Caila Bishop

Technology Paper

With the continuous advancements in technology, new technology is emerging and can

be noticed in schools. The instructional effectiveness of technology supported instruction is

being put to the test. Some schools have decided to use an “immersion” method with technology,

where they immerse schools in technology rather than implement technology over time. Other

schools have continued to use their traditional method with minimal use of technology supported

instruction or no use of technology supported instruction. The controversy arises when deciding

which method will work better in the school for both teachers and students. There are studies that

support the immersion method however studies also show the complications that arise as a result

of using an immersion method of instruction.

According to Goodwin nearly a decade ago schools were using millions of dollars to

purchase laptops for every student. Districts believed that one-to-one computer programs were

effective and worth the expense. According to Goodwin’s article “a survey of 364 leaders of

large districts with one-to-one initiatives found that 33 percent believed that laptops were having

a significant effect on student achievement and another 45 percent believed they were having a

moderate effect (1).” However, according to Goodwin, now schools that are participating in one-

to-one initiatives have begun to get rid of these programs because of a variety of problems that

range from budget costs, maintenance costs, and concerns about how students are using

computers. Researchers who have examined one-to-one laptop initiatives have taken into

consideration the quality of implementation of these programs along with immersion supported

instruction. According to Shapley support for technology Immersion is based on leadership,

teacher support, parent and community support, technical support and professional development.

In addition classroom immersion is best supported with technology instruction, learner-centered

instruction, student classroom activities, and communication.

The Technology Immersion Pilot (TIP) created by the Texas Legislature conducted a four

year study. The four year study focused on 21 treatment schools progress in implementing

Technology Immersion. The study looked at the strength of implementation and student’s

reading and mathematics test scores. The study found that those immersed in the laptop

immersion program were less likely to have disciplinary problems than student who did not have

access to laptops (Goodwin, 1). Project RED which is one of the first large scale study to

identify and focus on the factors that make some technology implementations perform

dramatically better than others, did a report that showed how reducing the number of dropouts

through the use of technology saved over $56,000 per student tax revenue (Hayes 2). The Texas

study also found that technology skills in students improved after three years. Low income

students in the laptop immersion program displayed equal levels of technology proficiency as the

wealthier students in the controlled schools (Goodwin 1)

On the other hand, some researchers have found mixed or no results on the benefits of

one-to-one initiatives. One of Maine’s statewide programs found little student achievement with

the one to one programs with an exception of writing scores that bumped up 3.44 points in five

years. (Goodwin 1). In addition the Texas middle school study showed progress in students

mathematics but no progress in reading, compared to Maine whose students reading scores

actually decreased after engaging in the laptop group study(1). Moreover, a Michigan one-to-

one laptop program, examined eight matched pairs of schools. The program found “higher

achievement in four laptop schools, lower achievement in three and no difference in the final pair

(1)”.

The Texas Study that focused more on the implementation of Technology revealed some

surprising results. The study found that teacher’s attitudes and beliefs about technology affected

implementation (10). In addition the study revealed that teachers participated in on average 37

hours or fewer of technology related professional development (26). Moreover, teachers at only

two campuses reported having received a full level of support (24). Similarly a study conducted

that looked at three experienced high technology schools showed that teachers encountered

several persistent problems that affected their use of technology. These problems ranged from

technical problems, the time needed to find and evaluate resources and to learn to use the new

tools, student attitudes towards technology and the Web, and school cultural issues. Teachers

also expressed their concerns about the unreliability of student computers and network problems

(Learning and Assessment, 39). On the other hand the Texas Study found that teachers were

using the technology for themselves rather than for their students (39).

A few solutions for immersion programs include professional learning for administrators

and uses of the technology to help reduce schools costs. Professional learning for administrators

would reduce a variety of the problems that result from an immersion program in schools.

According to the Project Red Team “professional learning is the key leverage point for ensuring

opportunities for ongoing school improvement practices by educators to increase student

achievement”(9). Schools need to commit to ongoing, technology related professional

development and training opportunities for teachers and administrators. In addition, teachers who

utilize the technology properly will reduce the cost of technology. Project Red research has

calculated an overall 8 percent cost reduction by using online courses, digital content, online

assessment, and professional development(10). Teachers who use digital content in place of

textbooks save the school money because digital context is less costly than text based context

and is easily indexed and searched via the districts network and web(11). Moreover, online

coursework can be accessed anywhere with an internet connection which helps with cost savings

in custodial care, electricity, administration and other overhead expenses that accumulate at the

schools.

I feel that it is imperative that schools use an immersion method with technology for

supporting instruction in the schools. I believe that the immersion method allows students to be

more active learners rather than passive learners versus a classroom with minimal technology

where learners are often passive recipients of information. In addition, I believe that schools that

use the immersion method allow for students to place greater emphasizes on deep learning and

understanding as well as increased student responsibility and accountability. According to

Project Red students using this method often drive their own learning, work at their own pace

and motivate themselves(10). On the contrary I believe schools that use minimal technology will

limit the creativity of their students and hinder their higher-order thinking. I believe that schools

would do their students a disservice in preparing them for their future endeavors rather it be the

workplace or continuing their education goals if they do not immerse their students with

technology.

All in all, research shows that technology supported instruction can be beneficial to some

schools. The use of technology is helpful in enhancing curriculum. Students have shown

improvements in certain content area as a result of technology. Research also shows that

Technology alone is not the root of a child’s success. There are many problems that arise when

implementing technology into the schools. Improper implementation of equipment does not

benefit student learning or success. Despite the problems and concerns with implementing

technology, “when used right, technology is an essential driver in accelerating forward

momentum” (Goodwin 2).

Bibliography

Journal of Technology, Learning and Assessment. 2010. Volume 9: Special Edition:

Educational Outcomes and Research from 1:1 Computing Settings.

http://escholarship.bc.edu/jtla

Texas Center for Educational Research. (2009). Evaluation of the Texas Technology

Immersion Pilot.

http://www.tcer.org/research/etxtip/documents/y4_etxtip_final.pdf

Goodwin, B. (2011). One-to-one Laptop Programs are No Silver Bullet. Educational

Leadership 68:5, 78-79.

http://www.ascd.org/publications/educational_leadership/feb11/vol68/num05/One

-to-One_Laptop_Programs_Are_No_Silver_Bullet.aspx

Project RED, 10/2010, Technology Factor: Nine Keys to Student Achievement and Cost

Effectiveness (survey research), press release

http://projectred.org/uploads/T+L%20Press%20Release%20DR%203%20(2).doc,

full report http://newbay.ebookhost.net/k12/projectred/1/index.php

Mayo, M. (2009). Video games: A route to large-scale STEM education? Science Vol.

323. no. 5910, pp. 79 – 82.

http://www.eegame.cn/upload/2009_01/09011409205049.doc