| Ed Tech and Student
Achievement
Performance on standardized assessments
in reading, writing, mathematics and other subjects
improves when technology is part of the learning process.
Integrating technology into academic subjects results
in gains on high-stakes tests that enable schools
to meet AYP and performance benchmarks under NCLB.
A 2004 report by Market Data Research found that schools
that fail to meet the AYP requirements are below average
in technology use.
Here are some examples of successful
programs:
| • |
Elementary students in Missouri whose classrooms
are equipped with technology, basic productivity
software, and high-speed Internet connections
scored consistently higher in every subject area
on the Missouri Assessment Program (MAP) standardized
tests than other students did. The students are
part of the Enhancing Missouri’s Instructional
Networked Teaching Strategies (eMINTS) program.
Fourth graders enrolled in the second year of
the program scored an average of 5.5 points higher
on the state’s communications arts test
and 3.55 points higher on the mathematics than
students not enrolled in the program. eMINTS classrooms
are equipped with a teacher’s desktop computer
and laptop computer, a scanner, a color printer,
a digital camera, an interactive white board,
a digital projector, and one computer for every
two students. (Bickford, 2005) |
| • |
Fourth-grade students in Massachusetts who reported
greater frequency of technology use at school
to edit papers were likely to have higher total
English/language arts test scores and higher writing
scores on the Massachusetts Comprehensive Assessment
System (MCAS) than students who did not. (O’Dwyer,
Russell, Bebell and Tucker-Seeley, 2005) |
| • |
Middle and high school students in Georgia that
used an interactive software system to learn pre-algebra
and algebra scored significantly higher on standardized
state mathematics tests than students in traditional
classrooms. Designed for at-risk, academically
disadvantaged students, the 326-lesson curriculum
covers basic mathematics through advanced algebra
concepts. By October 2004, it was being used in
23 states by 501 schools. (What Works Clearinghouse,
2004) |
| • |
Ninth-graders in Oklahoma who learned algebra
using an interactive software program scored higher
on a standardized test and earned higher math
grades than students in traditional classrooms.
Retention in mathematics classes and attendance
also improved among students using this software.
Specifically, research shows that students using
this software perform 30 percent better on questions
from the Third International Mathematics and Science
Study, demonstrate an 85 percent better performance
on assessments of complex mathematics problem
solving and thinking, have a 70 percent greater
likelihood of completing subsequent geometry and
algebra II courses and achieve 15 percent to 25
percent better scores on the SAT and Iowa Algebra
Aptitude Test. Equivalent results are realized
for both minority and non-minority students. (Ringstaff
& Kelley, 2002; What Works Clearinghouse,
2004) |
| • |
Shaw High School in Mississippi ranks among
the top 50 high schools in the rural South, demonstrating
high performance in a low-income community, according
to the Rural Schools and Community Trust. The
high school is part of the First Things First
initiative of the nonprofit Institute for Research
and Reform in Education. The school improvement
initiative relies on technology as a tool for
training teachers, measuring what matters, system
leadership and parent involvement. Three years
into the First Things First implementation: Shaw
met NCLB Adequate Yearly Progress in all areas;
Shaw’s 248 African-American students dramatically
increased their pass rate on high-stakes exit
exams in math and language arts, and Shaw students
performed better than state average on all mandatory
assessments. |
Technology Engages Students
in Learning
Using technology deepens students’
interest and engagement in academic learning.
Here are some best practices:
| • |
During the initial phases of the Maine Learning
Technology Initiative (2002–04), all seventh
and eighth-graders, along with their teachers,
received laptop computers. Teachers also received
technical assistance and professional development
for integrating laptop technology into curriculum
and instruction. During that time, more than four
out of five teachers surveyed reported that students
are more engaged in their learning, and produce
higher quality work. In addition, more than 75
percent of teachers reported that having the laptops
helped them better meet Maine’s statewide
learning standards, the Learning Results. (Silvernail
& Lane, 2004) |
| • |
A model middle and high school social studies
curriculum in New York incorporating new combinations
of technology and content delivery resulted in
higher student achievement on state standards—and
overwhelmingly positive student ratings. Teachers
in the Points of View media project used Web cams,
streaming video and interactive access to primary
documents to create and then teach the curriculum
about the Theodore Roosevelt era. Students used
the Web to interview experts, gain access to museums
and historical collections, and participate in
videoconferences with others. Ninety-four percent
of students found the project interesting and
educationally relevant, 90 percent said they learned
a great deal, and 75 percent said they learned
more than they would have from an ordinary class.
