Technology in Education 1

Technology in Education:
Why it works and how to reap the benefits

This report represents an analysis of the impact of technology on teaching and learning,
presenting a positive argument for the use of technology in the classroom. Themes addressed
include preconceptions about technology, limitations of technology, grounds for the assertion
that technology can improve student learning, prerequisites for successful technology
integration, and the future of technology in the classroom.

Dane G. Hartman
Boise State University
EdTech 501
December, 2008
 Technology in Education 2

Table of Contents

Recognizing our preexisting assumptions

The 80s and early 90s:
1995 – 2000:
2000 – Present

How and why technology benefits the education process

Overview
Performance enhancement in core areas
Improvement in writing proficiency
Improvement in math
Improved scores on standardized tests
Technology as a means of enabling cross-content learning
Benefits of technology for collaboration and communication
Benefits for at-risk and special needs students
New types of learning + benefits that aren’t necessarily reflected in today’s tests

Requirements for success

Are the correlations valid?
Important factors in making technology work

The future of EdTech - Redefining our educational philosophy

Physiological advancement of learning theory
The classroom of the future

Conclusion

References
 Technology in Education 3

Technology in Education:
Why it works and how to reap the benefits

The purpose of this report is to analyze the impact of technology on teaching and

learning, and to present a positive argument for the use of technology in the classroom. The

applications of technology are as multifold as its benefits and its potential beneficiaries, and in

this report I will attempt to shine some light on these intricacies. We will take a close look at the

preconceptions that surround technology in the classroom, and then discuss the great promise

that computers have shown for improving the education process. We will consider the limitations

of technology as well as the prerequisites for its successful implementation, and then finish with

a look at what the future classroom may look like.

Recognizing Our Preexisting Assumptions

As we approach the issue of improving education through the integration of technology,

we have to recognize that our judgments are tied to an established set of assumptions about how

technology can affect teaching and learning. We must acknowledge that there has always been a

framework of assumptions present in this conversation, and that the assumptions have shifted

significantly as technology has progressed. This means that our current conception of how

technology can affect education will unquestionably become outdated, making way for a whole

new set of ways that technology can interact with the education system. Over the last 20 years,

the perception of technology’s potential in education has shifted significantly, and it is beneficial

to take a brief look at the way these preconceptions have evolved.

 Technology in Education 4

The 80s And Early 90s

In the late 80s and early 90s, technology in education was largely seen as an enhanced

accommodator of already-existent K-12 education needs. It did not represent a shift in

educational philosophy nor educational content, instead being little more than a flashy new tool.

1995 – 2000

With the advent of the internet, technology exploded into the national view as a force that

would quickly redefine educational needs, bringing about a shift in the framework within which

teachers were perceived. The issue was no longer how technology could help teachers be more

effective, but how teachers can help technology be more effective. Technology was seen as such

a powerful force that teachers were judged in terms of how well they could channel it without

impeding its flow.

2000 – Present

Eventually the overzealous nature of the 1995-2000 paradigm shift became clearer, and

the national attitude toward technology in education came to recognize that technology cannot

simply revolutionize education, but must work in concert with the essential framework of

effective leadership, sound instructional priorities, and day-to-day reality in the classroom

[ CITATION Cul03 \p 20-22 \l 1033 ].

 Technology in Education 5

How and Why Technology Benefits the Education Process

Overview

The vast majority of studies performed over the last decade reach positive conclusions

about the impact of technology in the learning process. It is generally agreed that, when

combined with traditional instruction, the use of computers can augment student learning within

the realm of core curriculum and basic skills. The benefits of computer-enhanced instruction

compared to traditional instruction alone have been observed in faster learning, better retention,

higher levels of engagement, and more positive attitudes [ CITATION Fou00 \p 7 \l 1033 ].

Technology can enhance students’ thinking and learning skills, provide easier interaction with

complex subject matter, encourage problem solving and collaboration, and promote the

interdisciplinary integration [ CITATION Kee08 \p 82 \l 1033 ].

Performance Enhancement in Core Areas

Improvement in writing proficiency.

