Meta-analysis of Teaching and Learning With Technology on Student Outcomes

It is evident that this research article is dated by reading the first few sentences in which it states that NCLB "is placing new emphasis on scientifically based research and is requiring states and school districts to choose 'evidence based' programs for their schools and classrooms."  Fast forward seven years, and you will find that NCLB is not exactly that.  In some states where schools were not meeting AYP, the states were allowed to lower standards so that AYP could be achieved.  In many schools, even in Appleton public, students who may not do well on the test (ESL, learning disabled, behavior problems) are somehow encouraged to not be present for testing (some behavior students have been suspended during testing time).  Anyway. . .

In the introduction of the article, it states that back in 2001, technology knowledge did not equate into any useful ways in which to integrate technology into the classroom.  Further, back in 2001, the author states that the technology of 2001 is vastly different from several years before that, and rapid growth of technology exceeded current knowledge.  It seems that nine years later, we still have those issues.  In many cases, our students know leaps and bounds more about technology and devices/applications which I think makes many teachers uncomfortable with integrating it.  Instead, we make rules and policies that ban the use of these devices when we could be embracing them and making our teaching/classrooms more effective.

In 2001, a study found that small group learning using computer technology yielded more positives than individual learning.  I believe this still holds true today.  If you look on the P21 (Partnership for 21st Century Learning), one of the hallmarks of learning skills is collaborative learning.  In 2010, however, we have many options for small group learning integrated with technology.  Google Docs, wikis, Skype, and Tokbox, for example, make it easy for students to work with each other no matter where they are physically.  If you want your students to know more about the culture of China, you can find a classroom in China (who also wants to know more about the culture of America) and use online tools to communicate, collaborate and learn. 

I can say from personal experience that technology integration does impact pedagogy practices.  Because I can let the kids use computers and other technology applications, I can focus on them and what they want to know.  It really is student centered because the students get a say which helps in the areas of motivation and relevance.

While this study attempted to answer the question of whether or not academic performance is improved with technology integration, newer studies exist and continue to be done regarding this subject.  In my own research on this very topic, I came across the research of Anthony Saba.  To read his study, go to http://edtech2.boisestate.edu/sabaa/502/Saba_Synthesis_Paper.pdf.  The more sophisticated technology becomes, I think the more possibilities for the education system to use it for improving academic outcomes.