Ed Tech and Student Achievement

Performance on standardized assessments in reading, writing, mathematics and other subjects improves when technology is part of the learning process. Integrating technology into academic subjects results in gains on high-stakes tests that enable schools to meet AYP and performance benchmarks under NCLB. A 2004 report by Market Data Research found that schools that fail to meet the AYP requirements are below average in technology use.

Here are some examples of successful programs:

• Elementary students in Missouri whose classrooms are equipped with technology, basic productivity software, and high-speed Internet connections scored consistently higher in every subject area on the Missouri Assessment Program (MAP) standardized tests than other students did. The students are part of the Enhancing Missouri’s Instructional Networked Teaching Strategies (eMINTS) program. Fourth graders enrolled in the second year of the program scored an average of 5.5 points higher on the state’s communications arts test and 3.55 points higher on the mathematics than students not enrolled in the program. eMINTS classrooms are equipped with a teacher’s desktop computer and laptop computer, a scanner, a color printer, a digital camera, an interactive white board, a digital projector, and one computer for every two students. (Bickford, 2005)
• Fourth-grade students in Massachusetts who reported greater frequency of technology use at school to edit papers were likely to have higher total English/language arts test scores and higher writing scores on the Massachusetts Comprehensive Assessment System (MCAS) than students who did not. (O’Dwyer, Russell, Bebell and Tucker-Seeley, 2005)
• Middle and high school students in Georgia that used an interactive software system to learn pre-algebra and algebra scored significantly higher on standardized state mathematics tests than students in traditional classrooms. Designed for at-risk, academically disadvantaged students, the 326-lesson curriculum covers basic mathematics through advanced algebra concepts. By October 2004, it was being used in 23 states by 501 schools. (What Works Clearinghouse, 2004)
• Ninth-graders in Oklahoma who learned algebra using an interactive software program scored higher on a standardized test and earned higher math grades than students in traditional classrooms. Retention in mathematics classes and attendance also improved among students using this software. Specifically, research shows that students using this software perform 30 percent better on questions from the Third International Mathematics and Science Study, demonstrate an 85 percent better performance on assessments of complex mathematics problem solving and thinking, have a 70 percent greater likelihood of completing subsequent geometry and algebra II courses and achieve 15 percent to 25 percent better scores on the SAT and Iowa Algebra Aptitude Test. Equivalent results are realized for both minority and non-minority students. (Ringstaff & Kelley, 2002; What Works Clearinghouse, 2004)
• Shaw High School in Mississippi ranks among the top 50 high schools in the rural South, demonstrating high performance in a low-income community, according to the Rural Schools and Community Trust. The high school is part of the First Things First initiative of the nonprofit Institute for Research and Reform in Education. The school improvement initiative relies on technology as a tool for training teachers, measuring what matters, system leadership and parent involvement. Three years into the First Things First implementation: Shaw met NCLB Adequate Yearly Progress in all areas; Shaw’s 248 African-American students dramatically increased their pass rate on high-stakes exit exams in math and language arts, and Shaw students performed better than state average on all mandatory assessments.

Technology Engages Students in Learning

Using technology deepens students’ interest and engagement in academic learning.

Here are some best practices:

• During the initial phases of the Maine Learning Technology Initiative (2002–04), all seventh and eighth-graders, along with their teachers, received laptop computers. Teachers also received technical assistance and professional development for integrating laptop technology into curriculum and instruction. During that time, more than four out of five teachers surveyed reported that students are more engaged in their learning, and produce higher quality work. In addition, more than 75 percent of teachers reported that having the laptops helped them better meet Maine’s statewide learning standards, the Learning Results. (Silvernail & Lane, 2004)
• A model middle and high school social studies curriculum in New York incorporating new combinations of technology and content delivery resulted in higher student achievement on state standards—and overwhelmingly positive student ratings. Teachers in the Points of View media project used Web cams, streaming video and interactive access to primary documents to create and then teach the curriculum about the Theodore Roosevelt era. Students used the Web to interview experts, gain access to museums and historical collections, and participate in videoconferences with others. Ninety-four percent of students found the project interesting and educationally relevant, 90 percent said they learned a great deal, and 75 percent said they learned more than they would have from an ordinary class. Students taking the experimental course outperformed students in a traditional course on the same topic

Technology Improves Attendance and Graduation Rates and Decreases Dropout Rates

Decreasing the dropout rate is a high priority for schools, especially with new reports showing that that one-third of students do not complete high school. Using technology in school improves attendance, discourages dropouts and increases graduation rates.

Here are some best practices:

• Instructional technology helps at-risk high school students stay in school, earn credit for failed courses and pass competency exams to graduate. Interactive software programs assess students’ skills and personalize learning to fill in skill gaps in required courses. (Implementation Stories and Evaluation Series, PLATO Learning, Inc., Trautman & Lawrence)
• “Self-paced, computer-assisted instruction, including Internet access and instruction, with heavy emphasis on the fundamentals of reading, writing, math, science, and social studies” is the first of the four cornerstones of a dropout intervention program for socioeconomically and educationally disadvantaged ninth graders.” (Barton, 2005)
• Seventy-six percent of parents reported that their schools used two or more technologies to communicate with parents. While newsletters and telephone calls are the most common ways for schools to exchange information with parents, schools are now beginning to explore the additional opportunities for interaction afforded by voice mail, Web sites and electronic mail.

Technology Facilitates Parental Involvement

Parental involvement is a critical component of student success. Technology involves parents more deeply in their children’s learning and improves the lines of communication between home and school.

Citations

Bickford, Adam. “Analysis of 2004 MAP Results for eMINTS Students.” Evaluation Team Policy Brief, eMINTS National Center, January 10, 2005.
http://www.emints.org/evaluation/reports/map2004.pdf

Intervention Report: I CAN Learn Math Curriculum.” What Works Clearinghouse, December 1, 2004. http://www.whatworks.ed.gov/PDF/Intervention/wwc-ican_120304.pdf

Ringstaff, Cathy, & Kelley, Loretta. “The Learning Return on Our Educational Technology Investment: A Review of Findings from Research.” WestEd, 2002.
http://www.wested.org/online_pubs/learning_return.pdf

Silvernail, David L., & Lane, Dawn M.M. “The Impact of Maine’s One-to-One Laptop Program on Middle School Teachers and Students: Phase One Summary Evidence.” Maine Education Policy Research Institute, February 2004.
http://mainegov-images.informe.org/mlte/articles/research/MLTIPhaseOneEvaluationReport2004.pdf

“The Study of Opportunities for and Barriers to Family Involvement in Education.” Project Appleseed [UNDATED] http://www.projectappleseed.org/barriers.html

Trautman, Thomas, & Lawrence, Jeff. “Credit Recovery: A Technology-Based Intervention for Dropout Prevention at Wichita Falls High School.” [UNDATED, but research cited is after 2000] http://www.amered.com/docs/caps.pdf

Web Sites

http://www.icanlearnresults.com

http://www.carnegielearning.com

http://www.irre.org/ftf/results.asp

http://www.c-span.org/classroom/pdf/results.pdf