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 Concordia University researchers set out to answer a "big picture" question: Does computer technology have a positive overall effect on learning in the classroom? File photo.Photograph by: CHARLES PLATIAU , ReutersMONTREAL — Concordia University researchers set out to answer a "big picture" question: Does computer technology have a positive overall effect on learning in the classroom?"There have been lots of arguments, both pro and con, regarding this issue, (such as) is it worth the investment?" said professor Richard Schmid, chairman of the education department at the Montreal-based Concordia.Their literature review involved looking at thousands of studies and comparing achievement in classrooms that used computer technology with those that used little or none.The 40-year retrospective study, published in the Review of Educational Research journal, concluded that classrooms where computer technology was used to support teaching had a "small to moderate positive" effect on learning and attitude.If an administrator must make a decision "should we invest in this? The answer is yes," said Schmid, the study's co-author.The literature shows that more recent, sophisticated applications of the technology produce greater positive gains than older

f an administrator must make a decision "should we invest in this? The answer is yes," said Schmid, the study's co-author.The literature shows that more recent, sophisticated applications of the technology produce greater positive gains than older applications, he sai

under what circumstances positive effects are observed

s and software programs in a separate computer class. Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts.

s and software programs in a separate computer class. Effect

Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts.

"Increasingly the Internet itself, given our reliance on it, is a source of destructive technology. I think we really have to worry about cyber terrorism and cyber crime increasingly. But there's obviously nuclear proliferation and bio-weapons and chemical weapons."

"I think it's had two diametrically opposed effects. One effect has been really good. It's created transformation and empowered people and allowed us to debunk bad ideas in a very ... decisive way. It's almost created a cognitive immune system for the planet."

He continued: "It's also empowered pranks and pseudoscience and bad information because every person on the Internet can sort of find the people like them and everyone can find an audience so there are certain forms of ignorance that would more or less be unthinkable without the Internet. Global jihad has been massively empowered by the Internet. Even things like the 911 truth conspiracy. That, to my mind, is an Internet phenomenon. No one would publish those books. This is something that is born of Web sites and Internet commentary."