Christopher D. Sessums :: Blog :: Examples of Research Showing Student Achievement via Educational Technology

How educational technology is designed and used affects its educational potential. In other words, given the right conditions, educational technology can effectively support students’ academic achievement and intellectual growth.

(This notion seems obvious enough but it bears repeating. The same can be said for teaching and learning without computers, which is precisely my point).

Achievement in content areas is most apparent when computer-based assignments directly support state learning standards (Mann et al., 1999)

The development of higher-order thinking skills can be fostered through the appropriate educational technology/cognitive media (Hopson et al., 2001-2002).

The effective use of educational technology depends on an instructional model that offers a high-quality design, direct curriculum integration, and extensive teacher training (Liao, 1998).

Educational technology that fosters interactivity can promote metacognitive skills, collaborative learning and depth of understanding (Kulik, 2003).

Reeves’ (1998) analysis supports the conclusion that cognitive learning tools (educational technology):

• Improve measures on standardized tests
• Increase rates of learning
• Increase student motivation
• Promote the development of reflective thinking
• Build time management, organizational, and presentation skills

Cotton (2001) reports that schools with a working technology program tend to have:

•  Higher levels of self-efficacy
•  Higher attendance rates
•  Increased time on task
•  Increased positive behaviors
  

Effective Technology involves professional development.

Wengliski (1998) make a critical point in the use of cognitive media in his study revealing that students who experienced technology in a format associated with “lower-order thinking skills” (e.g., “rote and practice”) fared worse overall.

Wengliski’s (1998) findings show that the students of teachers with professional development in technology integration outperformed students of teachers who did not.

Thus how teachers use their resources is decisive. The benefits of technology or cognitive media clearly depend on how they are used.

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References:

Cotton, K. (2001). Computer-Assisted Instruction, Northwest Regional Educational Laboratory. Retrieved 07 March 2006 from http://www.nwrel.org/scpd/sirs/5/cu10.html.

Hopson, M. H., Simms, R., and Knezek, G. A. (2001-2002). Using a technology–enriched environment to improve higher order thinking skills. Journal of Research on Technology in Education, 34(2). Retrieved 07 March 2006 from http://www.iste.org/jrte/34/2/abtracts/hopkins.cfm


Kulik, J. (2003) Effects of using Technology in Elementary and Secondary schools: What Controlled Evaluation Studies Say?, Arlington, Virginia: SRI International. Retrieved 07 March 2006 from http://www.sri.com/policy/csted/reports/sandt/it/Kulik_ITi

Liao, Y.C. (1998). Effects Traditional Instruction on Students’ Achievement: A Meta-Analysis. Journal of Research on Computing in Education, 3(4).

Mann, D., Shakeshaft, C., Becker, J., and Kottkamp, R. (1999). West Virginia Story: Achievement Gains from a Statewide Comprehensive Instructional Technology Program: What impact does technology have on learning? Milken Exchange on Educational Technology. Retrieved 07 March 2006 from http://mff.org/publications/publications.taf?page=155


Reeves, T.C. (1998). The Impact of Media and Technology in Schools: A Research. New York: The Bertelsmann Foundation. Retrieved 07 March 2006 from http://www.athensacademy.org/instruct/media_tech/reeves0.html

Wenglinski, H. (1998) Does it Compute? The Relationship Between Educational Technology and Students Achievement in Math, Princeton, NJ: Policy Information Center, Educational Testing Service. Retrieved 07 March 2006 from http://www.est.org/research/pic/tecnolg.html