Effective Use of Technology in School

Entry #6

Most educators realize that technology is an important component of student learning. My observations of technology used for student learning have mostly been teachers using technology in their lessons (power points, e-beams, United Streaming videos, etc.) or students using computers in the computer lab to play games that reinforce what they are learning in class or to take Accelerated Reader quizzes or Progress Pro assessments. There are a few teachers that allow the students to use the computer to go on virtual field trips, treasure hunts, and webquests. Some of them do awesome things with students using Palms and some allow interaction with e-beams. These teachers, however, seem to be the minority. Since the majority of the teachers use technology mostly to enhance their instruction or for the students to complete skill-and-drill practice, the issue I am concerned about is whether this usage of technology is truly effective for student learning.

In the article Critical Factors in the Effective Use of Technology , Dowling and Harland believe that technology can play a role in enhance learning outcomes if “the curricular goals of schools progress from specific, low-level thinking to more open-ended, broad-based knowledge areas. There are two ways that research has determined will contribute to raising the student learning outcomes: engaged, meaningful learning and collaboration involving challenging and real-life tasks and technology as a tool for learning, communication, and collaboration.” One of the ways in which technology can enhance student learning is allowing students to use the Internet. Through the Internet, students learning is able to be individualized and unique. Their projects become more meaningful and students can collaborate with people from all over the world. “Web sites that reinforce the text material in such a way as to engage the learner in an active way can greatly enhance learning outcome of the student.” Another way in which technology can enhance student learning is through the use of computer programs that “provide the structure or backbone material from which the students work to create their learning experience. In order to accomplish this, computer programs should be open in structure. The students supply all the material. These types of programs are called mind tools.” The students are not able to use these programs without critically thinking. Although this article provided a lot more information, especially about teacher’s resistance to the use of technology and the importance of professional development, I feel as though what I summarized is the section that applies to the issue I am attempting to find a solution for.

“Evidence is mounting to support technology advocates’ claims that 21st-century information and communication tools as well as more traditional computer-assisted instructional applications can positively influence student learning processes and outcomes.” This quote comes from an article by several authors called How Does Technology Influence Student Learning? When there is alignment between learning standards and technology, test scores significantly increase. In several studies, the use of technology was proven to increase test scores and academic achievement. In one study, students who participated in technology-integrated school reform efforts scored an average of 94 points higher on SAT I than those students who participated in a traditional school setting. These students had access to portable computers with Internet access. In another study, there was an increase in test scores when instructional software was integrated into “curriculum objectives for basic skills development in reading and mathematics. In another study technology was used for “constructing artifacts and electronic information and communication resources support the development of higher-order thinking skills. The findings hold true when students are taught to apply the processes of problem solving and then are allowed opportunities to apply technology tools to develop solutions.” In yet another study, students across nine states used interactive video programs as a critical component for mathematics instruction and were compared to students who did not. The students who used the video programs were “better able to complete complex problem-solving tasks.” In another study, students used intelligent-tutor software programs. “On average, the 470 students in the experimental classes using the software outperformed students in comparison classes by 15% on standardized tests and 100% on tests targeting the curriculum-focused objectives.” In an eighth grade study computers were used for “simulations and applications to enhance higher-order thinking skills. These students performed better on the NAEP than did students whose teachers used the technology for drill and practice.” Another study involved fourth and sixth grade students participating in a civil rights curriculum using online communication and the Internet. They were compared to a group who did not use the online resources. Students who did use the online resources produced better projects than students without online access. “Research and evaluation shows that technology can enable the development of critical thinking skills when students use technology presentation and communication tools to present, publish, and share results of projects. When students use 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.”

Based on these articles, my conclusion is that technology is most effective when used to promote higher-order thinking skills. Based on the information above, research has shown that technology is most beneficial when students’ learning is meaningful and they are able to collaborate using challenging and real-life tasks. This is not what I typically see in classrooms. Using the Internet for research, collaboration, and engaging the students in an active way is not typically the every day use of the Internet that I have observed. In all of the studies the students who were able to use technology as a component of their learning outperformed those students who did not use technology; however, all of the technology used was used in order to promote higher-level thinking skills. Using the skill-and-drill websites that are typically used in most classrooms (especially for math) do not promote higher-level thinking skills. My experience has been that I learn more when I am actively involved in my learning and when I am able to construct my own learning. Constructing your own learning requires higher-order thinking skills. I believe this is why professional development for teachers is so important. Not only can the professional development assist with teacher resistant to implementing technology in their classrooms, but also it should inform the teachers about the best way to implement technology. I truly believe that teachers have good intentions when they use technology for enhancing their lessons or for allowing students to practice content skill-and-drill style. I don’t think teachers realize the most effective way to use technology. They are told that our system has purchased these technology materials so we must use them; therefore, the teachers make attempts. I don’t think there is anything wrong with the way in which the teachers use technology, however, if they always use the technology in this way and never use it to promote higher-level thinking skills then there is a problem.

Issue: In what ways should technology be used to enhance student learning?

Solution: Technology should be used in alignment with content standards and should promote higher order thinking skills.