What Do We Know About the Impact of Technology on Student Learning?

Abstract

Has the National Education Technology Plan associated with the No Child Left Behind
legislation mandated by the US government in 2001 had a positive impact on student learning?
Is the use of technology in the classroom improving the quality of education provided to today’s
students, and is there evidence to support those findings? To answer these questions I researched
and analyzed over 20 research-based reports and documents. As a result of my research, one can
conclude that when technology is properly and effectively incorporated into direct curriculum
instruction by skilled teachers it has a positive effect on student success in the classroom and in
meeting the requirements of NCLB.

John T. Crescitelli

Boise State University

Dr. Constance Pollard/EdTech 571

May 6, 2008

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Introduction 

The No Child Left Behind (NCLB) legislation of 2001 changed the landscape of

education in the United States. The push toward national standards and accountability to assure

all students are proficient in all subject areas placed undeniable pressure on students, teachers

and school departments. With NCLB came the introduction of the National Education

Technology Standards, which provide protocols that schools must follow to incorporate

technology into their teaching practices.

But is technology integration having a positive effect on student learning, and is this

integration helping to address the needs of NCLB? Although some research points to less-than-

favorable indications, there is an overwhelming amount of research that indicates the use of

technology in k-12 public education is indeed having a positive effect on student learning and

success. This paper focuses on four areas that have shown positive growth due to technology

integration: student attitude and motivation, differentiation of instruction, development of

higher-order thinking skills, and overall academic success.

Attitude and Motivation 

Today’s k-12 students are technologically advanced, often more than their parents and

teachers. They interact in a world with cell phones, instant messaging, blogging and wiki. They

create interactive communication through such mediums as MySpace, Facebook and YouTube.

They download, file share and interact over the computer in a natural and intuitive way.

A school that does not embrace technology is surely not meeting the child at point of

need. Motivation and attitudes toward school suffer when students feel their school is not in

touch with the realities of 21st century. This is especially prevalent with students who have not
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succeeded in the lecture-based classroom setting. Students who struggled in traditional

classrooms often feel less threatened and more empowered in a technology-rich classroom

(Stratham & Torell, 1996). Teaching is no longer focused on the teacher as the primary

distributor of information. Kids are looking for a more interactive learning experience; they

generate their own each and every day using technology while outside the classroom. Students

now have the ability to find a year’s worth of subject matter in several minutes searching the

internet. The classroom environment must keep pace with the changing demands of its learners.

If not, engagement and learning success suffer.

Current research contends that computer use in schools increases students’ motivation

and attitudes toward both themselves as learners and their overall learning experience (Sivin-

Kachala & Bialo, 1994). Kulik (Kulik, 2003) found that when students use computers in school

and receive proper instruction they learn more and have a more positive outlook on school,

computers in general and on their self concept.

The key to this success, however, does center on the teacher. Only when the educator

properly incorporates technology into instruction, does attitude and self concept (and ultimately

success) improve (Kulik, 2003). The computer application must directly relate to the actual

curriculum for students to understand its connectedness to their lives and their learning. If the

level of technology is merely drill and memory activities, student involvement dissipates, higher-

order thinking is unused and performance scores drop (Wenglinsky, 1998).

Differentiation of Instruction 

Today’s students have diverse education needs. Heterogeneous classrooms present

teachers with unprecedented challenges meeting the requirements of NCLB. Lessons that meet
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state and federal education standards while reaching all students at point of need can prove to be

difficult. Attaining adequate yearly progress goals for the learning-challenged subgroups

demands skilled teachers who can authentically integrate technology into class lessons.

Research shows that computer-assisted instruction applied to special-needs students

demonstrates strongest growth in academic achievement (Marston, Deno, Dongil, Diment, &

Rogers, 1995). Additionally, (Marston, et al., 1995) the research asserts that when computer-

assisted instruction is differentiated to meet individualized educational plans, both student

engagement and academic success improve. Computer-assisted instruction that is well structured

allows the gifted or skilled student opportunities to explore topics deeper while the teacher

focuses on assisting others (Coley, Cradler, & Engel, 1997). This allows the teacher the

flexibility to facilitate and monitor learning for some students while providing direct instruction

to others. Using the computer-assisted instruction model, Chapter 1 students achieved

significant growth in both reading and mathematics skills (Zollman, Oldham, & Wyrick, 1989).

Development of Higher­Order Thinking Skills 

The development of higher-order thinking skills is another area that demonstrates the

benefits of computer-assisted learning. Teaching students how to investigate and examine

complex problems using technology results in improved cognitive development and helps

students become stronger independent, analytical thinkers (Coley, Cradler, & Engel, 1997).

