The findings of a research
project sponsored by the Office of Educational Research and Improvement
of the U.S. Department of
Education support the claim that the use of technology
in the classroom enhances student learning in a number of ways.
*Summary of Findings
The following is a summary of benefits reported by teachers[1]:
The most common--and in fact, nearly universal--teacher-reported effect
on students was an increase in motivation. Teachers
talked about motivation from a number of different perspectives. Some mentioned
motivation with respect to working in a specific subject area, for example, a
greater willingness to write or to work on computational skills. Others spoke
in terms of more general motivational effects--student satisfaction with the
immediate feedback provided by the computer and the sense of accomplishment and
power gained in working with technology. Teachers
also frequently cite technology's motivational advantages in providing a venue
in which a wider range of students can excel. Compared to conventional
classrooms with their stress on verbal knowledge and multiple-choice test
performance, technology provides a very different set of challenges and
different ways in which students can demonstrate what they understand. In
addition, technology provides a more neutral playing field that is less
intimidating to timid students. As one teacher put it, "The kids that
don't necessarily star can become the stars." Another teacher expressed it as follows:
"They have a voice and it's not in any way secondary to anybody else's
voice. It's an equal voice."
Students, even at the
elementary school level, are able to acquire an impressive level of skill with
a broad range of computer tools. Although the specific tools in use will likely
change before these students enter the world of work, the students acquire a
basic understanding of how various classes of computer tools behave and a
confidence about being able to learn to use new tools that will support their
learning of new software applications.
Accomplishment
of More Complex Tasks
Teachers for the
observed classes and activities at the case study sites were nearly unanimous
also in reporting that students were able to handle more complex assignments
and do more with higher-order skills because of the supports and capabilities
provided by technology.
More
Collaboration with Peers
Another effect of
technology cited by a great majority of teachers is an increased inclination on
the part of students to work cooperatively and to provide peer
tutoring. While many of the classrooms we observed assigned
technology-based projects to small groups of students, even when each student
has a computer and works "independently", teachers note an increased
frequency of students helping each other. The public display and greater
legibility of student work creates an invitation to comment. Students often
comment on each others' work, offer assistance, and discussing what they are
doing. One teacher made the point that the technology invites peer coaching. In
addition, students' ability to collaborate on substantive content can be
further enhanced through the use of computer applications specifically designed
for this purpose.
Many teachers cited increased use of outside resources as a benefit of
using technology. Not only are more resources available online through internet
searches, but social media now enables students to access to peers or experts who
can provide information or expertise on the particular subject under
discussion.
Experiences in
developing the kinds of rich, multimedia products that can be produced with
technology, particularly when the design is done collaboratively so that
students experience their peers' reactions to their presentations, appear to
support a greater awareness of audience needs and perspectives. Multiple media
give students choices about how best to convey a given idea (e.g., through
text, video, animation). In part because they have the capability to produce
more professional-looking products and the tools to manipulate the way
information is presented, students in many technology-using classes are
reportedly spending more time on design and audience presentation issues.
*Similar findings were highlighted in more recent research done
by Gulek and Demirtas in their evaluation of Microsoft’s Anywhere Learning
Project.[2] Their
research demonstrated positive results on student learning and curriculum
delivery, as summarized below:
Student Outcomes:
· Laptops lead to more student writing
and to writing of higher quality
· Laptops increase access to information
and improve research analysis skills
Laptop Students:
· Spend more time engaging in
collaborative work than non-laptop students.
· Participate in more project-based
instruction.
· Become collaborators (interact with
each other about their work).
· Direct their own learning.
· Report a greater reliance on active
learning strategies.
· Readily engage in problem solving and
critical thinking.
· Consistently show deeper and more flexible
use of technology.
· Spend more time doing homework on
computers.
Teacher Outcomes:
· Teachers who use laptops use a more
constructivist approach to teaching.
· Teachers who use laptops feel more
empowered in the classroom.
· Teachers who use laptops spend less
time lecturing.
*Conclusion
The rapid development of the internet and social networking in the 21st
century has changed the way in which students learn, and potentially the way in
which teachers teach. In the short number of years since these studies were
conducted, the increased sophistication of online tools and social media have
even increased the potential of online technology to enhance student learning.
It is therefore critical that teachers become familiar with and proficient in
the use of the easily accessible resources that can more effectively engage our
students in the learning process - to enhance their classroom experience and to
enable them to generate their own learning beyond the classroom.
[1] Most of the
information in this paper is taken from this report, which can be found at http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html.
[2] Geulek, J. C. and
Demirtas, H., "Learning with Technology: The Impact of Laptop Use on
Student Achievement", Journal of Technology, Learning, and Assessment
3(2), January 2005, pp. 5-6. Can be found online at: http://napoleon.bc.edu/ojs/index.php/jtla/article/viewFile/1655/1501
.
