Using Technology to improve Student Achievement

Using Technology to Improve Student Achievement 1

Using Technology to Improve

Student Achievement

Nicole J. Abbott

Dr. Tae Chang


March 30, 2006

“’Before on writing exercises, I would be lucky to get two or three sentences,’”

“Murray says.” “’Now, using the keyboards, they’ll type paragraphs’” (Kopkowksi, 2006,

p. 26).

“’Now students show up to class 15 minutes early just to practice their math

exercises. They’re interested, and they’re motivated’” (Kopkowksi, 2006, p.26).

These statements above are words that every teacher would love to say about

their students’ motivation to learn. As I sit here on my computer, typing on my

keyboard, after researching information on the Internet (of course stopping momentarily

to check my email), it is clear to me that we are inundated with technology. There are

very few people under the age of 40 who I know that cringe when you say “computer.”

Technological inventions have allowed all of us to have access to so much information.

Even in doing this research paper I have used multiple technological sources.

Educational technology, especially computers and computer-related peripherals,

have grown tremendously and have permeated many areas of our lives. Banks,

hospitals, automobile repair shops, amongst many other businesses use technology.

For young people, the use of the Internet, for example plays a major role in their

relationships with their family, friends, and their schools. It is clear to them that the

world goes ‘round because of technology, so it is difficult for them to understand why

schools limit technology use (North Central Reading Educational Laboratory, n.d.).

In my eyes, it would be a shame to limit technology use in the classroom

because it has proven to be so important in improving student achievement and

motivation to learn. I learned this hands on while presenting a Power Point lesson to


my first grade students on the water cycle. Although the actual presentation was three

minutes long, after discussion and testing, my students scores were on average several

points higher than the other first grade classroom at my school. In my paper I will

discuss the various ways that others have used technology to improve student

achievement.

In the most recent neatoday (2006), teachers are using “handhelds” also known

as PDA’s (personal digital assistants) for instruction in second-grade classrooms. It

was noted that math, spelling, reading, and writing comprehension were no longer

related to textbooks, photocopied worksheets, or the white board. This instructor was

able to walk around and offer encouragement while “helping them when they get stuck,

and expanding on a lesson point on the whiteboard when needed” (Kopkowski, 2006, p.

26). Most significant was the comment that “fidgeting is at a minimum, and nobody

requests a bathroom break” (Kopkowski, 2006, p. 6). This is a wonderful example of

classroom management at its best, where student interest is maintained and learning

occurs effortlessly. This simple idea is something very valuable to a classroom teacher.

Not only did the “handheld” device allow for increase in student attention but in the

quantity of work produced. “’Before on writing exercises, I would be lucky to get two or

three sentences,’” “Murray says.” “‘Now, using the keyboards, they’ll type paragraphs’”

(Kopkowski, 2006. p. 26).

Besides, “handhelds” there are many more programs and devices available to

educators. Math educators have made a resounding call to incorporate the use of

technology in high school math classes. Many of these educators believe that its use

had the potential to enhance student learning and provide students access to powerful


mathematical ideas and topics (Hollebrands, 2003). A study of tenth-grade geometry

students was conducted using the technological tool called, The Geometer’s Sketchpad

(GSP). The results noted that students’ understandings of the domain consisting of a

single object might have been reinforced by the work they did with the computer

(Hollebrands, 2003).

In other curricular areas such as science, technological innovations have proved

to help students learn. An increasing number of educators are abandoning

predominantly didactic, lecture-based modes of instruction and instead are moving

toward more learner-centered models in which students, with the collaboration of peers,

are engaged in problem solving inquiry (Barab, Hay, Barnett, & Squire, 2001). In a 1-

week camp, high school students worked in activity groups with a three-dimensional

software. Their task was to develop a virtual reality world of either the solar system or

create a theater project, using a play as a reference. As a result, “the virtual

instantiation of students’ understanding afforded by three-dimensional models facilitated

the development of grounded understanding of astronomical phenomena…”(Barab,

Hay, Barnett, & Squire, 2001).

The use of computers in physics education is additionally a topic of discussion.

At the Conference of Computers in Physics Instruction, in August of 1988, there were

many technological devices being considered to integrate into the curriculum. The

results of the conference considered “specific computer applications in tutorials,

simulations, lecture demonstrations, programming, spreadsheets, games, laboratory

date acquisition and analysis, symbolic mathematics, and artificial

intelligence…”(Wilson, 1989).


