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Summary of Current Research and Evaluation Findings on Technology in Education

Summary of Current Research and Evaluation Findings on Technology in Education

By John Cradler, Far West Laboratory

The following is a summary of findings of research and evaluation studies derived from several sources including: state technology plans, national policy documents, a Far West Laboratory study on state technology programs, the Report on the Effectiveness of Technology in Schools from 1990-1994, and a review of model technology schools. The areas outlined in this document are: A) the major outcomes consistently shown for students and teachers determined to result from technology, B) technology development and applications to support teaching learning, C) local, state, and national factors to support effective technology applications, and D) considerations for an expanded R & D agenda for educational technology.

A. Outcomes for students and teachers related to technology applications

1. Student Outcomes: The effectiveness of technology tends to vary as a function of the curriculum content and instructional strategy delivered by the technology. When content and strategies are determined to meet accepted education standards, research shows that technology:

  • Increases performance when interactivity is prominent.
  • Increased opportunities for interactivity with instructional programs.
  • Is more effective with multiple technologies (video, computer, telecommunications, etc.).
  • Improves attitude and confidence-especially for "at risk" students.
  • Provides instructional opportunities otherwise not available.
  • Can increase opportunities for student-constructed learning.
  • Increases student collaboration on projects.
  • Increase mastery of vocational and work force skills.
  • Help prepare students for work when emphasized as a problem solving tool.
  • Significantly improves problem solving skills of learning handicap students.
  • Improves writing skills and attitudes about writing for urban LEP students.
  • Improves writng skills as a result of using telecommunications.

    2. Educator Outcomes: Research on the benefits of technology for teaching is generally positive with a shift from the more traditional directive to a more student-centered approach. Research shows that educator-use of technology results in:

  • Less directive and more student-centered teaching.
  • Increased emphasis on individualized instruction.
  • More time engaged by teachers advising students.
  • Increased interest in teaching.
  • Interest in experimenting with emerging technology.
  • Teacher preferences for multiple technology utilization.
  • Increases administrator and teacher productivity.
  • Increased planning and collaboration with colleagues.
  • Rethinking and revision of curriculum and instructional strategies.
  • Greater participation in school and district restructuring efforts.
  • Business partnerships with schools to support technology.
  • Increased education involvement with community agencies.
  • Increases in teacher and administrator communication with parents.

    B. Technology development and applications to support teaching learning

    1. Technology development factors: Research shows that particular features of technology-based resources are critical for effective technology applications in education and should provide for or incorporate:

  • Immediate adjustment of task difficulty in relation to student responses.
  • Instant feedback of correctness of responses.
  • Ease of use by students and teachers.
  • Sustained interest and use by students.
  • Simulations of tasks not possible in the classroom or from books.
  • Student control of pacing the educational programming.
  • Opportunities for individualized problem solving.
  • Opportunities to use multiple technologies.
  • Built in assessments and procedures to matched technology resources with learner needs.
  • Field testing of technology-based resources with a variety of students in a variety of settings.
  • Involvement in the development of educational technology programs.
  • Alignment with curriculum frameworks and existing instructional resources.

    2. Technology application factors: The following are general considerations that research and evaluation studies document as important features to include in the application of technology-based resources. These studies suggest that technology should provide for or promote:

  • Instruction that cannot be easily accomplished without the technology.
  • Guidelines for teachers on how and when to integrate the technology into instruction.
  • Expansion or enhancement of the curriculum.
  • Integration into to current and emerging curriculum standards and guidelines. (interoperability)
  • Access to technology and educationally relevant programs.
  • Ease of adaptation of technology into a variety of learning environments from school to home.
  • Ease of use and of high interest in any environment.
  • The use of the technology within the regular classroom or learning environment.
  • Adults that can promote meaningful student-use of technology.
  • Adapted uses of technology with diverse student populations.
  • Involvement of teachers and administrators in the design and implementation of educational technology R & D.

    C. Local, state, and national factors to support effective technology applications

    1. Local teacher support factors: Research consistently supports specific school and district level program characteristics that enable teachers to effectively utilize technology. Such factors generally include:

  • Teacher-awareness of effective technology applications.
  • Time for teachers to plan, learn about, and implement technology applications.
  • A social network of other technology-using teachers.
  • Availability of teacher-mentors or other peer support.
  • Involvement of principals and other administrators in the planning and training.
  • Development of the knowledge to critique and select technology applications.
  • Development of school and classroom level technology plans by and for teachers.
  • Involvement of teachers in deciding classroom uses of technology.
  • Teacher-access to technology while planning.
  • Understanding of ways to integrate technology into education reform.
  • Preparation of new teachers for effective integration of technology into teaching.
  • Long term staff development to support integration of technology into instruction.
  • Increased opportunity for staff development and technical assistance.
  • Access to technology and telecommunications resources.
  • Awareness of and access to educationally relevant technology-based programs.
  • Equitable access to centralized information resources related to technology use.
  • Teacher- and student-access to computers outside of school.
  • Opportunities for educators to communicate with peers in other schools and at conferences.
  • School and district administrators committed to the use of technology.
  • The systematic conversion of high-performance training technologies to support education.
  • Shifting the media and telecommunications industry from entertainment to "edutainment."

