Effects of Technology on Learning and Teaching: What the research tells us

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Effects of Technology on Learning and
TeachingWhat the research tells us

• Ann Thompson and Denise Schmidt
• Center for Technology in Learning and Teaching
• College of Human Sciences - Iowa State University

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Thanks for asking!

• Weve learned a lot since computers were first
  introduced into schools in the 1980s
• Focus is changing from the technology to the
  dynamic equilibrium between technology,
  teaching methods, and content
• Review findings, cite exemplary cases
• Answer Questions!

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The Context

• Three factors pointing to the right time for
  action
• Students out of school lives are richer in
  information and communication technology than
  their in-school lives
• Schools are still operating under an industrial
  model
• New and powerful technology tools are available
  to support changing roles for schools
• (Chris Dede, EduSummit the Hague, 2009)

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Presenting the Research Results

• Large Scale Meta-analyses
• Impact on Subject Area Learning
• Reading/writing, math, science, social studies,
  foreign language
• State Initiatives
• Michigan
• Missouri

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Large Scale Meta-analyses

• Murphy (2001) and Kulik (1994) both found
  significant positive results on the effects of
  technology use on student achievement in reading
  and math
• Each reviewed hundreds of
  studies
• Overall effects were positive
• Research has moved to more
  specific questions

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Writing Results

• O'Dwyer, Russell, Bebell, and Tucker-Seeley
  (2005) found that, while controlling for both
  prior achievement and socioeconomic status, 4th
  grade students who reported greater frequency of
  technology use at school to write and edit
  papers
• higher total English/language arts test scores
• higher writing test scores
• Massachusetts Comprehensive Assessment System
  (MCAS) English/Language Arts Test

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Math Results

• Wenglinsky (1998) noted that for 4th and 8th
  grade students, technology had "positive
  benefits" on achievement as measured in NAEP's
  mathematics test.
• Key Finding Using computers to teach low-order
  thinking skills, such as drill and practice, had
  a negative impact on academic achievement, while
  using computers to solve simulations resulted in
  significant increases in students' math scores.

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Science Results

• Dunleavy and Heinecke (2007) found 11 computing
  has a positive effect on science achievement
  among at-risk middle school students.
• Schroeder et al. (2007) showed technology had
  significant, positive effects on science test
  scores.

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Social Studies, Foreign Language

• Taylor and Duran (2006), analyzing Detroits
  MITTEN Program11, found significant, positive
  effects on social studies learning by increasing
  student interest in the subject material.
• Murphy (2007) conducted randomized control trials
  to test for the effect of the use of
  instructional technology in foreign language
  comprehension and found significant, positive
  effects.

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State Initiatives - Michigan

• Freedom to Learn (FTL), provides middle school
  students and teachers with access to wireless
  laptop computers.
• improved grades, motivation and discipline in
  classrooms
• one exemplary school seeing reading proficiency
  scores on the Michigan Education Assessment
  Program (MEAP) increase, from 29 percent to 41
  percent for seventh graders and from 31 to 63
  percent for eighth graders (eSchool News, 2005).

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State Initiatives - Missouri

• eMINTS focuses on innovative instructional
  processes in grades 3-12 (develop
  student-centered, inquiry-based instructional
  practices), Quasi-experimental studies found
• eMINTS classrooms have outperformed peers in
  state standardized performance measures (in
  communication arts and mathematics)
• Students with IEPs and students with limited
  English proficiency outscored their peers by one
  standard deviation in each of the four content
  areas
• Alabama, Arkansas, Delaware, Illinois, Maine,
  Nevada, New Jersey, Utah, Australia

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Research indicates that computer technology can
help support learning and is especially useful in
developing the higher-order skills of critical
thinking, analysis, and scientific inquiry "by
engaging students in authentic, complex tasks
within collaborative learning contexts"
(Roschelle, Pea, Hoadley, Gordin Means, 2000
Means, et. al., 1993)
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Learning with Technology

• Four fundamental characteristics of how
  technology can enhance both what and how children
  learn in the classroom (Roschelle, Pea, Hoadley,
  Gordin, Means (2000)
• Active engagement
• Participation in groups
• Frequent interaction and feedback
• Connections to real-world contexts
• Using technology is more effective as a learning
  tool when embedded in a broader education reform
  movement that includes improvements in teacher
  training, curriculum, student assessment, and a
  school's capacity for change.

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TPACK
Technocentric Planning vs. TPACK
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Exemplary Cases

• Westside Community Schools Omaha, NE
• Over 6,000 K-12 students
• 11 - 8th-12th grades
• 21 K-6th grades
• Keys to Success
• Teachers changed pedagogy
• Modular scheduling
• Experimentation and sharing
• Academic success for students
• One Teachers Story

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Recommendationsfrom ISTE Research Report

• Effective professional development for teachers
  in the integration of technology into instruction
  is necessary to support student learning.
• Teachers direct application of technology must
  be aligned to curriculum standards. (Common
  Core/Iowa Core)
• Technology must be incorporated into the daily
  learning schedule. (technocentric vs. TPACK)
• Student collaboration in the use of technology
  is more effective in influencing student
  achievement than strictly individual use.
• Project-based learning and real-world
  simulations are more effective in changing
  student motivation and achievement than
  drill-and-practice applications.
• Effective technology integration requires
  leadership, support, and modeling from teachers,
  administrators and the community/parents.

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In Summary Four Key Areas

• Increased learner motivation
• Advanced topics mastered
• Students acting as experts
• Better outcomes on standardized tests

Chris Dede Professor in Learning
Technologies Harvard Graduate School of Education
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Ann Thompson eat_at_iastate.edu Denise Schmidt
dschmidt_at_iastate.edu
Center for Technology in Learning and
Teaching College of Human Sciences Iowa State
University
Images from Microsoft Clipart and Creative
Commons
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Resources

• Critical Issue Using Technology to Improve
  Student Achievement (NCREL Report)
  http//www.ncrel.org/sdrs/areas/issues/methods/tec
  hnlgy/te800.htm
• Technology and Student Achievement The Indelible
  Link (ISTE 2008 Policy Report)
  http//www.iste.org/Content/NavigationMenu/Advocac
  y/Policy/59.08-PolicyBrief-F-web.pdf
• Technical Report on Student Learning (CARET) -
  http//caret.iste.org/index.cfm?fuseactionanswers
  QuestionID1
• Six Challenges for Educational Technology (Dede)
  - www.virtual.gmu.edu/pdf/ASCD.pdf
• Freedom to Learn (Michigan) - http//www2.ed.gov/a
  bout/offices/list/os/technology/plan/2004/site/sto
  ries/edlite-Lansing.html
• eMINTS (Missouri) - http//www.emints.org/