "with" computers—where technology is used a tool that can be applied to a variety of goals in the learning process and can serve as a resource to help develop higher order thinking, creativity and research skills.
software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition).
In a review of existing evidence of technology's impact on learning, found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet, there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used
Critical Issue: Using Technology to Improve Student Achievement
Various technologies deliver different kinds of content and serve different purposes in the classroom. For example, word processing and e-mail promote communication skills; database and spreadsheet programs promote organizational skills; and modeling software promotes the understanding of science and math concepts. It is important to consider how these electronic technologies differ and what characteristics make them important as vehicles for education .
Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn .
Each technology is likely to play a different role in students' learning. Rather than trying to describe the impact of all technologies as if they were the same, researchers need to think about what kind of technologies are being used in the classroom and for what purposes. Two general distinctions can be made. Students can learn "from" computers—where technology used essentially as tutors and serves to increase students basic skills and knowledge; and can learn "with" computers—where technology is used a tool that can be applied to a variety of goals in the learning process and can serve as a resource to help develop higher order thinking, creativity and research skills.
software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition).
In a review of existing evidence of technology's impact on learning, found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet, there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used
Critical Issue: Using Technology to Improve Student Achievement
ISSUE: Because effective use of technology must be supported by significant investments in hardware, software, infrastructure, professional development, and support services, over the last decade, we as a nation have invested more than $66 billion investment in school technology. This unprecedented level of investment in educational technology has raised expectations of legislators and the public who are now looking for returns on this investment, and therefore are calling for evidence regarding the efficacy and cost-effectiveness of technology in K-12 schools
While complex factors have influenced the decisions for where, what, and how technology is introduced into our nation's school systems, ultimately, the schools will be held accountable for these investments. How can schools ensure that the promise that technology holds for student achievement is realized? What factors need to be in place to support the effective use of technology? What resources can school districts use to help them plan for technology that will have a positive impact on student achievement, and how can they justify that investment?
To answer these questions, educators need to look at the research on technology and student achievement and the contextual factors that affect learning goals. In this updated briefing , we examine current research perspectives and findings on using technology to improve student achievement.
A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities. Ten years of substantial investments have vastly improved this picture.
Along with expanded access has come a growing pervasiveness of technology in society. For a generation of young people, technology, particularly the Internet, has assumed a substantial stake in their social and educational lives. A recent survey conducted by the Pew Internet & American Life Project found that roughly 21 million youth between the ages of 12 through 17—approximately 87 percent of the entire age bracket—use the Internet. Of those 21 million online teens, 78 percent (about 16 million students) say they use the Internet at school. This translates into 68 percent of all teenagers, up from 47 percent in 2000. The survey also found that most teens believe that the Internet helps them do better in school (86 percent of teens, 88 percent of online teens).
In a previous survey, the project found that 71 percent of online teens said they relied mostly on Internet sources for the last big project they did for school and 34 percent of online young people ages 12-17 download study aides from the Internet. . The U.S. Bureau of the Census (2003) found that 57 percent of all children in school ages 7-17 use a home computer to complete school assignments. Young people are also taking advantage of new, powerful communications tools. Three-quarters of online teens use instant messaging , representing close to 16 million youth. Of those 16 million, 78 percent say they use instant messaging from time to time to talk about homework, tests, or schoolwork.
With the passage of the No Child Left Behind (NCLB) legislation in January 2002, testing has become not only more routine, but also increasingly high-stakes and focused more on specific content knowledge. Test results are regularly used as the measuring stick for student advancement to the next grade and as a gauge for judging the quality of schools and the educators who work in them. Therefore, efforts to integrate technology into schools and classroom practices must not only acknowledge but also provide evidence that technology assists in meeting these accountability demands.
This questioning reflects the technological and business changes brought about by the Web, wireless communication and distributed work, which note have "introduced discontinuity in where and how people work, how their performance is measured, and how their objectives are set" where "assignments, work settings, peers, employers and work choices are increasingly changeable and fluid." The employer-centered workplace of predefined jobs and career paths has given way to a worker-designed environment where individuals pursue their own assignments and must effortlessly combine technical skills with an intellectual toolbox enriched with experiences, roles, team building, and knowledge. Similarly, some argue that today's students, surrounded by digital technology since infancy, are fundamentally different from previous generations and are no longer the people our educational system was designed to teach .