A 1994 study monitored a group of four-year olds who had access to word processing

software in their classroom. They could choose to use computers for writing assignments if they

desired, but there was no requirement that they do so. The study found that students who chose

to use the word processing software showed a greater increase in spelling accuracy than those

who did not. Word processing also indirectly elicits more effective writing from elementary

students in that it encourages neatness and foments the revision process [ CITATION Str96 \p 11-

12 \l 1033 ].
 Technology in Education 6

In secondary education, it should come as no surprise that word processing software

increases student writing performance. Word processing lends so much power to the editing

process that creating a written composition today without the use of a computer is almost

unthinkable. A 1991 study of eleventh-grade remedial students yielded some noteworthy

reflections on the computer writing experience:

The computer allows me to go back and write more words and sentences in my
paragraphs. It makes my paragraphs longer and more interesting. It seems like I have
something to say.

I like working with the computers. It provides real work experience. It has helped my
writing in longhand, especially in organizing my paragraph. Since it is easier to write on
a computer, I don’t mind writing [ CITATION Str96 \p 25 \l 1033 ].

Improvement in math.

In Pittsburgh, an experimental 9th grade math program incorporating an “intelligent tutor”

software application showed highly positive results. The focus of the class was on mathematical

analysis of real-world applications and the use of computational tools, and when supplemented

with the software, student scores improved significantly. On average, the 470 students in the

experimental group performed 15% higher on standardized tests and 100% higher on curriculum-

focused objectives [ CITATION Top08 \l 1033 ].

Improvement in scores on standardized tests.

Research has shown significant improvement in standardized test scores among groups of

students that experience technology-enriched curriculum versus those who do not.

In an eight-year longitudinal study at New Hampshire's Brewster Academy, students

participating in the technology integrated school design model showed an average increase of 94
 Technology in Education 7

points on the SAT I than those who participated in the traditional model [ CITATION Top08 \l

1033 ].

In a randomized study in Virginia, the integration of commercially available digital video

clips in the classroom resulted in increased student achievement based on pre and post

assessments. It is important to note that video content was aligned specifically to the standards

being assessed [ CITATION Top08 \l 1033 ].

Technology as a Means of Enabling Cross-Content Learning

Cross-content lessons are something that schools and districts promote in hopes of

achieving higher CSAP scores across the board. Technology provides a means of integrating

curriculum that has traditionally been separated. The authors of Project Homeroom, a 1993 high

school technology integration program, explain that:

High school is often criticized because of the way it compartmentalized knowledge,

dividing it into specific blocks according to major subject areas. Students traditionally
learn each subject as a separate unit, with little understanding of how all of the
knowledge fits together as a whole. Teachers in this project ... use[d] the technology as a
means to reorganize the curriculum around conceptual models tapping many different
specific subject areas. Empowered by the technology, teachers and students are free to
explore problem solving, creative thinking, and expressive writing and speaking [ CITATION
Hec93 \p 1 \l 1033 ].

Technology presents an opportunity for students to create multimedia projects, which by

their nature can incorporate media from more than one content area. Teachers have reported that

upon completion of their first multimedia project, students show substantial increase in research

skills, organizational skills, ability to apply learning to real world situations, and an overall

increased interest in the content matter [ CITATION Top08 \l 1033 ].

 Technology in Education 8

Benefits of Technology for Collaboration and Communication

Technology has enormous potential for enabling communication and collaboration

between students, both within the classroom and across long distances. Studies of technology

integration programs such as National Geographic Kids Network, Apple Classroom of

Tomorrow, Lego Logo, and Sky Travelin, revealed telling observations about the effects of

technology on student interaction. Students showed enhanced critical thinking skills as the result

of resolving conflicting information from different software programs, and computer-sharing

between students tended to result in powerful question and answer dialogues between the student

at the keyboard and the student in the passenger seat [ CITATION Top08 \l 1033 ].

In a study of elementary students using a collaboration software tool called Computer

Supported Intentional Learning Environment (CSILE), students performed better on standardized

tests in reading, language, and vocabulary than those who did not use the software. The students

also demonstrated less measurable but highly important improvements in depth of understanding,

internalization of multiple perspectives, and independent thought [ CITATION Top08 \l 1033 ].

