Introduction in Educational Technology (1)
First, I believe that instructional technology works. Instructional technology only works for some kids, in some topics, and under some conditions, but that is true of all pedagogy, all systems for teaching or learning. There is nothing that works for every purpose, for every learner and all the time. Dale Mann (1999
The overriding message that can be gleaned from most current research on the implementation of computer-based technology in education is that technology is a means, not an end; it is a tool for achieving instructional goals, not a goal in itself. And yet, many schools and districts have invested in computer-based technology before establishing clear plans for how to use this important tool.
In today’s world, computer-based technology is not a frill, but an important component of any modern curriculum. During the last decade, technology expenditures tripled in schools in the United States; estimates suggest that over $6 billion was spent in1999-2000. Since no one wants these funds to be wasted, educators need insight into how to maximize the positive impact of their technology. This paper is for educators and policymakers who want to learn from the research and experiences of others about how to make their technology investment a wise one.
To address this issue, we summarize major research findings related to technology use and, based on these findings, attempt to draw out implications for how to make the most of technology resources. This paper will focus on pedagogical and policy issues related to technology, not smaller issues such as what hardware configurations or software to use. This is not a “how to” paper, but rather a paper about the key policy issues to be addressed in order to make technology use the most effective.
Rather than attempting a comprehensive review of the literature, this paper draws on a selection of research studies. We tried to choose studies that were the most methodologically sound. We favored those that were longitudinal, examining change over time, such as Apple Classrooms of Tomorrow (ACOT),West Virginia’s Basic Skills/Computer Education Program, and IBM’s Reinventing Education program. Other sources include numerous papers and reports from such organizations as the Milken Family Foundation, RAND Corporation, Educational Testing Service, California Research Bureau, Institute for Research on Learning, and the North Central Regional Educational Laboratory. We have identified general lessons learned from this body of current literature representing a wide range of attempts to implement technology in classrooms from 1993 to the present. We also chose studies with an eye toward illuminating the differences between “instruction” and “construction.” We believe that, compared to more didactic approaches, constructivist or student-centered approaches are better suited to fully realizing the potential of computer-based technology. Our review of the research is guided by this perspective.
In today’s world, computer-based technology is not a frill, but an important component of any modern curriculum. During the last decade, technology expenditures tripled in schools in the United States; estimates suggest that over $6 billion was spent in1999-2000. Since no one wants these funds to be wasted, educators need insight into how to maximize the positive impact of their technology. This paper is for educators and policymakers who want to learn from the research and experiences of others about how to make their technology investment a wise one.
To address this issue, we summarize major research findings related to technology use and, based on these findings, attempt to draw out implications for how to make the most of technology resources. This paper will focus on pedagogical and policy issues related to technology, not smaller issues such as what hardware configurations or software to use. This is not a “how to” paper, but rather a paper about the key policy issues to be addressed in order to make technology use the most effective.
Rather than attempting a comprehensive review of the literature, this paper draws on a selection of research studies. We tried to choose studies that were the most methodologically sound. We favored those that were longitudinal, examining change over time, such as Apple Classrooms of Tomorrow (ACOT),West Virginia’s Basic Skills/Computer Education Program, and IBM’s Reinventing Education program. Other sources include numerous papers and reports from such organizations as the Milken Family Foundation, RAND Corporation, Educational Testing Service, California Research Bureau, Institute for Research on Learning, and the North Central Regional Educational Laboratory. We have identified general lessons learned from this body of current literature representing a wide range of attempts to implement technology in classrooms from 1993 to the present. We also chose studies with an eye toward illuminating the differences between “instruction” and “construction.” We believe that, compared to more didactic approaches, constructivist or student-centered approaches are better suited to fully realizing the potential of computer-based technology. Our review of the research is guided by this perspective.
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