Conclusion
While complex factors have influenced the decisions for where, what, and how technology is introduced into our nation's school systems, ultimately, the schools will be held accountable for these investments. How can schools ensure that the promise that technology holds for student achievement is realized? What factors need to be in place to support the effective use of technology? What resources can school districts use to help them plan for technology that will have a positive impact on student achievement, and how can they justify that investment?
To answer these questions, educators need to look at the research on technology and student achievement and the contextual factors that affect learning goals. In this updated briefing , we examine current research perspectives and findings on using technology to improve student achievement.
A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities. Ten years of substantial investments have vastly improved this picture.
Along with expanded access has come a growing pervasiveness of technology in society. For a generation of young people, technology, particularly the Internet, has assumed a substantial stake in their social and educational lives. A recent survey conducted by the Pew Internet & American Life Project found that roughly 21 million youth between the ages of 12 through 17—approximately 87 percent of the entire age bracket—use the Internet. Of those 21 million online teens, 78 percent (about 16 million students) say they use the Internet at school. This translates into 68 percent of all teenagers, up from 47 percent in 2000. The survey also found that most teens believe that the Internet helps them do better in school (86 percent of teens, 88 percent of online teens).
In a previous survey, the project found that 71 percent of online teens said they relied mostly on Internet sources for the last big project they did for school and 34 percent of online young people ages 12-17 download study aides from the Internet. . The U.S. Bureau of the Census (2003) found that 57 percent of all children in school ages 7-17 use a home computer to complete school assignments. Young people are also taking advantage of new, powerful communications tools. Three-quarters of online teens use instant messaging , representing close to 16 million youth. Of those 16 million, 78 percent say they use instant messaging from time to time to talk about homework, tests, or schoolwork.
With the passage of the No Child Left Behind (NCLB) legislation in January 2002, testing has become not only more routine, but also increasingly high-stakes and focused more on specific content knowledge. Test results are regularly used as the measuring stick for student advancement to the next grade and as a gauge for judging the quality of schools and the educators who work in them. Therefore, efforts to integrate technology into schools and classroom practices must not only acknowledge but also provide evidence that technology assists in meeting these accountability demands.
This questioning reflects the technological and business changes brought about by the Web, wireless communication and distributed work, which note have "introduced discontinuity in where and how people work, how their performance is measured, and how their objectives are set" where "assignments, work settings, peers, employers and work choices are increasingly changeable and fluid." The employer-centered workplace of predefined jobs and career paths has given way to a worker-designed environment where individuals pursue their own assignments and must effortlessly combine technical skills with an intellectual toolbox enriched with experiences, roles, team building, and knowledge. Similarly, some argue that today's students, surrounded by digital technology since infancy, are fundamentally different from previous generations and are no longer the people our educational system was designed to teach .
Conclusion
A major concern of many educators with regard to educational technology is its potential to exclude those who may not have access to it, or may not be able to use it. Regardless of what research may indicate concerning positive effects of technology on student learning.
Schools serving students living in poverty tend to use technology for more traditional memory-based and remedial activities, while schools serving wealthier communities are more likely to focus on communication and expression.A nationwide study examining the relationship between socioeconomic status and teaching practices around technology found that teaching in low.
At the same time, although less studied than other outcomes, demonstration efforts and anecdotal evidence suggest that teaching ICT literacy skills specifically those related to multimedia literacy in Web, publishing and video production) can improve the economic prospects of at-risk youth by giving them marketable skills.
Language Learners. likewise, in teaching language learners, using technology has distinct advantages that relate not only to language education but preparing students for today's information society. Computer technologies and the Internet are powerful tools for assisting language teaching because Web technology is a part of today's social fabric, meaning language learners can now learn thorough writing e-mail and conducting online research. The effectiveness of educational technology on student learning depends not only on what outcomes are targeted and how the technology is integrated into instruction, but also on how teachers assess student performance in classrooms and adjust instruction accordingly. Technology offers teachers a broad range of tools to collect and analyze data, and richer sets of student data to guide instructional decisions
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