Technology also enables communication between students regardless of distance,

something that seems promising across the gamut, but that is particularly interesting for foreign

language classrooms. In the Educational Media and Technology Yearbook, Miech & Mosteller

assert that technology can be used to

create multidimensional networks where teachers use CALL (computer-assisted language

learning) to promote person-to-person interactions in the target language, often with
‘distant others’ beyond the walls of the classroom, that transcend obstacles of distance
and time. . . educators can use computers as vehicles both to support new and different
interaction among students and teachers in the target language and to create opportunities
for students to converse with native speakers and others outside of the classroom and the
university [ CITATION Mie97 \p 66-67 \l 1033 ].
 Technology in Education 9

With respect to performance in core academic areas, collaboration has proven particularly

beneficial in the areas of physics and writing instruction. In a 1998 study, students of grades 7-9

that had used a software program in physics class that enabled them to reflect on their position

within the inquiry process were better able to apply principles of Newtonian Mechanics to real-

world situations than were eleventh and twelfth graders who had not used the software. In the

realm of writing, it has been observed that when students share their compositions, the final

product tends to be of higher quality than work produced for in-class use only [ CITATION Top08 \l

1033 ].

Benefits For At-Risk and Special Needs Students

Technology is beneficial for students with special needs for a variety of reasons. For

starters, computers can offer a level of differentiation that is difficult to achieve otherwise.

Computer Assisted Instruction (CAI) software can adjust the task difficulty progressively,

providing immediate student feedback and constant progress monitoring. CAI instruction is also

typically far less threatening to students who have experienced many failure situations, and the

scope of materials available is far greater than that found in most situations. The overall defining

benefit for special needs students with mild disabilities has been a boost in self-sufficiency,

increasing the likelihood of effective interaction with the learning environment (Keengwe,

Onchwari, & Wachira, 2008, p. 81; Stratham & Torell, 1996, p. 28).

CAI has been markedly beneficial for special needs students in the areas of science and

math, because it helps compensate for the limitations of memory. Learning disabled students

often have difficulty solving problems that involve more than one variable at a time, rendering

Math and Science curricula fairly difficult. With the assistance of a computer this barrier is
 Technology in Education 10

largely removed. In a study of novice and expert high school chemistry students, novice students

equipped with a computer performed at roughly the same level as expert students who used only

paper and pencil. This opens doors in a big way for low-performing students, enabling them to

engage in learning activities that might not otherwise be possible [ CITATION Top08 \l 1033 ].

In the area of language, word processing has had substantial benefit for special needs

students. The combination of spell checkers, word-prediction, and specially designed instruction

has potential for helping students compensate for spelling problems so severe that their writing

would otherwise be unreadable. Impressively, certain language training software has even been

shown effective in mitigating the difficulties of dyslexia [ CITATION Top08 \l 1033 ].

New Types of Learning + Benefits That Aren’t Necessarily Reflected In Today’s Tests

It’s important to remember that many proponents of educational technology are not

interested in test scores. They argue that the goal of educational technology isn’t necessarily to

improve test scores within already-existing academic focuses, but instead to bring about a whole

new type of learning environment within a school [ CITATION Fou00 \p 22 \l 1033 ]. The National

Research Council’s Committee on Developments in the Science of Learning expressed an idea

central to this notion:

A fundamental tenet of modern learning theory is that different kinds of learning goals
require different approaches to instruction; new goals for education require changes in
opportunities to learn. These new learning opportunities should take place in learning
environments that are student centered, knowledge centered, assessment centered and
community centered, and the new technologies are seen as consistent with the principles
of a new science of learning [ CITATION Fou00 \p 11 \l 1033 ].

A 1994 study of fourth-grade students who had consistent and immediate access to

technology in the classroom found that

 Technology in Education 11

students mastered tasks that could not have been predicted from their performance on
other school tasks .... Social control in the classroom shifted from being an exclusive
function of the instructors to being distributed more evenly among teachers and student
…. students took more responsibility for themselves and their actions in the classroom
and, at a slightly higher level of analysis, for their own learning [ CITATION Str96 \p 12 \l 1033 ].