Properly integrated computer lessons challenge all students to apply their understandings further

and empower them to be more discriminate thinkers. Students who are routinely exposed to

more academic lecture and less computer investigation are less likely to become critical thinkers

(Marston, Deno, Dongil, Diment, & Rogers, 1995) (Coley, Cradler, & Engel, 1997).
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Cognitive skills improve when students are challenged to investigate problems using

technology. The utilization of online tools to assemble and analyze information helped students

improve research, note-taking and writing skills (Peck & Dorricott, 2000). The Center for

Applied Special Technology further contends that computer-based inquiry enhances thinking and

communication skills, accuracy of information, and completeness of assignment (CAST, 1996).

When students are given the proper tools and targeted guidance, then all students gain equal

access to better education.

The difficulty with evaluating higher-order thinking skills, however, is that they are often

not measurable on standardized state tests. Standardized testing frequently is predicated on a

lecture-based classroom setting, too narrow in focus to properly assess and score open-ended

inquiry questions that require research, analysis and presentation (Fulton, 1998). Inquiry-based

learning requires time to gather, synthesize and work with information; timed tests simply don’t

fit this learning style. State and national tests need to be reassessed and revamped to

appropriately assess technology’s role in student-centered learning.

Effect on Overall Academic Performance 

Perhaps the area of most controversy is technology’s effect on overall academic

performance based solely on standardized test scores. Maureen Patterson, Assistant

Superintendent for the Liverpool Central School District in New York, recently reported that her

school system was scrapping their laptop program because the school system felt the use of

technology was not improving student achievement (Bobkoff, 2008). She argues that the use of

technology has not changed graduation or dropout rates and that there is no evidence of

improved student achievement.

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There is significant national research to prove the contrary. The key, however, is the

level of training and involvement of the teacher. Ms. Patterson does not report on the level of

instruction her teachers received nor does she reflect on the way the technology is being used in

her school system. The knowledge and instructional methods used by the teacher has a direct

effect on student success.

“Students whose teachers were high-level users of technology in the classroom scored

significantly better than did students whose teachers were low-level users of technology in the

classroom” (Middleton & Murray, 1999). The computer-assisted instruction must be content-

based and authentically integrated with the classroom curriculum.

Harold Wendlinsky’s report on technology’s impact supports Middleton’s research and

further focuses on the level of teacher involvement. Students whose teachers receive proper

technology training showed significant gains in math scores in both grades 4 and 8. Conversely,

if teachers were not well-trained and used computers only for skill and drill, performance scores

in math actually went down (Wenglinsky, 1998).

In West Virginia, studies show that technology integration directly affected improved test

scores. Technology was thoughtfully integrated into the current curriculum and aligned with

objectives and assessment tools. Because the technology was directly related to regular

classroom instruction and aligned appropriately, effective gains in test scores were made (Mann,

Shakeshaft, Becker, & Kottkamp, 1998). The focus, again, is on the computer enhancing the

current curriculum in an authentic way due to the skill of the classroom teacher.

   
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Conclusion 

What do we know about the impact of technology on student learning? The reports and

analyses are clear: When teachers are properly trained and using technology to enhance the

regular curriculum in an authentic way, student learning is improved. Proper implementation is

critical to student success.

Students’ perceptions of their own learning and of themselves as learners are enhanced in

a computer-assisted classroom. Student level of investment is greater and peer communication

skills are improved. Reading, research, synthesis, analysis and writing skills all improve in the

computer-assisted classroom. Several studies also point to improved math scores at various

grade levels.

Additionally, it is clear that the assessment of technology’s success on students must be

reevaluated and redesigned as we progress in addressing NCLB. How can standardized tests be

altered to assess technology’s impact on higher-order thinking skills? In what ways can

assessment and evaluation change in the future to meet both the needs of the National Education

Technology Plan and No Child Left Behind? The goal of NCLB is to make stronger, more

critical thinkers of our students. Assessment must therefore be revamped to accurately and

appropriately measure that success.

Future research must also be conducted to evaluate today’s teachers in order to assess the

level of training and reinforcement they need during this shift in their educational practices.

Paradigm shifts are hard in education, and transitioning to the student – not the teacher -- as the

center point of learning is significant. The success of today’s students relies on teachers shifting

from traditional lecture-based models to innovative, computer-assisted learning centers. That

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change will not come without a full assessment of where we’re at today and what needs to be

done to meet the needs of tomorrow.

According to national research, the positive influences of technology are evident. With

proper focus and supporting budgets, all school systems can appropriately utilize technology to

enhance learning for all students and meet the stated intentions of the No Child Left Behind

legislation.
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