    2. State and federal program support factors: Survey research and review of 20 state plans has documented particular state and federal program elements that promote effective technology use that include:

  • Technology incorporated into existing and emerging education initiatives.
  • Incorporation of technology applications into state curriculum frameworks and standards.
  • Planning as a pre-requisite for receiving technology-based resources.
  • Guidelines for local planning that promote funding allocations for staff development.
  • A statewide technology in education clearinghouse with electronic distribution.
  • Incentives for the development and validation of technology-based resources.
  • Incentives for identification and dissemination of programs and practices that work.
  • Funding for school and district technology use plans that meet local and state criteria.
  • An interagency governance structure to secure resources across agencies for technology.
  • Provisions for regional and local technology use training and technical assistance.
  • A statewide interoperable electronic information highway accessible by all classrooms and learning environments.
  • Both formative and summative evaluation of all programs.
  • A process to communicate program accomplishments and problems to stakeholders.
  • Informing policy makers about cost-benefits of technology applications in education.
  • Technology uses incorporated into program review and assessment guidelines.
  • Coordination of education, business, and other relevant governmental agencies.
  • Business involvement in planning and implementing technology in education.

    D. Considerations for an expanded R & D agenda for educational technology

    Most studies are formative and summative evaluations of various existing technology applications in education. Little funding has been expended for in-depth R & D for education-especially grades K-12. So far the emphasis has been more on qualitative research and evaluation and less on development and validation. Development has occurred by industry but has not been connected to research. Before technology can have a long term impact on education it is necessary to have a strong R & D agenda that promotes development combined with the needed research to inform the education community and the education stakeholders about effective practices and products. The research should help to determine the extent to which these new practices and products related to technology promote needed education reform. An expanded R & D agenda is important and should focus on the following:

  • User friendly and educationally relevant information databases for the National Informaiton Infrastructure.
  • Applications of technology to promote desired state and national education reforms.
  • The use of telecommunications and distance learning for teacher staff development.
  • Identification and dissemination of model technology programs, practices, and projects.
  • Identification of occupational skills standards related to technology applications.
  • Using technology to disseminate information resources that provide systemic reform.
  • Integration of technology into National Education Reform (Goals 2000, ESEA Reauthorization, school to work, etc.)
  • Development of effective educational software, multimedia, and video for school and home use.
  • Study of the positive and negative consequences of technology on education and society.

    R & D that addresses these and other priorities is critical if educators are to be knowledgeable about and effective use of technology to improve teaching and learning. Most educators believe that schools and teachers are not technologically equipped to prepare students for the 21 century. A strong R & D agenda with sustained financial support can help meet this national need.

    Bibliography

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    Cradler, J.D. (1992). Comprehensive Study of Educational Technology Programs in California Authorized From 1984-1992. San Francisco, CA: Far West Laboratory for Educational Research and Development.

    Cradler, J.D., et.al. (1993). Monterey Model Technology Schools: Cumulative Research and Evaluation Report 1987-92. Hillsborough, CA: Educational Support Systems [1505 Black Mountain Road, Hillsborough, CA 94010.

    Cradler, J.D. (1987). Policy Recommendations for Program Improvement with Educational Technology in California Schools. Redwood City, CA: Policy Analysis for California Education, San Mateo County Office of Education, 333 Main Street, Redwood City, CA 94063.

    Ford, K. (1993). California's Educational Technology Grants: Site-Based Grantmaking as a Policy Strategy. Palo Alto, CA Doctoral Dissertation, Stanford University.

    Hadley, Martha and Sheingold, Karen. Accomplished Teachers -- Integrating Computers into Classroom Practice. (1990). Bank Street College of Education Center for Children and Technology 610 West 112th Street New York, NY 10025.

    Honey, Margaret and Henriquez, Andres. (1993) Telecommunications and K-12 Educators: Findings From a National Survey. New York, NY: Center for Technology in Education, Bank Street College of Education 610 West 112th Street, New York, New York 10025.

    Little, Judith Warren, et.al. (1987). Staff Development in California, Public and Personal Investments, Program Patterns, and Policy Choices. Berkeley, CA: Far West Laboratory for Educational Research and Development and Policy Analysis for California Education.

    Means, B. et.al. (1993). Using Technology to Support Education Reform. Washington, D.C.: Office of Research, U.S. Department of Education, Office of Research and Improvement.

    Sivin-Kachala, Jay and Bialo, Ellen. (1994). Report on the Effectiveness of Technology in Schools, 1990-1994. Washington D.C.: Software Publishers Association, 1730 M Street N.W., Washington D.C. 20036.

    For additional information contact John Cradler or Elizabeth Bridgforth, Far West Laboratory, 415-565-3016.