Linda L. Smith Karen Gary Haaf. Enduring Understanding Our research is based on the following...

Linda L. Smith

Karen

Gary Haaf

Enduring Understanding

Our research is based on the following belief:• The potential that technology offers to positively

affect student achievement is sufficient reason to integrate technology as a means to– motivate students– Create a deeper understanding of science

concepts

Kulik’s Meta Analysis Study

• Uses meta-analysis to aggregate findings from 700 different studies

• Study focused on the impact of computer based instruction

• Focused on tutorial, drill and practice and integrated learning systems

Kulik, James A , (1994) Meta-analytic Studies of Findings on Computer Based Instruction, Technology Assessment in Education and Training, Hillsdale, NJ: Lawrence Erlbaum

Kulik’s Meta Analysis Study • Positive Findings

– Students who used computer based technology scored on average 14% higher than control groups without computer access

– Students learn more in less time when they receive computer based instruction

– Students liked their classes more and developed more positive attitudes towards schools which implemented computer based programs

• Negative Findings – Computers did not have positive effects in every area in

which they were studied


Kulik’s Meta Analysis Study


Sivin-Kachala’s Review of Research

• Reviewed 219 studies from 1990-1997• Focused on the effect of technology on

learning and achievement• Studies included data from all learning

domains and all ages of learners

Sivin-kachala, J, (1998) Report on the Effectiveness of Technology in Schools, 1990-1997, Software Publishers Association

• Positive findingsStudents in technology rich environments

– experienced positive results in all major subject areas– Showed increased achievement in preschool through higher

education for both regular and special need students– Student attitudes towards learning and their own self concept

improved consistently when computer were used for instruction

• Inconclusive findings– The level of effectiveness of educational technology is

influenced by the specific student population, the software design, the educator’s role, and the level of student access to technology

Sivin-Kachala’s Review of Research

Sivin-kachala, J, (1998) Report on the Effectiveness of Technology in Schools, 1990-1997, Software Publishers Association

The Apple Classrooms of Tomorrow (ACOT)

• Goal of ACOT – Encourage educational instructional innovation– Emphasis to teachers the potential of computers

in the classroom

• Baker, Gearhart and Herman assessed the impact of the ACOT classroom

• Five sites were studied, two in California, and one each in Tennessee, Minnesota and Ohio

Baker, El, Gearhart, M & Herman, JL (1994) Evaluating The Apple Classroom of Tomorrow, Technology Assessment in Education and Training, Hillsdale, NJ, Lawrence, Erlbaum.

• Positive Findings– students appear to have access to new learning that require

higher level reasoning and problem solving.– Computers had a positive impact on learning and had an

impact on changing teacher teaching practices towards more cooperative group work and less teacher stand-up lecturing

• Negative findings– On standardized tests including vocabulary, reading

comprehension, math and work-study, ACOT students preformed no better than comparison groups or nationally reported norms who did not have access to computers

The Apple Classrooms of Tomorrow (ACOT)

Baker, El, Gearhart, M & Herman, JL (1994) Evaluating The Apple Classroom of Tomorrow, Technology Assessment in Education and Training, Hillsdale, NJ, Lawrence, Erlbaum.

West Virginia Basic Skills/Computer Education Statewide Initiative

• In 1999 West Virginia implemented a state wide computer reform program

• The program used technology to focus on spelling, vocabulary, reading and math

• A representative sample of 950 5th graders from across the state were selected to analyze the effect of the program

• The input of 290 teachers was also included in their analysis process

Mann, D, Shakeshaft, Becker, J & Kotkamp R (1999) West Virginia’s Basic Skills, Computer Education Program: An Analysis of Student Achievement, Santa Monica CA, Milken Family Foundation

• Positive Findings– The more students participated in BS/CE the more their test

scores rose on the Stanford 9– Consistent student access, positive attitudes towards

technology (by both teachers and students) and teacher training in technology lead to the greatest student achievement scores

– BS/CE was more cost effective in improving student that (1) class size reduction (2) increased instructional time (3)cross age tutoring programs