Standardized assessments also fail to highlight the degree to which tech fluency prepares

students to be successful in the workforce. It almost goes without saying that fluency with word

processors, spreadsheets, website development, and command of the internet represents a

significant leg up in the job market [ CITATION Top08 \l 1033 ].

 Technology in Education 12

Requirements for Success

Are the Correlations Valid?

Perhaps the greatest obstacle to providing incontrovertible evidence of technology’s

benefit for student achievement is the difficulty of isolating technology implementation as the

sole variable in student achievement increases. In many schools the increase of computers and

related technology is also coupled with a wide range of other school reforms that makes it very

difficult to imply a cause and effect relationship [ CITATION Fou00 \p 19 \l 1033 ]. Rather than get

hung up on that dilemma, we should simply acknowledge what educators and researchers have

been arguing for years: Technology without reform is insufficient.

Important Factors for Making Technology Work

Technology alone does not motivate students, nor does it provide a framework within

which to explore knowledge. A human being must provide those essentials. At the same time, it

cannot be assumed that once teachers have access to technology that they will automatically

integrate it into their daily classroom instruction. Teachers and administrators must have a clear

understanding of how technology can improve learning and an organized system within which to

implement it. Some general factors that increase the likelihood of successful implementation

include:

 Lower student to computer ratio;

 Teacher ownership of the reform efforts;
 Extensive teacher training and planning time;
 High levels of technological support; and
 High levels of administrative support [ CITATION Fou00 \p 15 \l 1033 ].

Research evidence shows that technology is most effective when it is well integrated with

the curriculum and assessment. Although this might seem like a no-brainer, technology is too
 Technology in Education 13

often see as something ‘extra’, when it should be an integral part of the process. A good

instructor uses technology to enrich and make more accessible the preexisting pedagogically

sound environment. The acquisition of new knowledge must retain the essential focus on

communicating meaningful concepts in a way that students can relate to their prior knowledge.

The three crucial tenets of Ausubel’s cognitive learning theory still apply: learner’s relevant prior

knowledge, meaningful material, and learner choice to use meaningful learning. Keengwe,

Onchwari, and Wachira articulate this idea poignantly in their 2008 report:

Students learn meaningfully when they learn with computers, and not about or from
computers. Learning with technology incorporates the use of computers to help students
develop higher order thinking, creativity, and research skills. Learning with computers
involves establishing an intellectual partnership with the computers to enhance
meaningful learning [ CITATION Kee08 \p 83-85 \l 1033 ].
 Technology in Education 14

The Future of Edtech - Redefining Our Educational Philosophy

New Frontier of Physiological Advancement of Learning Theory

It is probably fair to say that our current conception of how technology can enhance

education is only a scratch on the surface of the potential that is emerging. According to Fouts,

researchers with the National Science Foundation

will begin building systems-level neural theories of incremental learning through a set of
LIS projects. Such a neural theory of incremental learning would build on computer
simulations of animal brain activity during learning, magnetic resonance imaging in
humans under similar tasks, and robotics implementation to test the models. Researchers
will explore spatial competence and its emergence over time at the cognitive,
computational, and neural levels. Such research into spatial learning has consequences
for how we teach in the classroom, particularly in the use of educational software and in
designing information searchers—navigating the Internet or learning cognitive maps
[ CITATION Fou00 \p 12 \l 1033 ].

The Classroom of the Future

Technology in the classroom is a two-way street: It is not merely a means of making the

current educational paradigm more effective, it is a means of actually reshaping that paradigm.

One manifestation of this is a shift from memorization to problem solving, moving away from

the teacher-centered classroom to a more student-centered form of learning. Technology’s

promise in education stems from its capacity to provide more varied sensory input and better

differentiation, which means that students are less bored and more engaged in learning. It’s

essential to note however, that this can only take place when the teacher allows it to manifest in

this way by learning to be a guide and helping students direct their own learning with the

powerful new tools. Classrooms that truly use technology effectively should experience a shift in

both the teacher role and the student role, in addition to a change in the assessment process
 Technology in Education 15

[ CITATION Kee08 \p 82-84 \l 1033 ] . According to the International Society for Technology in

Education

today’s classroom teachers must be prepared to provide technology supported learning

opportunities for their students…being prepared to use technology and knowing how that
technology can support student learning must be integral skills in every teacher’s
professional repertoire [ CITATION Kee08 \p 82 \l 1033 ].