Students taking the experimental course outperformed
students in a traditional course on the same topic.
|
Technology Improves Attendance and
Graduation Rates and Decreases Dropout Rates
Decreasing the dropout rate is a high
priority for schools, especially with new reports
showing that that one-third of students do not complete
high school. Using technology in school improves attendance,
discourages dropouts and increases graduation rates.
Here are some best practices:
| • |
Instructional technology helps
at-risk high school students stay in school, earn
credit for failed courses and pass competency
exams to graduate. Interactive software programs
assess students’ skills and personalize
learning to fill in skill gaps in required courses.
(Implementation Stories and Evaluation Series,
PLATO Learning, Inc., Trautman & Lawrence) |
| • |
“Self-paced, computer-assisted
instruction, including Internet access and instruction,
with heavy emphasis on the fundamentals of reading,
writing, math, science, and social studies”
is the first of the four cornerstones of a dropout
intervention program for socioeconomically and
educationally disadvantaged ninth graders. (Barton,
2005) |
Technology Facilitates Parental Involvement
Parental involvement is a critical component
of student success. Technology involves parents more
deeply in their children’s learning and improves
the lines of communication between home and school.
| • |
Seventy-six percent of parents
reported that their schools used two or more technologies
to communicate with parents. While newsletters
and telephone calls are the most common ways for
schools to exchange information with parents,
schools are now beginning to explore the additional
opportunities for interaction afforded by voice
mail, Web sites and electronic mail. |
Citations
Barton, Paul. “One-Third of a
Nation: Rising Dropout Rates and Declining Opportunities.”
Educational Testing Service Policy Information Report,
2005.
http://www.ets.org/research/pic/onethird.pdf
Bickford, Adam. “Analysis of 2004
MAP Results for eMINTS Students.” Evaluation
Team Policy Brief, eMINTS National Center, January
10, 2005.
http://www.emints.org/evaluation/reports/map2004.pdf
Intervention Report: I CAN Learn
Math Curriculum.” What Works Clearinghouse,
December 1, 2004. http://www.whatworks.ed.gov/PDF/Intervention/wwc-ican_120304.pdf
O’Dwyer, Laura M., Russell, Michael,
Bebell, Damian & Tucker-Seeley, Kevin R. “Examining
the Relationship Between Home and School Computer
Use and Students’ English/Language Arts Test
Scores.” The Journal of Technology, Learning,
and Assessment, Vol. 3, No. 3, January 2005.
http://www.bc.edu/research/intasc/jtla/journal/v3n3.shtml
“Raising Student Achievement with
Technology”
http://www.apple.com/education/research
Ringstaff, Cathy, & Kelley, Loretta. “The
Learning Return on Our Educational Technology Investment:
A Review of Findings from Research.” WestEd,
2002.
http://www.wested.org/online_pubs/learning_return.pdf
Silvernail, David L., & Lane, Dawn
M.M. “The Impact of Maine’s One-to-One
Laptop Program on Middle School Teachers and Students:
Phase One Summary Evidence.” Maine Education
Policy Research Institute, February 2004.
http://mainegov-images.informe.org/mlte/articles/research/MLTIPhaseOneEvaluationReport2004.pdf
“The Study of Opportunities for and Barriers
to Family Involvement in Education.” Project
Appleseed [UNDATED] http://www.projectappleseed.org/barriers.html
Trautman,
Thomas, & Lawrence, Jeff. “Credit Recovery:
A Technology-Based Intervention for Dropout Prevention
at Wichita Falls High School.” [UNDATED, but
research cited is after 2000] http://www.amered.com/docs/caps.pdf
Web Sites
http://www.icanlearnresults.com
http://www.carnegielearning.com
http://www.irre.org/ftf/results.asp
http://www.irre.org/publications/pdfs/Mapping
http://www.c-span.org/classroom/pdf/results.pdf
http://www.plato.com/solutions
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