Another type of technology, called technology-supported inquiry learning (TSIL)

has been used to support students in the area of science (Edelson, Gordin, & Pea,

1999). In their study, researchers found “an effective TSIL design can create sufficient

engagement to bring about learning” (Edelson, Gordin, & Pea, 1999). By making the

techniques available, a design can engage students in inquiry through activities that

allow them to achieve mastery of specific inquiry skills and can develop new content

understanding though refinement and discovery (Edelson, Gordin, & Pea, 1999).

Not only has technology helped to assist students in the areas of science and

mathematics, but also in the area of reading literacy. There has been some concern

that if classroom teachers ignore the influence of media and ICTs (information

communication technologies) on youth’s functioning both in and out of school, that

educators may fail to benefit from the insights that could be learned from tapping into

literacies that count in today’s youth culture (Alvermann, 2004). Alvermann (2004)

notes that from the research she conducted there is “promising evidence of the

effectiveness of literacy instruction that integrates hypermedia, hypertext, the internet,

and other ICTS.” These ICTs are also proving to aid in the instruction of second-

language readers, a community of learners that is vastly growing in California schools.

There is much research that supports the above idea of integrating technology

with reading instruction. Cynthia L. Scheibe (2004) and her colleagues developed 12

basic principles for integrating media literacy and critical thinking into the K-12

curriculum. She argues that media literacy can be used effectively for both teaching

core content and meets the needs of teachers and students by promoting critical

thinking, communication, and technology skills. The use of media literacy has been


shown to evoke active participation in students who are nontraditional learners or

students who are disenfranchised from their current curriculum (Scheibe, 2004).

Still other researchers like Richard Mayer (2002) demonstrate that students can

learn more deeply from well-designed multimedia messages consisting of pictures and

words than from more traditional modes of communication involving words alone. In his

study, by combining words with pictures, he was able to foster deeper learning in

students. When designed and implemented properly, instructional technologies don’t

necessarily replace all other curricula, instead it acts as a powerful tool to aid human

cognition (Mayer, 2002).

Like Richard Mayer, researcher, Min Liu (2003) believes that learners’ cognitive

skills can be enhanced through multimedia design. In her study of the use of

multimedia to complete project-based learning she noted three important results. She

learned that use of this technology can have a positive impact toward student learning.

In addition, an environment using technology can encourage creativity and enhance the

development of cognitive skills. Finally her results show multimedia can help students

learn design skills in addition to content and computer knowledge (Liu, 2003).

To help students make an easier transition to the “real world” as future workers,

the use of technology incorporated into their curriculum can aid in their learning, as

noted by the vast amount of research. Given the vital role of technology in today’s

world, this critical issue needs to be examined closely. It is important for teachers,

parents, lawmakers, and administrators to consider how important computers and other

electronic technologies can be in enhancing the learning experiences of students.

Using technology can and will improve student achievement.


References

Alvermann, D.E. (2004, September). Media, information communication technologies,

and youth literacies: A cultural studies perspective. The American Behavioral

Scientist, 48(1), 78-83.

Barab, S.A., Hay, K.E., Barnett, M., & Squire. K. (2001). Constructing virtual worlds:

Tracing the historical development of learner practices. Cognition & Instruction,

19(1), 47-85.

Edelson, D.C., Gordin, D.N., & Pea, R.D. (1999). Addressing the challenges of inquiry-

based learning through technology and curriculum design. Journal of Learning

Sciences, 8(3), 391-451.

Hollebrands, K.F. (2003). High school students’ understandings of geometric

transformations in the context of a technological environment. The Journal of

Mathematical Behavior, 22(1), 55-72.

Kopkowski, C. (2006, March). Ready to upgrade? neatoday, 24(6), 24-31.

Liu, M. (2003). Enhancing learners’ cognitive skills though multimedia design.

Interactive Learning Environments, 11(1), 23-39.

Mayer, R.E. (2003). The promise of multimedia learning: Using the same instructional

design methods across different media. Learning and Instruction, 13(2),

125-139.

North Central Regional Educational Laboratory (n.d.). Critical issue: Technology: A

catalyst for teaching and learning in the classroom. Retrieved February 24, 2006,

from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.html

http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.html


Rowell, P.M. (2004). Developing technological stance: Children’s learning in technology

education. International Journal of Technology and Design Education, 14, 45-59.

Scheibe, C. L. (2004, September). A deeper sense of literacy: Curriculum-driven

approaches to media literacy in the K-12 classroom. The American Behavioral

Scientist, 48(1), 60-68.

Wilson, J. (1999, January). Education in Physics. Physics Today, 35-36.

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Using Technology to improve Student Achievement