More than 92% of schools in
The term educational “technology” refers to more than just computer use, but also to a wide range of tools and processes to enhance learning such as large data systems, audio and video capacity, and online learning. As a result, policymakers have become ever more insistent that technology costs must be justified by data that demonstrate increases in student achievement. Along with the increased accountability for schools the expectations now are that technology can be used to improve student learning and can be used to monitor achievement and progress of students on standardized tests.
How technology is used in the classroom can be explained by three different frameworks as proposed by authorities in the field.
The first framework: Phases of Technology use has three distinct phases. Phase I is Print Automation where technology is used for instruction on computer using software, which includes electronic textbooks with short, self-contained lessons. Students learn basic skill development on segmented and isolated skills. The second phase is Expansion of Learning Opportunities, an interactive phase, where students work in groups producing and sharing products. Phase III called Data-Driven Virtual Learning, includes virtual learning, multimedia presentation tools, and is very useful in enhancing reading and writing across the curriculum through the interactivity by hypertext and hypermedia. This type of technology allows the manipulation of data and concepts to meet individual student specific learning needs.
Framework 2: Functions of Technology uses the functions technology as an organizational tool and categorizes them as they are used for instruction. There are four functions each one with a specific agenda. First one is Technology as tutor—and includes computer-assisted instruction, instructional television, and some multimedia systems, and is designed to teach by providing information, demonstrations, or simulations and may invite students o answer question or solve problems. The second function, Technology as a means to explore—by using the Internet, modeling software, and simulation software students can discover facts, concepts, or procedures through information, demonstrations, or simulations at their request. Another one is Technology as tools to create, compose, store, and analyze data—as in database software, desktop publishing, and digital visual and audio production, and the last one includes Technology as a means to communicate—as in e-mail, online learning systems, and electronic mailing lists.
The third framework: Purposes of Technology comes from Bruce and Levin (1997), who organize technology in terms of media. They outline four ways that technology use supports integrated learning. These include Media for inquiry, Media for communication, Media for construction and Media for expression.
These three frameworks demonstrate the many ways technology can enhance education as well as how we can organize our thinking around technology.
The research on technology benefits is somewhat mixed, mainly because it can be difficult to measure some of the skills, such as higher-order thinking, the fact that technology is changing, and also that technology is not the solution to improving education but only a tool, which if not used properly becomes ineffective.
But research for the benefits of technology is on-going. The
The International Society for Technology in Education (ISTE) in 1998 and the endeavor, the National Educational Technology Standards (NETS) for Students, was designed to provide teachers, technology planners, teacher preparation institutions, and educational decision makers with frameworks and standards to guide them in establishing enriched learning environments supported by technology.
The National Research Council's Committee on Improving Learning With Technology states that in order for technology to be truly effective, we must recognize factors that influence each other: student characteristics, classroom groups, tasks, and assessments; curriculum, teacher capacity and professional development; school leadership; and community involvement.
Still, more work needs to be done if we are to realize the potential that technology has to improve student achievement and teacher effectiveness. This work must involve researchers, policymakers, administrators, teachers, and parents working together to understand and implement innovative, proven applications of technology. Organizations such as the International Society for Technology in Education, the National Research Council, and the
Technology is indeed a wonderful tool which provides an opportunity to use numerous methods of instructions to meet the diversity of learning styles in the student population of today’s society.