• Negative findings– This study reported no negative findings

West Virginia Basic Skills/Computer Education Statewide Initiative

Mann, D, Shakeshaft, Becker, J & Kotkamp R (1999) West Virginia’s Basic Skills, Computer Education Program: An Analysis of Student Achievement, Santa Monica CA, Milken Family Foundation

Harold Wenglinsky’s National Study of Technology's Impact on Math

Achievement• Assessed the effects of simulation and higher

order thinking technologies as based on achievement on the National Assessment of Educational Progress

• National sample included 6,227 4th graders and 7,146 8th graders

• Wenglinsky controlled for socioeconomic status, class size and teacher characteristics

Wenglinski, H (1998) Does It Compute? The Relationship Between Educational Technology and Student Achievement in Mathematics, Educational Testing Service Policy Information Center

• Positive Findings– Eight grade students who used simulation and higher order thinking software

showed gains of up to 15 weeks above grade level on the NAEP– Eighth grade students whose teachers received professional development on

computers showed gains in math scores up to 13 weeks above grade level– Higher order uses of computers and professional development were

positively related to student’s academic achievement in math for both fourth and eighth grade students

• Negative findings – 4th grade students who used technology performed only 3-5 weeks

ahead of the students who did not use technology – Both 4th and 8th grade students who used drill and practice

technologies scored worse on NAEP than students who did not use technology


Achievement



Achievement4th grade Math

Computer Use mainly

for math/learnin

g games

Teacher Technology Training

Higher Math

Achievement

More positive school

climate



Achievement8th grade Math Computer

UseMainly for

simulations and

applications

Teacher Technology Training

Higher Math

Achievement

More positive school

climate


Computer Supported Intentional Learning Environment (CSILE)

Studies • Most widely studied collaborative computer

application • Entire classrooms of students conceive, respond

to, and reframe what is said and written on the computers

• Students ask questions, search for other students’ answers to their questions, comment on and review other students’ work, and then restructure and formulate answers to their original questions

Scardamalia M & Beriter, C (1996) Computer Support for Knowledge-building Communities, CSCL: Theory and Practice of an Emerging Paradigm, Mahwah, NJ Erlbaum

• Postive Findings– CSILE students surpass students in control

classrooms on measures of depth of understanding, standardize reading, language and vocabulary tests

– CSILE maximizes student reflection and encourages progressive thought, taking multiple perspectives and independent thinking

• Negative findings• None reported

Computer Supported Intentional Learning Environment (CSILE)

Studies

Scardamalia M & Beriter, C (1996) Computer Support for Knowledge-building Communities, CSCL: Theory and Practice of an Emerging Paradigm, Mahwah, NJ Erlbaum

The Learning Epistemology Group at MIT

• Program employs learning by design principles

• Has students become creators and designers of educational software

• Children learn through design activities by programming computers to create applications that other children use and learn from

Harel, I (1990) Constructionist learning: A 5th anniversary collection of papers reflecting research reports, project in progress, and essays by the Epistemology and Learning Group, Cambridge MA MIT media laboratory

• Positive findings– Students who designed fraction software using

Logo learned fractions better than students taught fractions using conventional methods

– Students who used Logo to design software learned Logo better than students who receive Logo programming instruction only

• Negative findings– None reported

The Learning Epistemology Group at MIT

Harel, I (1990) Constructionist learning: A 5th anniversary collection of papers reflecting research reports, project in progress, and essays by the Epistemology and Learning Group, Cambridge MA MIT media laboratory

ConclusionsThese studies show that in over 700 empirical

research studies students that have access to – Computer assisted instruction– Integrated learning system technology– Simulations and software that teaches higher order

thinking skills – Collaborative networked technologies or – Design and programming technologies Show positive gains in achievement on researcher

constructed tests, standardized tests and national tests

ConclusionsThe research also shows that technology in the classroom is less

effective or ineffective when the learning objectives are unclear and/or the focus of the technology use is unfocused or diffuse

When teachers are provided with training on new technology before it is introduced in the classroom they are much more likely to – Implement the technology in their classroom on a regular basis– Become more proficient with the technology– Use the technology to improve their pedagogy and change

their teaching style– Become an agent of change for the better in tomorrow’s

classrooms

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