The Learning Return on Our Education Technology Investment
Today, I ran across a blog entry that I put together for a class I was taking last summer. I had read a review of research findings titled, “The Learning Return on Our Educational Technology Investment” (2002) by Loretta Kelley and Kathy Ringstaff. There are good points worth posting and discussing here.
Technology is a means, not an end. Technology is not a frill, but an important component in any curriculum. “We believe that, compared to more didactic approaches, constructivist or student-centered approaches are better suited to fully realizing the potential of computer-based technology. Our review of the research is guided by this perspective.”
What kind of impact does technology have on education? “From computers” vs. “with computers”. In the “from” model, computers are essentially tutors. In the “with” model, computers are tools that students use for gathering, organizing and analyzing information.
Learning “from” computers can be effective at teaching basic skills, which can then have an impact on test scores.
Learning “with” computers often leads to outcomes that are difficult to measure: higher-order thinking, problem solving, critical thinking.
- Technology is one component in a broad-based reform effort. Technology interacts with other initiatives in the system.
- Teachers must be adequately trained to use technology. Benefits will be evident only when teachers know how to effectively use the technology.
- Teachers may need to change their beliefs about teaching and learning. “...the shifts in teachers’ beliefs occurred when teachers began to see firsthand the benefits of technology use.”
- Technological resources must be sufficient and readily available. “Without sufficient access to technology, of course, even well-trained, highly motivated teachers will not be able to integrate technology effectively into instruction.”
- Effective technology use requires long-term planning and support.
- Technology should be integrated into the curricular and instructional framework. “To use technology effectively, teachers must understand how its use fits into the larger curricular and instructional framework.”
To evaluate technology in schools, we need different measures. Test scores alone are not sufficient. We also need to be asking different questions:
Perhaps, rather than asking, “Is technology worth the cost?” the more important question is, “Under what conditions does technology have the most benefits for students?”
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