In his 2000 report, Fouts reviews some of the key transformations that technology

promises for the classroom:

 Because many new technologies are interactive, it is now easier to create

environments in which students can learn by doing, receive feedback, and
continually refine their understanding and build new knowledge.

 Technologies can help people visualize difficult-to-understand concepts, such as

differentiating heat from temperature. Students are able to work with visualization
and modeling software similar to the tools used in nonschool environments to
increase their conceptual understanding and the likelihood of transfer from school
to nonschool settings.

 New technologies provide access to a vast array of information, including digital

libraries, real-world data for analysis, and connections to other people who
provide information, feedback, and inspiration, all of which can enhance the
learning of teachers and administrators as well as students [ CITATION Fou00 \p 11 \l 1033 ].

Tools are a broadening of our human capability, but a tool alone does nothing if it is not

used properly. Technology will eventually result in a new educational standard of the 21st

century, but in order for that to happen educators must truly reevaluate their vision of technology

in education and be willing to reconsider their beliefs about the learning process itself.

The technological revolution can be used to reframe the very nature of the educational
experience, for the barriers we often faced in the past are no longer barriers, and students
no longer have to be bound by time and place to learn. The tremendous technology
potential will only be realized if we can create a new vision of how technology will
change the way we define teaching and how we believe learning can take place [ CITATION
Kee08 \p 81 \l 1033 ].
Technology in Education 16
 Technology in Education 17

Conclusion

In this report I have attempted to analyze the impact of technology on teaching and

learning, and to present a positive argument for the use of technology in the classroom. We

began with a look at how attitudes toward technology in education have shifted, and how this

ensures the eventual obsolescence of our current views. We reviewed an encouraging mass of

evidence pointing to the benefits of technology when implemented effectively, benefits that span

age, subject matter, and student ability levels. From higher test scores to improved writing, from

increased collaboration to curriculum integration, it is clear that technology offers a plethora of

promise for the classroom. Finally, we looked at the requisites for successful implementation,

acknowledging that technology alone cannot replace good instruction, and emphasizing that the

key to the future is an open mind and flexible beliefs.

So where does this leave us, and how do we move forward from here? It’s time that we

stopped pouring energy into proving the merits of technology and started focusing all efforts on

how to best utilize it. There are already sufficient studies and teacher testimonials to conclude

that technology is a wonderful educational tool – we need seek no further proof. The focus

should now be optimization. What makes one technology-enriched classroom more successful

than another? What sort of teacher training is most effective? Which devices are the most useful,

and which are a waste of money? What software helps best utilize our existing equipment? These

are questions worth asking. Just as textbook curriculum have co-evolved with the changing

tenets of conventional learning research, so too must technology be guided by a new sort of

technology-focused learning research. We know it works, now let’s figure out how it works best.
 Technology in Education 18

References

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Culp, K. M., Honey, ,. M., & Mandinach, E. (2003). A retrospective on twenty years of education
technology policy. U.S. Department of Education.

Fouts, J. T. (2000). Research on computers and education: Past, present and future. Bill and Melinda
Gates Foundation.

Hecht, J. B., Dwyer, D. J., Roberts, N. K., Schoon, P. L., Kelly, J., Parsons, J., et al. (1993). Project
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Trier High School, Amos Alonzo Stagg High School. Illinois State University.

Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful
learning. AACE Journal, 16(1) , 77-92.

Miech, E., & Mosteller, F. (1997). On CALL. A review of computer-assisted language. Educational media
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Smith, R., Clark, T., & Blomeyer, R. L. (2005). A synthesis of new research on K-12 online learning. Illinois:
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Stratham, D. S., & Torell, C. R. (1996).

Computers  in  the  classroom:  The  impact  of  technology  on  student  learning. Boise, ID:
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