THE POSITIVE IMPACT OF INSTRUCTIONAL TECHNOLOGIES ON STUDENT ACHIEVEMENT

5 Major Goals

Increased student interest in content Development of higher-order thinking

skills Improvement in test scores and grades Change in leadership and teacher roles Ability to apply learning to real-world

situations

Increased interest in content

According to Gulek and Demirtas, researchers in a report titled Learning With Technology: The Impact of Laptop Use on Student Achievement, “Students who use computers when learning to write are not only more engaged and motivated in their writing, but also produce work that is of greater length and higher quality.”

Higher-order thinking skills

Higher-order thinking skills developed with the use of educational technologies

1. Researching skills

2. Comparing and contrasting skills

3. Synthesizing skills

4. Analyzing skills

5. Evaluating skills

“Research and evaluation shows that technology can enable the development of critical thinking skills when

students use technology presentation and communication tools to present, publish, and share results of projects”

(Cradler et al).

Laptop Facts…

Laptops lead to more student writing and to writing of higher quality.

Laptops increase access to information and improve research analysis skills.

Laptop students readily engage in problem solving and critical thinking. (Gulek & Demirtas)

Improvement in test scores & grades

Grade Laptop Non-Laptop6 3.50 3.13

7 3.28 2.94

8 3.23 3.07

2003-04 Cumulative Grade Point Averages by Grade

The information from this study found on slides 6-8 was performed by Gulek & Demirtas and found in the report titled Learning With Technology: The Impact of Laptop Use on Student Achievement.

Grades, continued…

End-of-course letter grade

Laptop

Grade 6

Non-Laptop

Grade 6

Laptop

Grade 7

Non-Laptop

Grade 7

Laptop

Grade 8

Non-Laptop

Grade 8

A 50% 38% 39% 23% 36% 39%

B 42% 32% 45% 33% 54% 40%

C 7% 21% 11% 28% 10$ 17%

D 1% 6% 3% 9% 0% 3%

F 0% 3% 2% 7% 0% 1%

2003–04 End-of-Course Grades by Subject, Grade, and ProgramEnglish Language Arts

Grades, continued…

End-of-course letter grade

Laptop

Grade 6

Non-Laptop

Grade 6

Laptop

Grade 7

Non-Laptop

Grade 7

Laptop

Grade 8

Non-Laptop

Grade 8

A 40% 33% 37% 30% 24% 23%

B 41% 31% 38% 32% 36% 29%

C 14% 20% 18% 21% 20% 28%

D 2% 6% 5% 8% 20% 11%

F 3% 10% 2% 9% 0% 9%

2003–04 End-of-Course Grades by Subject, Grade, and Program

Mathematics

Leadership and Teacher roles

Leadership Role Teacher RoleAlign available resource technologies with school improvement goals

More cooperative work and less teacher lecturing

Need for professional development

Increased use of computers

Professional learning communities

“The role of teachers is paramount in guiding the development of students’ higher-order

thinking skills during learning activities involving technology tools” (Cradler et al).

Ability to apply learning to real-world situations

“Research shows that when students learn to

use and apply applications used in the world of work, such as

word processors, spreadsheets, computer-aided drawing, Web site development programs, and the Internet, they acquire some of the prerequisite skills for

workforce preparedness” (Cradler et al.).

“When content and problem-solving strategies meet accepted education

standards, technology increases mastery of

vocational and workforce skills and helps prepare

students for work” (Cradler et al.).

Why Instructional Technology? Five Main Reasons

Increased student interest in content Development of higher-order thinking skills Improvement in test scores and grades Change in leadership and teacher roles Ability to apply learning to real-world situations

Bibliography

Cradler, J., McNabb M., Freeman M., & Burchett R. (2002). How does technology influence student learning? Learning & Leading with Technology, 29(8), 46-56.

Gulek, J. C. & Demirtas, H. (2005). Learning with technology: The impact of laptop use on student achievement. The Journal of Technology, Learning, and

Assessment, 3(2).Available from http://www.jtla.org

Palozzi, V. J. & Spradlin, T. E. (2006). Educational technologies in Indiana: Is it worth the

investment? Center for Evaluation & Education Policy. Education Policy Brief, 4(4), 1-11.

Schacter, John. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, California: Milken Exchange on Education Technology.