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).
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