Harold
Wenglinsky's study, "Does it Compute: The Relationship between
Educational Technology and Student Achievement in Mathematics,"
concluded that for 4th and 8th graders technology has "positive
benefits" on achievement as measured in NAEP's mathematics test.
But it is critical to note Wenglinsky's caveat to this conclusion.
He argues that not all uses of technology were beneficial. Wenglinksky
found using computers to teach low order thinking skills, "...[W]as
negatively related to academic achievement…." Put another
way, this type of computer use was worse than doing nothing. By contrast,
teachers who had students use computers to solve simulations saw their
students' math scores increase significantly. As he explored the reasons
for the differing ways teachers used technology, Wenglinsky found
that professional development was the difference between those teachers
who used skill and drill software and those who used software that
could create simulations. Teachers who had training and skills used
technology in ways that focused students on simulations and applications
that encouraged students to develop problem solving skills. Those
teachers who hadn't had training used skill and drill software (Wenglinsky,
1998).
Technology and Academic Achievement by Les Foltos - 0 views
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More recently, educators in Missouri issued their findings on a study of the impact the statewide eMints program had on academic achievement. This program is designed as a comprehensive approach to assist teachers to integrate technology. Participating teachers receive classroom equipment, and over two hundred hours of professional development over a two-year period. In addition to traditional workshops, eMints training includes peer coaching for individual teachers. The training is designed to help teachers integrate technology so that they can use inquiry-based teaching and emphasize critical-thinking and problem-solving skills. As one of the program leaders noted, "We find that when you put the two, (inquiry based learning and true technology integration) together there's a synergy created that really boosts students' learning" (Brannigan, 2002). The power of pairing technology with inquiry learning was directly reflected in the test scores of more than 6,000 third and fourth grade students who recently took the Missouri Assessment Program (MAP) test. "Results show that a higher percent of students in eMINTS classrooms scored in the 'Proficient' or 'Advanced' categories…when compared with other students who took the MAP tests…" (Brannigan, 2002; Evaluation Team Policy Brief, 2002).
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