| Technology and
Learning Skills
Technology is a powerful tool that gives
students access to vast amounts of information—and
helps students acquire the learning skills they need
to transform this information into useful knowledge.
Technology is an essential component of a 21st century
education—not a frill—because it helps
students develop essential learning skills and become
life-long learners.
Here are some best practices:
| • |
Students are taking charge of their own learning
in the Maine Learning Technology Initiative (MLTI),
a statewide program that provides wireless laptop
computers to all seventh- and eighth-grade students
and teachers. Teachers and students report that
students have more freedom to pose questions,
explore topics of interest and work at different
levels of depth, according to a 2004 program evaluation.
Students also are cooperating more with other
students and with teachers—and helping each
other with the technology. Often, it is the low-performing
and special-needs students who are teaching others
about technology. (Fairman, 2004) |
| • |
A distance learning project that delivers marine
science courses to students in grades 4–8
in Florida, Virginia, New York, New Jersey, Texas,
Wisconsin, North Dakota, Indiana, Michigan, Illinois,
and Missouri sparked student interest and inquiry
into science and science professions, fostered
collaborative learning, and increased multimedia
proficiency, according to a project evaluation.
The SeaTrek Distance Learning Project featured
videoconference courses, which incorporate a mix
of live feed, PowerPoint presentations, prerecorded
video segments from scientists at Mote Marine
Laboratory in Sarasota, Fl. One teacher noted
the impact of the SeaTrek “Sharks”
program even after her students returned to her
classroom, and said, “They loved it! They
were full of questions that spilled over back
into our classroom. This spawned a whole unit
on research, questions, projects, and research.”
(Harouna & Keisch, 2004) |
| • |
Technology has been used effectively to support
mathematics curricula that focus on problem solving
and hands-on, constructivist, and experiential
activities. Students participating in such technology-supported
learning experiences have demonstrated superior
conceptual understanding of targeted math topics
to that of students receiving traditional instruction.
(Effectiveness of Technology in Schools, 2000) |
Citations
Ba, Harouna, and Keisch, Deborah. “Bridging
the Gap Between Formal and Informal Learning: Evaluating
the SeaTrek Distance Learning Project.” Center
for Children
& Technology. May 2004.
http://www2.edc.org/cct/admin/publications/report/SeaTrekfinal04.pdf
2000 Research Report on the Effectiveness
of Technology in Schools. (2000). Software & Information
Industry Association.
http://www.siia.net/estore/REF-00-summary.pdf
Maine Education Policy Research Institute,
Maine Learning Technology Initiative, Research Report
#3. (2004, May). Trading Roles: Teachers and Students
Learn with Technology. Fairman, J. http://www.usm.maine.edu/cepare/pdf/mlti/MLTI%20Phase%20One%20Evaluation%20Report%203.pdf
Partnership for 21st Century Skills.
(2003, June). Learning for the 21st Century: A Report
and MILE Guide for 21st Century Skills.
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
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